liu.seSearch for publications in DiVA
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
A conceptual framework for curriculum design in physiotherapy education - An international perspective
Inst. of Occup. Therapy/Physiother., Sahlgrenska Acad. at Goteborg Univ., P.O. Box 455, SE 405 30 Göteborg, Sweden.
School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för medicin och hälsa, Sjukgymnastik.
School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
Vise andre og tillknytning
2003 (engelsk)Inngår i: Advances in Physiotherapy, ISSN 1403-8196, E-ISSN 1651-1948, Vol. 5, nr 4, s. 161-168Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Globalization is having a significant impact on healthcare and physiotherapy education, among other sectors, can benefit from this trend. The main aim of this work was to develop and describe a conceptual framework for physiotherapy curriculum design and, in doing so, to stimulate international debate on physiotherapy education. The framework was developed through an international collaboration and was tried out in the participating schools in order to refine it further. The current framework consists of three elements to be taken into account in physiotherapy curriculum design: (1) The content aspect or the knowledge base of physiotherapy, (2) the learning aspect or the student's learning process, and (3) the socio-cultural context aspect, which concerns the way in which physiotherapy is experienced and practised. The content aspect includes a description of core concepts of physiotherapy: body, movement and interaction, and acknowledges that physiotherapy should be science-based. The learning aspect and the socio-cultural context aspect form separate parts of the framework. Nonetheless, all aspects are intertwined and reflect theory-practice integration. This framework is offered for critical reflection and as the basis for a debate on the development and evaluation of physiotherapy programmes. Further work is needed in testing the relevance of this framework for curriculum design in different countries and setting.

sted, utgiver, år, opplag, sider
2003. Vol. 5, nr 4, s. 161-168
Emneord [en]
Core knowledge, Curriculum development, Physiotherapy practice, Post-graduate education, Professional issues, Socio-cultural context, Student's learning, Theory-practice integration, Undergraduate education
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-46380DOI: 10.1080/14038190310017598OAI: oai:DiVA.org:liu-46380DiVA, id: diva2:267276
Tilgjengelig fra: 2009-10-11 Laget: 2009-10-11 Sist oppdatert: 2017-12-13

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Personposter BETA

Beckmann, Kristina

Søk i DiVA

Av forfatter/redaktør
Beckmann, Kristina
Av organisasjonen
I samme tidsskrift
Advances in Physiotherapy

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 182 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf