liu.seSök publikationer i DiVA
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat 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.
Visa övriga samt affilieringar
2003 (Engelska)Ingår i: Advances in Physiotherapy, ISSN 1403-8196, E-ISSN 1651-1948, Vol. 5, nr 4, s. 161-168Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
2003. Vol. 5, nr 4, s. 161-168
Nyckelord [en]
Core knowledge, Curriculum development, Physiotherapy practice, Post-graduate education, Professional issues, Socio-cultural context, Student's learning, Theory-practice integration, Undergraduate education
Nationell ämneskategori
Medicin och hälsovetenskap
Identifikatorer
URN: urn:nbn:se:liu:diva-46380DOI: 10.1080/14038190310017598OAI: oai:DiVA.org:liu-46380DiVA, id: diva2:267276
Tillgänglig från: 2009-10-11 Skapad: 2009-10-11 Senast uppdaterad: 2017-12-13

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Beckmann, Kristina

Sök vidare i DiVA

Av författaren/redaktören
Beckmann, Kristina
Av organisationen
HälsouniversitetetSjukgymnastik
I samma tidskrift
Advances in Physiotherapy
Medicin och hälsovetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 182 träffar
RefereraExporteraLänk till posten
Permanent länk

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