International perspectives of education in PRM: challenges and opportunities for mutual growth

Abstract

Excellence in education of professionals in the field of Physical and Rehabilitation Medicine (PRM) within the international level and with wide geographic representation is a challenge as educational programs available differ in learning objectives, content, duration and teaching methods. In Europe, the Board of the Physical and Rehabilitation Medicine (PRM) Section and Board of the European Union of Medical Specialists (UEMS) created the European standards of competence in PRM. On the other hand, specialized medical knowledge is only part of the core competencies demanded for residency programs according to the Accreditation Council on Graduate Medical Education (ACGME), the governing body that accredits residency programs in the United States. Besides medical knowledge, a competent specialized physician should demonstrate competency in patient care, practice-based learning and improvement, interpersonal and communication skills, professionalism and health care systems-based practice. Current PRM curricula utilized in most countries in Latin America, Middle East and Asian regions only outline general concepts and topics that should be covered and there are no common agreed educational standards in those countries. Current challenge is therefore to implement a standardized core curriculum to successfully educate PRMs in the core competencies at the international level. Focused effort will be needed to implement educational standards in different countries. The entire process is facilitated when the rules and improvement drill arrives from regulatory bodies. However, despite challenging, there are already clear examples that standards at the highest level of education may be achieved irrespective of background, culture, resources, language, laws and national traditions.