PROFESSIONAL AUTONOMY IN RELATION TO EUROPEAN PHYSIOTHERAPISTS’ ENTRY-LEVEL EDUCATION

T. Németh¹, R. Meesen¹

¹Hasselt University, Rehabilitation Sciences and Physiotherapy, Hasselt, Belgium

Background: The presented study is part of a broader PhD-research project that focusses on the continuing professional development for physiotherapists in Europe in relation to the quality of care. This study investigated possible interactions from the relevant professional organisation with education facilities in relation to entry-level education programmes.The interaction is relevant to be able to mirror the elements in the curriculum towards the professional autonomy skillset and the perceived necessary post-graduation elements enabling professional autonomy in the public health care system through quality assured services.

Purpose: The objective of this study was to establish a first framework of reference with relevant stakeholders to build on further research on entry-level physiotherapy education, continuing professional development and the quality of care.

Methods: After completing an online survey, the selected experts from the professional organisations participated in online semi-structured interviews. The verbatim transcriptions were reviewed and approved by the participants before using the data.

Results: The entry-level education for physiotherapists in Europe varies from a 3-year bachelor degree to a 5-year master degree. Sixteen out of 37 countries have a 3-year entry-level education. Eleven out of this sixteen countries state that the entry-level education does not prepare the physiotherapists for autonomous practice. All other countries, except Denmark, highlight that the entry-level education does prepare for autonomous practice. Interestingly, both Sweden and Denmark highlight that although the education does not prepare for autonomous practice the law provides for it. Thirteen countries stipulate that the education prepares for autonomous practice but the legal framework does not accommodate to this.

Conclusions: There is a maximum of 2 years difference between the different physiotherapy entry-level educations across Europe. The length of the entry-level education is not related to autonomous practice in the sense that physiotherapists are not assured of professional autonomy by entering lengthier entry-level programmes.

Implications: Follow-up research is needed to identify elements in the physiotherapy entry-level curricula pertaining to legal authorisation to act as an autonomous practitioner in the national health care systems.

Funding acknowledgements: This research project was conducted without funding.

Keywords:
Entry-level education
Professional autonomy

Topics:
Education
Professional issues
Professional practice: other

Did this work require ethics approval? Yes

Institution: Hasselt University

Committee: UHasselt ‘Sociaal-Maatschappelijke Ethische Commissie (SMEC)

Ethics number: REC/SMEC/VRAI/201/123