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Journal articles on the topic 'Physiotherapy professional education'
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Hunt, Adrienne, Barbara Adamson, Joy Higgs, and Lynne Harris. "University Education and the Physiotherapy Professional." Physiotherapy 84, no. 6 (June 1998): 264–73. http://dx.doi.org/10.1016/s0031-9406(05)65527-7.
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Rekowski, Witold, and Eliza Grządkowska. "Professional Development of Physiotherapy Students During Msc Studies." Advances in Rehabilitation 28, no. 1 (March 1, 2014): 5–14. http://dx.doi.org/10.2478/rehab-2014-0028.
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Abstract Introduction: Lack of legal regulations regarding the profession of physiotherapist in Poland results in lack of formal obligation to develop professionally which characterises other medical professions. Physiotherapists may raise their qualifications by participating in specialisation courses commissioned by the Medical Centre of Postgraduate Studies (Centrum Medyczne Kształcenia Podyplomowego). Outside the system of education, the education market offers a wide array of courses and professional training schemes. Physiotherapy students, especially MSc students, take part in such courses. The following research stems from the desire to specify the range and characteristics of professional development during MSc studies as well as to establish the factors encouraging this phenomenon. Material and methods: The research was conducted using a specially designed anonymous questionnaire. The test sample consisted of 152 second-year MSc students studying physiotherapy at a public physical education academy. Results: 3/4 of the research respondents participate in various forms of professional development available on the market, while 1/4 remain passive. Half of the students tested participated in two or more courses during their studies. Massage, physiotherapeutic methods, kinesio taping and manual therapy are the most popular course choices. Most often (62% of cases) the costs of such courses amount up to 5,000 PLN, one fifth of the students allocates up to 10,000 PLN for this purpose. The courses are mainly financed by the students' families or by the students themselves. Some social characteristics and studying conditions are factors conductive to undertaking such activity. Conclusions: Raising qualifications during studies is a widespread phenomenon. The aim of participation in courses is mainly to supplement knowledge with additional information, not available during studies. The main motives underlying such activity are cognitive reasons and improvement of one's situation in the work market.
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Lotter, Karin, Anita Kidritsch, Hannes Aftenberger, Gabriele Mayrhofer, Karin Polanz, Tanja Riedl, Lisa Seiringer, et al. "Learning outcomes physiotherapy in neurology – a structured consensus finding of the Austrian University Network Physiotherapy in Neurology (ÖHPN) / Learning Outcomes Physiotherapie in der Neurologie – eine strukturierte Konsensfindung des österreichischen Hochschulnetzwerkes Physiotherapie in der Neurologie (ÖHPN)." International Journal of Health Professions 7, no. 1 (September 22, 2020): 66–83. http://dx.doi.org/10.2478/ijhp-2020-0007.
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AbstractBackgroundEuropean Standards and Guidelines for Quality Assurance in tertiary education at Universities of Applied Sciences recommend a high level of competence orientation. This can be achieved and evaluated by the definition of Learning Outcomes. Furthermore, these Outcomes can assure a comparison of the level of education after graduation. Efforts should be made to achieve this form of Quality Assurance for the professional education of physiotherapists.ObjectiveThe aim of this paper is to state consensus of the Austrian Universities of Applied Sciences Network for Physiotherapy in Neurology through the definition of shared Learning Outcomes for the field of Neurology for undergraduate physiotherapy students.MethodsBased on the guidelines of the European Qualification Framework (EQF), Physio Austria (Austrian Association of Physiotherapists) published the competency profile for physiotherapists describing learning outcomes of EQF levels 6 as the first study cycle with Bachelor degree. Specific learning outcomes for Physiotherapy in Neurology were added for the further development and differentiated assurance of Quality Standards in coordination with experts from the Universities of Applied Sciences in Austria.ResultsIn addition to the Learning Outcomes described in the competency profile of Physio Austria, this consensus paper describes those specifically for the EQF Level 6 of physiotherapy in neurology. Specifications in neurology were made for the following roles: Expert in Physiotherapy, Communicator, Teamworker, Health Promoter, Innovator, Health Professional.ConclusionRecommendations for quality assurance in tertiary education are actively pursued across all participating Universities of Applied Sciences. This allows a better comparability of the educational standards in Physiotherapy in Neurology in Europe as well as internationally. This is of great importance for physiotherapists as health professionals.
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Gadama, Yohane, George Chimatiro, and Alinane Linda Nyondo-Mipando. "Letter to editor regarding article “Clinical inter-professional education activities: Students’ perceptions of their experiences”." Malawi Medical Journal 33, no. 2 (June 30, 2021): 142–43. http://dx.doi.org/10.4314/mmj.v33i2.11.
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We read with great interest the publication entitled, “Clinical inter-professional education activities: Students’ perceptions of their experiences”1. Ntsiea, V et al., reviewed data gathered from post-inter-professional education (IPE) feedback forms from students at the Faculty of Health Sciences, University of Witwatersrand. The IPE activity was attended to by 309 students from the following fields: Physiotherapy, Medicine, Clinical associates, Occupational therapy, Biokinetics, Pharmacy, Dentistry, Nursing, Oral Science, Speech, and Audiology. The authors found that participating in the IPE activity made students gain appreciation and respect for other health professionals’ roles and scope
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Quartey, Jonathan, Carina Eksteen, Glynis Pickworth, Ajediran Bello, and Josephine Ahenkorah. "Self-Directed Learning: A Paradigm Shift for Physiotherapy Education." Journal of Preventive and Rehabilitative Medicine 2, no. 1 (November 1, 2020): 47–52. http://dx.doi.org/10.21617/jprm2020.218.
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Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and hands-on skills training as the main or only way of facilitating student learning. Students who qualify as physiotherapists from teacher-centered tertiary institutions need to be self-directed life-long learners to be able to meet the demands of a complex work environment in the field of physiotherapy and professional health care delivery. The teacher-centered traditional approach to teaching and learning appears to be the predominant form of teaching among most universities in Ghana. Since a student-centered teaching approach has been widely recommended as the approach of choice, especially in the education of health care professionals, there is a need to determine if it is possible to design and implement physiotherapy based modules that include student-centered approaches such as Self-directed learning which may address minimal guidance that is usually associated with teacher centered tertiary training in Ghana. Keywords: Self-directed learning; teacher-centred; Physiotherapy, student-centredAbstract
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Taylor, Lynne, and Janet Copeland. "Changes in physiotherapy research, education and professional development in New Zealand." Physical Therapy Reviews 11, no. 2 (June 2006): 101–5. http://dx.doi.org/10.1179/108331906x99038.
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Bardin, L. D. "Continuing physiotherapy education courses: A critical appraisal." South African Journal of Physiotherapy 54, no. 1 (February 28, 1998): 10–12. http://dx.doi.org/10.4102/sajp.v54i1.597.
