VALENCIA

ENPHE Spring Conference Valencia, 6-8 March 2008

STUDENT CENTRED - LEARNING: WHAT DOES IT MEAN FOR STUDENTS, LECTURERS AND INSTITUTIONS? ENPHE Conference Valencia, Spain, 6 - 8 March 2008


Published by: Escola Universitària de Fisioteràpia. Universitat de València C/ Gascó Oliag, 5 46010 Valencia. SPAIN Web: www.uv.es/fisioterapia ENPHE (European Network of Physiotherapy in Higher Education) Web: www.enphe.org ENPHE 2008 Abstract Book:Student Centred-Learning: What does it mean for students, lecturers and institutions? ENPHE Conference, Valencia, Spain, 6-8 March 2008 Edited by: Escola Universitària de Fisioteràpia. Universitat de València ENPHE (European Network of Physiotherapy in Higher Education) ISBN: 978-84-691-1480-3 Depósito Legal: V-1177-2008 Imprime: Imprenta Llorens Servicios Gráficos www.imprenta-llorens.es


ABSTRACTS BOOK INTRODUCTION

We wish to thank the ENPHE 2008 attendants for participating with the University School of Physiotherapy of Valencia to create an abstracts book which reflects the educational, academic and research new trends in physiotherapy. This abstracts book based on the main topic: Student Centred-Learning: What does it mean for students, lecturers and institutions?, it has been divided in five important subtopics such as Competences, Curriculum, Learning and Assessment, Quality Management and Student Centred Learning. In it, the participants will find original empirical studies, theoretical and practical teaching-learning approaches in education from students and lecturers’ point of view. It will definitely enrich and encourage the attendants to participate in future ENPHE Conferences. This abstracts book will also offers a valuable source of information for lecturers, researchers and students, and for those who need an informed assessment of the current studies in physiotherapy education. ENPHE Spring Conference 2008, provides the adequate time and city to share and learn from each others’ experiences and enjoy meeting colleagues from another countries. We expect and wish that the celebration of our 25th Anniversary remains in our minds for years and encourage to all the ENPHE members to share and exchange ideas and new proposals for the present and future educational development and cooperation among the different institutions in Europe. ENPHE Valencia 2008 Scientific Committee



The University School of Physiotherapy -Universitat de València - has been awarded, in February 2008, by the

Department of Health Care in Spain with one of the most important prizes of this Department: 'El ingreso en la

Orden Civil con la categoría de Encomienda'.



Dear EMPHE members, It is a privilege, as Rector, to welcome the members of ENPHE to the Universitat de València to celebrate the Spring Conference of the European Network of Physiotherapy in Higher Education. This important Conference will provide an increasingly lively debate about teaching-learning based on a ‘student centred-learning approach’ so as to incorporate physiotherapy studies into the European Space for Higher Education. This will become a reality by the year 2010. Also, we cordially invite you to join us in commemorating the 25th anniversary of the foundation of our University School of Physiotherapy. Dear participants, we are very conscious of the extraordinary effort, task and initiatives proposed by ENPHE association, during the last ten years. Therefore, we encourage you to take advantage of this debate and share your academic and scientific experiences in order to develop the area of Physiotherapy. Finally, we are delighted to share this important anniversary of the first University Centre of Physiotherapy in Spain with you.

FRANCISCO TOMÁS Rector of the University of

Valencia



On behalf of the University School of Physiotherapy at the Universitat de València, I would like to thank the ENPHE members and welcome you back to Valencia to participate in our 25th Anniversary. The University School of Physiotherapy was founded in 1983 and was the pioneer in designing the first physiotherapy curricula in Spain. We are also proud that many of our former students have become physiotherapy lecturers in other Spanish Universities and achieved a high reputation as professionals. Apart from that, the former directors, lecturers and students of our Centre have also played a very active role in the physiotherapy forum in Spain to promote and defend the academic and educational rights to obtain the new Degree and Master in Physiotherapy. This Spring ENPHE Conference 2008 is of special significance for the university studies of physiotherapy in Europe. Therefore, we invite all of you to share with us this special historic year and the prize that the Spanish Department of Health Care has rewarded the University School of Physiotherapy of Valencia last month with one of the most prestigious awards in this field: El ingreso en la Orden Civil con la categoría de Encomienda. From the very beginning, our Centre showed interest and took the initiative to join the ENPHE Association. We definitely thought that it was a promising dialogue-platform to confront the challenges of competitive university studies to be able to integrate into the European Space for Higher Education. Also, ENPHE is a conducted forum to enhance academic, scientific and professional knowledge of physiotherapy as well as providing the opportunity to meet colleagues from all over Europe and develop students/lecturers mobility within the Erasmus/Socrates programme. This collaboration has revealed a rapid growth of the university physiotherapy interrelationship among different institutions and helps us to look towards the future with optimism.

NICOLÁS ESTÉVEZ Director of the University School

of Physiotherapy



Physiotherapy in Spain acquires university level with the regulation (RD 2965/1980) of 12th December. The Universitat de València was the first to

incorporate the physiotherapy studies at the university level in 1983. This is the motive of the double celebration of the 25th Anniversary. Firstly, we are commemorating the consolidation of the university level and also, we are hosting the 25th Anniversary of the foundation of our University School of Physiotherapy. During these 25 years, the consolidation of physiotherapy as a science has been gradually developing with the regulations that have been appearing to respond to the social demands in accordance with the evolutionary rhythm of the university. The universities in Europe are living a historically important moment with the European Converging Process in Higher Education. At the same time, we have obtained the Degree and postgraduate Degree in physiotherapy. Also, our students will be able to obtain a Master and Doctorate in Physiotherapy. The National Conference of University School Directors of Physiotherapy (CNDEF), as a representative platform of physiotherapy studies in Spain, has played a role worthy of mention in this process with the production of the White Book of Physiotherapy in 2004. The sensitivity shown in the 25th Anniversary celebration is a motive for special satisfaction for the collective of physiotherapists in Spain and, specially, the National Conference of Directors of University Physiotherapy Schools in our country. As President of the CNDEF, I would like to express, in these lines, my gratitude to the organisers and participants of this event. Congratulations to you all

CELEDONIA IGUAL President of the National Conference of

Directors of University Physiotherapy Schools in Spain



Dear colleagues, In Valencia we will have the opportunity to celebrate two events: the 25th anniversary of Physiotherapy university studies in Spain and the

20th ENPHE conference. Worldwide physiotherapy and physiotherapy education are moving forward. Especially in Europe we are experiencing a lot of changes since the Bologna Declaration in 1999. Amongst other examples, a very positive progress was established in Spain where physiotherapy education has been granted an upgrade from a three- to a four-year degree. This success was the result of a prolonged joint effort using a wise and common strategy and makes a well-deserved “present” for a 25th anniversary on which we want to congratulate our dear colleagues in Spain. The other commemoration concerns our 20th ENPHE conference and the positive development of our Network. During the previous ENPHE conference in Valencia five years ago, we started a new track targeted towards a central theme “competence-based physiotherapy education”, a logical subject to be investigated in the subsequent years after the Bologna Declaration. During our last enjoyable conference in Prague, Czech Republic, we explored an adaptation of the conference structure by using working groups which enables our Network to produce more output in a more efficient way. Now the conference concept has been further developed, ready for the upcoming years. Let us all join in celebrating the 25th anniversary of physiotherapy university studies in Spain and make this 20th ENPHE conference unforgettable by sharing each other’s professional expertise in a warm, friendly and enthusiastic way.

ANTOON VEN Director of ENPHE


ENPHE Spring Conference Valencia 6-8 March 2008

CONTENTS i

ABSTRACTS BOOK CONTENTS

COMPETENCES Keynote speaker: Paul Beenen NL …………………………………………………………… 1

Abstracts Oral presentation. GENERIC COMPETENCES IN HEALTH PROFESSIONS EDUCATION: IMPLICATIONS FOR HOME PHYSIOTHERAPY IN PRIMARY HEALTH CARE……………………………………………………………………………………………………….………….. 3 Berta Paz Lourido Poster.REASONS FOR STUDYING PHYSIOTHERAPY AND FAMILIARITY WITH CAREER POSSIBILITIES AMONG PHYSIOTHERAPY STUDENTS AT POLISH UNIVERSITY-LEVEL SCHOOLS……………………………………………………………………………………………….……………. 4 Joanna Gotlib, Dariusz Bialoszewski, Janusz Sierdzinski, Katarzyna Barczyk, Aleksandra Bauer, Anna Cabak, Joanna Grzegorczyk, Maciej Plaszewski, Wojciech Kulak, Piotr Majcher,Olga Nowotny-Czupryna, Karolina Prokopowicz Poster.STATUS OF PHYSIOTHERAPIST IN TREATMENT TEAM IN THE OPINION OF STUDENTS FROM POLISH UNIVERSITY-LEVEL SCHOOLS……………………….…………….. 5 Joanna Gotlib, Dariusz Bialoszewski, Janusz Sierdzinski, Katarzyna Barczyk, Aleksandra Bauer, Anna Cabak, Joanna Grzegorczyk, Maciej Plaszewski, Wojciech Kulak, Piotr Majcher,Olga Nowotny-Czupryna, Karolina Prokopowicz Poster.PRODUCT DEVELOPING PROJECT AS A BACHELOR’S THESIS……….......... 6 Milja Ruokamo, Eija Mämmelä Poster. EVALUATION OF THE ACQUISITION OF COMPETENCES DEVELOPED IN GENERAL PHYSIOTHERAPY SUBJECT………………………………………………………………….. 7 Mª Carmen García Ríos, Carolina Fernández Lao, Marie Carmen Valenza, Gerald Valenza Poster. PBL TO DEVELOP GENERIC COMPETENCES, DOES IT REALLY WORK?....................................................................................... 8 Paz Martínez Bueso, J. Carlos Fernández, Mª Teresa Arbós, Carlos Moreno, Antoni Aguiló


CONTENTS ii

Poster.THE FIELD DIARY AND THE PBL IN THE AREA OF THE HEALTH SCIENCES…………………………………………………………………………………………………………….. 9 Teresa Alzate Yepes, Piedad Sahuquillo Mateo, Marta Aguilar Rodríguez Poster.PROJECT OF EDUCATIONAL INNOVATION FOR THE INTEGRATION OF CROSS-SECTIONAL KNOWLEDGE IN THE CONTEXT OF THE EUROPEAN CREDIT……………………………………………………………………………………………….………….... 10 Dolça Fuentes Morell, F. Millán, S. Hernández, M. L. Bataller Poster.STUDENT-CENTRED LEARNING: ANALYSIS OF THE COMPETENCES FOR THE PHISIOTHERAPY´S STUDENTS AT THE UNIVERSITY OF VALENCIA……………………… 11 Mª Ángeles Cebriá Iranzo, Beatriz Díaz Díaz, Marta Aguilar Rodríguez, Trinidad Sentandreu Maño, Laura López Bueno, Nicolás Estévez Fuertes, Celedonia Igual Camacho

CURRICULUM Keynote speaker: Ingrid Lindquist SW …………………………………………………13

Abstracts Oral Presentation. BRIDGING THEORY AND PRACTICE. A CONCEPT FOR THE FURTHER DEVELOPMENT OF CLINICAL REASONING MATTERS IN THE BACHELOR STUDIES OF PHYSIOTHERAPY………………………………………………………………………….… 15 Christoff Zalpour, Ansgar Löchelt Oral Presentation. THE PILATES METHOD AS A NEW ALTERNATIVE TREATMENT IN THE CURRICULUM OF PHYSICAL THERAPY……………………………………………….….. 16 Yasser Alakhdar Mohmara, Sara Cruz Sicilia, Mª Luisa Benítez Lugo, Joaquín Madera Gil Poster. TIME REQUIRED BY THE PHYSIOTHERAPY RESEARCH SEMINARS´ STUDENTS………………………………………………………………………………………………….………. 17 Carmen Mª Suárez Serrano, J. Rebollo Roldán, R. Chillón Martínez, E. Medrano Sánchez, C. Algaba Peña, G. Chamorro Moriana Poster.COMPARATIVE SURVEY BETWEEN PHYSIOTHERAPY STUDIES IN THE “HAUTE ÉCOLE PROVINCIALE DU HAINAUT OCCIDENTAL” AND IN THE “UNIVERSIDAD DE VALLADOLID” LOOKING AT THE EHEA………………………….…….. 18 Lucía Pérez Gallardo, Isabel Carrero, Gregory Cuvelier


CONTENTS iii

Poster.EXPERIENCES IN THE IMPLANTATION OF THE EUROPEAN CREDIT IN THE PROFESSIONAL DEGREE OF PHYSIOTHERAPY……………………………………………………. 19 Juan A. Armenta Peinado, Mª Teresa Labajos Manzanares, Noelia Moreno Morales, Miguel Muñoz-Cruzado y Barba, Fernando Fernández Martín Poster. OPTIMIZATION OF MASTER’S LEVEL PROGRAM AT NATIONAL SPORTS ACADEMY “V. LEVSKI” IN BULGARIA - WHAT THINK STUDENTS?................... 20 Svetlana Yancheva, Leyla Kraydjikova Poster. CLINICAL PLACEMENT AS A PROCESS- HARMONY MODEL…………………….. 21 Milda Zukauskiene, Kristina Zukiene

