Wynne D1, Jones J1
1Robert Gordon University, School of Health Sciences, Aberdeen, United Kingdom
Background: Active learning is based the theory of constructivism, where learners construct their own knowledge. This knowledge is developed over time to become deeper and more developed . To achieve this, the curriculum and teaching approach must facilitate and promote an active learning environment, and develop tasks and an environment which fosters deep learning.
Purpose: To discuss an integrated approach to innovative curriculum design and evidenced based teaching approaches in pre-registration physiotherapy courses at Robert Gordon University, to promote active learning in order to foster and produce physiotherapy graduates ready for practice and adaptable and fit for the future.
Methods: Using an integrated approach to curriculum design and evidence based approach to pedagogy, key foundation knowledge and skills are developed and built upon in a spiral curriculum allowing for development of transferable skills, problem solving and professional skills. Knowledge, application and evaluation skills in all areas of physiotherapy are developed and built on within the curriculum through integrated modules which focus on key aspects of physiotherapy where core areas are gradually assimilated. Globally, people are presenting with more complex and multifaceted health issues and it is recognised that physiotherapists must be able to adapt and problem solve effectively. Key priorities for the courses are to develop practitioners with a strong skill set in public health, person-centred care, leadership and research and these elements are threaded and integrated throughout the courses. Evidence based teaching strategies to fulfil these aims are carefully mapped and progressively developed in the courses to effectively address all learning types and strategies. These include: problem based learning, flipped classroom, integrated high fidelity simulation and student -led groups, integration of clinical placements and group based learning, all underpinned by a blended learning approach including use of reusable learning objects, discussion forums and reflection. Instead of a didactic lecture style-approach to delivery, students acquire background knowledge through supported directed study and tutor-led sessions are facilitated with a focus on application of theory and developing a problem solving and person-centred approach to patient care. Assessments are constructively aligned to the learning outcomes. Authentic assessments are utilised to develop the skills required to be a clinical practising physiotherapist and these include; Case based presentations, Justified Observed Practical Examinations, development of brief interventions/patient information resources, written coursework based on real case scenarios and culminate in the write up of research and design of an authentic service enhancement. The focus of all assessments is to apply and evaluate practice with an underpinning theoretical basis to support the work.
Results: 4 successful physiotherapy programmes including the first Doctorate of Physiotherapy in the UK, the first Masters of Physiotherapy in Scotland, MSc (Pre-registration) Physiotherapy and BSc Physiotherapy courses all achieve consistently high student satisfaction and employability. The BSc Physiotherapy programme is ranked as 1st in UK educational league tables.
Conclusion(s): An integrated evidence based approach to curriculum design facilitates the production of practice ready physiotherapists.
Implications: Effective curriculum design ensures physiotherapists are at the forefront and consistently responsive to the ever changing needs of the healthcare arena.
Keywords: Active learning, Innovative curriculum design, Graduate readiness
Funding acknowledgements: No funding associated with this submission
Purpose: To discuss an integrated approach to innovative curriculum design and evidenced based teaching approaches in pre-registration physiotherapy courses at Robert Gordon University, to promote active learning in order to foster and produce physiotherapy graduates ready for practice and adaptable and fit for the future.
Methods: Using an integrated approach to curriculum design and evidence based approach to pedagogy, key foundation knowledge and skills are developed and built upon in a spiral curriculum allowing for development of transferable skills, problem solving and professional skills. Knowledge, application and evaluation skills in all areas of physiotherapy are developed and built on within the curriculum through integrated modules which focus on key aspects of physiotherapy where core areas are gradually assimilated. Globally, people are presenting with more complex and multifaceted health issues and it is recognised that physiotherapists must be able to adapt and problem solve effectively. Key priorities for the courses are to develop practitioners with a strong skill set in public health, person-centred care, leadership and research and these elements are threaded and integrated throughout the courses. Evidence based teaching strategies to fulfil these aims are carefully mapped and progressively developed in the courses to effectively address all learning types and strategies. These include: problem based learning, flipped classroom, integrated high fidelity simulation and student -led groups, integration of clinical placements and group based learning, all underpinned by a blended learning approach including use of reusable learning objects, discussion forums and reflection. Instead of a didactic lecture style-approach to delivery, students acquire background knowledge through supported directed study and tutor-led sessions are facilitated with a focus on application of theory and developing a problem solving and person-centred approach to patient care. Assessments are constructively aligned to the learning outcomes. Authentic assessments are utilised to develop the skills required to be a clinical practising physiotherapist and these include; Case based presentations, Justified Observed Practical Examinations, development of brief interventions/patient information resources, written coursework based on real case scenarios and culminate in the write up of research and design of an authentic service enhancement. The focus of all assessments is to apply and evaluate practice with an underpinning theoretical basis to support the work.
Results: 4 successful physiotherapy programmes including the first Doctorate of Physiotherapy in the UK, the first Masters of Physiotherapy in Scotland, MSc (Pre-registration) Physiotherapy and BSc Physiotherapy courses all achieve consistently high student satisfaction and employability. The BSc Physiotherapy programme is ranked as 1st in UK educational league tables.
Conclusion(s): An integrated evidence based approach to curriculum design facilitates the production of practice ready physiotherapists.
Implications: Effective curriculum design ensures physiotherapists are at the forefront and consistently responsive to the ever changing needs of the healthcare arena.
Keywords: Active learning, Innovative curriculum design, Graduate readiness
Funding acknowledgements: No funding associated with this submission
Topic: Education: methods of teaching & learning
Ethics approval required: No
Institution: Robert Gordon University
Ethics committee: School of Health Sciences Research Review Group
Reason not required: No study involved.
All authors, affiliations and abstracts have been published as submitted.