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The importance of Continuing Physiotherapy Education (CPE) courses as an aspect of Continuing Professional Development (CPD) is discussed. Using a questionnaire, a study was conducted to assess various aspects pertaining to a CPE course on "Mobilisation of the Nervous System". Results showed that a majority of participants favoured courses of one day duration and were interested in further courses on this topic. This and a subsequent course on the same subject were rated (0-10) by the participants and compared. The second course achieved a higher mean score (9.3 versus 8.0) and 10/10 score (47% versus 12%, p<0.05) compared to the first course. The results suggest that improved course presentation and materials can be achieved, based on the analysis of information gained from the use of questionnaires completed by course participants. Evaluation of CPE courses is valuable and should form an integral part of CPE course planning, preparation and modification.
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Eckerstorfer, E., and K. Dorfer. "Multi-professional collaboration – an approach in the 1st semester of physiotherapy education." Physiotherapy 102 (November 2016): e109. http://dx.doi.org/10.1016/j.physio.2016.10.117.
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Aguilar-Rodríguez, Marta, Kati Kulju, David Hernández-Guillén, María Isabel Mármol-López, Felipe Querol-Giner, and Elena Marques-Sule. "Physiotherapy Students’ Experiences about Ethical Situations Encountered in Clinical Practices." International Journal of Environmental Research and Public Health 18, no. 16 (August 11, 2021): 8489. http://dx.doi.org/10.3390/ijerph18168489.
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(1) Background: It is important to explore the ethical situations that physiotherapy students encountered in their clinical practices. (2) Methods: Qualitative, explorative, descriptive study. The participants included third-year physiotherapy students. They had to write five narratives about ethical situations encountered in their clinical practices. Krippendorff’s method for qualitative content analysis was used to cluster units within the data to identify emergent themes. The study protocol was approved by the authors’ University Ethic Committee of Human Research (H1515588244257). (3) Result: 280 narratives were reported by 64 students (23.34 ± 4.20 years, 59% women). Eight categories were identified from the qualitative analysis of the data: (a) professional responsibility, (b) professional competence, (c), beneficence, (d) equality and justice, (e) autonomy, (f) confidentiality, (g) respect for privacy, and (h) sincerity. All participants were informed and provided written informed consent. (4) Conclusions: Ethical principles were frequently violated in physiotherapy. Experiences of physiotherapy students must be examined to tailor educational interventions prior to their initiation into practice. Ethics education is needed in workplaces and should be increased in basic education. Facilitating the ethical awareness of future physiotherapists is a challenge for university teachers who provide ethical competence training.
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Ojeda, Beatriz Sebben, Marion Creutzberg, Ana Maria Pandolfo Feoli, Denizar da Silva Melo, and Valéria Lamb Corbellini. "Nursing, nutrition and physiotherapy students: career choice." Revista Latino-Americana de Enfermagem 17, no. 3 (June 2009): 396–402. http://dx.doi.org/10.1590/s0104-11692009000300018.
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In the perspective of career choice, entering university encompasses meanings of self-accomplishment and social status, which are permeated by concepts and ideals people construct in their lives. This study aimed to analyze regimes of truth that permeate career choice in nursing, physiotherapy and nutrition. This qualitative-descriptive study was carried out with undergraduate freshmen. Data were collected through focus groups, evaluated by discourse analysis from a Foucaultian perspective. The following themes emerged from the analysis: - career choice: crowning a process of social differentiation, - reflexes of professions' history of acknowledgement; - career choice beyond professional projects. Discourse highlights that scientific knowledge acquires status in relations of power between different professions and society and is essential that health professional education is linked to public policies that expand the participation of different professions so as to meet demands in favor of integral care.
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Sklempe Kokic, I., S. Schuster, V. Brumnic, I. Crnkovic, and M. Znika. "Attitudes towards continuous professional development and postgraduate education of Croatian students of physiotherapy." Physiotherapy 102 (November 2016): e132. http://dx.doi.org/10.1016/j.physio.2016.10.149.
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Pullon, Sue, Eileen McKinlay, Louise Beckingsale, Meredith Perry, Ben Darlow, Ben Gray, Peter Gallagher, Kath Hoare, and Sonya Morgan. "Interprofessional education for physiotherapy, medical and dietetics students: a pilot programme." Journal of Primary Health Care 5, no. 1 (2013): 52. http://dx.doi.org/10.1071/hc13052.
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INTRODUCTION: Interprofessional education (IPE) has been shown to enhance interprofessional practice among health professionals. Until recently there has been limited opportunity to undertake such initiatives within existing pre-registration degree courses in New Zealand. AIM: This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. METHODS: An interprofessional case-based course component (on chronic condition management) was developed by academic clinical teachers from schools of medicine, physiotherapy and dietetics at the same location. Evaluation was undertaken using a previously validated pre- and post-survey tool, to ascertain changes in attitude among students towards interprofessional practice, IPE and the effectiveness of health care teams. Focus groups were conducted with students and teachers. RESULTS: Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams. Focus group findings were consistent with the survey results for students, and highlighted challenges experienced by the teachers. DISCUSSION: Students and teachers alike enjoyed the interprofessional interaction and benefited from a collaborative approach to chronic condition management. The timing and nature of learning activities and assessment methods created logistical challenges. Such course components have potential to improve collaborative practice and the quality and safety of health care among graduates. Interprofessional course components need to be equitable across disciplines and embedded in the unidisciplinary courses. KEYWORDS: Dietetics; education; interprofessional relations; medicine; New Zealand; physiotherapy; primary health care
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Souri, Niloofar, Afsun Nodehi Moghadam, and Farahnaz Mohammadi Shahbolaghi. "Iranian Physiotherapists’ Perceptions of the Ethical Issues in Everyday Practice." Iranian Rehabilitation Journal 18, no. 2 (June 1, 2020): 125–36. http://dx.doi.org/10.32598/irj.18.2.221.5.
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Objectives: Considering the significant role of physiotherapists in the process of rehabilitation, their ethical commitment is essential to successful interaction and care provision. However, investigations on the medical professional ethics in Iran are limited. Generally, research in this regard is rare in Asia. Thus, such studies could improve the moral knowledge of the Iranian physiotherapy community. Accordingly, this study aimed to explore professional ethics issues in physiotherapy to provide a platform concerning the challenges of professional ethics in physiotherapy in Iran. Methods: This qualitative study was conducted in 2016-2017 using the content analysis method. The study samples were recruited through purposive sampling approach until data saturation (12 physiotherapists). The required data were gathered by an in-depth semi-structured interview. All of the interviews were transcribed and analyzed, inductively. Results: Physiotherapists in Ahvaz and Tehran cities, Iran experienced challenges in 6 different categories during daily practice. These aspects included the following: therapists’ self-interest-craving, observing patients’ rights, maintaining professional competence, the effect of workplace on ethical conduct, personal ethical outlook, and insufficient professional ethics education. This study implicated the existence of a trend of kick-backs in the physiotherapy community; a problematic trend in the medical community, i.e. addressed by physicians in several articles. Additionally, the lack of receiving ethical education leads to ethical judgments based on personal values rather than ethical codes. According to the current research findings, it To increase the visibility of the article as well as to increase the citation of your article, we suggest that Latin keywords be based on the MeSH list. See: https://meshb.nlm.nih.gov/search was problematic for practitioners. Discussion: Three subcategories of the incompetence of the healthcare system, the lack of supervision on ethical principles, and the impact of poor insurance system on patient admission are related to the endemic conditions of the health system of the country. These issues require serious interventions from executive powers.