Poster. INCORPORATION OF KINESIOTAPING TO THE CURRICULUM OF PHYSICAL THERAPY………………………………………………………………………………………………….……….. 22 Yasser Alakhdar Mohmara, Sara Cruz Sicilia, Mª Luisa Benítez Lugo, Joaquín Madera Gil

LEARNING AND ASSESMENT Keynote speaker: Sirpa Laitinen FI …………………………………………………….. 23

Abstracts Oral presentation. WEB-BASED EVIDENCE BASED PRACTICE-EDUCATION CONNECTING PHYSIOTHERAPISTS AND STUDENTS…………………………………………... 25 Wil Dielis, Arjan Van der Salm, Annet Olde-Wolsink, Monica Buijinck Oral Presentation.STUDENT LEARN FROM STUDENT.ACTIVE LEARNING MODEL.…………………………………………………………………………………………………………………26 Sonia Monterde Pérez, Isabel Salvat Salvat, Salvador Montull Morer, Iris Miralles Rull Oral Presentation.STUDENT EXCHANGE RELATED TO POLICLINIC PRACTICE: THE IMPACT ON STUDENT CENTRED LEARNING………………………………………………………..27 Marit Fougner,Hilde Lund-Kordahl, Hester Van Blockland, Judith Claessen Poster. USE OF VIRTUAL PLATFORMS IN PHYSIOTHERAPY: ADVANTAGES AND RESULTS…………………………………………………………………………………………………………….. 28 M. Carmen Valenza, Gerald Valenza Demet, Daniel Catalán Matamoros, Carolina Fernández Lao, M. Carmen García Ríos


CONTENTS iv

Poster. EXPERIENCE IN STUDENT CENTRED LEARNING IN STUDY PROGRAM PHYSIOTHERAPY ON UK FTVS PRAGUE ……………………………………………………………. 29 Dagmar Pavlů Poster.COMPUTER PLATFORMS USE ACCEPTANCE FOR FIRST YEAR STUDENTS OF PHYSIOTHERAPY AT SEVILLE UNIVERSITY ………………………………………………………… 30 Angel Oliva Pascual-Vaca, C. Rodríguez Blanco, C. Peña Algaba, E. Medrano Sánchez, Mª D. Cortés Vega, A. Heredia Rizo Poster. STUDENT CENTRED LEARNING METHODS ACCOMPLISHMENT IN SPORT PHYSIOTHERAPY: THE POINT OF VIEW OF STUDENTS…………………………………….. 31 Paz Martínez Bueso, Mª Teresa Arbors, J. Carlos Fernández, Carlos Moreno Poster. STUDENTS´ PERCEPTION BEFORE EUROPEAN HIGHER EDUCATION AREA…………………………………………………………………………………………………………………. 32 Carmen Mª Suárez Serrano, J. Rebollo Roldán; R. Chillón Martínez, Mª L Benítez Lugo, C. Rodríguez Blanco, M Rebollo Salas Poster.USE OF THE VIRTUAL TEACHING PLATFORM WEBCT AS A TOOL OF SELF-ASSESSMENT FOR THE SUBJECT “FISIOTERAPIA ESPECIAL II” STUDENTS……….. 33 Esther Medrano Sánchez, J.A. Díaz Morales, P. González García; L. Fernández Seguín, I. García Bernal, M.Tendero Arnal Poster. ASSESSMENT OF THE STUDENT BODY´S TEACHING-LEARNING PROCESS AND TIME REQUIRED BY “FISIOTERAPIA DEL DEPORTE” ACTIVITIES……………….. 34 Carolina Peña Algaba, J.A. Díaz Morales,C.Suárez Serrano, A. Oliva Pascual-Vaca, J.J. Jiménez Rejano, S. Cruz Sicilia Poster. STUDENT PERCEPTION OF THE DIFFERENCES BETWEEN STUDENT-BASED LEARNING AND THE TRADITIONAL TEACHING………………………………………………….. 35 Paz Martínez Bueso, Domingo Fontirroig, Inma Riquelme, Olga Velasco

QUALITY MANAGEMENT Keynote speaker: Andre Vyt BE…………………………………………………………… 37

Abstracts Oral presentation: THE “ADDED VALUE” OF PHYSIOTHERAPY GRADUATE TEACHING ASSISTANTS ON STUDENT CENTRED LEARNING IN AN UK UNDERGRADUATE PHYSIOTHERAPY COURSE……………………………………………………..39 Pauline Buttling, Adele Leake


CONTENTS v

Poster. STUDENT CENTERED LEARNING – PT STUDENTS’ ACTIVE INVOLVEMENT IN THE QUALITY ASSURANCE SYSTEM AT ARCADA ………………………………………………… 40 Camilla Wikström-Grotell, Solveig Cornér

STUDENTS CENTRED LEARNING

Abstracts Poster. FLEXIBILITY IN HIGHER PHYSIOTHERAPY EDUCATION; AN EVALUATION OF THE STUDENTSPERSPECTIVE…………………………………………………………………………….. 41 Chiel Hamann, Jens Kloos, Paul Beeneen Poster. EDUCATION IN PHYSIOTHERAPY: THE ADVANTAGES AND DISADVANTAGES FOR STUDENTS WHEN USING TEACHER DIRECTED OR STUDENT ORIENTATED TEACHING METHODS………………………………………………………………………………......... 42 Becky McCarthy, Joanthan Ezequiel Spohn, Sergio Lizana Casas, Marta Cañas Collado Poster. STUDENT BASED LEARNING………………………………………….……………………... 43 Ask Slotoe, Casper J. Jensen Poster. PROBLEM BASED LEARNING A USEFUL APPROACH TO DEVELOP WORKING GROUPS ACTIVITIES…………………………………………………………………………………………… 44 Luis Vicente Valero Peris



COMPETENCES 1

COMPETENCES Paul Beenen NL

CURRICULUM

I studied Physiotherapy in the Netherlands on the same school where I started to work as a teacher in 1999; the Hogeschool of Arnhem-Nijmegen (HAN-university AHS). After my bachelor I mastered in Health sciences; policy and administration in Maastricht. Beside that I studied on the universities of Nijmegen en Utrecht on the faculties of education and philosophy. Last year I was the program director of the

department of physiotherapy. I stopped in this position to be able to devote my time towards a Phd-project and towards the founding of a post-academic educational centre for physiotherapy and education called the Nexus-institute1. I combine these activities with my function as a senior teacher on the HAN-university and physiotherapy work in a private practice.

ABSTRACT STUDENT-CENTERED LEARNING IN COMPETENCES; WHAT IS THE

OUTCOME? [email protected]

Education uses competence based learning as a vehicle to move towards life long learning professionals. The approach of competence based learning focuses on the need to contextualize knowledge, skills and attitudes by learning as close as possible to real daily practice. Another focus of competence based learning is on the attitude of continuous improvement of ones own competences. Students need to learn in an early fase of their studies to be self-directed and learn out of their own learning preferences and to be critical reflective towards their performance. Education is in the process of implementing a structure which ensures this attitude. One major strategy to establish this is the move from a demand let education towards a student-centred education.


COMPETENCES 2

Consistent with the tuning methodology of Bologna we need to describe more explicit in the learning outcomes of our education what we expect from the entry level of our profession. The necessary competences for a student to be able to cope with student centred learning and to develop towards a life long learner could be described in the general competences. But in doing that it is difficult to make the competence really physiotherapy specific. To be context specific is a criterium which is absolutely necessary to convince students in competences they perceive as abstract and bringing lots of uncertainty in their lives. To make it context specific we should describe them explicitly and recognizable within the specific competences. The goal in student centred learning formulated as competences in learning outcomes could be explicated as being a competent reflective physiotherapist. This framework focuses on a physiotherapist who is able to:

• position herself in the way of learning and in the profession, • improve her performance continuously, • work in a methodical way, • practice evidence based, • externalise competence, • align between and within the competences of the reflective

physiotherapist and the specific competences. The framework could function as an umbrella for the specific physiotherapy competences. The framework will give transparency and a tool for students/ professionals and teachers to centralize the learning process towards a reflective physiotherapist being an individual with her own way of learning and professional preferences.


COMPETENCES 3

Oral presentation. GENERIC COMPETENCES IN HEALTH PROFESSIONS

EDUCATION: IMPLICATIONS FOR HOME PHYSIOTHERAPY IN PRIMARY HEALTH CARE

Berta Paz Lourido Univesity of the Balearic Islands. Spain

[email protected] INTRODUCTION: Defining and clarifying competences in physiotherapy has been a main issue in order to organize the curriculum, the learning process and the quality assurance methods. Taking in consideration that home physiotherapy is not yet implemented in Majorca but it will in a short time, the working scenario is analysed to connect theory and practice in this field. AIM: Explore the perceptions of Primary Health Professionals about home physiotherapy. METHOD: A qualitative research (critical social paradigm) was developed using individual and group interviews to 54 professionals from Primary Health Care System (physiotherapists, social workers, nurses, GPs and paediatricians).RESULTS: In their discourses, professionals that currently visit homes mentioned frequently the relevance of interpersonal skills in home interventions, the need of working in an interdisciplinary team, the importance of communication with caregivers, families and social professionals, but also the need of creativity to adapt their practices to the home context generating new ideas. Regarding to physiotherapeutic practices the different professionals mentioned these aspects as specially relevant in their interventions and later on they included specific practices as function evaluation, assessment on the effect of physiotherapeutic interventions and provision of specific information to caregivers and families mainly addressed to prevention. Discourses from professionals without experience in home care were more specific in the physiotherapist role and other general competences relevant for those with experience were not so frequently mentioned. DISCUSSION: The interpersonal and systemic competences seem to be important for professionals in home care what means that generic competences are specially relevant to guide the educational process in health professionals addressed to work in interdisciplinary settings. The findings suggest several implications for the educational process in physiotherapy and the quality assurance. KEYWORDS: Higher education, Physiotherapy, Competences


COMPETENCES 4

Poster.REASONS FOR STUDYING PHYSIOTHERAPY AND FAMILIARITY WITH

CAREER POSSIBILITIES AMONG PHYSIOTHERAPY STUDENTS AT POLISH UNIVERSITY-LEVEL SCHOOLS

Joanna Gotlib, Dariusz Bialoszewski, Janusz Sierdzinski, Katarzyna Barczyk, Aleksandra Bauer, Anna Cabak, Joanna Grzegorczyk, Maciej Plaszewski, Wojciech

Kulak, Piotr Majcher,Olga Nowotny-Czupryna, Karolina Prokopowicz The Division of Teaching and Outcomes of Education, Faculty of Health Science,

Medical University, Warsaw, Poland [email protected]

INTRODUCTION: Undergraduate programmes in Poland take 3 years and are offered by medical universities (MS), universities of physical education (PhysS) and other schools (OthS).OBJECTIVE: An analysis of reasons for studying and familiarity with career possibilities among physiotherapy students at Polish university-level schools. MATERIAL AND METHODS: 1145 first-year students from 4 MS, 2 PhysS and 5 OthS. An anonymous questionnaire comprising 21 questions. Non-parametric Kruskal-Wallis test with statistical significance at p< 0.05. 75% of participants study physiotherapy out of an interest, with 65% having chosen future studies before completing secondary education. 60% relied on advice from parents. OthS students did so more often than MS (p< 0.05) and PhysS (p< 0.008) students. RESULTS: 70% of participants did not know career opportunities awaiting physiotherapy graduates. They would like to become familiar with them during studies. MS and PhysS students declared more frequently that they were not familiar with employment opportunities for physiotherapy graduates than OthS students (p< 0.0001). MS students stated more frequently (p< 0.03) than OthS students that career opportunities in physiotherapy are comparable with those in other professions in Poland. OthS students declared more frequently (p< 0.02) than MS students that physiotherapists can find work more easily in other EU countries. The participants did not choose field of study at random. They based their choice on stereotypes rather than objective information. OthS students significantly more frequently stated that physiotherapists can find work more easily in other EU countries than in Poland.CONCLUSIONS: A professional information service on study opportunities in physiotherapy in Poland is needed that would necessarily include objective information regarding employment opportunities for physiotherapists in other countries. KEYWORDS: Motivating factors, Career possibilities, Students, Type of university BIBLIOGRAPHY: -Bosco AM, Ward C, Styles I. Looking to the future: nursing as a career goal. Contemp Nurse. 2005 Jul-Aug;19(1-2):105-14. -Buddeberg-Fischer B, Dietz C, Klaghofer R, Buddeberg C. Swiss residents' arguments for and against a career in medicine. BMC Health Serv Res. 2006 Aug 14;6:98. -Buerhaus PI, Donelan K, Norman L, Dittus R.Nursing students' perceptions of a career in nursing and impact of a national campaign designed to attract people into the nursing profession. J Prof Nurs. 2005 Mar-Apr;21(2):75-83. -Finch P. The motivation of massage therapy students to enter professional education. Med Teach 2004; 26 (8): 729-31. -Finch P. The changing motivation of massage therapy students. Educ Health (Abingdon) 2007; 20(1) :26. Epub 2007 Apr 18.


