FYB2200 Physiotherapy for Health Conditions - II Course description

Physiotherapy practice requires expertise in how to adapt measures for patients with reduced functioning as a result of injury/disease of the musculoskeletal system, different pain conditions, mental and psychosomatic health problems, rheumatic and degenerative diseases, systemic disease (cancer), as well as for patients who have undergone surgical procedures. To provide professionally sound health services, physiotherapists must obtain information about the health of individuals. Physiotherapists must also have knowledge about possible relations between a person’s health condition, their cultural and socioeconomic background, and their prerequisites for movement, activity and participation.

Physiotherapists must also acquire up-to-date and relevant research-based knowledge and reflect on the transfer value of previous clinical experience to novel clinical practice. When interacting with the patient, the physiotherapist must exercise sensitivity in relation to their mental health status and cultural preferences. The practical training will give the students clinical experience

Passed first year of the programme or equivalent

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (learning outcomes marked with three asterisks (***) are assessed in connection with the practical training):

Knowledge

The student can

• describe pathological processes relating to diseases and injuries of the musculoskeletal system, rheumatic diseases, cancer and mental health disorders, and describe causal mechanisms and risk factors
• describe different perspectives on pain and pain mechanisms, and compare neurological, physiological and phenomenological pain theories
• describe challenges encountered by individuals who have undergone treatment of cancer or other serious disease or injury

Skills

The student can

• discuss how disease and injuries of the musculoskeletal system and different pain conditions may affect and be affected by movement, activity and participation across the life span
• evaluate research-based knowledge using the levels in the S-pyramid, interpret the results of single studies and metanalyses reporting on treatment effects, and discuss their value for clinical practice
• obtain relevant information about the patient’s health condition, personal factors, background and experiences in the dialog during clinical examination***
• give reasons for the methods of examination and use of standardised assessment tools for people with injuries or disorders of the musculoskeletal system
• analyse, interpret and critically assess the results of the clinical examination, set clinical diagnoses, recognise findings and symptoms that may indicate serious disease, and assess the need to refer the patient to other health professionals***
• discuss and set goals, and plan physiotherapy measures in cooperation with the patient and the practical training supervisor***
• present clinical reasoning that justifies a physiotherapeutic approach that integrates an understanding of the patient’s situation and preferences, and updated experience- and research-based knowlegde***
• implement and evaluate treatment of the patient and take responsibility for informing and seeking advice of the supervisor before, during and after treatment***
• document the clinical examination, clinical reasoning and intervention measures in the patient records***
• reflect on the challenges experienced by people with long-term and progressive diseases and discuss the implications for their own role as a physiotherapist

General competence

The student can

• can reflect on different approaches to address the needs of patients with different cultural and/or socioeconomic background, with complex disorders or negative bodily experiences, and be sensitive in their communication and behaviour
• reflect on his/her own communication skills during the clinical examination and treatment***
• discuss a clinical problem demonstrating logical structure, high awareness of methods used, active use of references, correct source referencing, and academic language

The work and teaching methods include self-study, group work, seminars, skills training, lectures and practical training.

The practical training comprises 90 hours in total, 60 of which are supervised practical training. The remaining 30 hours are set aside to prepare for the practical training.

The following must have been approved in order for the student to receive a final assessment in part 3:

• a minimum attendance of 80 % in teaching specified as ‘compulsory attendance’ in the schedule
• an individual subject note, 700 words (+/- 10 %). The coursework will be subject to assessment.

Combined assessment.;

Part 1) Assessment of practical training: The assessment is based on the learning outcomes marked with three asterisks (***) and the continuous assessment that the student is subject to throughout the practical training period. Scope: 60 hours. The student’s practical training can only be assessed if their attendance is sufficiently high (90 %). For more information, please see the general part of the programme description about practical training assessment.

Part 2) Supervised individual written exam,;multiple choice questions, 1 hours

Part 3) Individual oral exam, up to 25 minutes.

Part 1, part 2 and part 3 can be taken independently of each other, but the student must pass all parts in order to pass the course.

Weighting: One overall grade is awarded for part 2 and part 3 based on the following weighting: Part 2, individually written exam, is weighted 25 %. Part 3, oral exam, is weighted 75 %.

Resit assessment/exam: If a student fails one part of the exam, the student;must retake the part in question. If the student fails part 1 (practical training period), the student;must normally retake the whole practical training period.

Students can appeal the grade awarded for part 2, the written exam.

Physiotherapists work within a complex health and welfare system, and society expects physiotherapists to contribute to service innovation and systematic and quality-enhancing processes to raise the quality of interprofessional work and/or physiotherapy practice. Through the work on the bachelor’s thesis, the student will gain experience of studying a delimited area in depth, and will have the possibility to develop skills and knowledge required to be able to cooperate in groups that aim to contribute to developing the discipline of physiotherapy. In addition to the ability to cooperate in a specialist community and participate in academic discussions, discipline development processes require critical thinking, structured work and knowledge about how to proceed to implement new knowledge in practice. Detailed guidelines for the bachelor’s thesis will be published on the university’s learning platform.

Part 1: Pass/fail.

Parts 2 and 3: Grade scale A-F.

Passed first and second year of the programme or equivalent.

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 theory and results from up-to-date research relating to the topic of the bachelor’s thesis

Skills

The student can

• prepare a project outline with a concrete schedule and a description of how they intend to complete the bachelor’s degree project with the resources available
• formulate a clear research question that can be answered within the limits of the project
• elaborate on the research question’s relevance to physiotherapy and, as a background to the project, explain the knowledge status and knowledge gaps within the thematic area that the research question concerns
• formulate concrete research questions based on the research issue and present theory for use in the discussion
• answer the research question in a clear conclusion based on the presentation of empirical material, and make active use of empirical data and theory when discussing the issue/research questions
• give grounds for the choice of data collection method and choice of sources (databases/literature), and document systematic literature searches or other methods for obtaining data
• carry out the project in accordance with scientific criteria and guidelines for research ethics and data protection
• discuss the processing of personal data with their supervisor and conduct a data processing risk assessment if they will be processing personal data

General competence

The student can

• explain the implications of the conclusion for the professional practice of physiotherapists, reflect on knowledge needs in the field, and present research questions for future projects within the thematic area
• communicate the project in written academic form and in accordance with applicable criteria regarding transparency about the methodological implementation of the project
• reflect on strengths and weaknesses of the application of the chosen methods in the implementation of the project
• document the implementation of the project and reflections on the cooperation in a project log