Evidence map›Paper›PMID 41808077›Full record

ArticleBMC medical education2026

Strengthening health professions education during war: a multi-institutional case study of physical therapy programs in Ukraine.

Olha Kovalchuk, Larisa Hoffman, Shala Cunningham, Kateryna Tymruk-Skoropad, Olena Lazarieva, Vira Rokoshevska, Tetiana Odynets, Tetyana Baryshok, Yaryna Kolisnyk, Lyubov Tsizh and 3 more

Abstract readMulticenter Study
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Olha KovalchukWorkforce Development Consultant Physiopedia, 10 Queen Street Place, London, EC4R 1BE, UK.
Larisa HoffmanDivision of Physical Therapy, Regis University, 3333 Regis Blvd, Denver, CO 80221, USA.
Shala CunninghamDepartment of Physical Therapy, Radford University, 101 Elm Ave SE Rm 836, Roanoke, VA 24013, USA. scunningham4@radford.edu.
Kateryna Tymruk-SkoropadLviv State University of Physical Culture, 11 Kostiushka Street, Lviv, 79007, Ukraine.
Olena LazarievaNational University of Ukraine on Physical Education and Sport, 1 Fizkultury Street, Kyiv-150, 03150, Ukraine.
Vira RokoshevskaDepartment of Physical Therapy and Occupational Therapy, Ukrainian Catholic University, Sventsitsky str., 17, Lviv, 79011, Ukraine.
Tetiana OdynetsDepartment of Physical Therapy and Occupational Therapy, Khortytsia National Academy, 59 Naukovo Mistechko Street, Zaporizhzhia, 69017, Ukraine.
Tetyana BaryshokDepartment of Physical Therapy and Occupational Therapy, Khortytsia National Academy, 59 Naukovo Mistechko Street, Zaporizhzhia, 69017, Ukraine.
Yaryna KolisnykDepartment of Physical Therapy and Occupational Therapy, Ukrainian Catholic University, Sventsitsky str., 17, Lviv, 79011, Ukraine.
Lyubov TsizhDepartment of Physical Rehabilitation, Sports Medicine and Valeology, Dnipro State Medical University, 9 Volodymyr Vernadsky Street, Dnipro, 49044, Ukraine.
Irina ZharovaDepartment of Therapy and Rehabilitation, National University of Physical Education and Sports of Ukraine, Fizkultury Street, 1, Kyiv, 01133, Ukraine.
Tetiana DerekaDepartment of Therapy and Rehabilitation, National University of Ukraine on Physical Education and Sport, 1 Fizkultury str., Kyiv-150, 03150, Ukraine.
Rachael LowePhysiopedia, 10 Queen St Place, London, EC4R 1BE, United Kingdom.

Funding

United States Agency for International Development 7200AA18CA00032
6 · The paper itself

Abstract

backgroundRecent assessments of Ukraine’s wartime health and rehabilitation systems highlight critical shortages in trained rehabilitation personnel. In response, Ukraine has undergone rapid expansion of rehabilitation services through health system reform. These changes created an urgent need to strengthen physical therapy education and align curricula with national and international competency standards. Despite urgent workforce needs, limited evidence exists describing structured, competency-based program reform models for health professions education in active conflict settings. This study provides a feasible framework for reflective educational reform in crisis-affected contexts.

methodsThis multiple-case design with cross-case synthesis describes implementation of the Academic Program Reflection Tool (APRT) across four Ukrainian universities offering physical therapy education. Program leadership teams engaged in a two-year reflective review process involving self-assessment, curriculum mapping, mentoring, and in-person workshops. Two members of each leadership team attended the in-person workshops. Data sources included institutional self-assessments, revised program documents, worksheets, and workshop transcripts. Findings were analyzed descriptively to identify themes related to curriculum development, assessment practices, faculty capacity, student progression, and resource constraints.

resultsInstitutions reported improved clarity in program philosophy, learning outcomes, and alignment with competency frameworks. Curriculum mapping revealed gaps in areas such as treatment for conflict-related injuries, global health, and continuing professional development. Participants identified limitations in assessment validity, reliance on lecture-based teaching, variability in clinical education practices, faculty shortages, and constrained institutional resources. The APRT process supported development of quality improvement plans and strengthened local leadership capacity for ongoing program reform.

conclusionsThis case study demonstrates the feasibility and educational value of structured program review in strengthening physical therapy education within a low-resource, conflict-affected setting. The APRT provided a framework for aligning curricula with competency-based education principles while supporting local ownership of reform. Findings may inform efforts in rehabilitation and health professions education in other low resource countries.

Indexed as

Competency-Based EducationCurriculumPhysical Therapy SpecialtyWarfareAcademiaHumansUkraineCurriculum reformHealth professions educationPhysical therapy educationProgram evaluation

Identifiers

PMID41808077
PMCPMC13085345

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LicenceCC BY-NC-ND
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.