Akredite Edilmiş ve Akredite Edilmemiş Fizyoterapi ve Rehabilitasyon Lisans Bölümlerindeki Öğrencilerin Akreditasyon Farkındalığının İncelenmesi
Abstract
Amaç: Bu çalışma, akredite ve akredite olmayan Fizyoterapi ve Rehabilitasyon (PTR) lisans bölümlerinde öğrenim gören öğrencilerin genel eğitim süreci ve akreditasyon farkındalığı hakkındaki görüşlerini incelemeyi amaçlamıştır. Yöntemler: Çalışmaya akredite bölümlerde öğrenim gören 91 öğrenci ve akredite olmayan bölümlerde öğrenim gören 104 öğrenci katılmıştır. Araştırmacılar tarafından hazırlanan ve literatürden uyarlanan bir anket formu kullanılmıştır. Anket iki bölümden oluşmaktadır: Genel eğitim ve bölümün işleyişi (5 soru) ve akreditasyon hakkındaki görüşler (12 soru). Bulgular: Akredite bölümlerde öğrenim gören öğrenciler, akreditasyon kavramını akredite olmayan bölümlerdeki öğrencilerden daha iyi biliyorlardı (p= .001). Akredite bölümlerdeki öğrencilerin, bölümün sağladığı eğitim ve öğretim düzeyi ve öğrencilere sunduğu fırsatlardan daha memnun oldukları bildirilmiştir (p<.05). Ayrıca, akredite olmayan bölümlerdeki öğrencilerin, akreditasyonun yurtdışına gitme, eğitim ve mesleki eşitlik açısından avantajlar sağladığını düşünme olasılıklarının daha yüksek olduğu görüldü (p<.05). Öğrencilerin genel memnuniyetleri, yönetim ve danışmanlık sürecine katılımları, akreditasyon gerekliliği, akreditasyonun eğitime etkisi, fiziksel koşullar, kolaylaştırma, yatay geçiş ve istihdam hakkındaki maddelere verdikleri yanıtlar, akredite ve akredite olmayan bölümler arasında benzerdi (p>.05). Sonuç: Sonuçlar, PTR bölümlerinde okuyan öğrencilerin, eğitimde eşit fırsatlar, eğitim ve öğretim seviyelerinin iyileştirilmesi ve istihdam gibi akreditasyonun faydaları konusunda yüksek farkındalığa sahip olduğunu göstermektedir. Sonuçlarımız ayrıca, karar alma süreçlerinde öğrenci temsilinin dikkate alınması gerektiğini vurgulamaktadır.
Ethical Statement
Atılım Üniversitesi İnsan Araştırmaları Etik Kurulu'ndan etik kurul onayı alınmıştır (Tarih: 14.03.2025, Numara: E-59394181-604.01-108053).
References
- Azila, N., & Tan, C. (2005). Accreditation of medical schools: The question of purpose and outcomes. The Medical Journal of Malaysia, 60, 35–40.
- Biswakarma, G., & Dhakal, N. (2023). Policy implementation of quality assurance and accreditation in the Nepalese higher education institutions offering hospitality education. International Journal of Quality in Education, 8, 30–60.
- Brahimi, T., Sarirete, A., & Ibrahim, R. M. (2016). The impact of accreditation on student learning outcomes. International Journal of Knowledge Society Research (IJKSR), 7(4), 51–62.
- Duarte, N., & Vardasca, R. (2023). Literature review of accreditation systems in higher education. Education Sciences, 13(6), 582.