COMPETENCES 5

Poster. STATUS OF PHYSIOTHERAPIST IN TREATMENT TEAM IN THE OPINION

OF STUDENTS FROM POLISH UNIVERSITY-LEVEL SCHOOLS Joanna Gotlib, Dariusz Bialoszewski, Janusz Sierdzinski, Katarzyna Barczyk,

Aleksandra Bauer, Anna Cabak, Joanna Grzegorczyk, Maciej Plaszewski, Wojciech Kulak, Piotr Majcher,Olga Nowotny-Czupryna, Karolina Prokopowicz

The Division of Teaching and Outcomes of Education, Faculty of Health Science, Medical University, Warsaw, Poland

[email protected] INTRODUCTION: University curricula of the medical professions in Poland do not include the issue of development of relations between different medical professions and mutual perception is based on stereotypes that are not discussed during the studies and are consequently reinforced. OBJECTIVE: An analysis of the opinions of students regarding the status of physiotherapists in treatment teams with special regard to the physiotherapist-nurse-physician relations. MATERIAL AND METHODS:1145 first-year students from 4 medical universities - MS, 2 universities of physical education - PhysS and 5 other university-level schools – OthS. An anonymous questionnaire comprised 21 questions. Non-parametric Kruskal-Wallis test, with statistical significance at p< 0.05. RESULTS: 28.51% of MS believed that physiotherapists are undervalued among medical professions. PhysS listed it in second place, after low pay in public health care, and OthS listed it after low pay and inadequate equipment. 50% of participants believed that the professional status of physiotherapists was lower than that of physicians. Differences were found between the opinions of MS and OthS, the former pointing to a lower professional status of physiotherapists compared to physicians more frequently (p<0.007). 60% of participants believed that the professional status of physiotherapists was higher than that of nurses, with MS stating this more frequently (p<0.04). 90% of participants said that physiotherapists should work with physicians on equal terms. CONCLUSIONS: The prevalent opinion was that physiotherapy is an undervalued profession. The orientation of university did not influence the perception of relations between physiotherapists and physicians. University curricula should be supplemented with topics regarding the development of future relations between the medical professions. KEYWORDS: Perception of physiotherapist profession, Stereotyping, Treatment team, Students, Type of university BIBLIOGRAPHY: -Cooper H, Spencer-Dawe E, McLean E. Beginning the process of teamwork: design, implementation and evaluation of an inter-professional education intervention for first year undergraduate students. J Interprof Care 2005; 19(5):492-508 -Dalley J, Sim J. Nurses` perceptions od physiotherapists as rehabilitation team members. Clinical Rehabilitation 2001; 15 (4): 380-389 -Hean S, Clark JM, Adams K, Humphris D. Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups. J Interprof Care 2006; 20 (2):162-81 -Hind M, Norman I, Cooper S, Gill E, Hilton R, Judd P, Jones SC. Interprofessional perceptions of health care students. J Interprof Care 2003; 17(1) :21-34 -Parker HJ, Chan F. Stereotyping. Physical and occupational therapists characterize themselves and each other. Phys Ther 1986; 66(5):668-72.


COMPETENCES 6

Poster.PRODUCT DEVELOPING PROJECT AS A BACHELOR’S THESIS

Milja Ruokamo, Eija Mämmelä Oulu University of Applied Sciences

[email protected]

INTRODUCTION: Finnish physiotherapy students may choose to do either a research or to develop a product as a compulsory Bachelor’s Thesis. OBJECTIVES: The purpose of this study was to describe experiences of the students who have done their Bachelor’s Thesis as a developing project. MATERIAL AND METHOD: Products made as a Bachelor’s Thesis were gathered from the register of the library of Oulu University of Applied Sciences. The primary data of students’ experiences was collected by semi structured questionnaires since 1995 from the students and used as a basis for the student – teacher feed back discussions. RESULTS: Students had organized interventions to different kind of clients and groups. They had developed videos, CD-ROMs, DVDs, booklets, hand books etc. for patients, their families and professionals. Students were mostly satisfied with their learning and co-operation with professionals and they found out many ways how to use the competences got by this process. Students recognized they had learned product developing and physiotherapy applying and improved their personal skills and general functional skills. Students were grateful of guidance, experience and time they got. Mostly the co-operation had been successful, but also problems had occurred. It was not always easy to find time enough or keep the original objectives. After all students got familiar to the challenges they meet as professionals and they promoted practical procedures and fastened themselves in the professional networks. CONCLUSIONS: All subject specific competences for physiotherapists defined in Finland in 2006 were found in students’ answers. This kind of model for Bachelor’s Thesis is profitable and worth of promoting. KEYWORDS: Product development, Competence, Project working skills. BIBLIOGRAPHY: Ruokamo, M. Fysioterapian opiskelijoiden kokemukset opinnäytetöistä vuosina 1995-2003. Oulun seudun ammattikorkeakoulu (unpublished); Isohanni, I. & Toljamo, M. 2005. Ammattikorkeakoulun opinnäytetyö opiskelijoiden, opettajien ja työelämän näkökulmasta – kirjallisuuskatsaus ammattikorkeakoulujen opinnäytetöihin liittyvistä tutkimuksista. Kever 3; Rissanen, R. 2003. Työelämälähtöinen opinnäytetyö oppimisen kontekstina: Fenomenografisia näkökulmia tradenomin opinnäytetyöhön. Acta Universitatis Tamperensis 970, Tampereen yliopisto; Viitala, T. 2005. Työelämä ja opinnäytetyöprosessi ammattikorkeakoulun opinnäytteen edellytyksinä. Kever 3; Ylönen, A. 2005. Yhteinen suunnittelu edistää opinnäytetyön tekemistä. Neljän fysioterapeutin näkemyksiä opinnäytetyön tekemisestä. Pro Forma Didactica. Ammatillinen opettajakorkeakoulu, Oulun seudun ammattikorkeakoulu: Toljamo, M . & Rissanen, L. 2005. Ammattikorkeakouluopiskelijoiden opinnäytetyöt: analyysi vuosina 2000 ja 2004 Thesis-kilpailuun lähetetyistä sosiaali-, terveys- ja liikunta-alan opinnäytetöistä. Kever 3.


COMPETENCES 7

Poster. EVALUATION OF THE ACQUISITION OF COMPETENCES DEVELOPED IN

GENERAL PHYSIOTHERAPY SUBJECT Mª Carmen García Ríos, Carolina Fernández Lao, Marie Carmen Valenza,

Gerald Valenza Health Sciences School.University of Granada. Spain

[email protected]

OBJECTIVE:The aim of this study is to analyze if Physiotherapy degree program of studies from Granada University on the subject General Physiotherapy is adapted to the specific competences described on the white book of the National Agency for Quality Assessment and Accreditation (ANECA).METHODS: A questionnaire was filled by the students from second year of Physiotherapy studies who valued the acquired knowledge from previous year on this subject. RESULTS: -The 91% of the students value their knowledge on physical agents, indication and contraindication as good. -The 89.6% says that knows how to design and apply procedures in ultrasonic therapy -The 95.8% is able to design and administer massage therapy. -The 93% is able to design and administer kinesitherapy. -The 95.8% is able to design and administer electrotherapy. -The 77% say that they have global functional evaluation. But only a 4% says that is able to interpret prescription and can develop a release report. -The 77% think they have good personal and communication skills -The 83.3% say they have legislative knowledge and trade secret knowledge. CONCLUSIONS:The acquired competences related to physical procedures are developed on the first year. However, reports, release report and prescription from other health professionals are still unknown in the second year. Maybe prescription knowledge has been relegated to a second place by the excessive acquisition of practical knowledge. KEYWORDS:Competences, General Physiotherapy, Degree program. ANECA, ENPHE BIBLIOGRAPHY: -Agencia Nacional de Evaluación de la Calidad y Acreditación. Título de grado en fisioterapia. Madrid: ANECA; 2004. -Ven A, Vyt A. The competente chart of the european network of phsysiotherapy in higher education. Antwerp-Apeldoorn; Garant; 2007


COMPETENCES 8

Poster. PBL TO DEVELOP GENERIC COMPETENCES, DOES IT REALLY WORK?

Paz Martínez Bueso, J. Carlos Fernández, Mª Teresa Arbós, Carlos Moreno, Antoni Aguiló

University of the Balearic Islands. Spain [email protected]

INTRODUCTION:There is a change in teaching/learning paradigm focusing the attention on student centred learning. So there comes the interest in the development of compenteces in educational programmes, as it is the student who learns and gets the compentece. In our study we used the problem based-learning. OBJECTIVE: To asses if the students of the subject Phisiotherapy in disabilities feel like they have obtained the generic skills and competences determined by this subject. MATERIAL AND METHOD: The students were delivered a questionnaire about a series of questions related to the generic skills and competences. The student had to estimate if they had accomplished them or not and the level to which each skill or competence was developed by the degree programme of the subject Physiotherapy in disabilities. RESULTS: The total number of students who filled the questionnaire was 18. The competences reviewed and the level of accomplishment were the following: with the level of little or very little capacity for analysis and synthesis (61%), problem solving (33'3%), project design and management (66%).With the level of much or very much: critical and self-critical abilities (89%), team work (100%).CONCLUSIONS: The students think that they haven't reached the proper level of some of the competences they expected according to the programme of the subject. Nevertheless, these results should be compared with the ones obtained in the final evaluation of the subject by the teacher. KEYWORDS: Generic competences; PBL methods; Student point of view. BIBLIOGRAPHY: -University of Deusto and University of Groningen .Tuning Educational Structures in Europe. Final report, 2003. -University of the Balearic Islands. Pla Estratègic de la UIB 2002-2006, 2003. -Cabrera, F. Evaluación de la formación. Madrid: Síntesis, 2000. -Barron, B. "Doing with understanding: Lessons from research on problem- and project-based learning." Journal of the Learning Sciences; 1998: 7, 271-311.


COMPETENCES 9

Poster.THE FIELD DIARY AND THE PBL IN THE AREA OF THE HEALTH

SCIENCES Teresa Alzate Yepes1, Piedad Sahuquillo Mateo2, Marta Aguilar Rodríguez3

1University of Antioquia (Colombia). 2 Departamento de Teoría de la Educación. University of Valencia. Spain

3 Departamento de Fisioterapia.. University of Valencia. Spain [email protected]

INTRODUCTION: There are innumerable studies and experiences that use the field diary in the area of social and humanistic education, but there are very few ones adapted to real pedagogical approaches, in the area of health sciences. However, their use is taking force thanks to the methodology and the good results it offers. OBJECTIVE: Our main goal is to Identify the usefulness of the field diary in the area of the health sciences within Problem Based Learning (PBL) methological approach. MATERIAL AND METHOD: Our methodological approached has been based on an investigation using a case study with ethnographic focus, under the abductive method and the semiotic perspective. It was undertaken to 29 students of Dietetics and Nutrition studies from the University of Antioquia (Colombia). The field diary was carried out as a research method. We made a documentary assesment with the analysis of content techniques and a hermeneutical analysis based on Klaus Krippendorff's model and on Gloria Pérez Serrano’s proposal. RESULTS: According to the results, the competences developed using the field diary showed: Appropriation of knowledge: declarative and practical, meta-cognition, writing competence and critical sense. CONCLUSIONS: As a conclusion, we would like to underline activities such as the magazine clubs, the simulated consultation, the therapeutic interview, the dynamics as well as the essay and the presentations as final products of the Problem Based Learning approach. These cognitive strategies can be considered one of the most widely used within a model in which the theory is achieved by Problem Based Learning strategies which is shown previously during the course. The PBL methodology becomes supplier of learning experiences for pairs, of reflection, facing problems, answering questions, giving students possibility to argue. Also, the use of problem solving strategies, and mainly, active participation of the students from their own previous knowledge as to obtain a good product and develop new knowledge. Therefore, the field diary offers the students the chance for a deeper process of reflection and meta-cognition, where they can find the limits of their knowledge and be able to reach their ojectives. KEYWORDS: Field diary, Problem Based Learning, Active learning, Pedagogic mediation, Competences, Health Sciences. BIBLIOGRAPHY: -Fernández, J. (2001) Elementos que Conducen al Concepto de Profesión. Revista Electrónica de Investigación Educativa. 3 (1). p.45 -Ong, W. (1994) Oralidad y escritura. Tecnologías de la palabra. Santafé de Bogotá. Fondo de Cultura Económica, Ltda. p. 81. -Gargallo, B. (2000). Procedimientos. Estrategias de aprendizaje. Su naturaleza, enseñanza y evaluación. Valencia: Tirant lo blanch. pp. 279 (p.168) -Kemmis, S. (1999) La investigación acción y la política de la reflexión. En: Desarrollo profesional del docente: Política, investigación y práctica. Angulo, J.F., Barquín, J., Pérez, A.I. Madrid. Ediciones Akal. 95-118.


