Survey, characterization and data analysis of program contents in AP taught in undergraduate courses in physiotherapy in Portugal, contributing to curricular development and improvement of teaching in this area.
The Interest Group in Aquatic Physiotherapy (GIFA) prepared a questionnaire through the google forms platform and sent it to all 22 higher education institutions that have the degree course in physiotherapy in Portugal. The data collection was carried out confidentially and anonymously. This questionnaire consisted of eighteen questions, the first eight were related to the characterization of the teacher/higher education institution, and the remaining ten questions were related to the characterization of the curricular unit/area of AP in the degree course in physiotherapy in the respective institution.
It was obtained 22 (100%) responses to the questionnaire, covering all higher education institutions. Of the 22 teachers, 18 reported having specific training in AP. With the exception of one higher education institution that doesn´t teach the area of AP, all others incorporate this area of specialty throughout the course. There is a variation in the year where it is taught: 2nd year (n=5; 23.81%), 3rd year (n=11; 52.38%), 4th year (n=5; 23.81%). The historical perspective of AP was the most discussed topic (77.27%), while guidelines for starting a project in this area and thermalism were the least frequent (22.73%) in theoretical sessions. In the theoretical-practical sessions, evidence-based practice and indications/contraindications of AP were the most prevalent themes (54.55%). In the practical sessions, methods and techniques of aquatic intervention, evidence-based practice in AP and indications/contraindications of AP (86.36%) were the most taught content. The specific populations most addressed were orthopedics (81.81%), adults and neurology (77.27% each), elderly (72.73%), community and rheumatology (54.55% each), pediatrics (45.45% ), women's health (18.18%) and, finally, sports, respiratory and vascular pathology (4.55% each). Commonly taught methods/techniques were halliwick, bad ragaz and aquatic therapeutic exercise programs (95.45%), clinical watsu (68.18%), deep water (36.36%), clinical ai-chi (22.73%), therapeutic snorkel (13.64%), basic jahara and aquapilates techniques (4.55% each). The workload allocated to AP in the undergraduate physiotherapy course varies, on average, 5.10hours in theoretical sessions, 5.77hours in theoretical-practical sessions and 14.73hours in practical sessions.
AP has revealed its importance in all Portuguese higher education institutions in the qualification and differentiation of physiotherapists.
This study showed the existence of a heterogeneous method of acquiring knowledge in the aquatic environment, so there is an urgent need to standardize these contents as a way of homogenizing the practice of aquatic physiotherapists in Portugal.
The aquatic physiotherapist is qualified in performing physiotherapy acts in an aquatic environment since the faculty is specialized in the area and many hours are taught.
Portuguese Universities
Undergraduate Curricula