- Ekşioğlu, A., Hadımlı, A., Demir, E., Akan, A., & Turfan, E. (2023). Opinions and perceptions of midwifery students on the accreditation of midwifery education. Journal of Nursology, 26(2), 120–126. https://doi.org/10.5152/JANHS.2023.23347
- Erdal, S., & Aydın, H. (2025). Measuring accreditation perceptions of university students and planning literacy education. Journal of Quality and Strategy Management, 5(1), 1–32. https://doi.org/10.56682/ksydergi.1445058
- FTRAD. (2024). Physiotherapy and Rehabilitation Education Programs Evaluation and Accreditation Association – Main Standards. Retrieved from https://ftrad.org/wpcontent/uploads/2024/07/oz-degerlendirmestandartlari-2024.pdf
- Gora, A. A., Ștefan, S. C., Popa, Ș. C., & Albu, C. F. (2019). Students’ perspective on quality assurance in higher education in the context of sustainability: A PLS-SEM approach. Sustainability, 11(17), 4793. https://doi.org/10.3390/su11174793
- Hidayat, S. E., Sawaya, R., & Al-Khalifa, K. M. (2018). Students' level of awareness of accreditation process: A case of University College of Bahrain. International Journal of Pedagogical Innovations, 6(01), 13–22. https://doi.org/10.12785/ijpi/060102
- Hillen, H. F. (2010). Quality assurance of medical education in the Netherlands: Programme or systems accreditation? Tijdschrift voor Medisch Onderwijs, 29(1), 73–79. https://doi.org/10.3205/zma000660
- Ibrahim, H. A.-H. (2014). Quality assurance and accreditation in education. Open Journal of Education, 2(2), 106-110. https://doi.org/10.12966/oje.06.06.2014
- Keleş, M. N., Tore, N. G., & Oskay, D. (2023). Evaluation of accreditation awareness of students in an accredited physiotherapy and rehabilitation undergraduate program. Journal of Higher Education and Science, 13(3), 390–396. https://doi.org/10.5961/higheredusci.1276355
- Koçoğlu, F. (2023). Determination of nursing students' perception of accreditation. Göbeklitepe International Journal of Health Sciences, 6(12). https://doi.org/10.55433/gsbd/196
- McAllister, L., & Vilapakkam Nagarajan, S. (2015). Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities. Journal of Teaching and Learning for Graduate Employability, 6, 2–24. https://doi.org/10.21153/jtlge2015vol6no1art570
- National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Global Health, & Global Forum on Innovation in Health Professional Education. (2016). Exploring the role of accreditation in enhancing quality and innovation in health professions education: Proceedings of a workshop. National Academies Press (US). https://doi.org/10.17226/23636
- Rahme, D., Saade, D., Sacre, H., Haddad, C., Tawil, S., Merhi, S., & Salameh, P. (2025). Perceived effects of accreditation on education quality and health-related job outcomes: Scales validation and correlates in Lebanon. BMC Medical Education, 25(1), 886. https://doi.org/10.1186/s12909-025-07448-5
- SABAK. (2021). Health Sciences Education Programs Evaluation and Accreditation Association – R4. Retrieved from https://www.sabak.org.tr/images/Genel_De%C4%9Ferlendirme_%C3%96l%C3%A7%C3%BCtleri__R4_22.02.2021
- Semerci, Ç. (2017). The development of accreditation perception (AP) scale: Validity and reliability study. Bartın University Journal of Faculty of Education, 6(3), 1093–1104. https://doi.org/10.14686/buefad.332383
- Ta, H. T. T., Le, H. T., Nguyen, C. H., Nguyen, T. Q., Pham, N. T. T., Pham, H. T., & Trinh, N. T. (2023). Students’ perception of quality assurance in higher education in Vietnam: Empirical evidence and implications for face-to-face and alternative modes of learning. Journal of Learning for Development, 10(1), 91–108. https://doi.org/10.56059/jl4d.v10i1.737
- Ulker, N., & Bakioglu, A. (2019). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507–1518. https://doi.org/10.1080/03075079.2018.1445986
- Uludağ, G., Bora, M., & Çatal, S. (2021). Quality assurance system in Turkish higher education and the importance of student participation. Journal of Quality and Strategy Management, 1(1), 91–111.
