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Developing Expertise in Physiotherapy
Scholar Year: 2020/2021
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MF |
20 |
|
1º |
6,0 |
50 |
168,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
The aim of this unit is to promote the implementation of an integrated patient-centred model of practice and the development of professional practice knowledge and expertise. At the end of this unit students should demonstrate knowledge and understanding of the collaborative patient-centred practice model of practice and ability to reflect on their professional practice in order to identify personal and professional learning needs.
The emphasis is on non-diagnostic clinical reasoning strategies (narrative reasoning, interactive reasoning, collaborative reasoning; predictive and ethical reasoning), and in the exploration of strategies to develop clinical reasoning and professional practice knowledge.
Syllabus
Clinical reasoning and patient-centred practice; non-diagnostic clinical reasoning strategies (narrative reasoning; interactive reasoning, collaborative reasoning, predictive and ethical reasoning) in an integrated patient-centred model;
Development of professional practice knowledge: types of knowledge (scientific/ technical, experimental/ professional and personal knowledge); critical reflection; strategies for a reflexive practice and professional expertise development.
Transformative learning theory: 10 phases of the theory and their application to clinical practice.
Demonstration of the syllabus coherence with the UC intended learning outcomes
This curricular unit aims to promote competence for reflection about clinical practice, in order to foster the coherent implementation of patient-centred and evidence-informed models of practice. The syllabus are focused on clinical reasoning strategies and principles for patient-centred care in order to help students reflecting about the collaboration established with patients/ relatives in their clinical practice.
Types of knowledge are also discussed in order to support reflection about clinical practice. The transformative learning theory is also introduced in order to provide a specific guidance for students reflection and subsequent transformation of clinical practice (towards patient-centred and evidence-informed clinical practice).
Teaching methodologies
Teaching and learning methods includes: lectures and seminars; small tutorial groups; individual tutorial sessions; and self-directed learning.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
All teaching methodologies aim to promote the development of competence for reflection about clinical practice. Lectures and seminars aim to promote students` understanding of the principles inherent to the models of practice presented (ex. principles for patient-centred care). This knowledge facilitates students` capacity to analyse their own practice. The discussion in small tutorial groups aims to facilitate the analysis of different perspectives and discuss questions emerged from clinical practice in the context of patient-centred and evidence-informed care. Individual tutorial sessions are also included in order to promote a deeper discussion about students` dilemmas emerged from clinical practice. Finally, specific literature is presented and recommended in order support self-directed learning.
Assessment methodologies and evidences
The assessment methods include a reflexive essay about clinical practice. Using the transformative learning theory as guidance, students are required to reflect about their current model of clinical practice in order to improve it and aligned it with the principles of patient-centered and evidence-informed practice.
The reflexive essay is developed throughout the first academic year. The assessment includes one submission of the first part of the essay, by the end of the first semester (30%) and a second submission of the final version of the essay, by the end of the second semester (70%).
In order to get approval, both submission must be classified with a minimum of 9,5 points (0-20).
In the case of failure the student will repeat the assignments in a supplementary examination.
Bibliografia
Babatunde, F., MacDermid, J., MacIntyre, N. (2017) Characteristics of therapeutic alliance in musculoskeletal physiotherapy and occupational therapy practice: a scoping review of the literature. BMC Health Services Research. 17: 375.
Bjorbaekm, W., Shaw, J. (2018) Physiotherapy at the intersection between standardisation and individual adaptation. In: Gibson, B., Nicholls, D., Setchell, J., Groven, K.S. (eds) Manipulating practices. A critical physiotherapy reader, 285-307.
Constand, M., MacDermid, J., Bello-Haas, V.D., Law, M. (2014) Scoping review of patient-centered care approaches in healthcare. BMC Health Services Research. 14: 271.
Ferreira, P., Ferreira, M., Maher, C., Refshauge, K., Latimer, J., Adams, R. (2013) The therapeutic aliance between clinicians and patients predicts outcome in chronic low back pain. Physical Therapy. 93(4): 470-478.
Fisher, K., Tan, A., Matlock, D., Saver, B., Mazor, K., Pieterse, A. (2018) Keeping the patient in the center: common challenges in the practice of shared decision making. Patient Education and Counseling. 101: 20-26.
Hall, A., Ferreira, P., Maher, C., Latimer, J., Ferreira, M. (2010) The influence of the therapist-patient relationship on treatment outcome in physical rehabilitation: a systematic review. Physicial Therapy. 90(8): 1099-1110.
Hiller, A., Delany, C. (2018) Communication in physiotherapy: challenging established theoretical approaches. In: Gibson, B., Nicholls, D., Setchell, J., Groven, K.S. (eds) Manipulating practices. A critical physiotherapy reader, 308-333..
Jones, M.A. (2019) Clinical Reasoning: Fast and Slow Thinking in Musculoskeletal Practice In: Jones, M.A., Rivett, D.A. (Eds) Clinical Reasoning in Musculoskeletal Practice. (2nd edi.) Edinburgh: Elsevier.
Karvonen, E., Paatelma, M., Laitinen-Vaananen, S., Piirainen, A. (2017) Clinical Reasoning and critical reflection in physiotheraºists` examinations of patients with low back pain in its early phase: a qualitative study from physiotherapists point of view. European Journal of Physiotherapy. 19(4): 185-193
Kidd, M., Bond, C., Bell, M. (2011) Patients` perspectives of patient-centredness as important in musculoskeletal physiotherapy interactions: a qualitative study. pHYSIOTHERAPY. 9: 154-162.
Kinney, M., Seider, J., Beaty, A.F., Coughlin, K., Dyal, M., Clewley, D. (2018) The impact of therapeutic alliance in physicial therapy for chronic musculoskeletal pain: a systematic review. Physiotherapy Theory and Practice. DOI: 10.1080/09593985.2018.1516015.
Owen, L. (2016) Emerging from physiotherapy practice, masters-level education and returning to practice: a critical reflection based on Mezirow`s transformative learning theory. International Practice Development Journal. 6(1): 1-9.
Søndenå, P., Dalusio-King, G., Hebron, C. (2020) Conceptualisation of the therapeutic alliance in physiotherapy: is it adequate? Musculoskeletal science and practice. 46:102131.
Trede, V. & Higgs, J. (2019). Collaborative decision making in liquid times. In: Higgs, J., Jensen, G., Loftus, S. and Christensen, N, editors. Clinical Reasoning in the Health Professions (4th ed). Sydney: Elsevier
Wijma, A., Bletterman, A., Clarck, J., Vevoort, S., Beetsma, A., Keizer, D., Nijs, J., Van Wilgen, P., (2017) Patient-centeredness in physiotherapy: what does it entail? A systematic review of qualitative studies. Physiotherapy Theory and Practce. 33(11): 1-8.
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