This presentation describes how the ICF framework was used in a physiotherapy postgraduate course.

1. Using ICF Framework in
Postgraduate
Education
Hana I. Alsobayel, PhD
Assistant Professor & Consultant PhysicalTherapy
King Saud University

3. (WHO 2010)

4. The
interprofessional
education and
collaborative
practice strategy
(Talaat & Ladhani,
2014).

5. Professional
Communicator
Collaborator
Leader &
Manager
Health
Advocate
Scholar
(Verma et al. 2006)

6. International
Classification
of Function &
Disability
(ICF)
(WHO 2001)
– ICF was chosen as one model that aligned well
with the different disciplines and therefore would
promote interprofessional communication in
learning activities.
– ICF can be used to promote a shared
understanding of the influences on functioning
and disability.
– The ICF reflects the multidimensions of
functioning, disability and health in a model that
has relevance across a range of health disciplines,
and has the potential to provide a common
language in interprofessional education.
(Jones , 2011)

7. – In 2001, the World Health Assembly approved the
International Classification of Functioning,
Disability and Health (ICF).
– The ICF replaced the International Classification
of Impairments, Disabilities and Handicaps
developed in 1980.
(WHO, 2001)

8. ICF & Bio-
psycho-social
approach
– The ICF is an integrative and bio-psychosocial
approach in fully describing in a comprehensive
manner the impact of health condition on an
individual’s functioning.
– As a universal framework, the ICF could be used
and applied across countries, health conditions
and healthcare settings.
(Escorpizo & Dougherty , 2013)
– ICF provides a systematic means of engaging
with patients, carers and interprofessional team
members. Enhances respect, collaborative
leadership, job satisfaction, trust relationships
and accountability between team members, as
well as a culture of on-going learning.
(Nguyen et al, 2016)

9. Physical
Therapists
areinaprimepositiontoplay
arolewithinthe
rehabilitation-of-disability
processwheretheICFis
beingusedasareference
framework.
(Escorpizo&Dougherty,2013)

10. ICF
Publications
Number of International Classification of Functioning, Disability and
Health-related physical therapy publications from 2001 to 2012.
(Escorpizo & Dougherty, 2013)

11. ICF
Application
•Informed decisions
•Standard data
•Staff training
•Curriculum development
• Interprofessional Education
•Frame work for qualitative &
quantitative research
•Impact of ICF use on
outcomes
•Develop new tools
•Measuring disease burden
• Goal setting & treatment
planning
•Documentation
•Decision making
•Follow-up
•Allocation of resources
•Patient referral
Clinical
Practice
Research
Health
Policy
Education

12. Physiological
functions of the
body systems
(e.g. Mobility &
stability
Anatomical parts
of the body such
as organs, limbs,
and their
components
(e.g. Joints)
Execution of a
task or action by
an individual
(e.g.
Manipulating
objects)
Involvement in a
life situation
(e.g.Taking care
of others)
Functionin
g&
Disability
Contextual
Factors
Factors external to
individuals that
may have + or -
impact on the
individual (e.g. use
wheelchair)
Not classified (e.g.
gender, age,
occupation)

14. ICF in
Education
– In health professions education (HPE) ICF has not
been widely taught as a conceptual framework in
approaching and managing patients.
(Allan et al., 2006;WHO, 2013)

15. (WHO, 2001;Talaat&
Ladhani, 2014)

16. Using ICF as framework in
MSc. Physiotherapy
Program:Case study
The experience of rehabilitation sciences
department in KSU

17. Study design
– Purpose: a pilot study to explore the application
of ICF classification as a framework to enhance
postgraduate competencies among
physiotherapists.
– Qualitative pilot case study.
– Context: MSc. Program in Orthopedic
Physiotherapy in the department of
rehabilitation sciences at King Saud University,
Riyadh, Saudi Arabia.

18. Theoretical
background
for content
development
– ICF framework (WHO)
– Physiotherapy competencies (WCPT, APTA)
– Competencies of postgraduate musculoskeletal
physiotherapy (IFOMPT)
– Adult learning principals (Knowles)

19. About MSc.
Program in
Orthopedic
Physiotherapy
– Established in 1420-1421 H
– 3 years of course work and research based thesis
– 5 subspecialties: Physiotherapy in Orthopedics,
Pediatrics, Geriatrics, Neurology, or
cardiopulmonary
– Curriculum:
Semester 1 Semester 2 Semester 3 Semester 4,5, &
6
Anatomy
Research
methods &
statistics
Tests &
measurements
Elective
(Orthopedics
physiotherapy 1)
Exercise
physiology
Research
seminars
Elective
(Orthopedics
physiotherapy 2)
Rehabilitation
psychology &
sociology
Biomechanics
Elective
(Orthopedics
physiotherapy 3)
Research based
thesis in
Orthopedics
physiotherapy

20. Ortho 1 Ortho 2 Ortho 3
Health conditions
Acute traumatic
musculoskeletal
injuries
Chronic
musculoskeletal
conditions affecting
the spine
Chronic
musculoskeletal
conditions affecting
the extremities
Body function & structure
Activities limitation
Participation restriction
Psycho-social factors
Examination
Evaluation
Diagnosis
Prognosis
Intervention
Outcome
CurriculumDesignforMSc.CoreOrthopedicCourses

21. Teaching &
Learning
approaches
– Students involved in setting their learning goals.
– Student use reflection after each session to learn
from their experience.
– Use of case scenarios to facilitate clinical
reasoning and critical thinking
– 20% lecturing & 80% interactive learning
activities & self-study
– Training on ICF framework (mandatory online
course).
– Qualitative assessment of real patient interviews
– Open book & home-based exams

22. Student
assessment

23. Student
assessment

24. Student
assessment

25. Findings
(n = 5)
– Students perceptions course objectives’ achievement was mostly
positive (objectives were achieved)
– 1 student commented on the measure used for evaluation, was
not clear for her
– 1 student commented on the need for more training on
differential diagnosis
0 10 20 30 40 50 60 70 80 90 100
1
2
3
4
5
Final grades Ortho 1

26. Conclusions
– ICF framework can be applied on different levels
to create better understanding of health
conditions.
– Application of ICF framework enhances core
competencies of communication and
collaboration.
– Applying ICF framework in curriculum design is
feasible.
– ICF framework can facilitate clinical reasoning
and the bio-psycho-social approach

27. General
recommendations
– ICF classification and framework is
recommended for use in multiple levels to
promote better communication between health
professionals.
– Policies should be put in place to use ICF in
clinical practice and education.
– More research studies are required to assess the
use of ICF framework as a basis for clinical
practice, education, research, and health policies.
– More research studies are required to assess the
application of ICF framework within the context
of Saudi Arabia

28. Acknowledgements
– Catherine Sykes, Professional Policy Consultant,WCPT
– Jumanah Alhassan, Research assistant
– Female MSc. students cohort 2015-2018 Rehabilitation Sciences
Department, KSU.

30. Thank you!
h.alsobayel@gmail.com
@hanasobayel