Academic literature on the topic 'Curriculum model of the physiotherapy profesional education'

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI). Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

Community-based primary healthcare training for health science students is based on the tenets of primary healthcare. The approach seeks to provide clinical education and training for health science students in previously disenfranchised communities. Some South African universities train their physiotherapy students through a community-based primary healthcare approach to undergraduate training. However, there is currently a lack of an integrated model guiding clinical education for physiotherapy clinical education in the country. The aim of this paper was to explore the perceptions of physiotherapy academics about a novel, community-based primary healthcare approach to clinical education for students at a university in South Africa. This study sought to inform the roll-out of an evidence-based model for physiotherapy education. A qualitative explorative approach, using semi-structured interviews with physiotherapy academics at the institution, was used to explore their perceptions of the community-based primary healthcare training platform. Data was analysed using conventional content analysis and was classified into themes and sub-themes. Four overarching themes emerged, namely: curriculum review, constraints to decentralised learning, benefits of community-based clinical education and recommendations for the learning platform. Participating academics believed that community-based primary healthcare training is an approach that influences students to be socially responsive, while providing access to healthcare services, such as rehabilitation, in resource-poor communities in South Africa.

Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled ‘Language and Communication in Physiotherapy’ in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students’ needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having ‘gaps’ in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students’ learning, but also in advancing the cultural competence of teachers involved in the course.

Abstract : This study aims to: 1) Generating a description of the graduates competence to prepare economics teacher at the International School (SBI) 2) Generating the substance of the study which relevant with the graduates competence. 3) Producing design curriculum appropriate to the needs of the economy to prepare prospective teachers in SBI. The study was designed for 2 years in the Research and Development, is based on a curriculum development manual competency-based curriculum development of higher education issued by the Directorate General of Higher Education (2008). Results of the study, among others, found that the description of the competence of Education study program consists of a) two core competences b) nine supporting competency and c) four other competencies. Core competencies consist of a) control of the structure, concepts, generalizations, theories, and scientific mindset within the scope of the global economy that consists of 18 sub-competences b) mastery of concepts, theories, and pedagogical principles consisting of 6 sub-competences. Supporting competence consists of 11 subcompetences and other competencies consist of 9 sub-competences. Main competence substance consists of 24 studies, supporting competency consists of 11 studies and other competencies substance consists of 9 substance of the study, so the total credits of students who have taken a number of 152 credits or 61 courses. Abstrak: Penelitian ini bertujuan: 1) Menghasilkan deskripsi kompetensi lulusan untuk menyiapkan guru ekonomi di Sekolah Bertaraf Internasional (SBI) 2) Menghasilkan substansi kajian yang relevan dengan kompetensi lulusan. 3) Menghasilkan desain kurikulum yang sesuai dengan kebutuhan untuk menyiapkan calon guru ekonomi di SBI. Penelitian dirancang untuk 2 tahun dengan menggunakan metode Research and Development, Pengembangan kurikulum ini dilakukan berdasarkan buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi yang diterbitkan oleh Direktorat Jendral Pendidikan Tinggi (2008). Hasil penelitian antara lain ditemukan bahwa deskripsi kompetensi Prodi Pendidikan terdiri dari a) dua kompetensi utama b) sembilan kompetensi pendukung dan c) empat kompetensi lainnya. Kompetensi utama terdiri dari a) penguasaan struktur, konsep, generalisasi, teori, dan pola pikir keilmuan ekonomi dalam lingkup global yang terdiri dari 18 subkompetensi b) penguasaan konsep, teori, dan prinsip pedagogik yang terdiri atas 6 subkompetensi. Kompetensi pendukung terdiri dari 11 subkompetensi dan kompetensi lainnya terdiri dari 9 subkompetensi. Kompetensi Utama terdiri dari 24 substansi kajian, kompetensi pendukung terdiri atas 11 substansi kajian dan kompetensi lainnya terdiri dari 9 substansi kajian, sehingga total SKS yang harus ditempuh mahasiswa sejumlah 152 SKS atau 61 mata kuliah.

Abstract Background and aims Despite the recognition of pain as a global health problem and advancements achieved in what is known about effective pain management, pain education for undergraduate health care professionals remains insufficient. This study investigated the content of pain curricula and the time allocated to pain education on physiotherapy programs at bachelor’s level at Universities of Applied Sciences (UASs) in Finland. Methods A web-based survey questionnaire was sent to the directors of the physiotherapy programs at all the Finnish UASs (n=15) where physiotherapy is taught at bachelor’s level. The questionnaire consisted of 14 questions covering basic concepts and the science of pain, pain assessment, pain management, and the adequacy of pain curricula. Each UAS completed one questionnaire i.e. returned one official opinion. Results The response rate was 80% (n=12). The mean for the total number of contact hours of pain education was 74 (standard deviation 34.2). All UASs had integrated pain education. In addition to this 42% (n=5) of the UASs had a separate pain course. The UASs offering such a course over and above the integrated pain education had twice the amount of pain content education compared to those UASs that only had integrated pain education (mean 103 h vs. 53 h, p=0.0043). Most of the education was devoted to conditions where pain is commonly a feature, manual therapy, and electrical agents for pain control. The biopsychosocial model of pain, cognitive behavioral methods of pain management, physician management, and multidisciplinary management were the least covered topics. Five UASs (42%) payed attention to the International Association for the Study of Pain curriculum outline and only 33% (n=4) considered their pain education to be sufficient. Conclusions Our results indicate that more contact hours are devoted to pain education on the Finnish UASs’ physiotherapy programs at bachelor’s level, than has previously been reported in faculty surveys. A separate pain course is one way to ensure a sufficient amount of pain education. Overall, despite a sufficient time devoted to pain education, some essential pain contents were inadequately covered. Implications The study contributes information on how pain education can be organized on physiotherapy programs at undergraduate level. Besides a sufficient amount of pain education, which can be ensured by a separate pain course, attention should be paid to pain education content being up-to-date. This could help in estimating the different proportions of pain content needed in educational settings. Efforts should also be made at keeping integrated pain education well-coordinated and purposeful. There is a need for further research estimating the effectiveness of pain education according to the different ways in which it is organized. There is also a need to investigate whether more hours allocated to pain education results in better understanding and professional skills.

This research aims to find out how professional teachers of Islamic religious education subjects in the MIN 2 Model Samarinda. This research uses an emics perspective, which is trying to understand, internalize, and describe the professional image of the teacher according to the phenomena and data, so it is also called the phenomenological fact. Data Collection techniques using observations, interviews and documentation, while the data analysis techniques to be used in this study, "descriptive analytic" and in qualitative research generally began since data collection, data reduction, data presentation, and withdrawal of conclusions or verification. The results of the study is that the teacher is quite professional on the grounds that from the 11 indicators that are determined most have been able to be mastered/implemented well that is able to master the teaching materials, able to understand and interpret the results of educational research for the purposes of teaching, able to manage teaching programs, able to use the media and learning resources, able to plan teaching programs, able to manage the interaction of learning teaching, mastering various methods of teaching, able to recognize and organize the administration of the school (curriculum or learning administration), able to assess the achievement of students for the sake of teaching as well as the ability to master the education foundations, ability to know the functions and services of guidance and counseling that can not recognize children who have special characteristics and ability to manage classes Thus, the learning evaluation of teachers has the ability to assess students ' achievements for the sake of teaching. In this case the teachers of the most specific special PAI class in MIN 2 Model Samarinda have been able to assess well the proven list of values, group books, and analysis of the results are organized neatly and document the governance.

RESUMENEl trabajo describe la incorporación de sistemas de evaluación de aprendizajes con uso de simuladores de atención comercial en el marco del proceso de innovación curricular de la carrera de Técnico financiero de un Instituto Profesional de la ciudad de Santiago. El foco de análisis se centra en las condiciones que permiten la elaboración de rúbricas, las cuales junto con ajustarse al enfoque de formación por competencias, cuenten con las condiciones psicométricas pertinentes. Los resultados muestran que el instrumento es satisfactorio y que la evaluación de aprendizajes se ve favorecida con el uso de simuladores.Palabras clave: Rúbricas de medición de aprendizajes, formación por competencias, Educación Superior Técnico Profesional. Evaluation of learning through the use of commercial assistance simulators under the adoption of a training model. The experience of a Technical Vocational Higher Education DegreeABSTRACTThis paper describes the incorporation of learning evaluation systems using commercial assistance simulators under the process of curriculum innovation of the Financial Technical Degree in a vocational institute of higher education in Santiago city. The analysis focuses on the conditions allowing the development of rubrics, which match with the training approach and have the relevant psychometric conditions. Results show that the instrument is satisfactory and the learning evaluation is enhanced by the use of simulators.Keywords: Rubrics for learning measurement, training, Vocational Technical Higher Education.

Abstract, Teaching it is an art because every teacher has their own style and characteristics. Therefore, every teacher has different styles and techniques in teaching. So is their performance, models, they ways they deliver the material, the use of methods and media as well as evaluation. In teaching, teachers are expected to not get stuck with the routine of traditional teaching (teacher-centered), which assumes that the learner is an "empty bottle" and must be filled with the knowledge as much as possible. The traditional concept of teaching has long been an issue in education, but in fact until now there are still many teachers who implement such methods at schools. The problem is how to change the paradigm of the teacher to become a professional teacher? How do teachers develop learning system in schools? How do they carry out effective learning? How to prepare teachers for the future? To address these problems, the writer tried to conduct a study of the literature and the results of relevant researches. To change the paradigm of teachers into professional teachers, then there are several requirements that must be met. First, teachers must have a minimum qualification and competence as a teacher candidate. In Indonesia, all teachers (kindergarten, elementary, junior high, high school or equivalent) should have at least relevant diploma (D.IV) or bachelor (S1) degree. Second, they have to understand the developmental level of students. Third, teachers must often be given the opportunity to attend training on the implementation of the curriculum and learning according to each level of education. Fourth, each semester, teachers are required to implement a learning model that can activate learners (student - centered) at school. This means each semester teachers use different learning model which is considered effective and relevant so that within one year there are two models of learning they strongly master in practice. Furthermore, to develop a learning system in schools, there are several things that must be mastered by teachers, among others: the development of strategies that should be considered including the mastery of a foreign language (at least in English) , the mastery of pedagogical competence and mastery of ICT (information and communication technology); learning (planning, implementation, and evaluation); organizing the class structure and routines; planning to achieve the objectives, outcomes and standards. To carry out an effective learning, teachers must be able to communicate effectively, use appropriate learning models, conduct classroom management ; use resources creatively, understand individual differences in learning, teach, values and moral education, work effectively with parents, as well as assessing and reporting objectively.Keywords: professional teacher, teacher-centered, student-centered, effective learning, learning system Abstrak. Mengajar itu adalah seni, karena setiap guru yang mengajar memiliki gaya dan karakteristik tersendiri. Karena itu, setiap guru mengajar memiliki gaya dan teknik yang berbeda. Begitu juga penampilan, model, cara menyampaikan materi, penggunaan metode dan media maupun evaluasi. Dalam mengajar, diharapkan guru tidak terjebak dengan rutinitas mengajar secara tradisional (teacher-centered), yang menganggap peserta didik itu adalah sebuah “botol kosong” dan harus diisi dengan pengetahuan sebanyak-banyaknya. Konsep mengajar yang tradisional ini sudah lama menjadi isu dalam dunia pendidikan, tetapi faktanya di sekolah, sampai sekarang masih banyak guru yang melaksanakan cara-cara seperti itu. Permasalahannya adalah bagaimana mengubahparadigma guru untuk menjadi guru yang profesional ? Bagaimana guru mengembangkan sistem pembelajaran di sekolah ? Bagaimana melaksanakan pembelajaran yang efektif ? Bagaimana mempersiapkan guru untuk masa yang akan datang ? Untuk menjawab permasalahan ini, penulis mencoba melakukan kajian dari berbagai literatur dan hasil penelitian yang relevan.Untuk mengubah paradigma guru menjadi guru yang profesional, maka ada beberapa syarat yang harus dipenuhi. Pertama, guru harus memiliki kualifikasi dan kompetensi minimal sebagai calon guru. Di Indonesia, semua guru (TK, SD, SMP, SMA dan yang sederajat) minimal harus D.IV atau S.1 (Sarjana) yang relevan. Kedua, memahami tingkat perkembangan siswa. Ketiga, guru harus sering diberi kesempatan untuk mengikuti pelatihan tentang implementasi kurikulum dan pembelajaran sesuai dengan jenjang pendidikannya masing-masing. Keempat, tiap semester, guru diwajibkan untuk menerapkan salah satu model pembelajaran yang dapat mengaktifkan peserta didik (child-centered) di sekolah. Artinya, setiap semester guru harus mengganti model pembelajaran yang dianggap efektif dan relevan, sehingga dalam waktu satu tahun ada dua model pembelajaran yang betul-betul dikuasai guru secara praktis. Selanjutnya, untuk mengembangkan sistem pembelajaran di sekolah, ada beberapa hal yang harus dikuasai guru, antara lain pengembangan strategi yang harus dipertimbangkan, yaitu penguasaan bahasa asing (minimal bahasa Inggris), penguasaan kompetensi pedagogi, dan penguasaan ICT (information and communication technology).pembelajaran (perencanaan, pelaksanaan, dan evaluasi); pengorganisasian struktur kelas dan rutinitas; perencanaan untuk mencapai tujuan, hasil dan standar. Untuk melaksanakan pembelajaran yang efektif, maka guru harus mampu berkomunikasi secara efektif; menggunakan model pembelajaran yang tepat; manajemen kelas; menggunakan sumber daya secara kreatif; memahami perbedaan individu dan belajar; mengajar, nilai, dan pendidikan moral; bekerja secara efektif bersama orang tua; serta melakukan penilaian dan pelaporan secara objektif. Untuk mempersiapkan guru pada masa yang akan datang, ada tiga halKata Kunci : guru profesional, techer-centered, student-centered, pembelajaran yang efektif, sistem pembelajaran

La necesidad manifiesta de formar estudiantes que tengan un alto nivel de desempeño en su vida profesional es un compromiso ineludible de las universidades. Para ello, se debe mejorar continuamente en todos los niveles del proceso educativo, poniendo especial atención a todos los esfuerzos de calidad de sus programas y no solamente fijando un horizonte de acreditación de algunas carreras. Para ello, se requiere de un modelo que no solo se enfoque en la enseñanza y el aprendizaje, sino que además sea capaz de asegurar la calidad de todos los elementos coadyuvantes que tiene la universidad que tiene la universidad para este fin, sobre la base de un mejoramiento continuo, y no únicamente dirigidos hacia la acreditación. Por esto, constantemente se debe auditar el desarrollo y cumplimiento de actividades en todas las etapas del proceso educativo: desde el diseño curricular de las carreras, el desempeño de los procesos de soporte y hasta el desempeño del profesional de los graduados en el mercado laboral. En algunas universidades costarricenses existe una iniciativa latente y manifiesta desde hace varios años por autoevaluar continuamente programas académicos de tal forma que éstos sean exitosos a los ojos de empleadores y estudiantes. En algunas de ellas, los recursos económicos se invierten en aquellas áreas prioritarias detectadas por procesos de autoevaluación.Los esfuerzos de mejoramiento realizados en Costa Rica se han dado en el marco de la autoevaluación de carreras; no obstante, estos esfuerzos no han estado enmarcados dentro de un modelo que visualice e integre todas las actividades de mejoramiento y que se caractericen por un concepto de medición permanente que permita identificar a tiempo todos aquellos incumplimientos o acciones que atenten contra el desarrollo efectivo de una carrera. Por otro lado, es el deseo que todos los esfuerzos de mejora no solo sean direccionados hacia carreras acreditadas sino que también se realice con todas ellas, en especial, aquellas que requieren de una mejora radical en la mayor parte de las actividades que conforman el propio quehacer universitario.Este artículo presenta un modelo de gestión de calidad académica cuyo principal objetivo es integrar todos los esfuerzos que actualmente realizan las universidades dentro de un esquema cuya finalidad es el mejoramiento continuo de todos los programas que se ofrecen. Esto incluye el análisis y evaluación detallada de los elementos esenciales del quehacer educativo, a saber: estudiantes y graduados, recursos materiales y de infraestructura, curriculum, personal académico, administración, investigación educativa y proyección universitaria. El modelo realiza una calificación cuantitativa de las actividades actuales sobre las que se pueden planificar acciones de mejora usando hojas de cálculo y a través de un perfil de calidad asociado al resultado de la evaluación se establecen las áreas de oportunidad que se serán objeto de las acciones correctivas y preventivas de mejora.Palabras clave: acciones correctivas, acciones de mejora, acciones preventivas, acreditación, auditoria, autoevaluación, ciclo Deming, clientes externos, clientes internos, EFQM, estándares, excelencia, gestión de calidad académica, indicadores, mejora continua, modelo de calidad, normas, perfil de calidad, políticas, seis sigma, SINAES.AbstractThe clear need to prepare professionals who will have a high level of performance in their professional life is an unavoidable commitment of every university. To do this, it is imperative to continuously improve at all levels of the educational process, paying particular attention to all the efforts of a program quality and not just setting a horizon for accreditation of some careers. To do this, we need a model that not only focus on teaching and learning processes but also be able of ensuring the quality of all university support processes on the basis of continuous improvement and not just thinking about accreditation. Therefore, it is necessary to constantly look at audits and compliance activities in all stages of education from the curriculum design towards the professional performance of graduates in the field.In Costa Rica, for some universities, there is a latent and manifest initiative for several years to continually self-assess their academic programs so that they are successful at the eyes of employers and students. For some of them, all economic resources are invested in priority areas identified by self-evaluation processes.The improvement efforts, made in Costa Rica, includes self-assessment exercises in some cases; however, efforts have not been framed within a model to visualize and integrate all improvement activities and which must be characterized by a concept of measurement continuous-time in order to identify all those weaknesses that threaten the effective development of the career. On the other hand, it is the desire that all improvement efforts are directed not only to accredited programs but also to all careers, especially those requiring a radical improvement in most of the activities which are part of the university work.This paper deals with a model of academic quality management whose main objective is to integrate all the current efforts of universities in a scheme aimed at continuous improvement of all programs offered. This includes detailed analysis and evaluation of the essential elements of educational work, namely students and graduates, material resources and infrastructure, curriculum, faculty, administration, research and social responsibility. The model makes quantitative rating of current activities on which improvement actions can be planned using spreadsheets and through a quality profile associated with the result of the evaluation setting out areas of opportunity that will be subject to improvement and preventive actions.Keywords: accreditation, audits, corrective actions, Deming cycle, EFQM, excellence, external clients, improvement, improvement actions, internal clients, norms, policies, preventive actions, academic quality management, quality metrics, quality model, quality profile, self-assessment, SINAES, six sigma, standards.

