Level of readiness of physical therapy instruction of the College of Rehabilitation Sciences for outcome-based education

The purpose of the study is to determine the overall level of readiness of physical therapy instruction of the College of Rehabilitation Sciences for an outcome-based education as to the teaching and learning activities, teaching and learning resources and evaluative strategies. A descriptive qualitative design using survey was utilized to gather data among all faculty members teaching in the Department of Physical Therapy and Basic Science and Medical Unit of De La Salle Health Sciences College of Rehabilitation Sciences who are tasked to organize the basic and medical sciences and PT application subjects. The study also aimed to determine the profile of the respondents as to age, gender, years of teaching experience, subject handled, and department/unit. Total enumeration was utilized to obtain the total population of 20 faculty members. A set of close ended, self-made questionnaires was utilized. For teaching and learning activities, the indicators of APTA and WCPT were used for formulating questions; for teaching and learning resources, CAPTE and CHED were used; for evaluative strategies, the study by Ngidi (2006) was adapted. Data was analyzed through frequency, mean and arbitrary scale. Results showed that the overall mean of the three (3) areas of instruction is 3.05, which is a moderate indicator of the level of readiness of the Physical Therapy instruction of the College of Rehabilitation Sciences for an outcome-based education. Literature supports this outcome because the instruction, facilities and many other components of the College of Rehabilitation Sciences are not aligned. If these were aligned, learning outcomes set by professors should have been achieved because this is when outcome-based education can be gained. Otherwise, if the learning outcomes are not achieved although the components are ready for an OBE, it cannot be considered as OBE since the main goal of OBE is for the students to achieve the learning outcomes. Time mismanagement, expensiveness and lack of education of the instructors regarding outcome-based education are considered as other barriers. In conclusion, outcome-based education can still be implemented albeit difficulty because of the barriers. The faculty of the College of Rehabilitation Sciences in De La Salle Health Sciences Institute should be taught to be more prepared about outcome-based education and its implementation so that the outcomes of the learners could be more positive or productive