- Van Zanten, M., Norcini, J. J., Boulet, J. R., & Simon, F. (2008). Overview of accreditation of undergraduate medical education programmes worldwide. Medical Education, 42(9), 930–937. https://doi.org/10.1111/j.1365-2923.2008.03092.x
- WCPT. (2011). WCPT guideline for physical therapist professional entry level education (1st ed., p. 42). World Confederation of Physical Therapy.
- World Health Organization. (2013). Transforming and scaling up health professional education and training: WHO education guidelines – Policy brief on accreditation. World Health Organization.
- Yıldırım, M., Mehder, B., Selçuk, H., Salar, S., & Keklicek, H. (2024). The effects of single education session on physiotherapy students' knowledge levels and thoughts on accreditation. Physiotherapy Research International, 29(4), e2116. https://doi.org/10.1002/pri.2116
Examining the Accreditation Awareness of Students in Accredited and Non-Accredited Physiotherapy and Rehabilitation Undergraduate Departments
Abstract
This study aimed to examine the opinions about the general education process and accreditation awareness of students studying in accredited and non-accredited Physiotherapy and Rehabilitation (PTR) undergraduate departments. Ninety-one students studying in accredited departments and 104 students studying in non-accredited departments participated in the study. A survey form prepared by the researchers, adapted from literature, was used in the study. The survey included two sections: General education and functioning of the department (5 questions) and opinions on accreditation (12 questions). Students studying in accredited departments knew the accreditation concept better than students in non-accredited departments (p= .001). It was reported that students in accredited departments were more satisfied with the level of education and training provided by the department and the opportunities it offered to students (p<.05). It was also seen that students in non-accredited departments were more likely to think that accreditation provided advantages in terms of going abroad, education, and professional equality (p<.05). The students’ responses to the items about their overall satisfaction, participation in management and consulting process, accreditation requirement, impact of accreditation on education, physical conditions, facilitation, horizontal transition, and employment were similar between accredited and non-accredited departments (p>.05). The results show that students studying in PTR departments have high awareness of the benefits of accreditation, such as equal opportunities in education, improvement of education and training levels, and employment. Our results also emphasize that student representation should be considered in decision-making processes.
Ethical Statement
Ethics committee approval was obtained from Atılım University Human Research Ethics Committee (Date: 14.03.2025, Number: E-59394181-604.01-108053)
References
- Azila, N., & Tan, C. (2005). Accreditation of medical schools: The question of purpose and outcomes. The Medical Journal of Malaysia, 60, 35–40.
- Biswakarma, G., & Dhakal, N. (2023). Policy implementation of quality assurance and accreditation in the Nepalese higher education institutions offering hospitality education. International Journal of Quality in Education, 8, 30–60.
- Brahimi, T., Sarirete, A., & Ibrahim, R. M. (2016). The impact of accreditation on student learning outcomes. International Journal of Knowledge Society Research (IJKSR), 7(4), 51–62.
- Duarte, N., & Vardasca, R. (2023). Literature review of accreditation systems in higher education. Education Sciences, 13(6), 582.
