Physiotherapy

Students broaden their knowledge about how to conduct an assessment and plan steps in the physiotherapeutic process, based on the ICF criteria and hypotheses groups. They practice clinical reasoning by applying the physiotherapeutic process working with simple patient cases. They reflect their physiotherapeutic assessment considering the medical doctor’s orders. They recognize patterns, which make it necessary to refert to other relevant professional groups and medical doctors.

Students broaden their knowledge they have acquired in the 1st semester about physiotherapeutic vocabulary and typical professional and scientific situations in a physiotherapeutic context. They can identify structure and content of scientific texts and interpret them accordingly. They can summarize the content of studies in a written form and present them in a way that their colleagues get a clear picture about the content and scientific importance of the text. They can present their point of view and provide evidence when discussing scientific papers, they have read.

Students are familiar with and understand basic terminology of pathology. They know about pathologic changes of cells, tissues and organ systems, and they know about the reasons for different courses of diseases and can use this knowledge in a physiotherapeutic context. They can explain the correlations in jargon.

Students systematically research data in scientific data basis and apply different evidence-based search strategies. They are familiar with different kinds of scientific literature and their structure. They can critically read and appraise those scientific papers. The students are familiar with the scientific research process and know about ethical considerations, study designs and interpreting results.

Students can work with patient cases systematically and in a problem-oriented way. In this process they consider theories and practical knowledge from all relevant fields and by including interprofessional collaboration. They can connect acquired knowledge, skills, competencies, attitude and values working with these cases. They develop useful questions and strategies for solving problems autonomously (and in group processes), and they develop innovative problem-solving strategies, discuss and present them. In group processes students develop effective ways of cooperation and communication and practice reflecting individually and as a group.

Students learn about the most important principles of training and training sciences, they know about training basics and the development of basic motor qualities in different phases of life. Students can apply these principles in health promotion, prevention, therapy and rehabilitation adapted to the individual needs of themselves, individuals and groups (e.g. in connection with wound healing phases, tissue load, age, cognitive performance levels, …). They can understand and interpret diagnostic performance assessments and apply them in a physiotherapeutic context.

As a continuation from the lecture in the first semester students learn how to apply soft-tissue techniques to influence perception, muscle tone and range of motion within the physiotherapeutic process. They can apply these techniques practicing with a model and adapting them to specific challenges. They practice different techniques with their colleagues and learn from given feedback to adapt their interventions. They recognize dangerous situations and contra indications when massaging. Autonomously students improve their tactile and coordinative skills by applying the principles of motor learning and by respecting their personal resources.

Students are familiar with and comprehend pain physiology as a basis to understand pain and its implication for patients. Students learn about the classification of pain, multidisciplinary diagnostics and therapeutic approaches. The knowledge is transferred to the physiotherapeutic process. They learn about different physiotherapeutic interventions to support reactivating and recovering from a disease. They know about the importance of physiotherapy in the multidisciplinary (pain) team. They can interpret experiencing pain as a social and multicultural construct.

Practicing with a model, students can transfer the basics of motoric control and motoric learning to the physiotherapeutic process and can conduct structured therapeutic assessments. They broaden their knowledge of different concepts of movement observation and analyses. They improve their skills for applying tools of scientific data collection for the kinematic system (force plates, EMG, sonography, …). They learn to conduct assessments in a standardized way, with or without applying devices, and to evaluate their procedures. They interpret their observations applying clinical reasoning in the physiotherapeutic process, and by doing so, they evaluate functions and activities in the specific environment. They use movement therapeutic stimuli to streamline the treatment of posture and movement, when focusing on pelvis and legs. They learn about and practice verbal and tactile possibilities of giving instructions for movement exercises…

Students are familiar with the anatomy of the central, peripheral and vegetative nervous system and know about specific physiologic functions and performance levels. They can show the respective parts correctly on an anatomical preparation and can indicate their function and purpose using the correct target group specific register. Students acquire the knowledge about the sensory and psychomotor components of the physiological motor development (normal childhood development), of the physiological motor learning, the motor control, and possible influential factors.

Students are familiar with diseases and disorders of the cardiorespiratory systems, they know about metabolic, lifestyle and angiological diseases and can connect them to the physiotherapeutic interventions. Additionally, students know the most important abdominal and thoracic surgeries and their impact on patients and the physiotherapeutic interventions. They can explain this information coherently and logically, and when working on patient cases identify these disorders autonomously.

Students are introduced to the mechanics of liquid and gaseous bodies and to electrical science. Students are familiar with biomechanics and biomechanical qualities and reactions of body structures and systems. They develop physiotherapeutically relevant questions from biomechanical studies and replicate simple research processes in a practical way by using technical equipment from the movement laboratory. They understand what they have learned and can apply this knowledge in a physiotherapeutic context.

Students learn to autonomously conduct the physiotherapeutic process with patients suffering from cardiorespiratory, angiological, metabolic and lifestyle disease, and patients who have undergone thoracic and abdominal surgery. They can conduct the above mentioned physiotherapeutic process, because of the knowledge they have acquired and based on evidence. They can show on a model that they can transfer knowledge from clinical lectures and knowledge they have acquired from prior lectures in the physiotherapeutic process by applying clinical reasoning for assessment, planning treatment, conducting treatment, and evaluating based on the ICF classification and documenting the whole process. They can give reason for and critically reflect which treatment techniques and procedures they apply by referring to current evidence and developments when working with patients. They can adapt and choose selected interventions and critically reflect their decisions…

Students are familiar with the structures and functions of organic systems. A knowledge they need for their physiotherapeutic interventions. They know about and understand basic medical measures and examination parameters to perform hypotheses driven actions. They can explain all actions and information in jargon coherently and logically.

Students can assist in the physiotherapeutic processes and conduct, document and evaluate them under supervision. They apply simple therapeutic procedures when communicating, examining and treating patients. The focus is on taking a patient's history and applying clinical reasoning with real patients. Students can autonomously acquire knowledge they need for working with specific disorders that are treated at the respective internship place, with the aim to broaden their knowledge. Students practice transferring specific procedures to the clinical situation, they practiced with healthy objects before. They experience themselves for the first time in the potentially tense area between applying theoretical knowledge and practical skills in clinical routine and reflect this situation. Students get to know the inpatient or outpatient clinical routine in a physiotherapeutic setting and find their place in a team…

Students know the content and procedures of the placement, they know about data protection regulations and duty of confidentiality, aims in the placement, documentation, feedback interviews, assessment of placements and how to maintain knowledge transfer during that time. Students can present physiotherapeutic processes, reflect and evaluate them. By reflecting they can cope with demanding situations during the placement, they can identify personal resources and develop coping strategies so that they can achieve the competencies required for each role of a physiotherapist.

Students broaden their knowledge about how to conduct assessment and planning of the physiotherapeutic process, based on the ICF criteria and hypotheses groups. They practice clinical reasoning processes within the physiotherapeutic process when working with simple patient cases. They reflect their physiotherapeutic assessments with regards to the doctor’s orders. They recognize patterns that make it necessary to consult medical doctors or other relevant professional groups. Students can comprehend the importance of connecting different clinical fields when working with a patient and conducting the physiotherapeutic process. They identify when there are connections and can plan and conduct simple steps to get connected.

Students can formulate a research question correctly. They know about statistic procedures and can interpret scientific results. They can differentiate between qualitative and quantitative research and know about their advantages and disadvantages. They correctly apply quotation programs (Zotero, Citavi), and can autonomously read and critically appraise and summarize scientific papers.

Students broaden their knowledge about the multimodal approach in pain management and treatment. They can interpret experiencing pain as a social and multicultural phenomenon. Practicing with a model, they can autonomously transfer knowledge from clinical lectures and knowledge they have acquired from prior lectures in the physiotherapeutic process by applying clinical reasoning for assessment, planning treatment, conducting treatment, and evaluating based on the ICF classification and documenting the whole process. They can give reason for and critically reflect a which treatment techniques and procedures they apply by referring to current evidence and developments when working with patients. They can adapt and choose selected interventions and critically reflect their decisions. They comprehend when situations are critical, or contraindications are necessary and react adequately. They optimally adapt and reflect their therapeutic procedures…

Students can work with patient cases systematically and in a problem-oriented way. In this process they consider theories and practical knowledge from all relevant fields and by including interprofessional collaboration. They can connect acquired knowledge, skills, competencies, attitude and values working with these cases. They develop useful questions and strategies for solving problems autonomously (and in group processes), and they develop innovative problem-solving strategies, discuss and present them. In group processes students develop effective ways of cooperation and communication and practice reflecting individually and as a group.

Students can apply knowledge about principles of motor learning and motor memory in a structured way, when planning and conducting the physiotherapeutic process. They can plan, implement, observe, evaluate and document all exercise processes to facilitate learning and relearning of motor skills by applying functional problem analyses. Students can target and adapt interventions to different body systems and disorders focusing on head, chest and arms. They can also adapt these interventions to match different stages of disease, no matter whether the processes are chronic or acute. When applying the clinical reasoning process, they recognize critical situations and contra indications and can react adequately. They discuss experience they gathered when implementing movement therapeutic processes. They reflect about their role as a therapist, coach and facilitator in the treatment and exercise process.

Based on the knowledge students have acquired in the first semester about human communication and about the psychologic mechanisms involved, specific situations in a therapeutic setting are practiced and reflected in small groups and practiced by conducting role plays. Students are made aware of and perceive different communication styles and possible misunderstands that can occur.

Students are familiar with the reasons for, symptoms of, the course and pathobiological and pathomechanical mechanisms, medical procedures (conservative and surgical) and timing of physiotherapeutic interventions for patients (children and adults) suffering from disorders and damages of the central and peripheral nervous systems and the different phases of recovery. They can explain all this information logically and when working with patient examples identify these disorders autonomously.

Based on acquired knowledge and evidence students have acquired, they can conduct the physiotherapeutic process when working with patients who suffer from neurologic diseases. They can transfer the acquired knowledge and skills from previous clinical lectures and other lectures to the physiotherapeutic process and clinical reasoning when autonomously examining, planning treatment, conducting treatment and evaluating the process based on the ICF classification. When working with patients they can give reason for treatment techniques and treatment approaches, considering the evidence and current developments. They critically reflect their decisions and practically apply the approaches in clinical routine. They react adequately to critical situations and contra indications. They adapt the therapy to their personal resources and resources of the team and available networks and equipment respectively…

Based on acquired knowledge and evidence students deepen their knowledge and improve their skills to autonomously conduct the physiotherapeutic process with cardiorespiratory, angiologic, metabolic and life-style disease patients and with patients after thoracic and abdominal surgeries. They can autonomously transfer the acquired knowledge and skills from previous clinical lectures and other lectures to the physiotherapeutic process and clinical reasoning when examining, planning treatment, conducting treatment and evaluating the process based on the ICF classification. When working with patients they can give reason for treatment techniques and treatment approaches, considering the evidence and current developments. They critically reflect their decisions and practically apply the approaches in clinical routine. They react adequately to dangerous situations and contra indications. They adapt the therapy to their personal resources …

Students are familiar with the anatomy and physiology of the blood circulation and the lymphatic vascular system. Additionally, they know about and can explain physical basics and effects of complex drainage therapy. Based on acquired knowledge and evidence, students learn to conduct the physiotherapeutic process for patients suffering from overload and/or partial damages of the lymphatic vascular system. Students learn to autonomously conduct the physiotherapeutic process based on their knowledge and evidence from the physiotherapeutic process. Practicing autonomously with a model they can transfer knowledge from clinical lectures and knowledge they have acquired from prior lectures in the physiotherapeutic process by applying clinical reasoning for assessment, planning treatment, conducting treatment, and evaluating based on the ICF classification and documenting the whole process…

Students are familiar with the reasons for, symptoms, course, pathophysiology, pathologic mechanisms, medical interventions (conservative and surgical), and the timing for physiotherapeutic interventions when adults or children suffer from injuries, degenerative, inflammatory, metabolic or congenital changes in bones, muscles, joints, ligaments, tendons, capsules, disks and burses of extremities, the spine including the pelvis and head. They can communicate all relevant information concisely in jargon, and based on patient cases they can identify the disorders autonomously.

Based on acquired knowledge and evidence students learn about the physiotherapeutic process working with musculoskeletal cases, cases dealing with lower extremities including pelvis and the lumbar spine. They can autonomously transfer the acquired knowledge and skills from previous clinical lectures and other lectures to the physiotherapeutic process and clinical reasoning when examining, planning treatment, conducting treatment and evaluating the process based on the ICF classification. When working with patients they can give reason for treatment techniques and treatment approaches, considering the evidence and current developments. They critically reflect their decisions and practically apply the approaches in clinical routine. They react adequately to dangerous situations and contra indications. They adapt the therapy to their personal resources and resources of the team and available networks and equipment respectively…

Students can conduct, document and evaluate the whole physiotherapeutic processes under supervision. They apply therapeutic procedures when communicating, examining and treating patients. The focus is on practicing the clinical reasoning process with a structured assessment, defining the aim of the therapy, planning and conducting interventions with the patient. Students practice transferring specific procedures to the clinical situation, they practiced with healthy objects before. Students autonomously acquire knowledge they need for working with specific disorders that are treated at the respective internship place, with the aim to broaden their knowledge. Students actively participate in in the daily routine of physiotherapy in an inpatient or outpatient clinical setting. After the placement they can reflect their strengths and weaknesses and define the aims for the next placement.

Students know the content and procedures of the placement, they know about data protection regulations and duty of confidentiality, aims in the placement, documentation, feedback interviews, assessment of placements and how to maintain knowledge transfer during that time. Students can present physiotherapeutic processes, reflect and evaluate them. By reflecting they can cope with demanding situations during the placement, they can identify personal resources and develop coping strategies, so that they can achieve the competencies in each role of a physiotherapist.

Students are introduced to the basics and work procedures of health psychology and clinical psychology. They understand behavior and motivation as a basis for dealing with therapeutic challenges and can apply this knowledge to positively create the physiotherapeutic process.

Students broaden their knowledge and experience by applying motor learning in practical sports sessions, practicing selected kinds of sports themselves and in a group. They improve their skills conducting a movement analyses, applying this analyses in sports and connecting it with their clinical knowledge. Students are introduced to specific challenges they have to face in sports physiotherapy. This lecture involves an obligatory field trip.

Based on what students have learned, they implement the steps of the physiotherapeutic process under supervision. They corroborate a research question by critically appraising literature in the field. Individually, students reflect the steps and process for implementing the physiotherapeutic process under supervision and they analyze their strengths and weaknesses and define further steps.

Students can solve patient cases in a problem oriented way and systematically by applying and connecting theoretical knowledge and practical skills, when working together in an interprofessional team. They can connect knowledge, skills, attitudes and values when working with a patient case. They develop useful questions and can autonomously (and in a group) find solution strategies and develop innovative problem solving strategies, they discuss and can present them. In the group process students develop effective forms of cooperation and communication and practice their self and group reflection skills.

Students learn to autonomously conduct the physiotherapeutic process with neurologic patients, based on their knowledge and evidence. They can show on a model that they can autonomously transfer knowledge from clinical lectures and knowledge they have acquired from prior lectures in the physiotherapeutic process by applying clinical reasoning for assessment, planning treatment, conducting treatment, and evaluating based on the ICF classification and documenting the whole process. They can give reason for and critically reflect about which treatment techniques and procedures they apply by referring to current evidence and developments when working with patients. They can adapt and choose selected interventions and critically reflect their decisions. They comprehend when situations are critical, or contraindications are necessary and react adequately. They optimally adapt and reflect about their therapeutic procedures which are adapted to their resources…

Students learn to conduct the physiotherapeutic process with patients suffering from musculoskeletal disorders, focusing on the head, upper extremities, the shoulder girdle, cervical and thoracic spine based on their knowledge and evidence. They can autonomously show on a model that they can transfer knowledge from clinical lectures and knowledge they have acquired from prior lectures in the physiotherapeutic process by applying clinical reasoning for assessment, planning treatment, conducting treatment, and evaluating based on the ICF classification and documenting the whole process. They can give reason for and critically reflect which treatment techniques and procedures they apply by referring to current evidence and developments when working with patients. They can adapt and choose selected interventions and critically reflect their decisions. They comprehend when situations are critical, or contraindications are necessary and react adequately…

Students broaden their knowledge about anatomy and physiology of connective tissue and fascia and they know about the human body's functional connections. Students know about the content and aims of reflex therapy. They can transfer the acquired knowledge and skills from previous clinical lectures and other lectures to the physiotherapeutic process and clinical reasoning when autonomously examining, planning treatment, conducting treatment and evaluating the process based on the ICF classification. When working with patients they can give reason for treatment techniques and treatment approaches, considering the evidence and current developments. They critically reflect their decisions and practically apply the approaches in clinical routine. They react adequately to critical situations and contra indications. They adapt the therapy to their personal resources and resources of the team and available networks and equipment respectively…

Students become familiar with the contents and aims in intensive care. Based on knowledge they have acquired and evidence in the field, they learn to conduct the physiotherapeutic process with patients. They broaden and practice their theoretical knowledge, practical skills, practicing realistic situations and reflecting their actions and attitudes. Students can adapt interventions to different body systems in a connected way. They can conduct treatment techniques and therapeutic procedures and adapt them individually based on evidence. They can show their skills working with patient examples. They can identify contra indication and can introduce the respective procedures.

Students become familiar with the contents and aims in pediatrics. Based on knowledge they have acquired and evidence in the field, they learn to conduct the physiotherapeutic process with patients. They broaden and practice their theoretical knowledge, practical skills, practicing realistic situations and reflecting their actions and attitudes. Students can adapt interventions to different body systems in a connected way. They can conduct treatment techniques and therapeutic procedures and adapt them individually based on evidence. They can show their skills working with patient examples. They can identify contra indication and can introduce the respective procedures.

Students can conduct, document and evaluate the whole physiotherapeutic processes under supervision, and they can critically discuss them. They apply therapeutic procedures when communicating, examining and treating patients, evaluating and documenting the process. Students autonomously acquire knowledge they need for working with specific disorders that are treated at the respective internship place, with the aim to broaden their knowledge. Students practice transferring specific procedures to the clinical situation, they practiced with healthy objects and in placements before. They can critically reflect their therapeutic skills: the dosage and effect, planning, and conducting treatment. Students develop strategies to connect acquired knowledge and practical skills to useful procedures. They acquire this knowledge from the routine procedures of supervisors. They also learn to ask questions for case oriented scientific research…

Students know the content and procedures of the placement, they know about data protection regulations and duty of confidentiality, aims in the placement, documentation, feedback interviews, assessment of placements and how to maintain knowledge transfer during that time. Students can present physiotherapeutic processes, reflect and evaluate them. By reflecting they can cope with demanding situations during the placement, they can identify personal resources and develop coping strategies, so that they can achieve the competencies in each role of a physiotherapist.

Students formulate a physiotherapeutic research question, they write an expose, work on, interpret and discuss the topic based on current evidence. They can present the results to an expert audience and answer critical questions comprehensibly.

Based on what students have learned, they implement the steps of the physiotherapeutic process under supervision of a lecturer. They corroborate a research question by critically appraising literature in the field. Individually, students reflect the steps and process for implementing the physiotherapeutic process under supervision and they analyze their strengths and weaknesses and define further steps.

Students are familiar with the basic concepts of statistics and can critically appraise their scientific content. They are familiar with programs for statistical analyses of data and can conduct simple calculations with these programs.

Students have acquired knowledge about national and international health care systems, when being self-employed and also about quality management in health care. They can evaluate the significance of physiotherapy and connect the knowledge.

Students are familiar with the legal framework relevant to physiotherapy (e.g. professional, labor, social insurance regulations) and can connect these regulations to their future profession.

Students have acquired the basic knowledge of how and where to apply media and technologies in physiotherapy. It is critically discussed how these selected media and technologies work and their effects are identified. The challenges when applying these technologies and media with specific people, or their environment are discussed and risk estimates are made. Applying technologies and media is critically discussed based on knowlege acquired from current scientific literature.

Students have acquired the basic knowledge of the biopsychosocial model of health and disease and its integration in different health care systems. Students know about the legal framework for physiotherapists, and how they can work in Austria or abroad. Ethical challenges and the framework of health and social systems considering physiotherapy are presented and how to work as a physiotherapist is discussed. Ethic values and attitudes in physiotherapy are compared and adapted to the conditions in Austria and abroad.

Students connect evidence and knowledge they have acquired, to conduct the physiotherapeutic process in secondary and tertiary prevention focusing on clients and patients. Additionally, students identify possible treatment approaches in physiotherapy that can be applied in primary care and health promotion. Students are introduced to the new setting “primary care unit”, and they identify necessary combinations of preventative and therapeutic interventions. Additionally, students get to know the content and aims of occupational medicine. They acquire theoretical knowledge, practice handling skills in realistic situations and reflect their actions and attitude.

Students are introduced to the content and aims in geriatrics. They learn to conduct the physiotherapeutic process with these patients considering the basic knowledge they have already acquired and based on evidence. In this process they apply theoretical knowledge, handling, practicing realistic situations and reflecting the complexity of disorders and how this can challenge them as an expert but also on a personal level. They understand the effects of multi-morbidity and can adapt their physiotherapeutic interventions respectively. Students can autonomously connect the interventions with evidence in the field to gain more knowledge. Evidence based treatment techniques and measures can be shown when working with a patient case and applied in clinical routine. Contra indications are identified and corresponding reactions are introduced.

Students are introduced to the content and aims in oncology and palliative care. They learn to conduct the physiotherapeutic process with these patients considering the basic knowledge they have already acquired and based on evidence. In this process they apply theoretical knowledge, handling, practicing realistic situations and reflecting the complexity of disorders and how this can challenge them as an expert but also on a personal level. Students can autonomously connect their interventions with evidence in the field to gain more knowledge. Evidence based treatment techniques and measures can be shown when working with a patient case and applied in clinical routine. Contra indications are identified and corresponding reactions are introduced.

Students are introduced to the content and aims in psychiatry. They learn to conduct the physiotherapeutic process with psychiatric patients considering the specific conditions and challenges that they have to face dealing with patient's behavior and perception skills. In this process they apply theoretical knowledge, handling, practicing with a practicing partner, reflecting the complexity of disorders (affective and psychotic disorders, psychosomatic disorders, addiction) and how this can challenge them in their professional and personal behavior. They experience themselves when self-reflecting, being under supervision and in interdisciplinary collaboration. They understand the effects of multi morbidity and can adapt their physiotherapeutic interventions respectively. Students can autonomously connect the interventions with evidence in the field to gain more knowledge. Evidence based treatment techniques and measures can be shown working with a patient case …

Students are familiar with the aims of urology, proctology, gynecology and obstetrics. Based on knowledge and evidence they have acquired, they work with patients applying the physiotherapeutic process, which involves theoretical knowledge, handling, practicing realistic situations, reflecting actions and attitudes. Students can autonomously connect their interventions with evidence in the field to gain more knowledge. Evidence based treatment techniques and measures can be shown when working with a patient case and are also applied in clinical routine. Contra indications are identified and corresponding reactions are introduced.

Students can research for journals, books and evidence based sources on the internet and also critically appraising them. They can present answers to research questions critically and in a reflected way. They can apply the results of their research on clinical cases under supervision and so acquire the basic knowledge for being able to connect evidence based results with social, health, and mental situations of patients in their reasoning process. Therefore, they can generate hypotheses and a therapy, that takes all aspects into account and makes the therapy evidence based. Students become aware of the underlying reasoning and decision making processes, and can repeat and adapt them when given similar cases under supervision.

Students can conduct, document and evaluate the whole physiotherapeutic processes autonomously and under supervision, and they can critically discuss them. They apply therapeutic procedures when communicating, examining and treating patients, evaluating and documenting the process. Students autonomously acquire knowledge they need for working with specific disorders that are treated at the respective internship place, with the aim to broaden their knowledge. Students practice transferring specific procedures to the clinical situation, they practiced in placements before. They can critically reflect their therapeutic skills: the dosage and effect, planning, and conducting treatment. Students develop strategies to connect acquired knowledge and practical skills to useful procedures. They acquire this knowledge from the routine procedures of supervisors. They also learn to ask questions for case oriented scientific research…

Students know the content and procedures of the placement, they know about data protection regulations and duty of confidentiality, aims in the placement, documentation, feedback interviews, assessment of placements and how to maintain knowledge transfer during that time. Students can present physiotherapeutic processes, reflect and evaluate them. By reflecting they can cope with demanding situations during the placement, they can identify personal resources and develop coping strategies, so that they can achieve the competencies in each role of a physiotherapist.

Students can conduct, document and evaluate the whole physiotherapeutic processes autonomously and under supervision, and together with the supervisor they can critically discuss them. They apply therapeutic procedures when communicating, examining and treating patients, evaluating and documenting the process. Students broaden their knowledge and improve their skills when establishing physiotherapeutic assessments by conducting a physiotherapeutic examination, defining aims, applying the clinical reasoning process and communicating physiotherapeutic treatment strategies with patients. Students practice transferring specific procedures to the clinical situation, they practiced with healthy subjects and in placements before. They can critically reflect their therapeutic skills: the dosage and effect, planning, and conducting treatment. Students develop strategies to connect acquired knowledge and practical skills to useful procedures…

The board examination is carried out in accordance with the requirements for final examinations at FH Bachelor's degree programmes pursuant to FHStG.i.d.g.F as amended.

Students write an exposé and a bachelor thesis that critically discuss a physiotherapeutic research question. They apply the competencies they have acquired in previous lectures. Students can write an English abstract and scientific texts in English and German using appropriate scientific style and form.

Students write an exposé and a bachelor thesis that critically discuss a physiotherapeutic research question. They apply the competencies they have acquired in previous lectures. Students can write an English abstract and scientific texts in English and German using appropriate scientific style and form.

Students improve their competencies when planning, developing, conducting and evaluating projects and implementing them in a physiotherapeutic context. They identify individual questions, discuss, prioritize them and formulate a topic for a physiotherapeutic project. Students actively work in different roles in the project team. Students are familiar with the basics of public relations and marketing and can chose the appropriate methods for their project to implement it in a professional context. They are competent when presenting, reflecting and implementing improvements. They present their project to a public audience.

Students can conduct, document and evaluate the whole physiotherapeutic processes autonomously, and they can critically discuss them. They precisely apply therapeutic procedures when communicating, examining and treating patients, evaluating and documenting the process. Students connect knowledge and experiences they have acquired about different clinical fields adjusting them to specific situations. They can critically reflect their therapeutic skills: the dosage and effect, planning, and conducting treatment. Students develop strategies to connect acquired knowledge and practical skills to useful procedures. They acquire this knowledge from the routine procedures of supervisors. They also learn to ask questions for case oriented scientific research. Students actively participate in the daily physiotherapeutic routine, content and structure of an inpatient or outpatient clinic. They have settled in their role as an intern being part of the physiotherapeutic team…

Students can autonomously conduct, document and evaluate physiotherapeutic processes, and they can critically discuss them. They precisely apply therapeutic procedures when communicating, examining and treating patients, evaluating and documenting the process. Students connect knowledge and experiences, so that they can adjust them to specific situations. They can critically reflect their therapeutic skills: the dosage and effect, planning, and conducting treatment. Students develop strategies to connect acquired knowledge and practical skills to useful procedures. They acquire this knowledge from the routine procedures of supervisors. They also learn to ask questions for case oriented scientific research. Students actively participate in the daily physiotherapeutic routine, content and structure of an inpatient or outpatient clinical setting. They are settled in their role as an intern being part of the physiotherapeutic team…