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Kell, Clare, and Tom Horlick-Jones. "‘Disciplining witnesses’ in the teaching of physiotherapy: Some insights into the practical accomplishment of a science-based healthcare profession." Communication and Medicine 9, no. 3 (September 17, 2013): 253–68. http://dx.doi.org/10.1558/cam.v9i3.253.
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Physiotherapy in the UK defines itself as a ‘science based healthcare profession’. Physiotherapy students must undertake at least one thousand hours of learning in live practice settings. Adopting an analytic stance shaped by interaction analysis and workplace studies, and drawing on observational data of placement settings, this paper examines some features of the means by which physiotherapy education is practically accomplished. The paper introduces and utilises a novel notational system for capturing movement and touch in ethnographic fieldwork notes. Our analysis draws upon ideas from Lynch and Macbeth’s (1998) study of elementary school science classes. We focus in particular on their notion of ‘disciplining witnesses’ to illustrate how science is enacted – and plays a privileged role – within the everyday accomplishment of practice-based physiotherapy education. We show how patients are disciplined to provide information on cue and to act as props for therapeutic demonstrations, while students are disciplined to co-produce standard interpretations of the science of physiotherapy. We conclude the paper with a brief discussion of the ways in which these insights offer a new perspective for physiotherapy practitioners and educators in understanding the nature of interactions entailed in their professional practice, and the role of patients within those interactions.
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Ehrström, Jolanda, Jyrki Kettunen, and Petri Salo. "Physiotherapy pain curricula in Finland: a faculty survey." Scandinavian Journal of Pain 18, no. 4 (October 25, 2018): 593–601. http://dx.doi.org/10.1515/sjpain-2018-0091.
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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.
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Bjorbækmo, Wenche, Kristin Vindohl Evensen, Karen Synne Groven, Gro Rugseth, and Øyvind F. Standal. "Phenomenology of Professional Practices in Education and Health Care: An Empirical Investigation." Phenomenology & Practice 12, no. 1 (March 30, 2018): 18–30. http://dx.doi.org/10.29173/pandpr29355.
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In this article a group of professionals working in education and health care exploreprofessional practices and interactions from a phenomenological perspective, drawing on Maxvan Manen’s conceptualization of the phenomenology of practice and his knowledge interestin understanding and furthering sensitive, caring professional practice. Posing the questionwhat is the meaning of interaction in encounters within education and health care, we lookat practice experiences drawn from close observations and interviews during researchconcerning special needs education, physiotherapy and weight loss programs. Three anecdotesare offered as a way to ‘show,’ rather than interpret, the processes involved. Each anecdote isfollowed by reflections in which we draw on van Manen’s notion of pathic knowledge andNancy’s ideas about co-existence to develop phenomenological insights about temporal,embodied and relational qualities of the phenomenon of interaction in professional practice.Such interaction seems to involve continuous negotiation. It emerges as a process of exchange,a movement back and forth between supporting and letting oneself be supported; betweenconfronting and being confronted; between pushing and being pushed. Moments of active engagement give way to periods of waiting for the other to act. The experience is one ofcontinuous back and forth movement in the relational space in-between.
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Samant, Omkr, and G. D. Vishnu Vardhan. "PERCEPTION OF UNDERGRADUATE PHYSIOTHERAPY STUDENTS TOWARDS CLINICAL ATTRIBUTES & CLINICAL TEACHING." International Journal of Physiotherapy and Research 8, no. 6 (December 11, 2020): 3715–22. http://dx.doi.org/10.16965/ijpr.2020.185.
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Background: Physiotherapists work in a health care situation of constant rising complexity and rapid change and demands for accountability, of careful examination from both internal and external sources. In such situations, the ability to respond appropriately to these pressures is critical, not only for professional growth but also for professional survival. New generations of emerging physiotherapists require more than a solid foundation of clinical skills. They require a proper educational foundation that is reinforced with good attributes, attitude and skills that will help them in building their profession as well as their professional practice. Clinical Teaching is very important in preparing Physiotherapists for working with patients and it has long been recognized as a necessary part of Physiotherapy education. Context & Purpose of the study: The present study included 200 participants from 1st year there were around 52 students with average score of 106.63, 2nd year with around 55 students with average score of 106.13, 3rd year with around 22 students with average score of 107.9, 4th year with 71 students with average score of 104.39. Results: The result shows mean value of 105.75 and SD value of 12.80654. The result concluded that the Perception of Undergraduate Physiotherapy Students towards Clinical Attributes and Clinical Teaching is Good according to the gradings. Conclusion: The present study concluded that the Perception of Undergraduate Physiotherapy Students of Dr. A. P. J. Abdul Kalam College of Physiotherapy is Good. Overall, Undergraduate Physiotherapy Students rated the clinical teaching attributes of their teachers highly, and they were also satisfied and felt positively challenged during their clinical rotations. KEY WORDS: Perception, Clinical Attributes, Clinical Teaching, Undergraduate Students.
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Ozdinc, Sevgi, Yagmur Bicici, Mirac Camur, and Fatma Nesrin Turan. "Determination of professional anxiety levels of undergraduate students who have physiotherapy and rehabilitation education." Journal of Higher Education and Science 8, no. 3 (2018): 471. http://dx.doi.org/10.5961/jhes.2018.288.
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Manonelles Marqueta, Pedro, Luis Franco Bonafonte, Carlos De Teresa Galván, Miguel Del Valle Soto, Teresa Gaztañaga Aurrekoetxea, Juan N. García-Nieto Portabella, Fernando Jiménez Díaz, José Naranjo Orellana, and Javier Pérez Ansón. "Professional attributions regarding health-related exercise from the Spanish Sports Medicine Society." Archivos de Medicina del Deporte 38, no. 2 (April 26, 2021): 120–26. http://dx.doi.org/10.18176/archmeddeporte.00035.
