Transforming healthcare education: integrating the WHO rehabilitation competencies framework into interprofessional curricula

Abstract

Abstract Background: The 2020 World Health Organization Rehabilitation Competencies Framework (RCF) provides a comprehensive foundation for developing interprofessional competencies across rehabilitation disciplines. However, limited awareness and systematic integration of this framework into existing curricula represents a significant gap in competency-based health education which undermines efforts to standardize interprofessional practice competencies globally. Methods: This mixed-method, two-phase study explored stakeholder perspectives on RCF integration within an interprofessional education curriculum at a School of Health and Medical Sciences. Phase One employed a cross-sectional survey (n=63) examining RCF awareness and perceived domain priorities across five disciplines (Physical Therapy, Occupational Therapy, Speech Language Pathology, Athletic Training, and Physician Assistant). Phase Two utilized semi-structured interviews with faculty and students to validate findings and explore implementation strategies through thematic analysis guided by social constructivist learning theory. Results: RCF awareness was significantly limited (15% students, 23% faculty; χ² = 4.23, p < 0.05). The "Practice" domain emerged as the highest priority across all stakeholders (>75%), with emphasis on effective communication and problem-solving competencies. Qualitative analysis revealed four salient themes aligned with experiential learning theory: "realism in action," "increased complexity," "non-error-less learning," and "feedback and re-run," highlighting the need for simulation-based interprofessional learning experiences. Conclusions: Systematic integration of the WHO RCF into existing interprofessional curricula is feasible through comprehensive stakeholder engagement and theoretically-grounded curriculum design. The study provides a replicable, evidence-based methodology for educational institutions seeking to enhance competency-based training programs through experiential learning approaches that bridge theory and practice.