COMPETENCES 10

Poster. PROJECT OF EDUCATIONAL INNOVATION FOR THE INTEGRATION OF CROSS-SECTIONAL KNOWLEDGE IN THE CONTEXT OF THE EUROPEAN CREDIT

Dolça Fuentes Morell, F. Millán, S. Hernández, M. L. Bataller University Miguel Hernández. Alicante. Spain

[email protected]

INTRODUCTION: An educational activity is programmed, within a communitarian intervention of formation and training in therapeutic exercise, on a population of 240 elderly people aged 60 plus, in the municipality of San Joan. OBJECTIVES: To present a developed model of educational innovation in the Physiotherapy Area of the Miguel Hernandez University, to provide students with instruments for learning competences in health promotion, to increase the physiotherapist’s role in health promotion and to develop teaching in Communitarian Physiotherapy. MATERIALS AND METHODS: During a semester the following program is scheduled: 1) Formative activities for the students to acquire specific tools in Introduction to the scientific method and in Promotion of health and Communitarian Physiotherapy. The students will be organized in 10 service groups (2 students each) and one assessment group (10 students) and will participate carrying out the activities, consisting of: initial assessment of the subjects, at half term and at the end of the intervention, followed by the training and qualification of the students in therapeutic exercises. In a few sessions, the students will be able to take charge of the activities by themselves.2) Elaboration of a memorandum of the activity in scientific format. 3) Student overall evaluation. RESULTS: At present this activity is being developed, and has generated great interest and participation among both the students and the population of San Joan (waiting lists), as well as among the teaching staff, for the use of this methodology. CONCLUSIONS: This model of practice is valid in the integration of cross-sectional competences and complements welfare practice, since it allows the use of methods of overall student evaluation (educational portfolio) and provides training and care in communitarian Physiotherapy. KEYWORDS: Education, Physiotherapy, Cross-sectional knowledge, Comunitarian Physiotherapy, Therapeutic exercise. BIBLIOGRAPHY: - Libro Blanco. Título de Grado en Fisioterapia. Agencia Nacional de Evaluación de la Calidad y Acreditación. Omán Impresores. Madrid 2004. - Restrepo E., Málaga H. Promoción de la Salud: como construir vida saludable. Bogotá: Panamericama; 2001 - Colomer C, Alvarez-Dardet C. Promoción de la Salud y Cambio social.Barcelona: Masson; 2000. - Badía X, Salamero M, Alonso J, La medida de la salud. Guías de escalas de medición en español. 3ª Edición. Fundación Lilly. 2002. - Sancho Castiello, M. (Coord.). Informe 2006: Las Personas Mayores En España - Tomos I y II. Madrid: IMSERSO, 2006 - LEY 39/2006, de 14 de diciembre, de Promoción de la Autonomía Personal y Atención a las personas en situación de dependencia. BOE nº 299 (y modificaciones posteriores).


COMPETENCES 11

Poster. STUDENT-CENTRED LEARNING: ANALYSIS OF THE COMPETENCES FOR

THE PHISIOTHERAPY’S STUDENTS AT THE UNIVERSITY OF VALENCIA. Mª Ángeles Cebriá Iranzo, Beatriz Díaz Díaz, Marta Aguilar Rodríguez, Trinidad

Sentandreu Maño, Laura López Bueno, Nicolás Estévez Fuertes, Celedonia Igual Camacho

Departamento de Fisioterapia. University of Valencia. Spain [email protected]

INTRODUCTION: The success of the implementation of a learning methodology is based on competences development and it mainly depends on the following aspects: teaching performances, university institutions, specific available resources, and, of course, on students' criteria. OBJECTIVES: Our main goal, in this study, is to assess Physiotherapy students’ opinions about the importance of the competences proposed in the “Libro Blanco del Título de Grado” for their professional development. Also, we have evaluated their opinions about these competences training level in the current Degree. MATERIAL AND METHODS: We have conducted a qualitative survey based on 45 physiotherapy students from the second and third year of the University School of Physiotherapy at the University of Valencia (UV), during the year 2006-2007. The items of the survey were structured in four blocks (knowledge, skills, attitudes and social abilities). Our principal strategy was to gather information from the students about these two questions: 1) Importance of the competences published in the “Libro Blanco del Título de Grado” for Physiotherapy and 2) their opinions about the training competences carried out in the current Degree. Data were analyzed by the “Gabinet d'Avaluació i Diagnòstic Educatiu” of the UV. RESULTS: According to the results, approximately 25 % of the students assessed consider more relevant the importance of the competences than the way they are being trained at present. In relation to the level of importance, the findings show the following preferences: Attitudes (3,49/4), Skills (3,34/4), Social abilities (3,27/4), and Knowledge (3.22/4 ). At the same time, through the survey, we have managed to know which are the best competences trained: 1st about Attitudes (2,45/4), 2nd Knowledge (2,43/4), 3rd Social abilities (2,28/4) and, finally, Skills competences(2,19/4). CONCLUSIONS: As a final conclusion, the surveyed students understand that their criteria about competences should be taken into account as an important reference to design and plan the future curriculum in Physiotherapy. KEYWORDS: Competences, Physiotherapy, Degree, Students BIBLIOGRAPHY: -ANECA: Libro Blanco de la Fisioterapia. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA); 2004. -Benito, Águeda; Cruz, Ana (coords.). Nuevas claves para la Docencia Universitaria en el Espacio Europeo de Educación Superior. Madrid: Nancea, 2005. -Delgado García, Ana María (coord.). Evaluación de las competencias en el espacio europeo de educación superior. Barcelona: JM Bosch Editor, 2006.



CURRICULUM 13

CURRICULUM Ingrid Lindquist SW

CURRICULUM

I’m PhD., RPT, and university lecturer at the Dept. of Neurobiology, Care Sciences and Society, Division of Physiotherapy , Karolinska Institutet of Huddinge. My activities at the university have always been linked to teaching activities. My first teaching years started in 1975. During

these years until 1989, I worked as a teacher/supervisor for visually impaired physiotherapy students and as a teacher and assistant manager at the Physiotherapy programme. Some years later, in 1993 – 2002, I had the responsibility for the undergraduate programme at the Department of Physiotherapy. In 2000, I was the leader of one of the projects within the ICT project at KI (Information and Communication Technology). A few years later, in 2002, I was the director for the Physiotherapy Programme designing at the Karolinska Institute. Also, I’ve attended around 10 short courses in pedagogic and I’ve worked in different committees at KI and education administration and quality assessment. All these teaching tasks have helped me to improve in the teaching/learning field and have the opportunity to be awarded with the Karolinska Institutet pedagogical prize for my time devoted to teaching activities. Finally, in 2006, I published my Thesis “Learning to be a physiotherapist”.

ABSTRACT

CURRICULA AND STUDENT CENTRED LEARNING [email protected]

INTRODUCTION: To have physiotherapists as self directed, life long learners in multi-professional, international health care teams require student centred curricula. PURPOSE: To look at in what aspects and how a curriculum can be student centred and the importance of a student perspective in competence based curriculum. MATERIAL AND METHOD: From a generic model this presentation will review how the analysis, design, construction, implementation and evaluation of a physiotherapy curricula can be student centred. Aspects as learning, teaching and assessment strategies, environmental factors, methods and equipments as well as quality assurance and stakeholders have to be considered.


CURRICULUM 14

EVALUATION: It is argued that it is becoming more, more important to the development and growth and professional development of physiotherapists that they are educated to continue learning through their professional life. CONCLUSION: In order to meet individual learning needs as well as professional needs in a European changing health care context, physiotherapy curricula has to be student centred. The educators all over Europe have to promote student centred physiotherapy curricula to reach individual and professional goals.


CURRICULUM 15

Oral Presentation. BRIDGING THEORY AND PRACTICE. A CONCEPT FOR THE

FURTHER DEVELOPMENT OF CLINICAL REASONING MATTERS IN THE BACHELOR STUDIES OF PHYSIOTHERAPY

Christoff Zalpour, Ansgar Löchelt University of Applied Sciences Osnabrück (UASO)

[email protected] INTRODUCTION: Academic Physiotherapy (PT) is quite new in Germany. Despite good practical skills of german PT the scientific approach, and particulary the emphasise on the “reflective practitioner” is still challenging PT educators on academic and non-academic level. OBJECTIVE: The purpose of this paper was to find new possibilities in improving the theory-to-practice transfer and to seek for appropiate learning methods for teaching clinical reasoning at the UASO (one of the very first universities starting academic PT programs in Germany). MATERIAL ANS METHODS: These possibilities are to be implemented within a critical setting involving experienced practitioners ans students. The paper presented deals with a conceptional approach for bridging the theory to practice gap in Physiotherapy. How this gap can be closed is shown throug presenting learning methods. For orientation purposes a broad literature research was carried out. Furthermore, the authors own experiences and tne ideas of clinical experts led to the creation of a further developed concept for clinical reasoning courses. RESULTS:The results of this study proves that the clinical reasoning courses of UASO lack an application-orientated and practical amphasis. Furthemore evaluated learning methods have only been used insufficiently. CONCLUSIONS:The paper points out clearly that there is a necessity of affiliating a Physiotherapy practice to the UASO. By using methodic-didactical means (learning methods) it is possible teaching the students clinical reasoning processes in the course of treating patients. The concept has not been evaluated to date but will be put to use in near future. The paper was powered by the university itself and ethics approval was nor required.


CURRICULUM 16

Oral Presentation. THE PILATES METHOD AS A NEW ALTERNATIVE

TREATMENT IN THE CURRICULUM OF PHYSICAL THERAPY Yasser Alakhdar Mohmara¹. Sara Cruz Sicilia², Mª Luisa Benítez Lugo².

Joaquín Madera Gil³ ¹Departamento de Fisioterapia. University of Valencia. Spain

2 Departamento de fisioterapia. University of Sevilla. Spain 3Departamento de Educación Física y Deportiva. University of Valencia. Spain

[email protected] INTRODUCTION: The technique (Pilates Method) can be defined as the seek of a healthy body through the normal movement in coordination with the respiratory cycles, free of compensations and unnecessary muscular strains. Given the great social demand, the citizen’s awareness increases on the health care, and the great acceptance of this working procedure, we believe that we are in the presence of a new therapy for the functional re-education. METHOD: We place this study in a qualitative methodology. We are going to select the subject descriptives where there are given the procedures that keep relation with the principles of the Pilates method and we will correlate these descriptives and the method that we intend to be included in the curriculum of the Physical therapy. RESULTS: After the analysis of the studied variables, we come up with the following confluences; The Breathing (we look for the physiological respiratory pattern) is a basic basis, as it also is in all the relaxation and positional re-education techniques (Mezières, GPR., Busquet’s muscular chains). it shares on of its principal aims: the search of the Ideal Alignment with Meziéres and Souchard (GPR.) and Bobath (with the alignment among the key points). The use of the Opposition (resistance) in the active and eccentric stretchings, is also used by Busquets in his Muscular Chains, and by Philippe Souchard, in the Active Global Stretching.The development of the Center of Force (“powerhouse” or “abdominal girdle”) shares an abdominal work philosophy similar to Williams and Mckenzie; and it gives a similar functionality to the one found in the Bobath Concept. The Concentration, Control and Precision make the Coordination very important, as it is, for example, in the Psychomotor activity development. Finally, the Fluency, thanks to which the body potentials are developed to promote them in the daily life activity progress, which is the basic aim of every physical therapist. CONCLUSIONS: The Pilates Method is of great assimilation and acceptance by the patients. It is a method that provokes a significant improvement in the AVD development and efficiency. Its principles are related to other physical therapy treatments. Its great social demand means a new labour option for the qualified physical therapist. KEYWORDS: Gpr, Daily Life Activity Improvement, New Method, Coordination, Breathing. REFERENCES: - Levine B., Kaplanek B., Scafura D, Jaffe WL. Rehabilitation after total hip and knee arthroplasty: A new regimen usig pilates training. Bulletin of the NYU Hospital for Joint Diseases. 2007; 65 (2):120-125. - Sekendiz B., Altun O., Korkusuz F., Akin S. Effects of Pilates exercise on trunk strength, endurance and flexibility in sedentary adult females. Journal of Bodywork and Movement Therapies. 2007; 11(4):318-326.


