Foroozan Shokooh - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Mohamad Ali Hossaini - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Farahnaz Mohammadi - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Mahdi Rahgozar - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.

Objectives: Clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. Objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. Methods: The survey instrument was a dual-response ۵-point Likert-type questionnaire consisting of ۲۹ competencies based on content and skill areas in the management of patient with chronic illnesses. The instrument was administered to all faculty members and final year undergraduate students of three rehabilitation programs including Speech therapy, physiotherapy and occupational therapy at the University of Rehabilitation and Social Welfare in Iran. Results: ۴۵ students and ۱۹ faculty members participated in the study. Overall, most of the students (۸۱%) rated themselves as moderately competent (mean between ۲ to ۴). Perceived self-efficacy of male students was significantly higher than female students. (P=۰.۰۱۴) Differences between perceived importance and perceived achievement were statistically significant in each subject group. (P=۰.۰۰۰). Discussion: Faculty members and students shared very similar perceptions on the importance & achievement of competencies. Difference between importance and achievement of competencies may suggest a failure in consideration of required competencies or successful implementation of them in the current curriculum.

Clinical competency, Perception, Chronic illness, Curriculum evaluation, Rehabilitation