MABU4100 Physiotherapy for Children and Adolescents - Part 1 Course description

Language of instruction: Norwegian

The purpose of this course is to enable the students to describe and assess theoretical and research-based knowledge as the basis for understanding children’s movement development and motor learning. The course provides a theoretical foundation for critical reflection on assessment and the use of outcome measures in treatment and habilitation, health promotion and preventive work. Children, adolescents and their families’ involvement in assessment and goal setting is a key aspect of the course.

The student must have been admitted to the Master’s Programme in Health Sciences and hold authorisation as a physiotherapist.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence: 

 Knowledge 

The student

• can describe key theoretical perspectives on children and adolescents’ movement development and motor learning
• can assess and analyse typical and atypical movement development
• can describe choices and use of outcome measures as the basis for describing motor function and identifying functional difficulties
• can describe what forms the basis of clinical decision processes in physiotherapy

Skills 

The student

• can apply relevant theory in the analysis of children and adolescents’ movement, activity and participation
• can critically reflect on and evaluate the use of assessment instruments in clinical practice and research
• can integrate theory, research, experience-based knowledge, the user perspective and principles in family-centred services when assessing children’s development, function and life situation 

General competence  

The student

• can analyse and critically reflect on how different understandings of children and childhood can have consequences for physiotherapists’ work  
• can assess and critically reflect on the knowledge-basis for different measures and interventions in physiotherapy practice
• can identify and analyse professional and ethical dilemmas in connection with examination and mapping processes

The course will use varied, student-active work methods. The teaching is session-based with two sessions over five days; four days of teaching and one study day per week. There are four to six weeks between each session. Teaching at the sessions will vary between lectures and student-active learning in the form of seminars, group work and presentations. Aside from session-based teaching, the teaching methods used are self-study and work on an examination assignment. Students can choose to submit a draft examination paper during the course (approx. 1,000 words). Lecturers and fellow students will provide oral feedback on the drafts submitted.

None.

Individual project examination in the form of a topic chosen by the student that is developed during the course. Scope: 3,000 words (+/- 10%).

Resit examination: If the student is awarded the grade F (fails the written assignment), he/she will be given one (1) opportunity to submit a reworked version.

All aids are permitted, as long as the rules for source referencing are complied with.

Grade scale A-F.

Two examiners will assess all examination papers. At least 20% of the examination papers will be assessed by an external examiner. The external examiner’s assessment should benefit all students.

The course overlaps by 10 ECTS credits with FYSBA6010 Paediatric physiotherapy - knowledge-based 1 (20 ECTS credits).