Entry-to-Practice Rehabilitation Competencies and the Rehabilitation Competency Framework: A Gap Analysis.

Objectives: To systematically map the entry-level competencies of rehabilitation professions to the World Health Organization's Rehabilitation Competency Framework (RCF) to identify overlapping commonalities and gaps across available rehabilitation frameworks.

Design: The competence frameworks of audiology, occupational therapy, physical and rehabilitation medicine, psychology, physiotherapy, prosthetics and orthotics, rehabilitation nursing, and speech and language therapy were researched online. In cases where international standards or competencies were unavailable online, expert colleagues in the related field were consulted to confirm the absence of an international document. A nationally recognized and freely available document was selected to represent the profession if no international document was found. The frameworks were then mapped to the RCF domains.

Setting: Desk-based research.

Participants: Not applicable.

Interventions: Not applicable.

Main outcome measures: Not applicable.

Results: The professional documents demonstrated a stronger alignment with the competencies outlined in the RCF activities. The practice and professionalism domains showed the greatest congruence with profession-specific competencies, whereas the learning and development, management and leadership, and research domains had varying levels of alignment. This consistency in mapping may be attributed to the profession-specific competencies' focus on the fundamental entry-level knowledge, skills, values, and abilities essential for delivering safe and effective patient care.

Conclusions: The mapping exercise revealed that competencies in the profession-specific frameworks primarily focused on individual-level skills for effective patient care rather than societal-level impact, such as acting as rehabilitation advocates. The study provides valuable insights into the alignment between profession-specific competencies among the rehabilitation professions. Identifying commonalities and gaps can facilitate the development of shared educational resources for foundational support across diverse rehabilitation disciplines. This effort can contribute to building a robust and unified rehabilitation workforce capable of meeting the emerging health needs of diverse populations worldwide.