CURRICULUM 17

Poster. TIME REQUIRED BY THE PHYSIOTHERAPY RESEARCH SEMINARS´

STUDENTS Carmen Mª Suárez Serrano, J. Rebollo Roldán, R. Chillón Martínez, E. Medrano

Sánchez, C. Algaba Peña, G. Chamorro Moriana University of Sevilla. Spain

[email protected] INTRODUCTION: At the University of Seville, the Physiotherapy students´ plan of formation has subjects which have included, during the last decade, activities focused on the teaching-learning process. Specificly, we are referring to the subject “Fisioterapia Especial II”, which dedicates 1´5 credits for Research Seminars to go more deeply into this subject matter´s research. OBJETIVE: This study aims to analyse those activities, the time the students spend on the 1´5 credits and its equivalence to the European credit. METHODOLOGY: This is a descriptive study made on a forty-student sample, all of them taking the subject Fisioterapia Especial II in the third year of the degree. During those 15 hours in first term of the course, they have to do a research essay with the help of a tutor.Data collection was carried out with questionnaires that evaluated the students´ point of view about the number of hours spent on the the final research essay. RESULTS AND CONCLUSIONS: It took our students a high amount of time to do the final research essay, including the time spent on searching on the data bases and the field work. This is all estimated in a 45-50 hours average. Therefore, the 1´5 credits are equivalent to the European credits. KEYWORDS: Physiotherapy, research, credits BIBLIOGRAPHY: -Informe “Los estudios de Fisioterapia en Europa”, elaborado por el Comité Permanente de Enlace de los Fisioterapeutas europeos, 1990. -Tuning Educational Structures in Europe. Informe final fase I. Bilbao. Universidad de Deusto, 2003. -Guías académicas y programas de estudios de la Universidad Católica de Lovaina (Bélgica), de la Universidad Libre de Bruselas (Bélgica), de la Pohjois-Savo Polytechnic (Finlandia) y de la Hoogschool van Amsterdan (Holanda). -Libro Blanco del Título de Grado en Fisioterapia, documento publicado por la ANECA, 2004. -Colás Bravo, María Pilar. La universidad en la Unión Europea: el Espacio Europeo de Educación Superior y su impacto en la docencia. Málaga : Aljibe , 2005, 201 p. -Jesús Mª Goñi. El Espacio Europeo de Educación Superior, un reto para la universidad. Competencias, tareas y evaluación, los ejes del currículum universitario. Octaedro, 2005; 175 pp -Conclusiones del las IV y V Jornadas Interuniversitarias del Area de conocimiento de Fisioterapia, celebradas en Noviembre de 2005 y 2006 en Sevilla y Toledo respectivamente.


CURRICULUM 18

Poster.COMPARATIVE SURVEY BETWEEN PHYSIOTHERAPY STUDIES IN THE

“HAUTE ÉCOLE PROVINCIALE DU HAINAUT OCCIDENTAL” AND IN THE “UNIVERSIDAD DE VALLADOLID” LOOKING AT THE EHEA.

Lucía Pérez Gallardo, Isabel Carrero, Gregory Cuvelier University of Valladolid. Spain

[email protected]

This study has the purpose of getting a pattern for the adaptation of the Physiotherapy studies in the “Universidad de Valladolid” (UVA) to the EHEA, taking as a model the “Master en kinésithérapie” taught at the “Haute École Provinciale du Hainaut Occidental” (HEPHO). The experience of training in kinesitherapy of this school began 55 years ago and, nowadays, its adaptation to the convergence rules of the EHEA has been perfectly achieved. The plan of the project has been developed in two main phases. The first of them was carried out in Tournai (Belgium) and was devoted to get the information about the Master in kinesitherapy in HEPHO. The second one has been carried out in Soria (Spain) and was directed to get the valuation of students and teachers of the intensity of the work the students do in order to pass the different subjects. This phase was carried out by means of surveys which were conducted at the “Escuela Universitaria de Fisioterapia de la UVA”. The data collected in Tournai have led us to get some clues about the way they followed to get their EHEA convergence. On the other hand, the surveys from the Spanish students and teachers in Soria have shown a clear disparity between students and teachers’ opinions, rendering difficult to get a direct and unique correlation to transform current credits in ECTS. Anyway, all this information will be useful in the process of adaptation of Physiotherapy studies in the UVA to the EHEA convergence.


CURRICULUM 19

Poster.EXPERIENCES IN THE IMPLANTATION OF THE EUROPEAN CREDIT IN

THE PROFESSIONAL DEGREE OF PHYSIOTHERAPY Juan A. Armenta Peinado, Mª Teresa Labajos Manzanares, Noelia Moreno Morales,

Miguel Muñoz-Cruzado y Barba, Fernando Fernández Martín. University College of Health Sciences, University of Málaga (U.C.H.S).Spain.

[email protected]

INTRODUCTION: The U.C.H.S. of the University of Málaga, within the framework of the incentive convocations to carry out Pilot Experiences of Implantation of the European Credit (ECTS), took part in them in 2006/2007 (the first and second academic year subjects of the degree of Physiotherapy). The third year of Physiotherapy also joined in 2007/2008 convocation and almost 200 students participated in it with a total of 33 subjects. OBJECTIVE: Assessment of the experience in the implantation of the ECTS in the professional degree of Physiotherapy in the University of Málaga. MATERIAL AND METHOD: Qualitative and quantitative analysis of the results of the evaluations about this experience up to now were made through inquiries among teachers and students. The Output Rate of the subjects were estimated (June 2007 examination session) making a comparison of the average of them with those of the previous year of the implantation of this experience. RESULTS: Cooperative works (in small groups) were the most used Directed Academic Activities (DAA). Transversally among subjects was a minority, but it was positively valued by the students. Main advantages: improvement in the teamwork and implication in the autonomous learning (specially in transverse works). Main disadvantages: time organization difficulties and lack of means. Average of the output rate: It has been reduced a 4,5 % in the students of the first year and it has been improved a 1,7 % in the students of the second year (more experienced in DAA), comparing the periods of 2004/2005 with 2006/2007. CONCLUSIONS: It is necessary an adaptation period to these new technologies although this means an extra effort to teachers and students. Both of them need an improvement in the training of new educational tools ruled by European Higher Education Area KEYWORDS: European Credit, Physiotherapy, European Higher Education Area. BIBLIOGRAPHY: -ANECA: Libro Blanco de la Fisioterapia. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA); 2004. [http://www.aneca.es/activin/docs/libroblanco_jun05_fisioterapia.pdf] -Fernández JM. La transversalidad curricular en el contexto universitario: un puente entre el aprendizaje académico y el aprendizaje natural. Fuentes. 2003; 5: 73-86. -Marina JA. Teoría de la inteligencia creadora. Barcelona: Anagrama; 1993. -Martín S. Discurso del profesorado universitario sobre la evaluación del aprendizaje de los alumnos como estrategia de innovación y cambio profesional: exposición y análisis de una experiencia. Revista de Educación. 2000; 322: 305-24. -Pérez ML. La enseñanza y el aprendizaje de estrategias desde el currículo. Barcelona: Horsori; 1997. -Resolución de 15 de septiembre de 2000, de la Universidad de Málaga, de modificación del plan de estudios de la Universidad de Málaga, conducente a la obtención del Título de Diplomado en Fisioterapia. BOE nº 239, de 5 de octubre: 34.255-63.


CURRICULUM 20

Poster. OPTIMIZATION OF MASTER’S LEVEL PROGRAM AT NATIONAL SPORTS

ACADEMY “V. LEVSKI” IN BULGARIA - WHAT THINK STUDENTS? Svetlana Yancheva, Leyla Kraydjikova

National Sports Academy ''Vassil Levski''. Sofia. Bulgaria [email protected]

PURPOSE: Discovery of possibilities for actualization and optimization of PT Master’s Program. RELEVANCE: Inquiry with 40 students - at the end of first semester of Master’s level in PT Education (altogether two semesters - 60 ECTS). DESCRIPTION: There are 10 questions about some aspects of the Educational program 2007/2008. EVALUATION: We have obtained and analysed information about the interest for the prefer field of PT and qualitive characteristics of the Education (system, duration, difficulties, clinical practice, expectations, matherial base, recommendation, etc.). CONCLUSIONS: The investigated oppinion of the student is reflected on the propositional changes for actualization of the Master's programs for the next school year. KEY WORDS: Students, Master’s level program, Inquiry


CURRICULUM 21

Poster. CLINICAL PLACEMENT AS A PROCESS- HARMONY MODEL

Milda Zukauskiene, Kristina Zukiene Vilnius College

[email protected] AIMS: 1.To analyse the influence of clinical placement (CP) to the quality of study process and PT curriculum in accordance with students’ opinion. 2.To present CP as a process in the frame of harmony model. METHODS AND MATERIAL: Questionnaire. Analysis of scientific and methodical literature. RESULTS: 98% of students were satisfied with CP. 91% stated that the aims of CP confirmed CP content. 16% affirmed that CP is more important than theory and more than two thirds of students valued CP as very significant for the acquisition of PT competencies. Almost all students think that CP influences the quality of studies. According to students’ opinion the “weak points” of CP were highlighted. After the analysis of scientific and methodical literature the harmony model of CP, as a process, was created. The main elements of the Harmony model are: strategy of clinical placement, students’, clients’ needs, processes which meet clients’ needs, leadership, culture at college and in the hospital.The stable core of harmony in clinical placement (CP) needs to characterize the main point and the reason for CP to set strategic aims and to spread them for students, to set evaluation criteria and to relate them with strategic aims, relate evaluation system with motivation system, evaluate every student constantly. So as to realize CP ideal is to keep balance between strategy, clients’ needs, process and students.CONCLUSIONS: 1.The research pointed out that the students are satisfied with their CP. However, they would like to have more co-operation and harmonization between all the parts involved in the CP. 2.The findings suggest that the CP harmony model designed is also suitable for the whole PT curriculum.


CURRICULUM 22

Poster. INCORPORATION OF KINESIOTAPING TO THE CURRICULUM OF

PHYSICAL THERAPY Yasser Alakhdar Mohmara¹, Sara Cruz Sicilia². Mª Luisa Benítez Lugo²,

Joaquín Madera Gil³. ¹Departamento de Fisioterapia. University of Valencia. Spain

2Departamento de Fisioterapia. University of Sevilla. Spain 3Departamento de Educación Física y Deportiva. University of Valencia. Spain

INTRODUCTION: Taping is a new method that uses a specialized type of tape by the same name. Kinesio tape provides a constant pulling force to the skin over which it is applied unlike traditional white athlete tape. Instead of being only structurally supportive, like white athletic tape, Kinesio tape is therapeutic. According to Kenzo Kase, its creator, these proposed mechanisms may include correcting muscle function by strengthening weakened muscles, improving circulation of blood and lymph by eliminating tissue fluid or bleeding beneath the skin by moving the muscle and decreasing pain through neurological suppression. METHOD: The first technique offers to the practitioner the opportunity to actually give support while maintaining full range of motion. The second technique helps prevent overusing or over-contracting and helps providing the facilitation of lymphatic flow 24 hours per day. It is most commonly used in the acute stage of rehabilitation. Kinesio Tex Tape can be used in conjunction with other therapies. Kinesio Taping affects the activation of the neurological system, the body’s information processor, and the circulatory system. Using an elastic tape, it was discovered that muscles and other tissues could be helped by outside assistance. Employment of Kinesio Taping creates a totally new approach to treating nerves, muscles, and organs. This particular application process is typically used for supportive purposes. As the muscle fibers contract, Kinesio Tex Tape supports the contraction by pulling and stimulating the skin and muscle back towards the point of origin. RESULTS: The kinesio taping has gained a great acceptance as an innovative matter in the physical therapy. The kinesio taping is easy to teach and this technique includes other techniques and makes them be more efficient. It demonstrates that Fisical therapy goes on improving with the latest investigation ways. CONCLUSIONS: Kinesio Taping is based on a different philosophy that aims to give free range of motion in order to allow the body's muscular system to heal itself bio-mechanically. Kinesio Taping alleviates pain and facilitates lymphatic drainage by microscopically lifting the skin. This is an innovative application system as a educational material for the students in the new Physical therapy plans. Also, it includes the effects of the traditional Physical therapy in a more effective and modern educational system. KEY WORDS: new method, taping, joint support, functional support. REFERENCES: -The effects of kinesio taping on proprioception at the ankle. Travis Halseth1, John W. McChesney. Mark DeBeliso. Ross Vaughn3 and Jeff Lien. Journal of Sports Science and Medicine (2004). -Riemann, B. and Lephart, S. (2002) The sensorimotor system, Part II: The role of proprioception in motor control and functional joint stability. Journal of Athletic Training 37, 80-84. -Murray, H. (2001) Effects of KinesioTM taping on muscle strength after ACL-repair. Avaliable from URL: http://www.kinesiotaping.com. April 15, 2002, 1-3.


LEARNING AND ASSESMENT 23

LEARNING AND ASSESMENT Sirpa Laitinen FI

CURRICULUM

I work as teacher educator in the Teacher Education Collage in Jyvaskylä University of Applied Sciences. I am also starting as an invited lecturer in the University of Luxemburg this year. In addition, I have worked as a lecturer and as a principal lecturer in physiotherapy, and as a clinical physiotherapist, and conducted many research and development projects as a

researcher. I have a Master degree in physiotherapy and a Bachelor degree in Cultural Sciences. I have graduated as a physiotherapist in 1986 and specialised in 1993. I am a doctoral student in Physiotherapy (final stage).

ABSTRACT

STUDENT-CENTRED LEARNING – CHALLENGES FOR LEARNING, TEACHING AND ASSESSMENT

[email protected] In recent years, there has been a tendency to stress student-centred learning in every level of education and thus, also in the professional higher education. Considering student-centeredness from the student’s point of view, it directs responsibility for the learning to the students themselves. Which, for its part, demands students to recognize how they learn and how learning can be enhanced? For identifying learning styles and for improving learning, students need tools, which enhance self-regulative skills, self-directiveness and reflective skills. And it is educators’ work to serve these tools and teach how to use them. Furthermore, student-centred learning challenges educators to describe, what are the aims and which are the competencies for the professional education. Without defining and describing them clearly it is impossible for students to direct their learning towards these goals. However, this does not mean that the student should be left alone in the learning process. On the contrary, for this learning path, the student needs counselling, supervising, tutoring, mentoring, different kinds of teaching methods and constructions that support student’s possibility to select the best learning method for each



situation. Because every one constructs the professional understanding differently it is essential that that the curriculum offers a possibility for that. According to the previous studies, physiotherapy students have mentioned that clinical education periods are the crucial parts of the learning process. Therefore, it might be important that educators build up learning environments and create learning solutions where the whole professional practice is present, but where students can gradually widen their understanding of the profession theoretically and practically and step by step take more responsibility for the physiotherapy practise. For assessment, student-centred learning means that methods that support student own assessing should be applied. Methods like leaning diary, video recording own practice, and different kinds of self-assessment forms could be useful. Furthermore, the social constructive views of learning support assessment methods that give assessing information from different sources. Therefore, peer-assessment could also be used. As a summary, it can be argued that student-centred learning moves the focus from teaching methods to leaning methods.



Oral presentation. WEB-BASED EVIDENCE BASED PRACTICE-EDUCATION

CONNECTING PHYSIOTHERAPISTS AND STUDENTS Wil Dielis, Arjan Van der Salm, Annet Olde-Wolsink, Monica Buijinck

Saxion Universities of Applied Sciences [email protected]

INTRODUCTION:The scientific information in the field of physiotherapy increases daily and it is almost impossible for physiotherapists to read all the relevant studies. Nevertheless, students should be learned how to get this information and determine the value of the studies. The best way to educate this is making the students research clinically relevant topics. These topics can be derived best from physiotherapists. A win-win situation is created when students research the questions of physiotherapists and the answers are returned to the physiotherapists within a certain time.OBJECTIVES:The web-based education is used to teach students how to use Evidence Based Practice. The education of the students is fed with clinically relevant questions and therefore mainly interesting topics will be included. Secondly, students are sure that the outcome of their research will be used in clinically settings. MATERIAL AND METHOD:For this newly developed education a website is constructed. This website allows physiotherapists to ask questions in the field of evidence based therapy. The questions are directed to a group of students. This group of students includes several levels (Dreyfus-level 1, 2 and 3), each level having its own task. These tasks are supported by the website, and in the end, level 3 students formulate a general answer for the question. Before students participate in the project, they get the necessary knowledge, meaning that for each Dreyfus-level specific information is provided. During the process a scientific teacher supervises the students group, but the students are forced to evaluate the work of each other (intervision). A scientific teacher controls the final answer and finally an editor adds the question and answer to a database. This database is available for participating physiotherapists and students. The aim is to provide an answer within two weeks after a question is send by the physiotherapist. RESULTS: Colleagues and students have evaluated the program. They went through the whole program and determined whether all steps were clear. The first pilot starts February 2008. Thereafter the program will be evaluated more thoroughly. Incorporating the method in the present education is not easy, because students have their obligations, which interferes with the time needed for the web-based program. Especially the aim to have a response within two weeks may be critical, because all levels of students must be available continuously. CONCLUSION: It can be concluded that the website seems suitable for the education of Evidence Based Practice in students and might very well narrow the gap between physiotherapists and students. In addition, the quality of the scientific education and the use of evidence in physiotherapy will be improved. Web based education may be beneficial to connect physiotherapists and students, and will improve the evidence based practice in students and physiotherapists. KEYWORDS: Web-based education, Bridging practice and education, Evidence Based Practice.



Oral Presentation. STUDENT LEARN FROM STUDENT. ACTIVE LEARNING

MODEL. Sonia Monterde Pérez, Isabel Salvat Salvat, Salvador Montull Morer,

Iris Miralles Rull Universitat Rovira I Virgili. Spain

[email protected]

INTRODUCTION: Nowadays the educational paradigm is based on student-centred education. However, teachers would identify between relevant approaches for specific learning tasks. OBJECTIVES: To analyze “student learn from student” educational methodology in small group teaching experience. METHODS AND SUBJECTS: The didactic activity is based in learning from a specific written guide, anatomic models and interactive bibliography in 5 small groups of 4 people. First, students are required to work a part of palpation and manual evaluation of muscular strength in groups. Then, each student is asked to teach the rest of the groups in the class. Teacher guides and solves the doubts during the activity 82 students from first course, interrelate palpation and manual evaluation of muscular strength about hip and during 1 month once a week. A qualitative and quantitative study is done. A test about satisfaction, palpation and manual evaluation of muscular strength concepts will be given and at the end of their required course. The statistical analyses were carried out using an SPSS package, with a statistical level of significance of p <0.05. The relation between variables is studied using Pearson's linear correlation coefficient. RESULTS: Student feedback about the project was consistently positive. As a subjective impression, students show a greater satisfaction than with traditional education methodology. Statistical results will be shown in the congress.CONCLUSION: This methodology presents several advantages as: allow to lose inactive time, increase motivation and reasoning, give more palpation experiences, develop communicative skills and fix the concepts deeply. KEYWORDS: Active learning • Educational methods • Student-centred learning • Communicative skills. BIBLIOGRAPHY: -Freeman Scott Freeman, Eileen O'Connor, John W. Parks, Matthew Cunningham, David Hurley, David Haak, Clarissa Dirks, and Mary Pat Wenderoth. Prescribed Active Learning Increases Performance in Introductory Biology CBE Life Sci Educ. 2007; 6(2): 132-139. -David A Lake Student Performance and Perceptions of a Lecture-based Course Compared With the Same Course Utilizing Group Discussion Phys Ther. 2001; 81 (3): 896-902. - R. Pringle. Guidance hypothesis with verbal feedback in learning a palpation skill. Journal of Manipulative and Physiological Therapeutics. 2000; 27 (1): 36-42. - Haidet P. A controlled trial of active versus passive learning strategies in a large group setting. Sci Educ Theory Pract. 2004; 9 (1): 15-27.



Oral Presentation.STUDENT EXCHANGE RELATED TO POLICLINIC PRACTICE:

THE IMPACT ON STUDENT CENTRED LEARNING Marit Fougner,Hilde Lund-Kordahl, Hester Van Blockland, Judith Claessen

Oslo University College [email protected]

BACKGROUND: Two students from the Hogeschool Arnhem and Nijmegen (HAN) have participated in a policlinic module together with mensendieck-physiotherapy students at OUC. The project has been evaluated by students and the teachers involved. PURPOSE: The purpose of the evaluation is to identify central conditions to promote student interaction in learning activities and an awareness of cultural diversity as a resource for the education. RESULTS: Students and teachers consider the international policlinic project as an opportunity to widen one’s perspective through critical thinking and active search of meaning due to different educational background and learning experiences. Students’ practical demonstrations have been encouraged and welcomed for discussions. Influenced by different cultural learning approach central issues as evidence based and experience based knowledge have been illuminated. The teachers ask for more time in advance for practical and pedagogical preparation for systematic utilisation of the potential shared learning sequences. More information about curriculums of the countries involved is required to be in a position to assist students by increasing relevance and thereby enriching understanding. IMPLICATIONS: Quality improvements for student exchange require a great deal of attention and planning within the programme and also in co-operation with the national institutions involved. This is an important consideration to accentuate special qualities inherent in the respective programmes and also to promote transparency, coherence and tuning of Higher Studies in Physiotherapy within the European Community. KEYWORDS: Student centred learning, Shared learning, The Bologna Declaration



Poster. USE OF VIRTUAL PLATFORMS IN PHYSIOTHERAPY: ADVANTAGES AND

RESULTS M.Carmen Valenza, Gerald Valenza Demet, Daniel Catalán Matamoros,

Carolina Fernández Lao, M. Carmen García Ríos Health Sciences School.University of Granada. Spain

[email protected] INTRODUCTION: The use of virtual platforms is very common in different subjects. But the question we want to answer is the real advantage that it involves for the students.Which are the good parts and the weak spots of the virtual method for the students. OBJECTIVES: The aim of this study is to analize the use and posibilities of virtual platforms. MATERIAL AND METHOD: We have analized all the bibliography existing related to our subject. Also we have created questionnaires about that subject for the students. Through the questionnaires they have evaluated different aspects of the subject. We have used a Likert' Scale (scale from 0 to 4).RESULTS: The opinions about the use and access to virtual plattforms in Physiotherapy are different, but we can see a clear optimism in the students.

Evaluation about the utility of the tools for learning processes:

Communicación 3.47 Works 2.88 Practical learning 2.79 Theory learning 2.79 Continuous evaluation 2.77

CONCLUSIONS: We hope that this study will help to find the best tools to use the virtual environment. Evaluate the use and acceptation of virtual plattforms is essential because they are the most common tools for the ECTS. KEYWORDS: Virtual learning, VIrtual platforms, Physiotherapy. BIBLIOGRAPHY: -Rodríguez Izquierdo R M. Reaprender a enseñar: una experiencia de formación para la mejora continua de la docencia universitaria. Revista Interuniversitaria de Formación del Profesorado, 2003 AGO; 17(2) 79-94. -Framework for pedagogical evalution of virtual learning environments. S Britain, JTA Programme.1999. jisc.ac.uk -Farrell, Glen M. The Development of Virtual Education: A Global Perspective. A Study of Current Trends in the Virtual Delivery of Education.Open Learning Agency. 1999.

Evaluation of complementary contents and activities :

Evaluation of communication tools :

Study guidance 3.20 Forum 3.34 Interesting links 2.73 Mail 3.05

ementary contents 2.65 Tematic round table 3.17 Activities 2.64 Chat 2.59 Autoevaluation 3.08 Notice 2.81 Multimedia 2.89 Work group 2.22



Poster. EXPERIENCE IN STUDENT CENTRED LEARNING

IN STUDY PROGRAM PHYSIOTHERAPY ON UK FTVS PRAGUE Dagmar Pavlů

Charles University Prague (Czech Republic) Faculty of Physical Education and Sports, Dept. of Physiotherapy

[email protected] INTRODUCTION: The presentation points out experience gained in connection with the student centred learning, in study program Physiotherapy on Charles University Prague FTVS. OBJECTIVES: The interpretation of the term ‘student-centred learning’ appears to vary between authors as some equate it with ‘active learning’, while others take a more comprehensive definition including: active learning, choice in learning, and the shift of power in the teacher-student relationship. The aim of this presentation is to demonstrate how the SCL is applied in study program physiotherapy on UK FTVS Prague. MATERIAL AND METHOD: Study of physiotherapy enjoys a relatively long tradition on our faculty, from which results long-term experience in curriculum preparation. At this time great emphasis is placed on specification of fundamental physiotherapeutic competencies, as well as on teaching methods. In preparation of curricula for new accreditation was put i.a. the accent on the implementation of student-centred learning in selected study subjects. It will be presented examples of study subjects “Clinical Colloquium” and “Demonstration – Clinical Practice“– in which was very successful to start to use student centred learning. RESULTS: The students’ feedback has been very positive. Students feel, that they have gained from having to present in a designated time in the podium presentations and on topics of interest to them, etc., experience of teachers was very positive as well: the method facilitated i.a. to make the students more active in acquiring knowledge and skills and to make the students more aware of what and why they are doing it. CONCLUSION: Student centred learning was implemented in teaching of some subjects in Physiotherapy program. In general it has been seen to be a positive experience – from the teachers as well as from the students. KEYWORDS: Physiotherapy, Student Centred Learning BIBLIOGRAPHY: -Decree No. 39/2005 Coll. of January 11, 2005 stipulating the minimal requirements on the study programs for obtaining professional qualification for performance of a paramedical health-care profession (Czech Republic) - Act No. 96/2004 coll. of 4th February 2004 on the Conditions for the Obtaining and Recognition of Qualifications for Pursuing Paramedical professions and for Carrying out Activities in Connection with the Provision of Health Care and on the Amendments of Some of the Related Acts (Czech Republic) - Decree No. 424/2004 Coll. of June 30, 2004 stipulating the activities of health-care workers and other professional workers (Czech Republic)



Poster.COMPUTER PLATFORMS USE ACCEPTANCE FOR FIRST YEAR STUDENTS

OF PHYSIOTHERAPY AT SEVILLE UNIVERSITY Angel Oliva Pascual-Vaca, C. Rodríguez Blanco, C. Peña Algaba, E. Medrano Sánchez,

MªD. Cortés Vega, A. Heredia Rizo University of Sevilla. Spain

[email protected] BACKGROUND: New Higher Education learning model needs the using of computer platforms, so there is an increasing use of these platforms, but little is known about the opinion of the students about them. PURPOSE: To estimate student's degree of acceptance of the current use of computer platforms, in order to improve and adapt these to student's necessities. MATERIALS AND METHOD: 35 first year students of Physiotherapy at the University of Seville were inquired. Questions were taken from the questionnaire proposed by Ortega Maldonado & Coca Monereo (Elaboración de un cuestionario para valorar la actitud del alumnado ante el uso de plataformas informáticas. Etic@net 2004; 3: 86-102). RESULTS: Most students (80%) use computer platforms when it is mandatory. Just 17’14% of them have a positive opinion about these platforms. Main complaints focus on frequent blocades of connections to the aforementioned platforms, as well as uncertainty about eventual safe arrival of works sent to professors. The fact that 42’85% of the students claim to have no Internet connection at home is remarkable. CONCLUSION: It seems that students of the 1º course of Physiotherapy of University of Seville do not quite accept working by means of computer platforms. KEYWORDS: Computer platforms, Students, Degree of acceptance, University of Seville. REFERENCES: -Ortega Maldonado A, Coca Monereo MA. Elaboración de un cuestionario para valorar la actitud del alumnado ante el uso de plataformas informáticas. Etic@net 2004; 3: 86-102.



Poster. STUDENT CENTRED LEARNING METHODS ACCOMPLISHMENT IN SPORT

PHYSIOTHERAPY: THE POINT OF VIEW OF STUDENTS Paz Martínez Bueso, Mª Teresa Arbors, J. Carlos Fernández, Carlos Moreno

University of the Balearic Islands, Spain [email protected]

INTRODUCTION: Student-centred learning emphasises on learner activity rather than passivity; therefore, its effectiveness should be explored also by the student. OBJECTIVE:To asses the level of suitability about student centred-learning methods according to students' opinions. MATERIAL AND METHOD:Students filled in questionnaires to answer different issues related to student centred-learning methods used in courses 2005-06 and 2006-07 in a third course subject: Sport Physiotherapy. Methods used: group discussion, choice in subjects for study/projects, student class presentations and problem-based learning. RESULTS: The total number of students rolling both years was 54, whom 51 were surveyed. According to students there were different levels of suitability (good or very good) depending on the methodology used in class: group discussion (82'3%), choice in subjects for study/projects (92'2%), class presentations (88'3%) and problem based-learning (90'2%). In spite of this, when answering if the concepts they had learnt met their expectations: 41% were in disagreement or totally in disagreement with. Only 58,8% thought that the methods used in class had improved their learning. However, 94% of the students said their motivation in the course was high or very high. CONCLUSIONS: Our student-centred learning methods were individually assessed as suitable by students. Also, most of them felt very motivated with them. Despite this, these methods did not have the effectiveness we expected:more than half of the students did not have the feeling of learning, and some of them did not meet their expectations. KEYWORDS: Student centred-learning methods; Assessment by students; Effectiveness BIBLIOGRAPHY: -Sivan, A.; Leung, C.; Woon, D.; Kember, D. An implementation for active learning and its effect on the quality of student learning. Innovations in Education and Teaching International, 2000. -McLaughlin P. Addressing Key Learning Issues in a First Year University. Learning and Teaching Journal. Vol 2, issue 1, 2007. RMIT University, Melbourne, Australia. -Donnelly, R. and M. Fitzmaurice. Designing Modules for Learning. In S. Moore, G. O’Neill, and B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching, 2005. Dublin: AISHE. -Crouch, C. H. and Mazur, E. Peer Instruction: Ten years of experience and results. American Journal of Physics. 69(9), 2001. -Hmelo-Silver, C. E. Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review, Vol. 16, No. 3, September 2004. -Abrandt, M.; Dahlgren, L.O. Portraits of PBL: students’ experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology. Instructional Science 30: 111–127, 2002.



Poster.STUDENTS´PERCEPTION BEFORE EUROPEAN HIGHER EDUCATION AREA

Carmen Mª Suárez Serrano, J. Rebollo Roldán, R. Chillón Martínez, MªL Benítez Lugo, C. Rodríguez Blanco, M. Rebollo Salas

University of Sevilla. Spain [email protected]

INTRODUCTION: The adaptation process to the European Higher Education Area needs new teaching methods which require the student´s active work. In this model, student body is made up in this process which helps the pupil´s independence, but the perspective they have is only known a few. PURPOSE: To study the student´s prospect before the changes in the teaching-learning process which are coming. METHODOLOGY: This is a descriptive study made on a one hundred sample, all of them taking the first year of the degree. Data collection was carried out with a questionnaire prepared for this study. This questionnaire contain 20 questions with likert answers and offer information about, on one hand the student´s knowledge of the next changes ; and on the other hand, the student´s perception and satisfaction in the presence of European convergence. RESULTS AND CONCLUSION: Student body knows the changes which arrive but no deeply all the implications of this process. The lack of knowledge about the future changes cause reserve and preoccupation in the students.Although pupils trust in our degree´s teaching staff for the guidance into de new way. KEYWORDS: Knowledge, Perception, Physiotherapy. BIBLIOGRAPHY: -Jesús Mª Goñi. El Espacio Europeo de Educación Superior, un reto para la universidad. Competencias, tareas y evaluación, los ejes del currículum universitario. Octaedro, 2005; 175 pp -Thacth, E.C. y Murphy, K.M.. Competences for distance education professionals. Educational Techology, Research and Development, 2005; 43(1), 57-79 -Villar Angulo y Alegre. Manual para la excelencia en la enseñanza superior. Madrid, 2004 -Colás Bravo, María Pilar. La universidad en la Unión Europea: el Espacio Europeo de Educación Superior y su impacto en la docencia. Málaga : Aljibe , 2005, 201 p. -Libro Blanco del Titulo de Grado en Fisioterapia. Documento publicado por la ANECA en 2004. -Guillermo Bautista, Anna Forés Miravalles, Federico Borges Sáiz. Didáctica universitaria en entornos virtuales de enseñanza-aprendizaje. Madrid: Narcea, 2006; 250 pp.



Poster.USE OF THE VIRTUAL TEACHING PLATFORM WEBCT AS A TOOL OF

SELF-ASSESSMENT FOR THE SUBJECT “FISIOTERAPIA ESPECIAL II” STUDENTS Esther Medrano Sánchez, J.A. Díaz Morales, P. González García,

L. Fernández Seguín, I. García Bernal, M.Tendero Arnal University of Sevilla. Spain

[email protected]

INTRODUCTION: Educational methodologies reforms are important within Bolonia´s process. Schemes related to encourage students´ participation through active methodologies have a special interest. A good example of these active methodologies is the virtual teaching platform WebCT, for both virtual and semiattending teaching, which is now being implemented in the University of Seville. METHODS: WebCT is a software which allows teachers to create and host courses on the Internet, and these courses may constitute a complete subject on line, a complement for the traditional lecture or a tool for self-assessment. Using WebCT is pretty easy since you only need to have a Internet connection and be able to use the Internet Explorer and a word processor. We have created a self-assessment questionnaire for the virtual subject “Fisioterapia Especial II” on the WebCT platform, following two plans of action: -The creation of the virtual subject “Fisioterapia Especial II” -Encouraging the students to use the platform. RESULTS AND CONCLUSIONS: These plans have been well received by the pupils due to the advantages of self-assessment. Our purpose is that they will be able to use the WebCT self-assessment questionnaires and many other tasks suggested by the teachers, as well as they will develop the capacity of dealing with virtual tools of communication. KEYWORDS: Self-assessment, virtual teaching, WebCT platform BIBLIOGRAPHY: -García Beltrán, A. et al. (2006). La autoevaluación como actividad docente en entornos virtuales de aprendizaje/enseñanza. RED, núm. M. -Serrano, M. Torres, L. Pavón, I. y Sardá, E. (2004) Evalúe formativa y sumativamente en Capacidades docentes para una gestión de calidad en educación secundaria, Mc. Graw-Hill, 259-269. -Villar, L. y Alegre O. (2004), Manual para la excelencia en la enseñanza superior, Mc Graw-Hill.



Poster. ASSESSMENT OF THE STUDENT BODY´S TEACHING-LEARNING

PROCESS AND TIME REQUIRED BY “FISIOTERAPIA DEL DEPORTE” ACTIVITIES. Carolina Peña Algaba, J.A. Díaz Morales,C.Suárez Serrano, A. Oliva Pascual-Vaca,

J.J. Jiménez Rejano, S. Cruz Sicilia University of Sevilla. Spain

[email protected]

INTRODUCTION: The European Higher Education Area is a challenge for the teaching staff and student body in our degree. Our subject is involved inside this teaching-learning process, in which students have an active participation but they find important difficulties to get the adaptation in it. For that, this study aims to know, on one hand, the effectiveness of the activities in the subject “Physical Therapy in sport”, and on the other hand, the time spent in the homework that every activity needs. METHODOLOGY: This is a descriptive study made on a sample taking the subject Fisioterapia del Deporte in the third year of the degree. Data collection was carried out with a questionnaire which scale varies from 0 to 10. Statistic analysis were made with SPSS 15.0 program.RESULTS AND DISCUSSION: In the analysis of the results we wish to emphasize some aspects, the first one is that the activity designed in this study require time to get different tasks; and the second one, the assessment of the apprenticeship shows an inexperience in this context. CONCLUSION: There is a plurality in the student´s point of view about the time employed in the homework. The change in the teaching-learning process from the traditional way confuse to the student body in the assessment of the knowledge´s acquisition in the new European context. KEYWORDS: Physical therapy, European Higher Education Area, teaching-learning active process. BIBLIOGRAPHY: -Pablos Pons, Juan de (coord.). El proceso de integración en el Espacio Europeo de Educación Superior: necesidades y demandas del profesorado en la Universidad de Sevilla. Sevilla: Secretariado de Publicaciones de la Universidad de Sevilla, 2006, 168 p. -Colás Bravo, María Pilar. La universidad en la Unión Europea: el Espacio Europeo de Educación Superior y su impacto en la docencia. Málaga : Aljibe , 2005, 201 p. -Batlle, Albert.(et. al.). Enseñar Derecho en la red: un paso adelante en la construcción del Espacio Europeo de Educación Superior. Barcelona: Bosch, 2006, 178 p. -Thacth,E.C.y Murphy,K.M..Competences for distance education professionals. Educational Techology, Research and Development, 2005; 43(1), 57-79 -Villar Angulo y Alegre. Manual para la excelencia en la enseñanza superior. Madrid, 2004. -A.W.(Tony) Bates. Cómo gestionar el cambio tecnológico. Estrategias para los responsables de centros universitarios. Gedisa, 2001; 281 pp. -Miguel A. Zabalza. Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Narcea. Madrid, 2007; 232 pp. -García-Varcarcel, Ana (Coord). Didáctica universitaria. Madrid: La muralla, 2001; 310 pp. -Guillermo Bautista, Anna Forés Miravalles, Federico Borges Sáiz. Didáctica universitaria en entornos virtuales de enseñanza-aprendizaje. Madrid: Narcea, 2006; 250 pp.