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The regular practice of physical exercise is extraordinarily effective in the management of a growing number of chronic diseases, some of them with a prevalence of pandemic magnitude, for which the society must assume the incorporation of physical activity as a health strategy to prevent and to serve as a complementary treatment of the disease. Not only medicine and physiotherapy play a fundamental role in the management of exercise for health but also, outside of health, Sports science and physical education degree is crucial in this field of work. From a health point of view, medicine and physiotherapy have a primary role in the management of exercise for health and also, outside of health, sports science and physical education degree occupy a very prominent role in the promotion and implementation of strategies for the promotion of health. These professions have been occupying a position in addressing this problem that, on some occasions, has led to points of friction with respect to their role, responsibilities and function. On the other hand, there is a need to resolve the question of the professions’ areas of competence while maintaining the will to simultaneously recognize the growing areas of competence shared interprofessionally and the highly relevant areas specific to each profession. This document is based on the need to address the incorporation of exercise in the prevention and management of disease in a solid and consistent way, considering the contribution of the professions involved from the perspective of multidisciplinary work and with a non-conflictual but cooperative, transparent and respectful collaboration. In addition, this collaboration should always aim at serving society in the most effective way possible, clearly defining the professional attributions of medicine, physiotherapy and physical activity and sport sciences in everything related to the use of exercise as a tool for health.
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Pettersson, Lin Elinor. "Mobile-assisted learning and higher-education ESP: English for physiotherapy." Lingua Posnaniensis 60, no. 1 (June 1, 2018): 81–94. http://dx.doi.org/10.2478/linpo-2018-0006.
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Abstract The popularity of Mobile-assisted language learning has increased significantly in recent years, and language teachers are still exploring different ways of introducing new technology into the language classroom. Up to the moment, this has mainly been achieved through the use of mobile language-learning applications (Grimshaw et al. 2017). We wanted to push the use of applications in the classroom of English for Specific Purposes further by introducing a human anatomy application in the context of English for physiotherapy in higher education. We believe that the use of an application for a specific area provides the opportunity to enrich the learning experience and take language-learning outcomes to a different level as students are granted a unique occasion of applying knowledge acquired in a specialist area in the language classroom. An intervention proposal was designed for the subject English for physiotherapy (University of Málaga, Spain) bringing together mobile-assisted language learning with a task-based approach to suit constructivist learning processes and accommodate different learning styles and rhythms. We followed five guiding principles on mobile-assisted language learning (Stockwell & Hubbard 2013) to design three tasks for autonomous and collaborative learning using the application 3D4 Medical Essential Anatomy. A preliminary survey was carried out using Lime Survey to measure under-graduate physiotherapy students’ attitudes towards the use of a human anatomy application to learn English and to predict possible challenges (language, technology, cost or storage capacity). The results support our belief as the obtained data indicates that students perceived the use of a human anatomy application as an interdisciplinary tool for both educational and professional purposes and were willing to purchase an application to learn English for physiotherapy.
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Ward, Alan, and Jacqueline Gracey. "Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators." Medical Teacher 28, no. 1 (January 2006): e32-e39. http://dx.doi.org/10.1080/01421590600568512.
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Matthews, Rachel, Kelby Smith-Han, and Helen Nicholson. "From physiotherapy to the army: negotiating previously developed professional identities in mature medical students." Advances in Health Sciences Education 25, no. 3 (November 7, 2019): 607–27. http://dx.doi.org/10.1007/s10459-019-09942-0.
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O'Donoghue, G., C. Doody, and T. Cusack. "Physical activity and exercise promotion and prescription: Recommendations for contemporary professional entry-level physiotherapy education." Physiotherapy Practice and Research 35, no. 1 (2014): 55–63. http://dx.doi.org/10.3233/ppr-130033.
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Álvarez, Cláudia Cecília De Souza, and Günter Hans Filho. "Leprosy and Physiotherapy: a necessary approach." Journal of Human Growth and Development 29, no. 3 (December 12, 2019): 416–26. http://dx.doi.org/10.7322/jhgd.v29.9541.
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Introduction: New cases of leprosy occur due to a set of factors associated with the lack of knowledge about the disease, both by health professionals and patients, favoring late diagnosis, the development of physical and social disabilities, stigma and prejudice.
Objective: To verify the knowledge of students completing the physiotherapy course on leprosy and professional practice in the care of patients with the disease.
Methods: A qualitative exploratory descriptive study was conducted with 68 undergraduate students from physiotherapy courses from public and private universities (AU, UB, UC), in the State of Mato Grosso do Sul. Data were collected through a questionnaire with ten open questions about knowledge, practical action, motivations, interests and teaching-learning process about leprosy. To organize and analyze the data, thecollective subject discourse technique was used.
Results: It was found that 60% of aU students, 63% of UB and 30.8% of UC have a general conception about the disease. 46.7% of aU students, 77.8% of UB and 80.9% of UC never had contact with leprosy patients. More than half of the students at the three universities said they were unaware of the physiotherapy approaches and practices in leprosy. Almost 100% of ub and UC students stated that the subject was not addressed during the course and therefore did not feel prepared to provide health education and to guide on how to prevent physical deficiencies resulting from leprosy. 73.3% of AU students, 96.3% of UB and 100% of UC recorded negative evaluations, qualifying the course as precarious, insufficient and weak in the leprosy approach.
Conclusion: It is concluded that leprosy should be included in physiotherapy courses systematically, providing practical care activities, developing skills from prevention to rehabilitation, seeking greater motivation and identification of his work in this area.
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Toplak Perović, Barbara, and Maruša Hauptman Komotar. "Are international degree students indeed more employable? The case of Italian physiotherapy graduates in Slovenian higher education." Industry and Higher Education 34, no. 2 (December 13, 2019): 100–107. http://dx.doi.org/10.1177/0950422219894924.
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International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence.
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Newstead, Clint, Catherine L. Johnston, Gillian Nisbet, and Lindy McAllister. "Physiotherapy clinical education in Australia: an exploration of clinical educator characteristics, confidence and training requirements." Australian Health Review 43, no. 6 (2019): 696. http://dx.doi.org/10.1071/ah18094.
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Objectives The aim of this study was to describe physiotherapists’ involvement, confidence and training needs in the provision of student clinical education (CE) in Australia. Methods A valid and reliable cross-sectional online survey instrument was used to collect data from physiotherapists employed in public and private healthcare facilities in Australia. Survey questions included participant personal and professional characteristics, participation in CE-related continuing professional development (CPD) and confidence in components of CE. Results In all, 170 (34%) physiotherapists (mean age 37 years; mean years clinical experience 13 years) completed the survey. Most participants (68%) were currently involved in CE, over half (56%) had completed CE-related CPD and many (56%) reported a need for more CPD. Participants with no previous CE experience were less confident (P≤0.05) in all components of CE. Participants with less clinical experience were less confident in managing challenging students (P=0.003), multiple students (P=<0.001) and competing workplace and education duties (P=<0.001). Conclusions Physiotherapists with varying professional characteristics were involved in CE. Although many participants had attended CE-related CPD, many reported that more training was required. Future training for clinical educators should be tailored to participants’ level of experience and focus on the components of CE in which they feel least confident. What is known about the topic? The ability of physiotherapists to confidently assume a clinical educator role may affect their willingness to be clinical educators in the future and the students’ perceptions of clinical placement quality. CPD relating to CE may help prepare physiotherapists for the clinical educator role. What does this paper add? There is a lack of information regarding physiotherapists’ involvement in CE, completion of CE-related CPD or perceived levels of confidence in various aspects of the clinical educator role, such as placement organisation, teaching, assessment and the provision of feedback. This study describes the involvement of physiotherapists in CE in Australia, including their demographic and professional characteristics, participation in CE-related CPD and confidence in various components of CE. What are the implications for practitioners? Several recommendations regarding future CE-related CPD have resulted from this study, including tailoring CPD to the needs of physiotherapists based on their level of clinical or CE experience, focusing CPD on the aspects of CE in which physiotherapists feel least confident and raising the awareness of and improving accessibility to CPD opportunities in this area.
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Atkinson, Kim, and Barbara Steward. "A Longitudinal Study of Occupational Therapy New Practitioners in Their First Years of Professional Practice: Preliminary Findings." British Journal of Occupational Therapy 60, no. 8 (August 1997): 338–42. http://dx.doi.org/10.1177/030802269706000802.
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There is limited information in the public domain about the experiences of newly qualified occupational therapists during the early years of professional practice. This article presents the preliminary findings of a longitudinal study following the experiences of the first cohort of occupational therapy graduates from the School of Occupational Therapy and Physiotherapy at the University of East Anglia over the first 3 years of their professional practice. It addresses factors related to the graduates' choice of first post, their perceived level of preparation for practice and their involvement in continuing education.
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Nyante, Gifty, Emmanuel Asare, Jonathan Quartey, and Samuel Koranteng Kwakye. "Physiotherapy Students Satisfaction on Clinical Learning Environment and Supervision at University of Ghana." Journal of Preventive and Rehabilitative Medicine 2, no. 1 (November 1, 2020): 32–39. http://dx.doi.org/10.21617/jprm2020.216.
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Background:Clinical education is an important and distinct part of health profession education in which students learn to consolidate theory into practice with the aim of gaining clinical competence and enhancing professional knowledge. Clinical knowledge and skills can be achieved through a conducive clinical learning environment with effective supervision. We aimedto determine physiotherapy students’ satisfaction on their clinical learning environment and supervision.Methodology:A cross-sectional study, which involved 85 physiotherapy students recruited with the convenience sampling technique from the Department of physiotherapy, University of Ghana who visited four accredited clinical sites. Participants who consented, completed an adapted Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. Data collected was analysed using SPSS (version 20.0). Pearson’s Chi-square was used to test for association between variables.Results:Almost all 80 (94.1%) participants were satisfied with the clinical learning environment only, while more than half 52 (61.2%) had average level of satisfaction with the clinical learning environment and supervision. Majority 60 (80%) of participants had a high level of satisfaction with supervision only. The association between the participants’ satisfaction on the clinical learning environment and supervision was statistically significant (P < 0.001).Conclusion:Physiotherapy students are generally satisfied with their clinical learning environment and supervision. Periodic assessment of physiotherapy students’ satisfaction with clinical learning environment and supervision may be carried out in order to improve clinical leaning. Keywords: clinical education,clinical learning environment, clinical supervision, clinical supervisor, students’ satisfaction.
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Marques-Sulé, Elena, Anna Arnal-Gómez, Sara Cortés-Amador, Marta Inglés de la Torre, David Hernández, and Marta Aguilar-Rodríguez. "Attitudes towards learning professional ethics in undergraduate physiotherapy students: A STROBE compliant cross-sectional study." Nurse Education Today 98 (March 2021): 104771. http://dx.doi.org/10.1016/j.nedt.2021.104771.
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Omelchuk, E. V. "A modern view on the study of medical genetics for the professional competence of masters of physical therapy, occupational therapy." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(134) (April 16, 2021): 87–90. http://dx.doi.org/10.31392/npu-nc.series15.2021.4(134).21.
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The experience of foreign scientists on the need to master knowledge of medical genetics for the professional competence of physical therapists is considered. The features of teaching the selective educational component "Medical genetics" for applicants for the second (master's) level of higher education in the field of knowledge 22 "Health" specialty 227 "Physical therapy, occupational therapy" are presented. Today, it is relevant to improve the quality of professional training of future specialists in physiotherapy, occupational therapy, in accordance with world and European standards in order to enhance the competitiveness of domestic education, optimize conditions for international student mobility and expand the capabilities of Ukrainian specialists in the domestic and international labor markets.
According to the position of modern medicine, any human pathology is often associated with heredity. Since heredity and variability are integral parts of life, medical genetics should be included in the theoretical and practical training of specialists in physiotherapy and occupational therapy. The need for genetic knowledge for specialists in physiotherapy, occupational therapy is also determined by the constant increase in the proportion of hereditary pathology in the structure of morbidity, mortality and disability of the population. We believe that physical therapists need to be prepared for new developments in healthcare, including personalized rehabilitation. The physical therapist profession must embrace medical genetics in order to fulfill its operational role and help shape the future of personalized healthcare delivery. Competence in medical genetics provides additional opportunities for working with peers to integrate such information into a healthcare perspective. By developing and demonstrating this competence, physical therapists continue to enjoy a position of respect among the general health community. We consider it important to include in the training program for applicants for the second (master's) level of higher education the area of knowledge 22 "Health", specialty 227 "Physical therapy, occupational therapy" of an educational component such as "Medical genetics". In this way, the physical therapy profession can collaborate with other medical professions to further strengthen and define its role in patient-centered health care.
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Curran, Vernon R., Lisa Fleet, and Diana Deacon. "A Comparative Review of Canadian Health Professional Education Accreditation Systems." Canadian Journal of Higher Education 36, no. 1 (June 30, 2006): 79–102. http://dx.doi.org/10.47678/cjhe.v36i1.183527.
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Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.
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Akulwar, Isha S. "What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education." Communication, Society and Media 2, no. 4 (September 11, 2019): p136. http://dx.doi.org/10.22158/csm.v2n4p136.