- Ekşioğlu, A., Hadımlı, A., Demir, E., Akan, A., & Turfan, E. (2023). Opinions and perceptions of midwifery students on the accreditation of midwifery education. Journal of Nursology, 26(2), 120–126. https://doi.org/10.5152/JANHS.2023.23347
- Erdal, S., & Aydın, H. (2025). Measuring accreditation perceptions of university students and planning literacy education. Journal of Quality and Strategy Management, 5(1), 1–32. https://doi.org/10.56682/ksydergi.1445058
- FTRAD. (2024). Physiotherapy and Rehabilitation Education Programs Evaluation and Accreditation Association – Main Standards. Retrieved from https://ftrad.org/wpcontent/uploads/2024/07/oz-degerlendirmestandartlari-2024.pdf
- Gora, A. A., Ștefan, S. C., Popa, Ș. C., & Albu, C. F. (2019). Students’ perspective on quality assurance in higher education in the context of sustainability: A PLS-SEM approach. Sustainability, 11(17), 4793. https://doi.org/10.3390/su11174793
- Hidayat, S. E., Sawaya, R., & Al-Khalifa, K. M. (2018). Students' level of awareness of accreditation process: A case of University College of Bahrain. International Journal of Pedagogical Innovations, 6(01), 13–22. https://doi.org/10.12785/ijpi/060102
- Hillen, H. F. (2010). Quality assurance of medical education in the Netherlands: Programme or systems accreditation? Tijdschrift voor Medisch Onderwijs, 29(1), 73–79. https://doi.org/10.3205/zma000660
- Ibrahim, H. A.-H. (2014). Quality assurance and accreditation in education. Open Journal of Education, 2(2), 106-110. https://doi.org/10.12966/oje.06.06.2014
- Keleş, M. N., Tore, N. G., & Oskay, D. (2023). Evaluation of accreditation awareness of students in an accredited physiotherapy and rehabilitation undergraduate program. Journal of Higher Education and Science, 13(3), 390–396. https://doi.org/10.5961/higheredusci.1276355
- Koçoğlu, F. (2023). Determination of nursing students' perception of accreditation. Göbeklitepe International Journal of Health Sciences, 6(12). https://doi.org/10.55433/gsbd/196
- McAllister, L., & Vilapakkam Nagarajan, S. (2015). Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities. Journal of Teaching and Learning for Graduate Employability, 6, 2–24. https://doi.org/10.21153/jtlge2015vol6no1art570
- National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Global Health, & Global Forum on Innovation in Health Professional Education. (2016). Exploring the role of accreditation in enhancing quality and innovation in health professions education: Proceedings of a workshop. National Academies Press (US). https://doi.org/10.17226/23636
- Rahme, D., Saade, D., Sacre, H., Haddad, C., Tawil, S., Merhi, S., & Salameh, P. (2025). Perceived effects of accreditation on education quality and health-related job outcomes: Scales validation and correlates in Lebanon. BMC Medical Education, 25(1), 886. https://doi.org/10.1186/s12909-025-07448-5
- SABAK. (2021). Health Sciences Education Programs Evaluation and Accreditation Association – R4. Retrieved from https://www.sabak.org.tr/images/Genel_De%C4%9Ferlendirme_%C3%96l%C3%A7%C3%BCtleri__R4_22.02.2021
- Semerci, Ç. (2017). The development of accreditation perception (AP) scale: Validity and reliability study. Bartın University Journal of Faculty of Education, 6(3), 1093–1104. https://doi.org/10.14686/buefad.332383
- Ta, H. T. T., Le, H. T., Nguyen, C. H., Nguyen, T. Q., Pham, N. T. T., Pham, H. T., & Trinh, N. T. (2023). Students’ perception of quality assurance in higher education in Vietnam: Empirical evidence and implications for face-to-face and alternative modes of learning. Journal of Learning for Development, 10(1), 91–108. https://doi.org/10.56059/jl4d.v10i1.737
- Ulker, N., & Bakioglu, A. (2019). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507–1518. https://doi.org/10.1080/03075079.2018.1445986
- Uludağ, G., Bora, M., & Çatal, S. (2021). Quality assurance system in Turkish higher education and the importance of student participation. Journal of Quality and Strategy Management, 1(1), 91–111.
- Van Zanten, M., Norcini, J. J., Boulet, J. R., & Simon, F. (2008). Overview of accreditation of undergraduate medical education programmes worldwide. Medical Education, 42(9), 930–937. https://doi.org/10.1111/j.1365-2923.2008.03092.x
- WCPT. (2011). WCPT guideline for physical therapist professional entry level education (1st ed., p. 42). World Confederation of Physical Therapy.
