DEVELOPMENT OF AN INTEGRATED LIST OF PROFESSIONAL COMPETENCIES FOR PHYSICAL THERAPISTS IN PAEDIATRICS IN UKRAINE: A MODIFIED DELPHI STUDY
DOI:
https://doi.org/10.31891/pcs.2025.4.4Keywords:
physical therapy, paediatrics, professional competencies, competency-based approach, Delphi method, paediatric rehabilitation, international modelsAbstract
The development of paediatric rehabilitation has been identified by the World Health Organization as a priority within the Rehabilitation 2030 initiative. The growing number of children with neurological, psycho-emotional, and somatic disorders caused by perinatal complications and the consequences of war has created a need for highly qualified paediatric physical therapy specialists. In Ukraine, there is currently no unified list of competencies for physical therapists working in paediatrics, which complicates the standardisation of educational programmes and clinical practice.
The aim of this study was to develop an integrated list of professional competencies for physical therapists in paediatrics, classified by levels of complexity, based on expert consensus using a modified Delphi method.
The study was conducted in two rounds using the modified Delphi method, involving 26 experts. Based on an analysis of international models (World Physiotherapy, WHO RCF, APTA, APA), an initial list of 50 competencies was developed and grouped into seven domains.
After two rounds, consensus was reached on 55 competencies, organised into seven domains: practice, communication, professional and ethical practice, evidence-informed practice, learning and professional development, teamwork, and leadership and management. The competencies were categorised into three levels: basic, intermediate, and advanced.
The integrated list of professional competencies for paediatric physical therapists represents the first systematic approach in Ukraine to standardising the training of such specialists in line with international models. Its structure, based on levels of complexity, provides a foundation for modernising educational programmes, developing assessment systems, supporting continuous professional development, and improving the quality of rehabilitation care for children.
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