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Introduction: More recently, there is growing use of WhatsApp as a communication platform for teachers and their students. It seems that WhatsApp has advantages over other technological tools employed by the educational system. However, in the context of medical education this concept is still nascent. Hence, the purpose of this retrospective analysis is to explore the effects of WhatsApp use for Physiotherapy education as an adjunct to traditional teaching and to determine the opinions of the students towards this process.Methods: A facilitator created a group for the students, separate for every class. A total of 250 students from I year to IV year Physiotherapy undergraduate program participated voluntarily. Activities undertaken were discussion on academic topics, feedback on exam performance, guidance on seminar presentation, etc., and students’ doubts were answered with more elaborate explanation on the topic. Retrospective analysis of the students’ feedback obtained at the end of the program and content analysis was done from the themes identified.Results: Success of the program:• Professional, as well as comfortable learning environment, is created on WhatsApp• Low cost, simplicity, accessibility, efficiency & natural language• Fosters high interactions with the facilitator and knowledge sharing between students as well• Learning material—easy accessibility, variety of resources increases the flexibility, quick sharing of related links• Use of different emotional gestures add humor and fun to TL• Promotes proactive learning and critical thinking • Learning independently at anytime and anywhere (no geographical boundaries)• Students are more open to ask questions as it provides privacy and confidentiality• One student’s doubt solving benefits the entire group • Especially helpful during exam preparation for immediate feedback & quick problem solving, discussion of important topics, etc.• Effective method for doubt solving, explanation with voice notes, video calls is possibleProblems encountered:• Conceptual learning could be challenging • Technical challenges: need for a smartphone & internet facility; message flooding, eye strain, time consuming if large amount of context has to be discussed • High expectations on teacher’s availability• Students attention and understanding cannot be assured• Effectiveness depends upon teacher’s skills of use of related software applications• Distractions from other messages received simultaneously • Sometimes when the internet speed is slow, disruptions in the flow when many people are participating in the discussionConclusion: WhatsApp enables learning beyond classroom borders and can potentially enhance learning process in Physiotherapy education.
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Stewart, Jenny, and Kate Haswell. "Assessing readiness to work in primary health care: the content validity of a self-check tool for physiotherapists and other health professionals." Journal of Primary Health Care 5, no. 1 (2013): 70. http://dx.doi.org/10.1071/hc13070.
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INTRODUCTION: The New Zealand Primary Health Care Strategy has emphasised the importance of well-coordinated service teams in managing complex chronic conditions. There is international evidence that physiotherapists can contribute effectively to the prevention and management of these conditions. However, there are few examples of physiotherapists in New Zealand (NZ) engaging in primary health care (PHC). It has been recognised that professional development is necessary to optimise physiotherapists participation in PHC. AIM: The aim of this study was to both design a self-check tool that physiotherapists could use as an initial step in preparing to work in PHC and to assess the content validity of the tool. METHODS: A literature review informed the development of the self-check tool. The tool was reviewed by members of the Physiotherapy New Zealand PHC working party to establish content validity. RESULTS: The tool was found to have excellent content validity with an overall score of 0.937, exceeding the acceptable index of 0.8. Item validity was excellent or acceptable for all except two items, which were subsequently modified in the final tool. DISCUSSION: This investigation provides initial support for the tools potential use by physiotherapists as a means of determining their readiness to work in PHC. It could have application beyond individual professional development to the wider context of team and organisational development. Additionally, with minor modifications the tool could have broader application to other professional groups. KEYWORDS: Continuing education; New Zealand; physiotherapy; primary health care; validity and reliability
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Moran, Monica, Jane Bickford, Sarah Barradell, and Ingrid Scholten. "Embedding the International Classification of Functioning, Disability and Health in Health Professions Curricula to Enable Interprofessional Education and Collaborative Practice." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093385. http://dx.doi.org/10.1177/2382120520933855.
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The World Health Organization’s International Classification of Functioning, Disability and Health (WHO-ICF) is a comprehensive and highly adaptable framework that provides a universal language and shared health concepts to articulate human functioning across the lifespan and from individual to population health settings. It provides a global, biopsychosocial, and holistic structure for conceptualising the human experience of health and health service provision. Consequently, the ICF framework offers hope for a universal map for health service providers that bridges professional, cultural, economic, and geographical variations. While the use of the ICF is typically mandated by health professions accreditation bodies, integration of the ICF in medical and health professional education programmes has been slow. In addition, its potential for scaffolding interprofessional education for collaborative practice has not been maximised. In this Perspective paper, we draw on our extensive experience in developing curricula and teaching within a range of health professions programmes (medicine, occupational therapy, physiotherapy, and speech-language pathology) to provide advice on conceptual, theoretical, and practical dimensions of embedding the ICF framework within curricula to support interprofessional education and collaborative practice.
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Allison, Garry T. "Sustainable graduate education and professional competency. (Comment on Crosbie J et al, Australian Journal of Physiotherapy 48: 5–7.)." Australian Journal of Physiotherapy 48, no. 2 (2002): 151–52. http://dx.doi.org/10.1016/s0004-9514(14)60211-7.
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DELANY, CLARE, and HEATHER GAUNT. "“I Left the Museum Somewhat Changed”: Visual Arts and Health Ethics Education." Cambridge Quarterly of Healthcare Ethics 27, no. 3 (May 30, 2018): 511–24. http://dx.doi.org/10.1017/s0963180117000913.
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Abstract:A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students’ moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task, which involved the use of visual arts to stimulate the exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) were analyzed using both thematic and content analysis. Two key themes centered on emotional responses and lateral thinking. The use of artwork appeared to facilitate imaginative, emotional, and conceptual thinking about ethics and clinical experience (both past and future). This study provides some evidence to support the effectiveness of the use of the visual arts in promoting students’ recognition of ethical dimensions within their clinical experience and reflection on their emerging professional identity. As one student noted, she left the museum “somewhat changed.”
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Palmgren, Per J., Matilda Liljedahl, Ingrid Lindquist, and Klara Bolander Laksov. "A qualitative exploration of chiropractic and physiotherapy teachers' experiences and conceptualizations of the educational environment." Journal of Chiropractic Education 32, no. 1 (March 1, 2017): 10–22. http://dx.doi.org/10.7899/jce-17-12.
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Objective: There has been increasing scholarly interest in the role of environments in health care professional education, and the value of these has been widely acknowledged as an influential factor in educational quality. However, little is known about how teachers experience the environment, and there is a recognizable absence of a perspective from chiropractic and physiotherapy faculties. The aim of this study was to explore and contrast chiropractic and physiotherapy teachers' experiences and conceptualizations of the meaning of the educational environment. Methods: In this qualitative study, we performed semistructured interviews with 14 teachers, purposefully selected to obtain richness, variation, and breadth in the data. The data were analyzed using inductive qualitative content analysis. Results: The most noteworthy findings were, first, that chiropractic teachers experienced the meaning of the environment as motivating a vocational practice and modeling ideal, supporting and managing stressed students, and including students in the community of chiropractors. Physiotherapy teachers experienced the meaning of the environment as putting the pedagogical vision into practice, balancing students' expectations, and providing the prerequisites to grow within the profession. Second, both groups of teachers held common conceptualizations of the constituents of the environment as physical, organizational, relational, communicational, and pedagogical; however, they attached different connotations to these dimensions. Conclusion: The findings conveyed a variance in the experience of the meaning of the educational environment that can be attributed to contextual and cultural differences.
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Stephens, John. "A participatory learning model and person-centered healthcare: moving away from “one hand clapping”." European Journal for Person Centered Healthcare 3, no. 3 (September 3, 2015): 279. http://dx.doi.org/10.5750/ejpch.v3i3.950.
