Topics on HIV/AIDS for Inclusion Into a Physical Therapy Curriculum: Consensus Through a Modified Delphi Technique
Bibliographic record
Abstract
Introduction. An understanding of Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV/AIDS) has become increasingly important for physical therapists due to the changing nature of the morbidity and mortality patterns of the syndrome. The involvement of physical therapists in management, treatment, and care for people with HIV/AIDS is growing, and with this involvement the need to educate both pre- and post-graduate physical therapists also is growing. Subjects/Methods. This study determined the level of consensus among academic staff at 8 South African universities with regard to the curriculum topics related to HIV/AIDS. The list of themes and topics considered core to understanding HIV in physical therapy and deemed necessary for inclusion in a mainstreamed curriculum was developed from the results of 3 preceding studies and incorporated into a questionnaire. Sixty-eight faculty members from physical therapy schools in South Africa were invited to participate in a modified Delphi process using e-mail as the method of contact. Consensus was set at 80%. Results. The final sample used in the study was 58, 10 being excluded from the sample due to unavailability. Forty-seven faculty members responded to the first round of the Delphi study, giving a response rate of 81%. A response rate of 91% was attained in the second round with 43 of the 47 respondents from the first round answering. Consensus was obtained in the first round for all topics except hematology and anemia, lipodystrophy (abnormal distribution of the body's adipose tissue), and the relation of anemia and lipodystrophy to physical therapy. These 3 topics obtained consensus in the second round. Discussion and Conclusion. The level of consensus was considered to be high, as the majority of topics attained at least 90% consensus after 2 rounds. The comprehensive list of topics that had consensus and emerged out of this study represents a solid starting point for the inclusion of HIV into physical therapy curricula in a mainstreamed manner.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.098 | 0.094 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".