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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


ENPHE Spring Conference Valencia, 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
ENPHE Spring Conference Valencia, 6-8 March 2008

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


ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia, 6-8 March 2008

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'.
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia, 6-8 March 2008

FRANCISCO TOMÁS
Rector of the University of
Valencia

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.
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia, 6-8 March 2008

NICOLÁS ESTÉVEZ
Director of the University School
of Physiotherapy

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.
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia, 6-8 March 2008

CELEDONIA IGUAL
President of the National Conference of
Directors of University Physiotherapy
Schools in Spain

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
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia, 6-8 March 2008

ANTOON VEN
Director of ENPHE

Dear colleagues,
In Valencia we will have the opportunity to
celebrate two events: the 25th anniversary of
Physiotherapy university studies in Spain and the
th
20 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.
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia 6-8 March 2008

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 i
ENPHE Spring Conference Valencia 6-8 March 2008

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 ii
ENPHE Spring Conference Valencia 6-8 March 2008

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 iii
ENPHE Spring Conference Valencia 6-8 March 2008

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 iv
ENPHE Spring Conference Valencia 6-8 March 2008
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

CONTENTS v
ENPHE Spring Conference Valencia 6-8 March 2008
ENPHE Spring Conference Valencia 6-8 March 2008

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?
Paul.beenen@han.nl

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 1
ENPHE Spring Conference Valencia 6-8 March 2008

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 2
ENPHE Spring Conference Valencia 6-8 March 2008

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
vdinpbl@uib.es

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 3
ENPHE Spring Conference Valencia 6-8 March 2008

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
joanna.gotlib@am.edu.pl

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 4
ENPHE Spring Conference Valencia 6-8 March 2008

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
joanna.gotlib@am.edu.pl

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 5
ENPHE Spring Conference Valencia 6-8 March 2008

Poster.PRODUCT DEVELOPING PROJECT AS A BACHELOR’S THESIS


Milja Ruokamo, Eija Mämmelä
Oulu University of Applied Sciences
milja.ruokamo@oamk.fi

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 6
ENPHE Spring Conference Valencia 6-8 March 2008

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
mcgrios@ugr.es

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 7
ENPHE Spring Conference Valencia 6-8 March 2008

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
paz.martinez@uib.es

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 8
ENPHE Spring Conference Valencia 6-8 March 2008

Poster.THE FIELD DIARY AND THE PBL IN THE AREA OF THE HEALTH
SCIENCES
Teresa Alzate Yepes1, Piedad Sahuquillo Mateo2, Marta Aguilar Rodríguez3
1
University of Antioquia (Colombia).
2
Departamento de Teoría de la Educación. University of Valencia. Spain
3
Departamento de Fisioterapia.. University of Valencia. Spain
talzate@hotmail.com

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 9
ENPHE Spring Conference Valencia 6-8 March 2008

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
dfuentes@umh.es

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 10
ENPHE Spring Conference Valencia 6-8 March 2008

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
angeles.cebria@uv.es

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.

COMPETENCES 11
ENPHE Spring Conference Valencia 6-8 March 2008
ENPHE Spring Conference Valencia 6-8 March 2008

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
Ingrid.Lindquist@ki.se

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 13
ENPHE Spring Conference Valencia 6-8 March 2008

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 14
ENPHE Spring Conference Valencia 6-8 March 2008

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)
c.zalpour@fh-osnabrueck.de

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 15
ENPHE Spring Conference Valencia 6-8 March 2008

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
3
Departamento de Educación Física y Deportiva. University of Valencia. Spain
yasser.alakhadar@uv.es

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 16
ENPHE Spring Conference Valencia 6-8 March 2008

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
csuarez@us.es

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 17
ENPHE Spring Conference Valencia 6-8 March 2008

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
llpegall@bio.uva.es

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 18
ENPHE Spring Conference Valencia 6-8 March 2008

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.
armenta@uma.es

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 19
ENPHE Spring Conference Valencia 6-8 March 2008

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
svetla_yancheva@abv.bg

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 20
ENPHE Spring Conference Valencia 6-8 March 2008

Poster. CLINICAL PLACEMENT AS A PROCESS- HARMONY MODEL


Milda Zukauskiene, Kristina Zukiene
Vilnius College
m.zukauskiene@spf.viko.lt

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 21
ENPHE Spring Conference Valencia 6-8 March 2008

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
2
Departamento de Fisioterapia. University of Sevilla. Spain
3
Departamento 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.

CURRICULUM 22
ENPHE Spring Conference Valencia 6-8 March 2008

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
sirpa.laitinen-vaananen@jamk.fi

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
LEARNING AND ASSESMENT 23
ENPHE Spring Conference Valencia 6-8 March 2008

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.

LEARNING AND ASSESMENT 24


ENPHE Spring Conference Valencia 6-8 March 2008

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
w.p.dielis@saxion.nl

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
sonia.monterde@urv.cat

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
marit.fougner@hf.hio.no

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

LEARNING AND ASSESMENT 27


ENPHE Spring Conference Valencia 6-8 March 2008

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
cvalenza@ugr.es
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 of complementary Evaluation of communication tools :
contents and activities :
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
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.

LEARNING AND ASSESMENT 28


ENPHE Spring Conference Valencia 6-8 March 2008

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
pavlu@ftvs.cuni.cz

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)

LEARNING AND ASSESMENT 29


ENPHE Spring Conference Valencia 6-8 March 2008

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
angeloliva@us.es

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
paz.martinez@uib.es

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
csuarez@us.es

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
emedrano@us.es

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
carolinad@us.es

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
paz.martinez@uib.es

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.

LEARNING AND ASSESMENT 35


ENPHE Spring Conference Valencia 6-8 March 2008
ENPHE Spring Conference Valencia 6-8 March 2008

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
andre.vyt@arteveldehs.be

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

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ENPHE Spring Conference Valencia 6-8 March 2008

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.

QUALITY MANAGEMENT 38
ENPHE Spring Conference Valencia 6-8 March 2008

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
p.buttling@shu.ac.uk

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.

QUALITY MANAGEMENT 39
ENPHE Spring Conference Valencia 6-8 March 2008

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
camilla.wikstrom-grotell@arcada.fi

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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
cjhamann@student.han.nl

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

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ENPHE Spring Conference Valencia 6-8 March 2008

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
bexterbilion@hotmail.com

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

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ENPHE Spring Conference Valencia 6-8 March 2008

Poster. STUDENT CENTRED LEARNING


Ask Slotoe, Casper J. Jensen
CVU SYD Naestved. Denmark
Casper.Jensen@cvusyd.dk

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.

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ENPHE Spring Conference Valencia 6-8 March 2008

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.

STUDENTS CENTRED LEARNING 44