- World Health Organization. (2013). Transforming and scaling up health professional education and training: WHO education guidelines – Policy brief on accreditation. World Health Organization.
- Yıldırım, M., Mehder, B., Selçuk, H., Salar, S., & Keklicek, H. (2024). The effects of single education session on physiotherapy students' knowledge levels and thoughts on accreditation. Physiotherapy Research International, 29(4), e2116. https://doi.org/10.1002/pri.2116
Details
| Primary Language | English |
|---|---|
| Subjects | Quality Assurance in Higher Education, Accreditation of Undergraduate and Graduate Education Programs |
| Journal Section | Research Article |
| Authors | |
| Submission Date | May 20, 2025 |
| Acceptance Date | January 21, 2026 |
| Early Pub Date | February 27, 2026 |
| Publication Date | February 27, 2026 |
| DOI | https://doi.org/10.33418/education.1702276 |
| IZ | https://izlik.org/JA44NP54FP |
| Published in Issue | Year 2026 Issue: 60 |
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Reference List
The reference styles for different types of publications are presented in the following examples.
Journal Article: Watkins, D. A., Hui, E. K., Luo, W., Regmi, M., Worthington, E. L., Jr., Hook, J. N., & Davis, D. E. (2011). Forgiveness and interpersonal relationships: A Nepalese investigation. The Journal of Social Psychology, 151(2), 150-161.
Journal Article with more than one author: Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.” PLoS ONE, 13(3), Article e0193972. https://doi.org/10.1371/journal.pone.0193972
Elma, C., Kesten, A., Kıroğlu, K., Mercan-Uzun, E., Dicle, A. N., & Palavan, Ö. (2010). Pre-service teachers’ perceptions regarding the community service practices course. Educational Administration: Theory and Practice, 16(2), 231-252.
Books
By a Single Author: Kimmel, M. S. (2007). The gendered society. Oxford University Press.
By Two or More Authors: DiFonzo, N., & Bordia, P. (2007). Rumor psychology: Social and organizational approaches. American Psychological Association.
By a Corporate (Group) Author: American Sociological Association. (1975). Approaches to the study of social structure. Free Press.
Edited Book: Rhodewalt, F. (Ed.). (2008). Personality and social behavior. Psychology Press.
Book Chapter with Editor(s): McCormack, B., McCance, T., & Maben, J. (2013). Outcome evaluation in the development of person-centred practice. In B. McCormack, K. Manley, & A. Titchen (Eds.), Practice development in nursing and healthcare (pp. 190-211). John Wiley & Sons.
Dissertation or Thesis: Ayaz, N. (2015). The effect of the Project-based learning approach on students’ academic achievements in a science lesson and their attitudes towards science lessons: A meta-analysis study (Publication No. 383512) [Masters’s thesis, Fırat University-Elazığ]. Council of Higher Education National Thesis Centre.
Becker, J. C. (2013). Landscape-level influences on community composition and ecosystem function in a large river ecosystem (Publication No. 3577776) [Doctoral dissertation, Texas State University-San Marcos]. ProQuest Dissertations and Theses Global.
No Author: The universal declaration of human rights. (1974). U.S. Catholic Conference, Division of Latin America.
Web sites: Sparks, Dana. (2018, September 12). Mayo mindfulness: Practicing mindfulness exercises. Mayo Clinic.
In the seventh edition, up to 20 authors should now be included in a reference list entry. For sources with more than 20 authors, after the 19th listed author, any additional authors' names are replaced with an ellipsis (…) followed by the final listed author's name:
Author, A. A., Author, B. B., Author, C. C., Author, D. D., Author, E. E., Author, F. F., Author, G. G., Author, H. H., Author, I. I., Author, J. J., Author, K. K., Author, L. L., Author, M. M., Author, N. N., Author, O. O., Author, P. P., Author, Q. Q., Author, R. R., Author, S. S., . . . Author, Z. Z.
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