A Respiratory Therapy Curriculum Model Responsive To The 21st-Century Global Competencies

From the different focus group discussions and dialogues of Respiratory Therapy (RT) educators and clinical practitioners, this group of stakeholders has examined the rapid expansion of global health programs and the current status of the RT program in meeting those demands. With the researcher’s background, this study articulated issues and challenges in respiratory therapy education. Results served as bases in crafting a curriculum model for the BS Respiratory Therapy program responsive to the 21st-century global competencies. Following combined quantitative and qualitative research methods, the study involved three hundred twenty-two (322) respondents from seven (7) schools, twelve (12) hospitals, and different professional organizations. The data collection includes the administration of the questionnaire and document review considering the relevant local and international standards. As assessed by the respondents, including different insights and inputs from experts in the field of respiratory therapy, “Weaknesses” were identified in the curriculum that provided a reference in developing a curriculum framework comprising these essential elements: Respiratory therapists new roles and responsibilities or 21st-Century global competencies; Health professions education; Relevant tools and resources to supplement the training of RT students and prepare for global competencies; and, Attributes of globally competent and competitive respiratory therapists. Based on this framework, a proposed curriculum model was methodically formulated that integrates the different knowledge, skills, and attributes expected of a respiratory therapist in the 21st-century. The main objective is to improve the program to produce trained and globally competent respiratory therapists for a strengthened society’s health system. A review of the curriculum model by major stakeholders could be considered before implementation and possibly a recommendation to the Philippine Society of Respiratory Educators. A regular evaluation, when possible and relevant, could report on the curriculum’s alignment to systematic factors in relevance to the dynamic and always changing landscapes in Philippine education and healthcare systems.