Résumé
Competency-based education (CBE) evidences the potential to enhance trainees’ abilities (i.e., knowledge, skills, and attitudes) to provide quality care across many health contexts. However, qualified exercise professional (QEP) training in Canada has yet to adopt CBE. Moreover, many QEPs may not receive formal or standardized training about supporting exercise for persons with disabilities (PWDs). Resultingly, many PWDs experience interpersonal and organizational barriers that impede their full and effective participation in exercise. Standardizing QEP training to include a disability-specific competency-based framework potentiates vast improvements in QEPs’ abilities to support PWDs while exercising. However, literature describing how to develop competency-based frameworks is unclear and variable. In this manuscript, we discuss the process of developing a draft disability-specific competency-based framework for QEPs to support PWDs while exercising. Guided by the Appraisal of Guidelines, Research and Evaluation (AGREE) II Instrument and a six-step model for developing competency frameworks in healthcare professions, this project established consensus on an evidence- and expert-informed scope and purpose statement and framework structure for a disability-specific competency-based framework for QEPs. Our consensus-based process included the meaningful engagement of key partners at all stages of research. Our approach aims to further formalize the rigor of developing a competency-based framework and eventual CBE curriculum for QEPs in Canada.