PENGEMBANGAN MODEL PEMBINAANSD MUHAMMADIYAH DI MALANG RAYAUNTUK MENJADI SEKOLAH PPL BAGI MAHASISWAPGSD-UMMEndang Poerwantie-mail : endangpoer@yahoo.comAbstract:To be able to equip students to be professional teacher candidates required completionof curriculum, effective and giving lectures free experience teaching in elementary schools, so thattakes SD Partners namely SD Muhammadiyah Malang. The purpose of research is the analysis ofSD Partner readiness to be able to build a school PPL PGSD students. Planned two-year study, thefindings of the first year of completion map SD SD Mitra to be training and training needs analysis/ mentoring required. The second is the result of the completion of training programs andmaterials. First year potential mapping methodology SD Partners, using instruments effectiveschools and school inkator air MBS, and education Inclusion map gap between the ideal and theconditions and factual circumstances, be used as a material representation of FGD with KS andteachers to develop models appropriate training and mentoring leisure needs.Abstrak:Untuk dapat membekali mahasiswa menjadi calon guru profesional diperlukanpenyiapan kurikulum, perkuliahan yang efektif dan pemberian pengalaman lapang mengajar diSD, sehingga diperlukan SD Mitra yaitu SD Muhammadiyah di kota Malang. Tujuan penelitianadalah analisis kesiapan SD Mitra untuk menjadi sekolah PPL yang dapat membina mahasiswaPGSD. Penelitian dirancang dua tahun, temuan tahun pertama adalah peta kesiapan SD Mitrauntuk menjadi SD latihan dan analisis kebutuhan pelatihan / pendampingan yang diperlukan. Hasiltahun kedua adalah penyiapan program dan materi pelatihan. Metodologi tahun pertama pemetaanpotensi SD Mitra, dengan menggunakan instrumen inkator sekolah efektif dan sekolah ber MBS,dan pendidikan Inklusi peta kesenjangan antara kondisi ideal dan dan kondisi faktual, akandigunakan sebagai materi FGD dengan KS dan perwakilan guru untuk mengembangkan modelpelatihan dan pendampingan yang sesuai dengan kebutuhan lapang.Kata Kunci: kesiapan SD mitra PGSD

Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.
Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.

Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.
Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.