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The level of complexity within healthcare practice makes close collaboration with ‘service users’ a necessity in the education of pre-registration healthcare professionals to promote the development of optimal clinical decision making skills in the delivery of safe, effective, and efficient person-centred care. This article reports on the development of a series of facilitated workshops within two pre-registration physiotherapy programmes framed by an adapted participatory learning model, underpinned by the concepts of complexity science, in an attempt gain some understanding of the facilitation of learning that is person-centred and collaborative in nature.The participatory learning model offers a structure to organise a learning process in a manner that is not only conceptually appealing but also of practical use. The model would seem to have the potential for transfer to broader areas of professional education. In embracing participation and complexity ‘don’t be afraid to start’, and ‘learn from doing’ are key messages of encouragement. However, it is important to think about any training needs across organisations and individuals, to find and nurture relationships, and to be creative and also have clarity of purpose.
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Jones, Claire. "229 Advancing Physiotherapy Competence in Dementia Care. A Service Development Initiative." Age and Ageing 48, Supplement_3 (September 2019): iii17—iii65. http://dx.doi.org/10.1093/ageing/afz103.138.
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Abstract Background Older adults are among the most frequent of health service users and often require physiotherapy input. Since the prevalence of dementia rises with age, physiotherapists regularly treat older adults with dementia in the acute setting. However advancing competence in the area of dementia care represents a significant cultural shift for the physiotherapy profession. Dementia education which specifically addresses both the learning needs of physiotherapists and the cultural context in which they work may be the first step to advancing competence and enabling best practice. Methods A learning needs analysis was conducted within a physiotherapy department in an acute, level three hospital. An educational programme was subsequently designed and delivered over six weeks. The programme aimed to equip physiotherapists with both the knowledge and skills to best support the person with dementia in the acute care setting. Careful consideration was given to the social construct of dementia, inclusion of the voice of the person with dementia and the historical barriers experienced when accessing therapy services in the acute care environment. Results The perceived benefit of the education programme was evaluated by means of a participant survey. 100% of respondents felt that undergraduate training did not sufficiently prepare them to work with adults with dementia. As a result of the educational programme, 100% of participants reported increased competence when treating adults with dementia and a subsequent positive impact on physiotherapy practice. 88% of respondents agreed that ongoing professional development in this area of dementia care would be beneficial and 100% reported that they would recommend the educational programme to a colleague. Conclusion The changing landscape of healthcare delivery has opened up new ways of working. Physiotherapists are in a unique position to support the person with dementia in the acute care setting. Participants of this educational programme demonstrated high motivation to advance their knowledge and skills in the area of person-centred dementia care.
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Watt-Watson, Judy, Elizabeth Peter, A. John Clark, Anne Dewar, Thomas Hadjistavropoulos, Pat Morley-Forster, Christine O’Leary, et al. "The Ethics of Canadian Entry-To-Practice Pain Competencies: How Are We Doing?" Pain Research and Management 18, no. 1 (2013): 25–32. http://dx.doi.org/10.1155/2013/179320.
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BACKGROUND: Although unrelieved pain continues to represent a significant problem, prelicensure educational programs tend to include little content related to pain. Standards for professional competence strongly influence curricula and have the potential to ensure that health science students have the knowledge and skill to manage pain in a way that also allows them to meet professional ethical standards.OBJECTIVES: To perform a systematic, comprehensive examination to determine the entry-to-practice competencies related to pain required for Canadian health science and veterinary students, and to examine how the presence and absence of pain competencies relate to key competencies of an ethical nature.METHODS: Entry-to-practice competency requirements related to pain knowledge, skill and judgment were surveyed from national, provincial and territorial documents for dentistry, medicine, nursing, pharmacy, occupational therapy, physiotherapy, psychology and veterinary medicine.RESULTS: Dentistry included two and nursing included nine specific pain competencies. No references to competencies related to pain were found in the remaining health science documents. In contrast, the national competency requirements for veterinary medicine, surveyed as a comparison, included nine pain competencies. All documents included competencies pertaining to ethics.CONCLUSIONS: The lack of competencies related to pain has implications for advancing skillful and ethical practice. The lack of attention to pain competencies limits the capacity of health care professionals to alleviate suffering, foster autonomy and use resources justly. Influencing professional bodies to increase the number of required entry-to-practice pain competencies may ultimately have the greatest impact on education and practice.
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Al-Hakim, Wisam, Parag Kumar Jaiswal, Wasim Khan, and David Johnstone. "The Non-Operative Treatment of Anterior Knee Pain." Open Orthopaedics Journal 6, no. 1 (July 27, 2012): 320–26. http://dx.doi.org/10.2174/1874325001206010320.
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Anterior knee pain is a common presenting complaint, and in many cases no identifiable cause can be found. In these circumstances it is commonly known as anterior knee pain syndrome or patellofemoral pain syndrome. The management for this condition is most commonly non-operative. Treatment strategies include physiotherapy, pharmacotherapy, orthoses and combinations of the above. There are many described methods in the literature with a wide spectrum of outcomes, which in itself is testimony to the lack of any generally accepted gold standard of care for these patients. It is thus unclear to the health care professional treating these patients which is the best treatment to offer. In this review we aim to summarise historical and most up to date literature on the subject and in so doing allow the health care professional pick whichever treatment strategy they feel most beneficial and also provide a guide for appropriate patient education.
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Shields, Richard K., and Shauna Dudley-Javoroski. "Physiotherapy education is a good financial investment, up to a certain level of student debt: an inter-professional economic analysis." Journal of Physiotherapy 64, no. 3 (July 2018): 183–91. http://dx.doi.org/10.1016/j.jphys.2018.05.009.
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Lozano-Lozano, Mario, Noelia Galiano-Castillo, Carolina Fernández-Lao, Paula Postigo-Martin, Francisco Álvarez-Salvago, Manuel Arroyo-Morales, and Irene Cantarero-Villanueva. "The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial." Journal of Medical Internet Research 22, no. 3 (March 10, 2020): e16258. http://dx.doi.org/10.2196/16258.
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Background Generation Z is starting to reach college age. They have adopted technology from an early age and have a deep dependence on it; therefore, they have become more drawn to the virtual world. M-learning has experienced huge growth in recent years, both in the medical context and in medical and health sciences education. Ultrasound imaging is an important diagnosis technique in physiotherapy, especially in sports pathology. M-learning systems could be useful tools for improving the comprehension of ultrasound concepts and the acquisition of professional competencies. Objective The purpose of this study was to evaluate the efficacy and use of an interactive platform accessible through mobile devices—Ecofisio—using ultrasound imaging for the development of professional competencies in the evaluation and diagnosis of sports pathologies. Methods Participants included 110 undergraduate students who were placed into one of two groups of a randomized controlled multicenter study: control group (ie, traditional learning) and experimental group (ie, Ecofisio mobile app). Participants’ theoretical knowledge was assessed using a multiple-choice questionnaire (MCQ); students were also assessed by means of the Objective Structured Clinical Examination (OSCE). Moreover, a satisfaction survey was completed by the students. Results The statistical analyses revealed that Ecofisio was effective in most of the processes evaluated when compared with the traditional learning method: all OSCE stations, P<.001; MCQ, 43 versus 15 students passed in the Ecofisio and control groups, respectively, P<.001. Moreover, the results revealed that the students found the app to be attractive and useful. Conclusions The Ecofisio mobile app may be an effective way for physiotherapy students to obtain adequate professional competencies regarding evaluation and diagnosis of sports pathologies. Trial Registration ClinicalTrials.gov NCT04138511; https://clinicaltrials.gov/ct2/show/NCT04138511
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Patricios, Jon. "Siyabonga: a humble hero making a difference with his hands… and his heart." British Journal of Sports Medicine 55, no. 10 (April 15, 2021): 566–67. http://dx.doi.org/10.1136/bjsports-2021-104118.
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Siyabonga Kunene’s athletic build and confident stance belie his humble roots. Born in an impoverished area of South Africa, he soon learnt the benefits of an education. He is now a PhD-qualified sports physiotherapist making a significant contribution in both academic and clinical realms. Remaining true to his origins and the inspirational words of Nelson Mandela, Siyabonga has created a framework for managing patellofemoral pain in under-resourced athletes. He has established himself as a physiotherapy lecturer at his university and has been appointed to national teams in his professional capacity. However, his focus primary remains on treating those with a passion for sport who would not normally be able to access high-level athletic care.
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Romanowska-Tołłoczko, Anna, Mirosław Marks, Małgorzata Kołodziej, and Lesław Kulmatycki. "EMOTIONAL INTELLIGENCE – AN INDISPENSABLE COMPETENCE IN TEACHING AND PHYSIOTHERAPIST PRACTICE." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 209–20. http://dx.doi.org/10.5604/01.3001.0013.2220.
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The present study aimed to measure the level of emotional competence in female and male students gaining qualifications to work as teachers of physical education and physiotherapists. It was also intended to determine a relationship between the results obtained in the self-report INTE Scale and two performance tests – the SIE-T and DINEMO invento¬ries. The data were collected among 778 students of University School of Physical Educa-tion in Wrocław in the years 2016-2018. The results indicate that the participants’ level of emotional intelligence could be described as average, which is regarded as too low to meet the demands of working as teachers and physiotherapists. Therefore, it is necessary to offer practical workshops focused on developing interpersonal and intrapersonal skills as a part of the Physical Education and Physiotherapy study programme in order to give students an opportunity to develop comprehensive professional qualifications.
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Cabral, Luciane Patrícia Andreani, Eduardo Mendonça Scheeren, and Marcia Regina Cubas. "Participation of nurses in the execution of clinical research protocol about technological innovation." Revista da Escola de Enfermagem da USP 49, no. 5 (October 2015): 834–38. http://dx.doi.org/10.1590/s0080-623420150000500018.
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AbstractOBJECTIVETo report the nurse's experience of inclusion in interdisciplinary clinical study about technological innovation, involving people with spinal cord injury.METHODDescriptive experience report. The empirical support was based on notes about perspectives and practice of clinical research, with a multi-professional nursing, physical education, physiotherapy and engineering staff.RESULTThe qualification includes the elaboration of the document for the Ethics Committee, familiarization among the members of staff and with the studied topic, and also an immersion into English. The nurse's knowledge gave support to the uptake of participants and time adequacy for data collection, preparation and assistance of the participants during the intervention and after collection. Nursing theories and processes have contributed to reveal risky diagnoses and the plan of care. It was the nurse's role to monitor the risk of overlapping methodological strictness to the human aspect. The skills for the clinical research must be the object of learning, including students in multidisciplinary researches.CONCLUSIONTo qualify the nurse for clinical research and to potentialize its caregiver essence, some changes are needed in the educational system, professional behavior, attitude and educational assistance.
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Zdebska-Biziewska, Halina. "Axiological aspects of movement activity." Studies in Sport Humanities 19, no. 19 (August 16, 2016): 6–10. http://dx.doi.org/10.5604/01.3001.0011.6703.
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The physical culture (named commonly sport) constitutes a domain of many heterogeneous values. The health values play one of the most important role among them. They are especially exposed to all their spheres like physical education, recreation, professional sport, physiotherapy. The health values constitute the strongest argument in promotion of physical activity. Is it really suffi cient reason for intensifi cation of youth’s self-activity or it should rather be more effective to reach ludic and hedonistic values as a better working tool for movement promotion? The aim of this paper is an answer to the question based on synthetic axiological analysis of movement activity. The author analysed chosen Polish publicationsin the field of philosophy and philosophy of sport confronted with opinions of students from the secondary school on attractiveness of physical education lessons. The axiological method has been used in this study. The basic research technique was the analysis of content.
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Noprianty, Richa, and Sri Noviyanti. "Pelaksanaan Discharge Planning oleh Profesional Pemberi Asuhan (PPA) di Ruang Rawat Inap." Jurnal Kesehatan Vokasional 4, no. 3 (August 31, 2019): 139. http://dx.doi.org/10.22146/jkesvo.48638.
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Background: Discharge planning in hospital still not optimal on its implementation, so it could affect quality of hospital service and result in rehospitalization patient, especially for hospital with high relapse number. Discharge planning is an integrated manner involving professional caregiver such as doctor, nurse, nutritionist, clinic pharmacy, and physiotherapy.Objective: This research aims to identify implementation of discharge planning by professional caregiver.Methods: This research type descriptive observasional with survey approach. Research Population 208, with proportionate stratified random dsampling data collection method that starts from 07.00 WIB until 17.00 WIB. With 68 implementation of discharge planning patient admission until to go home with minimum care for 2 days. Instrument use format of discharge planning assessment which modified with integrated education format.Results: The results showed that implementation of physician 67,6% implemented, 77,9% of nurses implemented, 94,1% of nutritionists implemented, 67,6% of clinical pharmacy implemented, and 58,8% physiotherapyimplemented. For the most not action is about the usage of tools for home care needs in physiotherapy items with percentage of 100%.Conclusion: Implementation of discharge planning by Professional Caregiver on Inpatient Room showed 60.3% implemented. Therefore it is necessary to monitoring and government of nursing managers for implementation of discharge planning can be implemented with good and improve services in patients so it can be give our satisfaction in patients.
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Öhman, Ann, Kerstin Hägg, and Lars Dahlgren. "A stimulating, practice-based job facing increased stress – Clinical supervisors’ perceptions of professional role, physiotherapy education and the status of the profession." Advances in Physiotherapy 7, no. 3 (January 2005): 114–22. http://dx.doi.org/10.1080/14038190510010359.
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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.
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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC