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  • 1.
    Broberg, C.
    et al.
    Inst. of Occup. Therapy/Physiother., Sahlgrenska Acad. at Goteborg Univ., P.O. Box 455, SE 405 30 Göteborg, Sweden.
    Aars, M.
    School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
    Beckmann, Kristina
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Medicine and Health Sciences, Physiotherapy.
    Emaus, N.
    School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
    Lehto, P.
    Degree Programme in Physiotherapy, Pirkanmaa Polytechnic, Tampere, Finland.
    Lahteenmaki, M.-L.
    Lähteenmäki, M.-L..
    Licentiate, A.
    Degree Programme in Physiotherapy, Pirkanmaa Polytechnic, Tampere, Finland.
    Thys, W.
    Department of Physiotherapy, Arteveldehogeschool, Gent, Belgium.
    Vandenberghe, R.
    Department of Physiotherapy, Arteveldehogeschool, Gent, Belgium.
    A conceptual framework for curriculum design in physiotherapy education - An international perspective2003In: Advances in Physiotherapy, ISSN 1403-8196, E-ISSN 1651-1948, Vol. 5, no 4, p. 161-168Article in journal (Refereed)
    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.

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