Effect of curriculum relevance on the effectiveness of undergraduate physiotherapy programme in Kenyan universities

Abstract

The effectiveness of undergraduate physiotherapy programmes is essential for producing competent practitioners who can respond to Kenya’s growing rehabilitation needs. This study examined the effect of curriculum relevance on the effectiveness of undergraduate physiotherapy programmes in Kenyan universities. The study was guided by the Context, Input, Process and Product (CIPP) evaluation model and adopted a mixed-methods convergent parallel design. It was conducted in three public universities offering undergraduate physiotherapy programmes: Jomo Kenyatta University of Agriculture and Technology (JKUAT), Masinde Muliro University of Science and Technology (MMUST), and Alupe University. The target population comprised 609 stakeholders, including students, graduates, faculty members, programme administrators, clinical supervisors, physiotherapists in charge, and a representative of the Physiotherapy Council of Kenya. A multistage sampling approach combining stratified, simple random, census and purposive sampling was used to obtain a sample of 286 respondents. Data were collected using structured questionnaires, semi-structured interviews and document analysis. Quantitative data were analyzed using descriptive statistics, correlation and linear regression in SPSS version 27, while qualitative data were analyzed thematically and triangulated with quantitative findings. The findings showed that respondents generally perceived the undergraduate physiotherapy curriculum as relevant, with a composite mean of 3.81 (SD = 1.026). Understanding of programme goals and objectives received the highest rating (mean = 3.96, SD = 1.160), while incorporation of cultural and community health contexts received the lowest rating (mean = 3.63, SD = 0.968). Programme effectiveness was also positively rated, with a composite mean of 2.24 (SD = 1.252), reflecting generally favourable perceptions of graduate preparation and professional competencies. Simple linear regression established that curriculum relevance had a statistically significant positive effect on programme effectiveness (B = 1.013, β = .356, t = 5.811, p < .05), explaining 12.7% of the variation in programme effectiveness (R² = .127; F(1,232) = 33.769, p < .05). Consequently, the null hypothesis that curriculum relevance has no statistically significant effect on programme effectiveness was rejected. Qualitative findings supported the quantitative results, while emphasizing the need for continuous curriculum adaptation to changing healthcare needs, including community-based rehabilitation, tele-rehabilitation and technology-supported practice. However, when curriculum relevance was considered alongside instructional capacity, infrastructure and professional competence, its independent contribution became statistically non-significant (B = .202, β = .071, p = .156). The study concludes that curriculum relevance significantly enhances programme effectiveness when considered independently, but its impact depends on adequate resources, faculty capacity, infrastructure and clinical training opportunities. The study recommends regular stakeholder-inclusive curriculum reviews; greater integration of community-based rehabilitation, digital health, tele-rehabilitation, assistive technology, evidence-based practice and interprofessional education; alignment of student enrolment with available teaching and clinical resources; and continuous professional development for academic and clinical educators. These measures would strengthen the responsiveness, quality and effectiveness of undergraduate physiotherapy education in Kenyan universities.