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Alves Lopes A1, Gonzalez-Caminal G2, Brodin N3, Rafn AV4, Kangasperko M5, Wijchen JV6
1Alcoitão School of Health Sciences, Physiotherapy, Estorl, Portugal, 2University of Vic - Central University of Catalonia, Physiotherapy, Manresa, Spain, 3Karolinska Institutet, Neurobiology, Care Science and Society, Huddinge, Sweden, 4University College Absalon, Center for Ernæring og Rehabilitering, Næstved, Denmark, 5Satakunta University of Applied Sciences, Faculty of Health Welfare, Pori, Finland, 6Hogeschool van Arnhem en Nijmegen, Physiotherapy, Nijmegen, Netherlands
Background: The context of education in the health professions has been influenced by the same tendencies of development of knowledge and technology that society faces. It is therefore important that educational institutions are capable of promoting an evolutionary profile of professionals that is adapted to the needs of the future society.
Purpose: One of the aims of the European Network of Physiotherapy in Higher Education (ENPHE) is to bring together and enhance collaboration between european institutes and physiotherapy educational institutions in the european region in order to encourage and support standards of high quality education in physiotherapy in accordance with the recommendations of the World Confederation for Physical Therapy (WCPT and ER-WCPT).
Methods: In the context of the ENPHE group “Facilitation of Learning” and based on the literature, an online questionnaire was constructed regarding teaching approaches. After a pilot study within 5 institutions, the final version of the survey was disseminated during the ENPHE 2018 seminar.
Results: We had 143 survey responses from 19 countrys, most of the respondents were full-time lecturers (54%) at Bachelor´s level (89%). The responses indicated that the most commonly used Learning Approaches included, Problem Solving (86%) and Content Focus activities (83%) using mainly lectures (78%) and practical training in class (83%) and the most popular tools used were aimed to facilitate retrieving, recalling or recognising knowledge (97%), using written (86%) and/or practical examination (77%) as assessment strategies.
Conclusion(s): The results still reflect a classic approach to teaching and learning as shown by the selection of approaches, tools and assessment strategies.
Implications: The results have provided some insight and also could guide the ENPHE in devising strategies to facilitate the use of more student inclusive and active learning strategies in Physiotherapy education.
Keywords: Physiotherapy Education, Survey
Funding acknowledgements: These work was supported by European Network of Physiotherapy in Higher Education (ENPHE)
Purpose: One of the aims of the European Network of Physiotherapy in Higher Education (ENPHE) is to bring together and enhance collaboration between european institutes and physiotherapy educational institutions in the european region in order to encourage and support standards of high quality education in physiotherapy in accordance with the recommendations of the World Confederation for Physical Therapy (WCPT and ER-WCPT).
Methods: In the context of the ENPHE group “Facilitation of Learning” and based on the literature, an online questionnaire was constructed regarding teaching approaches. After a pilot study within 5 institutions, the final version of the survey was disseminated during the ENPHE 2018 seminar.
Results: We had 143 survey responses from 19 countrys, most of the respondents were full-time lecturers (54%) at Bachelor´s level (89%). The responses indicated that the most commonly used Learning Approaches included, Problem Solving (86%) and Content Focus activities (83%) using mainly lectures (78%) and practical training in class (83%) and the most popular tools used were aimed to facilitate retrieving, recalling or recognising knowledge (97%), using written (86%) and/or practical examination (77%) as assessment strategies.
Conclusion(s): The results still reflect a classic approach to teaching and learning as shown by the selection of approaches, tools and assessment strategies.
Implications: The results have provided some insight and also could guide the ENPHE in devising strategies to facilitate the use of more student inclusive and active learning strategies in Physiotherapy education.
Keywords: Physiotherapy Education, Survey
Funding acknowledgements: These work was supported by European Network of Physiotherapy in Higher Education (ENPHE)
Topic: Education: methods of teaching & learning
Ethics approval required: No
Institution: European Network of Physiotherapy in Higher Education (ENPHE)
Ethics committee: European Network of Physiotherapy in Higher Education (ENPHE)
Reason not required: All information was collected, processed and stored protecting the anonymity of the respondents
All authors, affiliations and abstracts have been published as submitted.