Poster. STUDENT PERCEPTION OF THE DIFFERENCES BETWEEN STUDENT-

BASED LEARNING AND THE TRADITIONAL TEACHING Paz Martínez Bueso, Domingo Fontirroig, Inma Riquelme, Olga Velasco

University of the Balearic Islands, Spain [email protected]

INTRODUCTION: The EHEA implies a change not only in the structure of the university degrees, but also in the conception of knowledge and the manner that students acquire it. The student-based learning in now the focus of pedagogical methodologies and new learning activities are replacing the teaching based in lectures. OBJECTIVES: To compare the perception of Physiotherapy students about their experiences with two different learning methodologies: the student-based learning and the traditional method. METHODS: Students of 3th course of Physiotherapy answered questionnaires asking about the amount of learning, time dedicated, easiness of learning, security in front of the evaluation and difficulty of contents in eight subjects with similar ECTS (four of them belonging to the 1st course and four to the second course). These students had experimented the student-based learning methodology, with activities as PBL tasks, small group seminars, individual tutorials… in the 1st course of their degree and the traditional methodology, based in lectures in the 2nd course. RESULTS: There are not significant differences in the perception of learning acquisitions with both methodologies.Neither differences are perceived in the easiness of learning, the security in front of the evaluation and the number of hours of work dedicated. CONCLUSIONS: Attending to the student perception, both methods of learning seem to be equally suitable to the acquisition of knowledge. This can be due to the fact that the present methodology uses more strategies than the simple big group conference or that the student-based learning methodology is not yet well used. KEYWORDS: Student-based learning; Traditional teaching; Student perception BIBILOGRAPHY: -Komorek M, Duit R. The teaching experiment as a powerful method to develop and evaluate teaching. International Journal of Science Education, 2004. -Elton L. Research, teaching and scholarship in a expanding Higher Education system. Higher Education Quaterly, 1992: 46(3). -Brown G, Atkins M. Effective teaching in Higher Education. London: Routledge, 1990. -Kolb d. Experiential learning. London: Prentice-Hall, 1984. -Smyth J. Educating teachers. Changing the nature of pedagogical knowledge. London: The Falmer Press, 1987. -Ramsden P. Learning to teach in Higher Education. London: Routledge.



QUALITY MANAGEMENT 37

QUALITY MANAGEMENT Andre Vyt BE

CURRICULUM Dr. Andre Vyt is professor in behavioral sciences at the department of rehabilitation sciences and physiotherapy (Artevelde Institute - Ghent University). He teaches courses in psychology and behavioural development, communication, and quality management in health care. He is chairmain of the InterDis interdisciplinary teaching & learning module in the Ghent University Association, and chairman of the Health & Social Care network in the

European Association of Distance Teaching Universities. He conducts research in early child development and competence development. After his master studies in psychology and educational sciences he obtained a grant from the national fund for scientific research and obtained his PhD in developmental psychology 4 years later, in 1990. He received a postdoctoral grant at the Ghent University and worked in this period also as associated scientist at the National Institute of Child Health & Human Development (Bethesda, MD, USA). He co-edited the international volume on early child development (1994), with contributions of more than 25 eminent scientists. Since 1993, he is chief editor of the (Dutch) yearbook of developmental psychology, special education, and child psychiatry. He created course units in developmental psychology for the Dutch Open University, is co-author of the (Dutch) Handbook of developmental psychology (1995, 2003), and is author of a book on behavioral development (2007).

ABSTRACT

THE STUDENT AS FOCUS AND AS ACTIVE PARTICIPANT IN EDUCATIONAL QUALITY MANAGEMENT

[email protected] One of the basic principles of total quality management is the client- centred approach. The needs and perceptions of the client are the basis for continuous improvement. In an educational system, the student not only is a consumer of goods and services, but is an active participant in reaching competency goals and in providing tools and opportunities for further development. Thus, students not only have to be well informed and asked for their opinion, but also



have to be stimulated towards self-regulated lifelong learning. The presentation highlights the basic arguments and principles in the European standards of quality assurance in higher education that have to do with this student-centred approach. Secondly, it demonstrates which kind of elements and evaluation criteria should be taken up into a quality management system, to ensure that a programme, department, or institution is really functioning in a student-centred way. Finally, also the mechanisms in an institution, linked to quality management and decision-making, can strongly regulate or limit the student-centred character of teaching & learning.



Oral presentation: THE "ADDED VALUE" OF PHYSIOTHERAPY GRADUATE

TEACHING ASSISTANTS ON STUDENT CENTRED LEARNING IN AN UK UNDERGRADUATE PHYSIOTHERAPY COURSE

Pauline Buttling, Adele Leake Sheffield Hallam University UK

[email protected]

INTRODUCTION: The study was an initial investigation undertaken to evaluate the "added value" of the posts of physiotherapy graduate teaching assistants at Sheffield Hallam University within the BSc (Hons) Physiotherapy course. These posts were for one year and designed to offer classroom and administration support for the academic staff in the first instance. The graduate teaching assistants main contact was with year 1 of the course. They have evolved into a different type of post being influenced by the student body and by the graduate teaching assistants themselves. OBJECTIVES:These were to: 1) Determine the student reaction to the graduate teaching assistants. 2) Assess the extent of the impact of the graduate teaching assistants on student learning.3)Formulate a plan for future development of the graduate teaching assistants. METHOD: A qualitative design was undertaken with anonomous questionnaires to the students. Information was requested by using a Likert Scale with space for additional comments. Two teaching assistants had been employed each year from 2005 - 06 and 2006 - 07. The first two assistants were both female; the second two assistants were a male and a female. Questionnaires were sent to the year one cohorts of 2005 - 06 and 2006 - 07 with the purpose of determining the impact of the teaching assistants on their ability and motivation to learn. RESULTS: The results showed positive perceptions of the contribution of the Graduate Teaching Assistants to the student experience. The weight of opinion indicated a closer aliance between the students and the Graduate Teaching Assistants rather than that formed with academic staff. Students appreciated the experience of the GTA, someone who had recently gone through the same learning experience as themsleves.The majority of students had used the GTA for personal support, clarification on teaching content or process information, however a minority of students chose not to engage with the GTA.CONCLUSIONS: The use of recent graduates as teaching assistants has a favourable effect on motivation re student learning and adaptation to university life. They were also a factor in preventing student attrition. KEYWORDS: Graduates, Support, Teaching BIBLIOGRAPHY: -Allen, K.L. and GabrielL, D.M., 2007. Peer Teaching: Easing the Faculty Shortage. Journal of Faculty Development, 21(1), pp. 55-60. -Boehrer, J. and Sarkisian, E., 1985.The Teaching Assistant's Point of View. New Directions for Teaching and Learning, , pp. 7-20. -Bollis-Pecci,T.S. and Walker, K.L., 2000. Peer Mentoring Perspectives in GTA Training: A Conceptual Road Map.Journal of Graduate Teaching Assistant Development, 7(1), pp. 27-37. -Bos, R.R. and others, 1980. Teaching Assistant Traits: Their Influence on Student Ratings. Improving College and University Teaching, 28(4), pp. 179-185. -Groom, B., 2006. Building Relationships for Learning: The Developing Role of the Teaching Assistant. Support for Learning, 21(4), pp. 199-203.



Poster. STUDENT CENTERED LEARNING - PT STUDENTS’ ACTIVE INVOLVEMENT IN THE QUALITY ASSURANCE SYSTEM AT ARCADA

Camilla Wikström-Grotell, Solveig Cornér Arcada University of Applied Sciences [email protected]

INTRODUCTION: The student involvement in quality assurance (QA) procedures is a crucial factor for construction of the European Higher Education Area. To renew the physiotherapy education within the European Qualification Framework and to guarantee and develop high quality of the education, Arcada has initiated a self assessment procedure, a so called internal audit, in the degree programmes. This presentation describes one perspective on student centred learning. It will focus on the active involvement of students in the internal audits. OBJECTIVES: The aim of the internal audit procedure is to stress the involvement of students and their responsibility as an actor together with teachers, clinicians and the management. The first internal audit was carried out in October 2007 together with the Degree Programme in Physiotherapy. MATERIAL AND METHOD: The frame for the whole internal audit procedure is the traditional PDCA-cycle and the object of the self assessment report is the annual plan of action according to a “look-based” model. The output of the procedure is the use of information produced by the internal audit as a tool for quality management and enhancement in education and other activities. The role of the student is to analyze a self assessment report, to ask questions and to give feedback at a seminar with their own degree programme. RESULTS: The student approach has worked well. By involving the students in QA procedures close to their own degree programmes, the analysis and feedback they offer is relevant and valuable. CONCLUSIONS: The strong focus on student involvement in the internal audits helps to develop a reflective quality culture among both students and personnel. KEYWORDS: Student involvement, Student centred learning, Quality assurance, Quality assurance procedure, Internal audit, Quality culture.


STUDENTS CENTRED LEARNING 41

STUDENTS CENTRED LEARNING

Poster. FLEXIBILITY IN HIGHER PHYSIOTHERAPY EDUCATION; AN EVALUATION OF THE STUDENTSPERSPECTIVE

Chiel Hamann, Jens Kloos, Paul Beeneen University AHS of Arnhem-Nijmegen (HAN), The Netherlands

[email protected]

BACKGROUND: Flexibility is one of the most pronounced forces in the current educational changes in Europe. This is outlined in the Bologna-degree and described more detailed in the Lisbon-convention and its implementation process (EU 2006). The argumentation stresses the need of ensuring flexible learning pathways and the increase of opportunities for the mobility of students and trainees. The HAN-university has been changing its curricula towards a great amount of flexibility. This changing process was called the Higher Education Flexibility. One of the results is a competence based, more flexible program of physiotherapy. PURPOSE: The purpose of the evaluation is to explore the perspective students on flexibility. Do they share the need of flexibility? How do they perceive flexibility and how do they experience it in the current curriculum? METHOD: A qualitative action approach has been chosen; the research is done by two students and involved a questionnaire and an invitational conference. The target group were all students of the department of physiotherapy (N 640). RESULTS: Students underscribe partially the need for flexibility. The interpretation what flexibility should be differs between students. Students express specific needs in coaching and structure within the curriculum. IMPLICATIONS: In one hand the results give an incentive to involve students from day one of their studies more in the purposes of the education and her system. On the other hand is there a strong wish for guidance and a clear structured curriculum without to many choices. This dilemma needs to be taken in account in the quality management of the change process. KEYWORDS: Student centred learning, Flexibility, The Bologna Declaration



Poster. EDUCATION IN PHYSIOTHERAPY: THE ADVANTAGES AND

DISADVANTAGES FOR STUDENTS WHEN USING TEACHER DIRECTED OR STUDENT ORIENTATED TEACHING METHODS.

Becky McCarthy, Joanthan Ezequiel Spohn, Sergio Lizana Casas, Marta Cañas Collado University of Valencia. Spain [email protected]

INTRODUCTION AND PURPOSE: We feel privileged that we can be involved in voicing our opinion for student led teaching methods and use it to predict the benefits it will have on physiotherapy degrees throughout Europe. This topic is of great importance to teachers and students alike, and we must work hand in hand to create the best learning environment possible. METHOD: Through polls, surveys and questionnaires we are going to highlight why traditional teaching methods are not eliciting the best results from our students; and show the weaknesses in our vocational training. We are approaching this problem from the key aspect in education, using the opinions of the student body. Through our presentation we hope to communicate exactly how future physiotherapist’s feel about their degree.Our research will show the disillusionment of many students in the present teaching methods, and focus on the cause of this discontentment. We will also investigate a new innovative method of teaching that could improve the situation. CONCLUSION: In conclusion we are hoping to highlight the efficiencies of the traditional system of teaching and use them in conjunction with new student led ideas to make the teaching system more beneficial to the students and the profession as a whole



Poster. STUDENT CENTRED LEARNING

Ask Slotoe, Casper J. Jensen CVU SYD Naestved. Denmark [email protected]

The following is an introduction to how we consider a prober and meaningful learning-process should be where we as students are actively involved: -When theory is presented in a trial-and-error learning situation; working together with co-students and teachers, a given topic or problem is thoroughly investigated through its boundaries. -Learning through implementing the knowledge into a dimension of quizzing and competition, to use the motivation of the students in a competitive way -Always connect theory and practical dimensions; abstract knowledge will quickly be forgotten, if the student cannot relate it to functional physiotherapy -Make a combination in the learning situation between your mind and body; get the knowledge “in your fingers and under your skin” -Create friendly and inspirational campus environments to make students learn more efficient, by making the education an integrated and important part of the students life.



Poster. PROBLEM BASED LEARNING A USEFUL APPROACH TO DEVELOP

WORKING GROUPS ACTIVITIES Luis Vicente Valero Peris

University School of Physiotherapy of Valencia, Spain INTRODUCTION: Problem Based Learning PBL has become a useful methodology to help students the way to understand the concepts and learning abilities. OBJECTIVE: The main objective of this learning approach is to underline the important of working group activities in the classroom or the different laboratory units. This teaching learning approach provides the students to become the centred agent in the classroom in the learning process.METHOD: One of the most important methodological characteristic of this approach is based on working groups activities. In it,social interactive activities is one of the most relevant competences that students can develop during this social interactivity. This interactive strategy gives students the possibility to share knowledge and find questions to solve the main objectives or problems of their physiotherapy tasks. Problem Based Learning strategy should be supervised and reinforced by lecturers and classmates so as to find out the problems students have to face. The activities of the group have to be designed by the students and lecturers and everybody has to feel an important member of the group so as to create a good atmosphere. RESULTS: According to my experience, the group should be formed by students who have the same learning objectives, the same background studies knowledge and be motivated to contribute with the rest of the group members.CONCLUSION: As a conclusion, Problem Based Learning is one to the most attractive and useful strategy to encourage students and lecturers to improve and develop academic, scientific and professional competences in physiotherapy.

VALENCIA

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