Curriculum Bachelor’s Degree Programme of …...University College Absalon /Bachelor’s Degree Programme of Physiotherapy 6 /42 Part 1 Facts about the Bachelor’s Degree Programme

University College Absalon /Bachelor’s Degree Programme of Physiotherapy 2 /42

Bachelor’s Degree Programme of Physiotherapy

Curriculum


PREFACE ........................................................................................................................................ 5

Part 1 Facts about the Bachelor’s Degree Programme in Physiotherapy .........................................6

1.1 Curriculum ...........................................................................................................................6

1.2 Overview of the degree programme .................................................................................... 7

Part 2 The content of the degree programme ................................................................................. 8

2.1 The degree programme within a developing health sector ................................................... 8

2.2 Teaching and working methods ........................................................................................... 8 The study activity model 9 Different learning spaces 10 Clinical training 10

2.3 Study activity and mandatory participation and attendance .............................................. 11 Failure to comply with the mandatory participation and attendance 11 The rules for assessment of the study activity 11

2.4 Talent programmes ........................................................................................................... 11 Admission to the talent programmes 12 Talent programme on the diploma 12

Part 3 The 7 semesters of the degree programme ......................................................................... 13

1st semester – Academic readiness, professional identity and basic physiotherapeutic knowledge and skills .......................................................................................................... 13

2nd semester – Basic physiotherapeutic examination, diagnostics and treatment ........................ 14

3rd semester - Facilitation for change ........................................................................................... 16

4th semester - Specific physiotherapeutic examination, treatment and rehabilitation .................. 18

5th semester - Management, interprofessionalism, specialisation and clinical decision-making ............................................................................................................................... 20

6th semester - Evidence basing, quality assurance of practice and independent professional practice .............................................................................................................................. 22

7th semester – Professional development and project work .......................................................... 24

PART 4 Examinations in General ................................................................................................... 27

4.1 Examination rules .............................................................................................................. 27

4.2 Registration for examinations ............................................................................................ 27

4.3 Special examination terms ................................................................................................. 27

4.4 Make-up and re-examinations............................................................................................ 27 Make-up examinations 27 Re-examinations 28

4.5 Cheating, plagiarism and disturbing behaviour during the examinations ............................ 28 Cheating and plagiarism 28 Disturbing behaviour 28

4.6 Examination complaints and appeals options ..................................................................... 28 Complaints option 28


Appeals option 29

PART 5 General Rules ................................................................................................................... 30

5.1 Credit transfer .................................................................................................................... 30

5.2 Internationalisation ............................................................................................................ 30

5.3 Requirements for written assignments and projects ........................................................... 31

5.4 Reading of texts in foreign languages................................................................................. 31

5.5 Transfer to University College Absalon............................................................................... 31

5.6 Exemption ......................................................................................................................... 31

5.7 Commencement and transitional arrangement .................................................................. 31 Commencement 31 Transitional arrangement 31

5.8 Legal basis ......................................................................................................................... 32

Appendix ...................................................................................................................................... 33 Themes in the 1st to 4th semester of the programme 33 Number of ECTS credits for the programme themes in the 1st to 4th semester 34 Themes in the 5th to 7th semester of the programme 35 Number of ECTS credits for the programme themes in the 5th to 7th semester 36 Number of ECTS credits for the theoretical teaching and clinical training in the 1st –

4th semester 36 Number of ECTS credits for the theoretical teaching and clinical training in the 5th –

7th semester 36 Total overview of the theoretical and clinical ECTS credits as well as interprofessional

and elective elements 37 Distribution of scientific areas in ECTS credits of the programme in the 1st to 4th

semester, including subjects with a scope of at least 5 ECTS credits 37 Distribution of scientific areas in ECTS credits of the programme in the 5th to 7th

semester, including subjects with a scope of at least 5 ECTS credits 38 Objectives for learning outcomes completed after the 4th semester of the

programme 38 Objectives for learning outcomes completed after the 7th semester of the

programme 39 Overview of the examinations in the programme 42


PREFACE Dear students Welcome to the University College Absalon and the physiotherapy study programme. Your education contributes to a continuously good healthcare system for each individual as well as society as a whole. At University College Absalon we focus particularly on three perspectives of the education of the future healthcare professionals who together will ensure high quality degree programmes:

Professionalism – with an opportunity for immersion in the topic and active involvement

Presence – focus on the students and their learning and development

Knowledge – which contributes to the development and creation of new solutions

As a physiotherapist, you should be able to work with people of all ages with different living conditions who all need the efforts of healthcare professionals. As physiotherapist, you should also be able to seek, share and process new knowledge and translate it into new practice. You should also be able to communicate and collaborate with people from other professions, understand and act in different sectors and succeed as a professional in both the public and private sectors. During the programme you will examine, experiment, reflect, explore and act actively in collaborate with fellow students, teachers and practitioners. You will set objectives and reflect upon your expectations and learning processes during the programme and in relation to your future job as a professional and, when it becomes relevant, as an authority. During the programme you will get challenging and relevant opportunities to learn which in return create the framework for developing your professional knowledge as a physiotherapist, including both a general and a specialised knowledge. You will have to contribute actively in order to fully benefit from the programme. Our programmes are offered at the campus where we work together in order to create attractive learning environments. As a student you share the responsibility for your own and your fellow students learning and wellbeing. At University College Absalon we therefore expect you to contribute to a good and constructive study environment. We look forward to cooperating with you and your fellow students. Yours faithfully, The administration of the physiotherapy study programme at University College Absalon


Part 1 Facts about the Bachelor’s Degree Programme in Physiotherapy 1.1 Curriculum This curriculum establishes the rules, rights and obligations in relation to the students in the physiotherapy study programme at University College Absalon. This means that the curriculum applies to the following places:

The administration of the physiotherapy study programme at Campus Næstved

The administration of the physiotherapy study programme at Campus Roskilde

The curriculum unfolds the framework and the requirements of the ministerial order and provides an overview of the programme’s structure, objectives, contents and scope. Furthermore, the curriculum describes the different teaching methods and study activities used in the programme. The objectives, duration and structure of the programme are established according to the Ministerial Order on the Bachelor's Degree Programme in Physiotherapy Ministerial Order no. 503 of 30/05/2016 According to the ministerial order the objective of the programme of physiotherapy is:

“The purpose of the Bachelor’s Degree Programme of Physiotherapy is to qualify the graduate to independently manage, provide and coordinate patient and citizen-centred physiotherapy via evidence-based practice. The graduate provides services to the Danish healthcare sector, adopts a global perspective and aims to promote, optimise, maintain and restore functions, health and quality of life for citizens through all phases of life. The graduate possesses the competencies to participate in research and development work and the qualifications to participate in theoretical and clinical continuing and further education study programmes.”


1.2 Overview of the degree programme

The physiotherapy study programme is divided into 7 semesters of six months each. During each semester, students must achieve 30 ECTS credits1. The table below shows the seven semesters of the programme consisting of clinical training, elective as well as interprofessional courses. Distribution of ECTS credits per semester

Theme Semester Clinical training

Interprofessional elements

Elective elements

1st semester Academic readiness, professional identity and basic physiothera-peutic knowledge and

skills

30 1

2nd semester Basic physiotherapeu-tic examination, diag-nostics and treatment

30 4

3rd semester Facilitation for change 30 2 10

4th semester Specific physiothera-peutic examinations,

treatment and rehabil-itation

30 12 8

5th semester Management, inter-professionalism, spe-

cialisation and clinical decision-making

30 10 10

6th semester Evidence basing, qual-ity assurance of prac-

tice and independent professional practice

30 15

7th semester Professional develop-ment and project work

30 10

In total 210 ECTS 42 ECTS 20 ECTS 20 ECTS

1 ECTS credit - European Credit Transfer System

ECTS is a figure stating the rated workload of a completed degree programme. One student FTE is equivalent to a year of

full-time study, and corresponds to 60 ECTS credits. The student FTE includes the student's entire study performance

before, during and after participation in both theoretical lectures and practical training and internship. The study

performance includes self-study, assignments, projects, examination participation, etc.

Semester start autumn: beginning of September ____________________________________ Semester start spring: beginning of February


Part 2 The content of the degree programme 2.1 The degree programme within a developing health sector The healthcare sector is undergoing rapid change: increased knowledge, a changed age distribution, a generally high level of knowledge among the population, new management and organizational forms, and a rapid technological development means that the students are entering challenging working life full of opportunities within the public as well as the private sector. This requires both solid core competencies and generic competencies enabling the student to be a part of, understand and contribute to the solutions that this development requires. The programme focuses on different areas, such as:

The patient / citizen as a partner: The student should be able to understand both the demands and the movements that the healthcare system is subject to. In this case, the citizen’s / patient’s changed and much more active role is central. Thus the efforts of the healthcare professional should mobilise the patient’s resources and actively involve him/her in the relevant treatment and decisions. This requires understanding and respect for different approaches and resources in relation to the patients / citizens, and it requires that the student in collaboration with others is able to create relevant interpretations and solutions from the perspective of a healthcare professional and understands the surrounding society’s conditions.

Welfare technology: Technology and technological understanding is an integrated part of the programme as welfare technology is the common term for technologies involved in welfare services and health solutions. The students will be working with different technologies in order to learn how to use and assess technology. The students will also be able to join projects about the development of health and welfare technological solutions in collaboration with both practices and enterprises.

Quality and knowledge-based information: Along with the increasing demand for evidence-based knowledge and documentation, the healthcare professionals must be able to work with knowledge-based information and documentation across the system, sector and citizens as well as organisational units in a broad sense. Therefore, the student will learn how knowledge is obtained, developed and included in the daily solutions. The student will also have the opportunity to be a part of research and innovation activities which are connected directly to the teaching as well as research and development activities that go beyond the teaching and therefore require special skills from the student.

Interprofessional solutions: Cooperation within and across the healthcare system is the foundation for a well-functioning and coherent healthcare system. The individual patient, relatives and collaboration partners should meet a functioning and coherent health care system, just as the student will participate in collaboration with other parts of the surrounding society e.g. in the school, leisure time and working life. Through the interprofessional elements and interdisciplinary study activities the student will be able to develop competencies to understand, participate in and contribute to creating coherence in the health system.

2.2 Teaching and working methods The teaching is organised to ensure the professional and educational progression which is reflected in the objectives for learning outcomes of the semesters. The programme therefore uses many different teaching and working methods including e.g. classroom teaching, teamwork, case and project work, practical teaching, experiments, lectures, different kinds of digital learning, practices, simulation, innovation activities and study visits. The learning activities in the programme are organised so that the teaching method supports the professional content and the competencies that the student will develop. The methods are therefore determined by the way they support the students’ learning processes – in relation to the variation and progression of the programme, cooperation and independence. The physiotherapy study programme is based on knowledge of the body in order to perform within the professional field so that both conscience of the use his or her


own body and the opportunity to affect other people through training, exercise and use of hands are central learning activities. The teaching and working methods are described in the study activity model. For each semester the study activities are described in a plan for the programme which the student can access on University College Absalon's digital platform before the semester start. The teaching and working methods are evaluated in relation to the learning outcomes in connection with each semester.

The study activity model The programmes and the physiotherapy study programme are particularly known by the varied teaching methods. The teaching takes place at the educational institution and through authentic professional practice training. During the programme the student is connected to one or more work places (clinical training sites) within the health sector and / or areas with a similar practice training. In the clinical training the student cooperates with competent and experienced healthcare professionals. The physiotherapy study programme is organised in close collaboration with the educational institution and the clinical training site. This ensures that the clinical training constitutes an integrated part of the whole programme and vice versa so that the student’s education both at the educational institution and at the clinical training site becomes a coherent programme.

• Individual preparation for the classroom teaching, internship and exam

• Study groups

• Literature search

• Debate events

• Individual follow-up on teamwork

• Student counselling

• Common classes

• Project and teamwork

• Preparation for the teaching, internship and examination initiated by the teacher

• Working with e-learning elements

• Internship

• Teaching with a teacher present.

• Guidance, practices, feedback, introductions, etc.

• Internship/clinical training, guidance during internship

• Examination, tests

Participation of teacher and

students

Initiated by teachers

Participation of students

Initiated by teachers

Participation of students

Initiated by students

Participation of teacher and

students

Initiated by students

Initiated by: Teachers

Participation of: Teacher and students

Participation

of: Students

Initiated by: Students


Different learning spaces During the whole programme there will be particularly focus on how the profession is used in practice and how what is observed and practiced can also be justified, interpreted and thereby form the basis for developing processes and a new practice. The student will learn from participating in concrete task solutions and from the reflections that are carried out in the actual cooperation with the theoretical and / or clinical teacher. In the theoretical part of the physiotherapy study programme a part of the programme is organised based on the body in order to ensure a systematic understanding and concept development as well as an understanding of the body which is the condition for using the learning in concrete connections where physiotherapy is practiced. The student will also be involved in the development and documentation of knowledge e.g. in connection with the bachelor project. Therefore, during the physiotherapy study programme the student will be taught in different spaces. In the different spaces, there are special frameworks, roles and perspectives to make sure that the student will have the best opportunities to achieve the knowledge and develop the skills and competencies defined in the objectives for the learning outcomes of the programme. The interplay between the different learning spaces is crucial to the student’s learning outcome and development of a professional identity.The study activities are therefore organised focusing on how the link between the learning spaces is ensured to support the student’s ability to use his or her knowledge and work systematically with reflection on the professional development. The individual learning spaces give the student an opportunity of immersion and repetition in different circumstances to make sure the learning is not superficial. At the same time, the different learning spaces works dynamically together to give the student the opportunity to perspectivate, understand and think beyond the understanding and horizons that characterizes the individual learning space. The interplay between the different learning spaces is crucial to the student’s learning outcome and position in the practice of physiotherapy. At the same time the student’s competencies to cooperate in order to create new opportunities professionally are exercised.

Clinical training The clinical training constitutes 42 ECTS credits of the physiotherapy programme’s 210 ECTS credits. The clinical training takes place at approved clinical training sites and is an integrated part of the whole programme so that the student’s knowledge acquisition experience and learning at the educational institution and the clinical training site supplement each other. The clinical training should therefore, together with the programme’s theoretical parts, strengthen the student’s learning and contribute to the fulfilment of the objectives for learning outcomes of the programme. The clinical training sites represent different areas of expertise, and the individual sites therefore have their own way of working towards the objectives for learning outcomes. University College Absalon is responsible for creating the necessary number of study places at the clinical training sites in the region of Zealand. The criteria for being approved as a clinical training site are the following:

The clinical training site provides the resources for clinical training, guidance and collaboration with the physiotherapy study programme.

The clinical training site provides training by clinical teachers with pedagogic qualifications corresponding to 1/6 of a diploma programme.

The clinical training site provides the settings and the conditions that ensure study activities supporting the student’s opportunity to participate in authentic physiotherapy and thereby gain an insight into his or her own professional culture.


The clinical training site organises the clinical training that ensures that the student has the opportunity to achieve the learning that is relevant for the semesters in question and that the student is supported in relation to decision making and competence to take action regardless of the level of education.

The clinical training site ensures that the student’s motivation and learning is supported through a mutually binding agreement concerning the contents and personal objectives for the learning outcome of the programme. The agreement is also used as a foundation for the assessment of the fulfilment of the mandatory attendance.

The clinical training site is responsible for determining how the student’s evaluations of the clinical training are integrated in a continued quality enhancement. Furthermore, quality assurance of the clinical training, including international clinical training sites, will be performed according to University College Absalon’s quality policy for internship. This is published at University College Absalon’s website.

2.3 Study activity and mandatory participation and attendance In the physiotherapy study programme the student is obliged to be actively studying and participating in all the activities of the programme that appear from the study activity model and the educational plans. For some study activities, mandatory participation is specified as mandatory attendance. Mandatory attendance is defined as the student’s obligation to be present during the programme activities which require attendance. In the physiotherapy study programme mandatory attendance is required for the clinical training corresponding to a scope of 30 hours a week on average. At the beginning of the clinical training, the clinical teacher and the student agree upon the attendance for the activities. Documented attendance is a prerequisite for the student to sit the exams related to the objectives for the learning outcomes of the clinical training.

Failure to comply with the mandatory participation and attendance

If the student does not comply with the mandatory participation and / or attendance this will be registered as a used examination attempt unless the student is able to document an illness or in other ways obtain a dispensation.

The rules for assessment of the study activity

The student is considered to show study activity as long as the mandatory participation and attendance for the programme is fulfilled. If the student does not pass at least one examination during the programme in a consecutive period of at least one year, the student is excluded from the programme according to the rules in the admission order.

2.4 Talent programmes University College Absalon organises special talent programmes concurrent with the rated programme. The programmes are in accordance with the objectives of the programme. The purpose of organising talent programmes is to support particularly talented and motivated students so that these students are offered challenges that correspond to their prerequisites and potential. The planned talent programmes must not be an obstacle to the student's mandatory participation and attendance in relation to the ordinary learning activities.


Admission to the talent programmes

The admission to the talent programmes is governed by the criteria that are linked to the respective activities. The student is informed about this in connection with the implementation of these. The decision on who will be offered participation in a specific talent programme depends on the objective and professional criteria that correspond to the purpose of the talent programme. It is a prerequisite for the talent programme that the student participating follows and completes the physiotherapy study programme within the stipulated time.

Talent programme on the diploma

When a talent programme starts, it will be informed how this appears on the diploma. In accordance with the ministerial order on talent programmes, this will appear in one of the following ways:

Distinction on the diploma. This requires a high professional level and fulfilment of certain specific criteria.

Recognition of extracurricular activities on the diploma. This concerns the completion of specific professional activities e.g. participation in international conferences.

Talent programme with extra ECTS credits on the diploma. This concerns the completion of extra programmes that will give more ECTS credits than the nominal rating of the programme that the student is signed up for.


Part 3 The 7 semesters of the degree programme The following section describes each semester in terms of:

Distribution of subject areas and ECTS in the semester

Objectives for learning outcomes2

Exams in the semester

1st semester – Academic readiness, professional identity and basic physiotherapeutic knowledge and skills The semester focuses on getting a good start of the physiotherapy study programme and on ensuring a basic understanding of the working methods of the programme and learning methods in relation to physiotherapeutic practice as well as the profession’s working areas and interprofessional collaboration. The content of the semester include basic physiotherapy based on physiotherapeutic examination, manual examination and treatment. The semester introduces concepts about clinical reasoning as well as the use of argumentation and evidence based on theories, practice and science. Based on concepts about exercise and life quality there is focus on how communication, body, activity, exercise and touching in the physiological work may be seen as both the target, the means and the form of expression. This is based on knowledge of the human functionality including the musculoskeletal, physiological functions and pathologies. There is focus on understanding the physiotherapeutic base of knowledge and the perspective of human, body and health connected to this. Furthermore, the profession is seen within its legislational and ethical frames as well as the use of the professional relation and communication in the healthcare-related collaboration and in relation to the citizen. The semester contains 1 clinical ECTS credit with an introduction to a number of physiotherapeutic working areas and the testing of basic physiotherapeutic methods.

Distribution of subject areas and ECTS in the 1st semester

Subject areas Subject Number of ECTS credits

Health science subjects Theory and method of physiother-apy, theory of science, ethics and re-

search methodology. Professional communication, information tech-nology and health informatics.

13

Natural science subjects Anatomy, human physiology and nu-trition, pathology and pharmacology

12

Human science subjects Health psychology, general and health pedagogy

4

Social science subjects Legislation, management, health economics and management of

health care efforts

1

In total 30

2 The objectives for learning outcomes have been graduated for progression purposes cf. the SOLO taxonomy


Distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 1st semester

Teaching method Interprofessional elements Elective elements Number of ECTS credits

Theoretical teaching 29

Clinical training 1

In total 30

Objectives for learning outcomes in the 1st semester

Knowledge

Is able to describe concepts within the musculoskeletal anatomy, physiological functions and selected parts of basic pathol-ogy.

Is able to describe concepts within health promotion, illness prevention and communication in a bio-psycho-social perspec-tive based on principles for basic ethics and legislation within the health sector as well as incorporation of the citizen in the

health sector. This includes the ability to describe basic concepts of interprofessional cooperation.

Is able to describe basic physical, physiological and psychological conditions attached to the basic examination and treat-

ment starting from the physiotherapeutic knowledge base within human being and the vision of the body and health.

Skills

Is able to select, demonstrate and use basic physiotherapeutic methods and techniques for basic function and tissue exami-nation and is able to describe the musculoskeletal structures, types of tissue and the ability to move.

To be able to establish a basic professional relation to the citizen using simple principles for professional communication.

Competencies

Is able to demonstrate basic organisation of interventions within manual examination and treatment as well as physical ac-

tivity and exercise for selected groups. The student can also discuss and evaluate his or her own role as a health care profes-sional based on ethics, the legislation and citizen-centred practice.

Examinations

The semester examination in the 1st semester is organised as an internal, individual and theoretical/practical/oral examination (30 ECTS credits).

The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the

Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the examination.

2nd semester – Basic physiotherapeutic examination, diagnostics and treatment The semester primarily focuses on qualifying the student to make a basic physiotherapeutic examination and treatment. It is based on the citizen’s life situation, perspective and resources and based on this the semester will be focusing on clinical reasoning, differential diagnosis and basic clinical decision-making that


supports evidence-based practice. This will take place in a bio-psycho-social and cultural understanding of the human functionality and quality of life. At a more advanced level knowledge of anatomy, physiology and pathological conditions is incorporated in relation to manual and functional examination, clinical reasoning and diagnosis. The semester also focuses on situation-specific communication as well as planning and evaluation of treatment and rehabilitation based on the results of the examination. Relevant issues are collected within a wide range of physiotherapeutic theses and professional areas. The semester contains 4 clinical ECTS with focus on basic elements of professional communication, recording of anamnesis and physiotherapeutic examination.

Distribution of subject areas and ECTS in the 2nd semester


Health science subjects Physiotherapy and method, theory of science, ethics and research method-ology. Professional communication, information technology and health

informatics

18

Natural science subjects Anatomy, human physiology and nu-trition, pathology and pharmacology

11

Human science subjects 0

Social science subjects Public health and social medicine 1

In total 30

Distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 2nd semester



Clinical training 4

In total 30

Objectives for learning outcomes in the 2nd semester

Knowledge Examination

Is able to describe significant areas within anatomy and basic areas within physiology and pathology. This is related to physiotherapeutic assessment and organisation of exercise, physical function, physical activity and training as well as assessment of tissue. Is able to describe basic areas within nutrition.

A

Is able to describe concepts within health promotion, illness prevention and communication in a bio-psy-cho-social perspective based on legislation, ethics and incorporation of the citizens’ targets and relation to these for the initiation of an interprofessional collaboration.

A

Is able to describe significant areas of the musculoskeletal anatomy. B

Skills Examination

Through basic physiotherapeutic examination the student will be able to demonstrate the use of clinical reasoning and the use of analysis of functionality and incorporate considerations as well as argue for these

A


in relation to basic clinical decision-making. This will include use of health pedagogical / psychological the-ories and professional communication from the citizen’s perspective.

Is able to demonstrate basic use of physiotherapeutic methods and techniques that support the citizen’s / patient’s opportunities for exercise, activity and participation. This includes incorporation of selected measurement methods directed towards exercise, function, physical activity and training in order to diag-nose and perform impact measurement, and the student will also be able to use knowledge searching as a part of the practice.

A

Competencies Examination

Is able to demonstrate the organization, completion and evaluation of physiotherapeutic treatment based on examination results that incorporate basic indications and contra-indications for intervention. This in-cludes the ability to demonstrate considerations about biomechanics and tissue, diagnosis of pain as well as analysis and assessment of the ability to exercise and function.

A

Is able to participate in targeted collaborations with the citizens as well as interprofessional collaboration partners.

A

Examinations

The semester examination in the 2nd semester consists of two partial examinations.

The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). The average of the grades is included in the total exam result where the partial examination A is weighted with 75% and the

partial examination B is weighted with 25%. Attendance during the clinical training is a prerequisite for the student to sit the examinations.

Examination A: Internal, individual, theoretical / practical /

oral partial examination (20 ECTS credits).

Examination B: Internal, individual, theoretical / written

partial examination within anatomy (10 ECTS credits). Extra means are not allowed.

3rd semester - Facilitation for change The semester focuses primarily on exercise as method and phenomenon in order to create a health-related change from the citizen’s point of view. The content of the semester is directed at central physiotherapeutic concepts such as exercise analysis, functional analysis, motoric control as well as motoric development and learning. The starting point is in this way physical activity and exercise as target and means in relation to the individual and group of citizens and patients. This analysis will be based on knowledge of anatomical, physiological and psychological conditions that have influence on the organisation and performance of adapted physical activity, training and rehabilitative training. In a societal perspective the semester is based on the wider health concept as well as theory and data on living conditions, equality and inequality in terms of health. This is directed towards both the working life as well as the leisure time and the contextual frames of these elements. Health pedagogical and health psychological theories as well as concepts of innovative work within health promotion and illness prevention are also included in the semester. Furthermore, different types of technologies that can be used to analyse and monitor as well as support exercise, physical activity and function will be covered. The organisation and completion of the physiotherapeutic intervention incorporate knowledge of communication, health pedagogy and didactic in connection with individual training and training in groups.


The semester contains elective programme elements corresponding to 10 ECTS which will be completed in connection with health promotion and illness prevention through selection of different target groups, subjects, themes, perspectives or arenas of the health care work. The semester contains interprofessional elements corresponding to 2 ECTS credits which will be completed as a course with emphasis on citizen-focused welfare technology solutions.

Distribution of subject areas and ECTS in the 3rd semester


Health science subjects Theory and method of physiother-apy, theory of science, ethics and re-

search methodology. Professional communication, information tech-nology and health informatics

14

Natural science subjects Human physiology and nutrition, pa-thology and pharmacology

10


3

Social science subjects Public health and social medicine 3

In total 30

Distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 3rd semester


Theoretical teaching 2 10 30

Clinical training

In total 30

Objectives for learning outcomes in the 3rd semester


Is able to describe physiotherapeutic theory and method as well as to explain basic examination and treat-ment within the use of physical activity and basic manual methods with focus on the citizen’s targets.

A

To be able to describe relevant interprofessional cooperation and organization in a health care and societal context as well as a national, international and global perspective of public health.

A

Is able to describe health pedagogical theories and methods in relation to the living conditions of society groups in Denmark based on lifestyle and civilization diseases as well as inequality in health.

A

Is able to account for significant parts of the body’s physiological functions and reactions including the macro nutrients’ primary function, circulation and storage.

B

Skills Examination

Is able to perform analysis of exercise and function and assess this in relation to physiological, anatomical and biomechanical factors.

B


Is able to use professional communication in relation to the citizen in interprofessional and intersectoral contexts by using relevant technology.

A


Is able to organise, complete and argue for as well as evaluate interventions directed at activity and exer-cise for selected target groups.

A

Is able to participate in quality assurance and enhancement in relation to concrete physiotherapeutic inter-vention in the citizen’s perspective and argue for the use of a health pedagogical approach.

A

Examinations

The semester examination in the 3rd semester consists of two partial examinations.

The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). The

average of the grades is included in the total exam result where the partial examination A is weighted with 75 % and the partial examination B is weighted with 25 %.

Examination A: Internal, individual, theoretical / practical

/oral partial examination (20 ECTS credits).

Examination B: Internal, individual, theoretical / written

partial examination within human physiology and nutrition (10 ECTS credits). Extra means are not allowed.

4th semester - Specific physiotherapeutic examination, treatment and rehabilitation Overall, the semester focuses on the completion and evaluation of physiotherapeutic practice based on clinical reasoning, diagnosis, treatment and training based on the citizen’s targets and treated in biopsychosocial perspective. The contents also analyses the importance of professional health work incorporating the citizen and taking place in collaboration with mono- and interprofessional parties. In this way the physiotherapeutic examinations and treatment techniques are used in way to support the patient / citizen's opportunity and prerequisite for the ability to move and participation in the society as a result of a combined health care effort. The course from analyses and clinical reasoning to decision-making in connection with treatment, rehabilitative training and rehabilitation incorporates the most common physiotherapeutic thesis and professional areas. The semester contains 12 clinical ECTS credits where the student will be working with coherent examination and treatment of citizens and patients. The semester contains 8 interprofessional ECTS credits. Of these, 2 ECTS credits will be completed as a part of the theoretical teaching, and 6 ECTS credits will be completed as a part of the clinical training.

Distribution of subject areas and ECTS in the 4th semester


Health science subjects Theory and method of physiother-apy, theory of science, ethics and re-search methodology

21

Natural science subjects Pathology and pharmacology 7


Human science subjects Health psychology 2

Social science subjects 0

In total 30

Distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 4th semester


Theoretical teaching 2 18

Clinical training 6 12

In total 30

Objectives for learning outcomes in the 4th semester


Based on a bio-psycho-social perspective to account for pathology and physical damage mechanisms as wells as analyse physiotherapeutic theory and methodology related to diagnosis, treatment and training.

B

Account for how the healthcare system is constructed, functions, its economic structures as well as con-cepts regarding interprofessional cooperation influences the professional practice and the interprofes-sional cooperation related to and with the citizen.

A

Possesses knowledge of basic pharmacology incl. the side-effects of medicines, which lead to contra-indi-cations or special precautions for the use of forms of physiotherapeutic examination and treatment.

B

Skills Examination

Perform analysis of movement, function and tissue and use relevant measurement methods in relation to clinical reasoning and diagnosis.

A

Analyse physical and psychological forms of strain during leisure time and in working life and is able to sup-port the citizen’s / patient’s opportunities for exercise, activity and participation.

A

Is able to search for and knows how to use original research related to evidence-based knowledge, physio-therapeutic practice and explain the basic elements in quality assurance.

A


Is able to demonstrate adaptability in targeted collaboration on decision-making with citizens as well as mono- and interprofessional collaboration partners and thus become a part of dialogue-based, value-gen-erating relations.

A

Is able to complete and evaluate his or her own physiotherapeutic practice in relation to diagnostics, treat-ment and training of the ability to exercise and function and citizen’s targets as well as to adjust interven-tions based on indications and contra-indications for this.

A

Is able to demonstrate insight into his or her own knowledge and skills and to organise the learning pro-cesses of their development.

A

Examinations

The semester examination in the 4th semester consists of two partial examinations.

The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the

pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). The average of the grades is included in the total exam result where the partial examination A is weighted with 75% and the partial examination B is weighted with 25%.


Attendance during the clinical training is a prerequisite for the student to sit the examinations.

Examination A:External, individual, clinical / theoretical, oral partial examination (20 ECTS credits)

Examination B: External, individual, theoretical and written partial examination within pathology /

pharmacology (10 ECTS credits)

5th semester - Management, interprofessionalism, specialisation and clinical decision-making The semester focuses on a biopsychosocial perspective based on how both the physical and mental health and strain is affected by the surrounding society’s frames and political opportunities. The contents is directed at the way physiotherapists in collaboration with other professionals assess, support and promote the patients’ personally, bodily and contextual resources within specialised company professional areas such as psychiatry, psychosomatics, critical and acute illness including palliative efforts. There is particular focus on the professional area which covers working environment and job retention. There is emphasis on physiotherapeutic methods to promote bodily and mental health in relation to both physical and psychosocial working environment as well as leisure time. The students will be working with project management in relation to initiation, completion and evaluation of health promoting and illness preventing interventions as well as leisure time and working life. The semester contains 10 clinical ECTS credits. The attendance for the clinical training is mandatory. Attendance is a prerequisite for sitting the exam at the end of the clinical training. The activities of the themes take place both in theoretical and clinical contexts. The semester contains 10 interprofessional ECTS credits to be completed as a part of theme 9; Organisation and Management. Health promotion, illness prevention and working environment in an interprofessional perspective.



Health science subjects Theory and method of physiother-apy. Professional communication, in-formation technology and health in-formatics.

24

Natural science subjects 0


4

Social science subjects Legislation, management, health economics and management of health care efforts

2

In total 30





Clinical training 10

In total 30



Is able to reflect on physiotherapeutic examination, treatment and health promotion on the basis of physi-otherapeutic theory and methodology in the field of physical activity, exercise and manual methods in a biopsychosocial perspective.

A

Is able to analyse conditions in terms of the citizen’s and the patient’s targets and participate in an inter-professional and intersectoral collaboration about these conditions, including the creation of dialogue and relation through the use of communication theories and methods.

B

Is able to reflect on the role as a stakeholder in a citizen-centred welfare perspective and use simple con-cepts of innovation as a method to change practice through his or her own professional work and interpro-fessional collaboration. This includes the use of selected implementation methodologies in relation to health promotion, illness prevention and treatment.

A

Skills Examination

Based on clinical reasoning the graduate should be able to use, assess and justify physiotherapeutic exami-nation, analysis, intervention and evaluation methods within health promotion, illness prevention, rehabili-tation, including treatment and rehabilitative training in a patient-centred perspective.

B

Is able to apply and argue for the selection of clinical measurement methods in relation to diagnosis, classi-fication and prognostic factors and changes over time.

B

Is able to apply and argue for the methods of assessment of forms of physical strain and psychosocial fac-tors in co-operation with the citizen and the patient including occupational health and safety and ergo-nomic factors, as well as dissemination of knowledge about these.

A


Is able to handle basic elements of professional assessment in unique and complex situations including the ability to independently identify citizens with a need for nutritional help. Is able to collaborate with other healthcare professionals in order to draw up holistic rehabilitation plans and contribute toward the effi-cient and safe use of social resources via evaluation, documentation and quality assurance.

B

Is able to collaborate with other professions on new physiotherapeutic areas in relation to health and the society that support project management and entrepreneurship as well as health-technology and citizen-driven development within the public and private sectors.

A

Is able to keep up-to-date by identifying and understanding their own learning processes and developmen-tal needs.

A

Examinations

The semester examination in the 5th semester consists of two examinations.

The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with

programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015).



Examination A: Internal, theoretical / project-oriented group examination (20 ECTS). Max 4 students per group. It

is not possible to do the examination individually. The student will deliver 2 qualifying learning activities / products in connection with the theoretical study activities

in the semester. Delivery and approval of these are prerequisites for sitting the examination

Examination B: Internal, individual clinical / practical examination at the clinical training site (10 ECTS)

6th semester - Evidence basing, quality assurance of practice and independent professional practice The semester focuses primarily on development-oriented, independent and critical professional practice that is based on relevant research. The contents are directed towards independent internship through the completion of clinical reasoning in complex situations in connection with the management of reports, diagnosis, treatment, rehabilitative training and rehabilitation as well as health promotion and illness prevention. There is focus on documentation and evaluation of practice as well as dissemination and dialogue-based communication with citizens and interprofessional collaboration partners. The starting point for both the clinical as well as the theoretical teaching is evidence-based practice, since the student will be working with assessment of the application of quality standards and clinical guidelines as well as critical and systematic quality evaluation of relevant research. The semester contains 15 clinical ECTS credits. The attendance for the clinical training is mandatory. Attendance is a prerequisite for sitting the exam at the end of the clinical training.



Health science subjects Theory and method of physiother-apy, theory of science, ethics and re-search methodology. Public health,

epidemiology and statistics. Profes-sional communication, information technology and health informatics

25



2

Social science subjects Legislation, management, health economics and management of health care efforts. Public health and social medicine

3

In total 30





Clinical training 15

In total 30



Is able to explain and argue for methods and standards for quality assurance, patient safety and quality enhancement, and is able to reflect on their use. This includes the ability to describe innovation as a method to change practice and reflect on implementation methodologies in relation to health promotion, illness prevention and treatment.

A

Is able to analyse basic theory of science, research methodology and models for evaluation, quality assur-ance and quality enhancement and is able to relate knowledge to research and development work in pro-fessional practice.

A

To be able to describe and reflect on his or her own practice, as well as the profession’s duties and respon-sibilities, in an organisational, administrative and social perspective and as a stakeholder in the healthcare system as a whole. This includes the ability to reflect on health political and economic structures in relation to priorities of professional efforts under the prevailing framework conditions in the health service.

A

Skills Examination

Is able to independently make diagnosis and perform treatment of dysfunctions in related to the musculo-skeletal system and physiological functions as well as pain and psychosomatic issues based on the citizen’s / patient’s targets.

B

Is able to in collaboration with the citizen, assess the need for assistive devices and health-technology solu-tions to support and promote the citizen’s opportunities for movement and function as well as participa-tion in society.

B

Is able to use, assess and justify methods and described standards for quality assurance and quality en-hancement including the ability to reflect on the implementation of new knowledge in health scientific re-search as well as in the clinical research of the profession.

A

Is able to plan intervention in order to incorporate research literature and research and development work in interprofessional and physiotherapeutic areas in both the public and private sector.

A


Is able to independently conduct professional assessments in unique and complex situations in collabora-tion with other health professionals and is able to independently handle and assume responsibility for the performance, dissemination and management in relation to diagnosis, treatment and rehabilitative train-ing, health promotion and health optimization as well as illness prevention and rehabilitation. This is based on current ethical guidelines, patient safety, as well as requirements for record keeping and identification and handling of the ethical dilemmas that arise when practising the profession.

B

Is able to handle and independently work with, and communicate in various contexts, including in equal, dialogue-based and value-generating relationships with citizens, patients, relatives and interprofessional collaboration partners.

B

Is able to handle and assume responsibility for quality assurance and quality development including the use of technology and demonstration of responsibility as a coordinator and manager within the health imple-mentations and interventions in treatment, health promotion, illness prevention and rehabilitation prac-tice.

A

Examinations


The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 cf. the Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes within the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015).



Examination A: External, individual, theoretical, written examination (15 ECTS credits)

Examination B: External, individual clinical / practical examination at the clinical training site (15 ECTS credits)

7th semester – Professional development and project work The semester focuses primarily on theories of science and research methodology for critical analysis and quality enhancement of the profession within diagnostics, treatment, rehabilitative training, rehabilitation, health promotion and illness prevention both nationally and internationally. A significant part of this is the bachelor project where the student will complete, assess and disseminate an independent analysis of a physiotherapeutic issue by using scientific methods and incorporating theoretical and empirical material. The semester contains elective programme elements of 10 ECTS credits and a bachelor project of 20 ECTS credits.



Health science subjects The theory of science, ethics and re-search methodology. Public health,

epidemiology and statistics. Profes-sional communication, information technology and health informatics.

Theory and method of physiotherapy

30


Human science subjects 0

Social science subjects 0

In total 30

Distribution of theoretical and clinical training as well as interprofessional and elective study elements in ECTS credits in the 7th semester



Clinical training

In total 30




Is able to reflect on the professional use of research results.

B

Is able to describe and reflect on the theory of science, research methods and models for eval-uation, quality assurance and quality enhancement, as well as relating this knowledge to re-search and development work in a professional practice.

B

Is able to describe and reflect on the legal framework and ethics for independent professional practice and research professionally in relation to these.

B

Skills Examination

Is able to independently organize and complete as well as disseminate a project by using sci-entific methods and research ethical principles.

This means to master relevant study methods both to search for, collect, assess and interpret empirical evidence, theory and research methods, and to initiate and participate in innova-tion, development and research work.

B

Is able to critically analyse, discuss and reflect on new research knowledge in order to continu-ously develop the practice and implement new knowledge that emerges in health scientific research as well as in the clinical research of the profession.

B


Is able to demonstrate responsibility for and keep up-to-date by identifying and understand-ing his or her own learning processes and developmental needs.

A

Is able to contribute to the creation of new professional and research-based knowledge through the participation of research and development work in interprofessional and physio-therapy areas in both the public and private sector.

B

Is able to independently assess and use research literature in order to integrate the results into the professional practice and development.

B

Is able to independently manage and develop new professional areas that support entrepre-neurship and health-technology and citizen-driven development as well as to be able to inde-pendently assume responsibility for the implementations and interventions in treatment, health promotion, illness prevention and rehabilitation practice within the public and private sector.

B

Examinations


The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 cf. the Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes within the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015).

A) Internal, Individual, Theoretical examination, B) Written examination (10 ECTS credits)

external theoretical examination – the bachelor project (20 credits)

The bachelor project consists of a written part and an oral part that will be prepared in groups of max 4 students in a mono- or interprofessional context.

The problem statement must be approved by the educational institution. The working methods in the bachelor project will

enable different methodological approaches inspired by both the research process and study methods within the professional field. The student should incorporate results from the development and research work as well as research-based literature that is relevant to the problem statement.

The bachelor project should document the student’s ability to work with a professional issue based on practice and incorporation of a relevant theory and method. In the bachelor project the student should demonstrate his or her

independent use of the professional working methods and study methods and incorporate results from practice-related development, trial and research work as well as research-based literature that is relevant to the problem statement.


The examination will be held as a combined written and oral examination where the bachelor project and the oral examination will be assessed as a whole. Together with the other examinations of the programme, the examination should

document the programmes total objectives for learning outcomes. The project alone will not be assessed but it will be a part of the following individual oral examination. In the assessment the academic content is in focus, but there is also emphasis on the examinee’s communication abilities and spelling, however, the greater emphasis is on the academic content.

The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the

Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015).

Examination A: Internal, individual, theoretical examination (10 ECTS credits)

Examination B: External, theoretical examination – the bachelor project (20 credits)


PART 4 Examinations in General Examinations during the physiotherapy study programme are held in accordance with the current order and the rules in the Ministerial Order on Tests and Exams and the examination rules of University College Absalon.

4.1 Examination rules University College Absalon has prepared a set of examination rules that cover all the programmes within the institution. These rules are published at University College Absalon's website.

4.2 Registration for examinations When the student starts a semester, he or she is automatically registered for examination(s) in that semester. It is not possible to unregister for the examination. Failure to participate in examination(s) within the fixed time frame will be considered as a used examination attempt. However, this only applies if the failure to participate is not due to illness that can be documented.

4.3 Special examination terms If the student has a disability, health condition or language issues that make it impossible to complete the examination on general terms, the student can apply for special examination terms. Health conditions could e.g. include:

Physical or mental impairment

Pregnancy

Language issues could e.g. include:

Dyslexia

A different mother tongue than Danish

The condition for granting the special terms is that the examination level and the requirements for fulfilment of the objectives are not influenced by the special examination terms. This means that the special examination terms alone will compensate the student for the impairment / health conditions. See more details on the special support (SPS), documentation and application on University College Absalon’s digital platform.

4.4 Make-up and re-examinations

Make-up examinations If the student has failed to complete an examination due to an illness, University College Absalon should hold a make-up examination as soon as possible after the examination. The illness must be documented by a doctor's note. University College Absalon must receive the doctor’s note no later than five weekdays after the examination has been held. If the student becomes acutely ill during an examination, the student must document that he or she was ill on the examination day. If the student does not document the illness in accordance with the above rules, the student has used one examination attempt.


Read more about notification of illness and student counselling on University College Absalon’s digital platform.

Re-examinations If the first examination attempt is not passed, a re-examination will be held. The student will automatically be registered for the re-examination, and the second examination attempt will be used. As a general rule, re-examinations should be held as soon as possible cf. the overview of the examinations in the programme. You can read more about this on University College Absalon’s digital platform.

4.5 Cheating, plagiarism and disturbing behaviour during the examinations

Cheating and plagiarism In written examinations, University College Absalon makes sure that the student confirms by signing, e.g. digitally, that his or her assignment is completed without improper means. The student is subject to the general principles about academic integrity and plagiarism. If these principles are violated, it is considered as cheating. Attempts to cheat and involvement in other students’ cheating in examinations will be treated in the same way as actual cheating. It is not allowed to seek or offer other students improper help for an assignment by using improper means. Cheating in oral examinations will end the examination, and the student will be expelled from the examination. Thereby, the student will have used one examination attempt. Under aggravated circumstances, the student may be expelled from the institution for a short or long period of time. Before this, the student will be called in for a meeting. If the student is expelled from University College Absalon, the student will be excluded from the programme during the period in question.

Disturbing behaviour If the student shows disturbing behaviour during an examination, the student may be expelled from the ongoing examination. A dismissal will cancel any obtained grade for that examination, and the student will have used one examination attempt.

4.6 Examination complaints and appeals options

Complaints option The student can complain about a held examination – e.g. about the:

Basis for the examination

Examination procedure

Assessment

The deadline for complaints is 2 weeks after the assessment of the examination has been published. The complaint should be in writing and reasoned. The complaint may be rejected if it is not reasoned or the reason is insufficient.


The decision from University College Absalon will be in writing and reasoned. The decision could be:

An offer of reassessment. However, this is not an option in oral examinations

An offer of a re-examination

To reject the student’s complaint

The complaint should state which of the above items the complaint is about. The complaint should be in writing and be reasoned. There are no other specific requirements as to the form of the complaint. The complaint should be submitted to [email protected] If the student is granted an offer of reassessment or re-examination, the student submitting the complaint should accept the offer of reassessment or re-examination no later than 2 weeks after receiving the decision. Otherwise the offer will be cancelled.

Appeals option The student may appeal University College Absalon’s decision about study-related matters to an appeal board set up by University College Absalon. The appeal should be in writing and reasoned and submitted no later than 2 weeks after the announcement of a decision from University College Absalon. Read more about complaints and appeals on University College Absalon’s digital platform.


PART 5 General Rules 5.1 Credit transfer University College Absalon grants credit transfer to students for completed educational elements including clinical training that can be equated with the corresponding elements in the programme. Credit transfer in clinical training, mandatory and elective programme elements are granted after a professional assessment that determines whether the completed education, employment, etc. in terms of content and level may be equated with one or more elements in the programme. If the student has completed the second study year at a different educational institution within the same programme, the student will be granted credit transfer for the first two study years in connection with the transfer without any individual assessment. See the curriculum’s section on internationalisation for information about credit transfer for study abroad. An application for credit transfer, which is not covered by the rules for mandatory credit transfer, should be submitted to the educational institution no later than 8 weeks before the start of the programme element for which the student is applying for credit transfer. The application should be submitted to [email protected] The application form is available on University College Absalon’s digital platform.

5.2 Internationalisation The Bachelor’s Degree Programme in Physiotherapy contains international study elements that will give the student the opportunity to enhance his or her professional, international and intercultural competencies in order to work professionally in a globalised world. The international study elements are integrated in the programme through the teaching where the student will learn about international trends and research. Furthermore, the student can also gain international perspectives through activities such as study visits from foreign students, virtual learning activities with foreign students as well as lectures form guest lecturers. Students in the programme will also have the opportunity to study abroad and/or to do the clinical training abroad during the programme which, particularly, will give the students the prerequisites to develop intercultural and international competencies and give them the opportunity to seek specific international knowledge, gain experience of a lifetime and develop new social networks. When studying abroad or doing the clinical training abroad the student should apply for pre-approval of the specific study activity abroad. If the study abroad is pre-approved, the student is obligated to document the completed programme elements of the approved study abroad after completing the programme. According to the pre-approval the programme element is considered completed if it is passed in accordance with the applicable rules within the area. The programme is part of local agreements and mobility programmes with foreign programmes – these appear on the website. At University College Absalon's website you can read more about internationalisation via study abroad or clinical training/internship. Furthermore, it is possible to complete subjects or clinical training where the students themselves apply for a programme or clinical training in an institution that must be approved and assessed in terms of credit transfer by the international coordinator of the programme.

https://phabsalon.dk/exchange/english/destinations/

https://phabsalon.dk/exchange/english/destinations/


5.3 Requirements for written assignments and projects In University College Absalon’s health-related Professional Bachelor Degree Programmes there are common guidelines and requirements for the formalities for written assignments and projects including the use of a reference system. Any other requirements will be stated specifically in the examination description..

5.4 Reading of texts in foreign languages The teaching will primarily be in Danish. A substantial part of the programme’s literature is in English. Additionally, it can be expected that some texts will be in Nordic languages. Understanding the texts is a prerequisite for completing the programme.

5.5 Transfer to University College Absalon Transfer to the physiotherapy study programme from the same programme in a different Danish educational institution can only take place when the student has passed examinations corresponding to the 1st study year of the physiotherapy study programme. A transfer depends on available study places in the specific level of the physiotherapy study programme that the student is to be enrolled in. Passed programme elements are credited in accordance with similar programme elements in other educational institutions that offer the programme.

5.6 Exemption Exemptions can be made from the rules in the common and specific part of this curriculum which is established by the physiotherapy study programme in University College Absalon or nationally in collaboration with all the providers of the physiotherapy study programme.

5.7 Commencement and transitional arrangement

Commencement This curriculum entered into force on September 1st 2016. Previously established curriculums for the physiotherapy study programme are repealed cf. the section about transitional arrangements.

Transitional arrangement Students who are enrolled in the physiotherapy study programme as per September 1st 2017 will be transferred to and complete the programme in accordance with this curriculum. Students who have not yet completed the final semester (the 7th semester) will, however, be exempted from this. For students in a transitional arrangement, special courses will be organised to make sure that the knowledge, skills and competencies cf. this curriculum are achieved. Students who have not yet completed the final semester must complete the programme in accordance with the curriculum of 2008("Studieordning 2008"), until July 1st 2018. They will then be able to complete the programme based on this current curriculum alone. For students who resume the programme after a leave of absence, a special course will be organised as needed.


5.8 Legal basis This curriculum is established with legal basis in:

The Danish Ministerial Order concerning the Act on Academy Profession Degree Programmes and Professional Bachelor Programmes no. 986 of 18/08/2017.

The Danish Ministerial Order on Academy Profession Degree Programmes and Professional Bachelor Programmes (LEP-Order) no. 1047 of 30/06/2016.

Ministerial Order on the Bachelor’s Degree Programme of Occupational Therapy no. 503 of 30/05/2016

The Danish Ministerial Order on Access to the Academy Profession Degree Programmes and Professional Bachelor Programmes no. 107 of 27/01/2017.

The Danish Ministerial Order on Tests and Exams in Vocational Higher Education Programmes no. 1500 of 02/12/2016.

The Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connection with programmes under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 114 of 03/02/2015.

The Danish Ministerial Order for talent initiatives in higher education under the Danish Act on Academy Profession and Professional Bachelor Programmes no. 597 of 08/03/2015.

https://ufm.dk/lovstof/gaeldende-love-og-regler/uddannelser/professionsbacheloruddannelser

https://ufm.dk/lovstof/gaeldende-love-og-regler/uddannelser/professionsbacheloruddannelser


Appendix Themes, theoretical and practical teaching and internship, distribution of scientific areas, objectives for learning outcomes.

Themes in the 1st to 4th semester of the programme

Theme number

Name and course of theme Number of ECTS credits

T1 Physiotherapy, Profession, Science and Learning

The theme focuses on a basic understanding of study methods of the programme and on the student’s learning in relation to physiotherapeutic practice and the profession’s working areas physiotherapeutic practice as well as the profession’s working areas in-

cluding interprofessional collaboration.

There is also focus on the understanding of the physiotherapeutic knowledge-based in-formation – including the human being, the vision of the body and health as well as the legislative and ethical frames for the profession.

10

T2 Basic Physiotherapeutic Examination and reasoning

The theme focuses on physiotherapeutic examination and reasoning and the usage of arguments based on practice and science.

Based on functionality and quality of life there is focus on the body, exercise and touch-

ing as the target, the means and the form of expression supported by knowledge of the human being including the musculoskeletal system, physiological function and pathol-ogy.

The theme also focuses on the professional relation, communication, collaboration and

inclusion of the citizen.

20

T3 Physiotherapeutic Intervention with Focus on Analysing Exercise and Adapting Physical Activity

The theme focuses on central physiotherapeutic concepts such as exercise analysis, functional analysis, motoric control / motoric development and learning. This analysis will be based on knowledge of anatomical, physiological and psychological conditions

that have influence on the adapted physical activity, training and rehabilitative training.

Furthermore, different types of technologies that can be used to analyse and monitor as well as support exercise and function will be covered. The organisation and performance of the physiotherapeutic intervention include knowledge of communication, pedagogy

and didactics.

20

T4 Basic Physiotherapeutic Examination, Reasoning and Diagnosis

The theme is based on a bio-psycho-social and cultural understanding of the human functionality and quality of life. Based on the citizen’s perspective and with focus on hu-man resources the student will be working with physiotherapeutic examination, reason-

ing and diagnosis. As a prerequisite for analysis, reasoning and diagnosis knowledge of anatomy, physiology and pathological conditions is incorporated. In the theme there is focus on touching, palpation and manual skills as well as situation-specific communica-

tion.

10

T5 Physiotherapeutic Examination and Clinical Reasoning, Diagnosis, Treatment and Rehabilitative Training

The theme is directed at physiotherapeutic examination based on the citizen’s perspec-tive and resources. Clinical reasoning, differential diagnosis and basic clinical decision-making are central concepts that support evidence-based practice. The semester also

focuses on planning and evaluation of treatment and rehabilitation based on the results of the examination. Relevant issues are collected within a wide range of physiothera-peutic theses and professional areas.

20

T6 Physiotherapy in Health Promotion and Illness

The theme focuses on the wider health concept, living conditions and equality

– inequality in terms of health in a societal perspective and is directed at both the work-ing life and the leisure time and the contextual frames of these elements. The starting

10


point is health pedagogical and health psychological theories as well as concepts of in-novative work within health promotion and illness prevention are also included in the semester. Furthermore, the theme is based on physical activity and exercise as target

and means in relation to individuals and groups.

T7 Physiotherapeutic Clinical Reasoning and Decision-making in Treatment, Rehabili-tative Training and Rehabilitation

The theme focuses on the physiotherapeutic examination, clinical reasoning and deci-sion-making in treatment, rehabilitative training and rehabilitation in relation to se-

lected physiotherapeutic thesis and working methods. There is focus on collaboration with the citizen as well as mono- and interprofessional collaboration partners. Further-more, the theme is directed towards examinations and treatment techniques that sup-

port the patient’s / citizen’s opportunity and prerequisite for the ability to exercise and participate. The activities of the theme take place both in theoretical and clinical con-texts.

30

In total 120

Number of ECTS credits for the programme themes in the 1st to 4th semester

Name of the semester

Theme In total

T1 T2 T3 T4 T5 T6 T7

S1 Academic readiness, professional identity and basic physiothera-peutic knowledge and

skills

10 20 30

S2 Basic physiotherapeutic examination, diagnos-tics and treatment

10 20 30

S3 Facilitation for change 20 10 30

S4 Specific physiothera-peutic examinations,

treatment and rehabili-tation

30 30

In total 10 20 20 10 20 10 30 120


Themes in the 5th to 7th semester of the programme

Theme number

Name and course of theme Number of ECTS credits

T8 Physiotherapy in specialised areas

The theme is organised as defined courses that each focuses on specialised areas of physiotherapy, and this will include a biopsychosocial perspective of analysis, clinical

reasoning and decision-making within e.g. psychiatry, psychosomatics, critically and acutely ill patients including physiotherapy in palliative efforts.

15

T9 Organisation and Management. Health Promotion, Illness Prevention and Working Environment in an Interprofessional Perspective.

The theme will enable the physiotherapist to work interprofessionally with groups citi-

zens and solve issues related to public health and social medicine with the incorporation of personal, bodily and contextual resources. The students will be working with project management in relation to initiation, completion and evaluation of health promoting

and illness preventing interventions as well as leisure time and working life. An im-portant focus of this is musculoskeletal-related trouble in relation to both physical and psychosocial working environment as well as the work with promoting resources for

people with poor labour market attachment. Organisation and Management is included in different contexts both as a frame and a process.

15

T10 Evidence-based Practice and Quality Assurance in the Profession.

The theme is directed at quality enhancement partly based on the current norms and standards, clinical guidelines etc. and partly based on independent assessment and use of relevant research as a method of developing the clinical practice.

15

T11 Clinical Reasoning and Independent Professional Practice.

The theme focuses on independent management of reports, diagnosis, treatment and rehabilitative training, health promotion, health optimisation as well as illness preven-

tion and rehabilitation.

15

T12 Elective Element.

The theme is directed at critical analysis and development of physiotherapeutic

knowledge and practice in relation to patients / citizens at a national or international level. The focus is on professional immersion combined with perspectives regarding the profession in connection with related professions or international aspects of the profes-

sion.

10

T13 The Bachelor Project

The theme is directed at systematic immersion based on a professional issue within the

field of practice. The bachelor project requires independent analysis and dissemination of a professional issue by using scientific methods as well as collecting and incorporat-ing theoretical and empirical material. There is focus on participation in development,

initiation and completion as well as documentation and dissemination of research, de-velopment, project work and quality enhancement of professional issues both within the theory and the practice.

20

In total 120


Number of ECTS credits for the programme themes in the 5th to 7th semester

Name of the semester

Theme In total

T8 T9 T10 T11 T12 T13

S5 Management, interprofes-sionalism, specialisation and clinical decision-mak-ing

15 15 30

S6 Evidence basing, quality assurance of practice and independent professional practice

15 15 30

S7 Professional development and project work

10 20 30

In total 15 15 15 15 10 20 90

Number of ECTS credits for the theoretical teaching and clinical training in the 1st – 4th semester

Teaching Number of ECTS credits

Theoretical 103

Clinical 17

In total 120

Number of ECTS credits for the theoretical teaching and clinical training in the 5th – 7th semester

Teaching Number of ECTS credits

Theoretical 65

Practical 25

In total 90


Total overview of the theoretical and clinical ECTS credits as well as interprofessional and elective elements

Semester Theoretical ECTS credits Practical ECTS credits ECTS in total

Interprof. el-ements

Elective ele-ments

Interprof. elements

Elective ele-ments

1 29 1 30

2 26 4 30

3 30 2 10 0 30

4 18 2 12 6 30

5 20 10 10 30

6 15 15 30

7 30 10 30

In total 168 14 20 42 6 210

Distribution of scientific areas in ECTS credits of the programme in the 1st to 4th semester, including subjects with a scope of at least 5 ECTS credits

Subject areas Number of ECTS credits3

Health science subjects in total 66

Of which the theory of science, ethics and research methodology 5

Of which Movement Science 5

Of which physiotherapeutic examination, diagnosis and treatment and health informatics

12

Of which pain science 5

Of which musculoskeletal physiology 12

Of which health promotion and illness prevention 7

Of which theses 17

Natural science subjects in total 40

Of which anatomy 10

Of which human physiology and nutrition 13

Of which pathology and pharmacology 17

Human scientific contents in total 9

Of which health psychology 5

Social science subjects in total 5

In total 120

3 The scientific areas should result in 120 ECTS credits in total but this does not mean that the emphasised contents alone

will result in 120 ECTS credits.


Distribution of scientific areas in ECTS credits of the programme in the 5th to 7th semester, including subjects with a scope of at least 5 ECTS credits

Subject areas Number of ECTS credits4

Health science subjects in total 79

Of which the theory of science, ethics and research methodology 14

Of which public health, epidemiology and statistics 6

Of which professional communication, information technology and health informatics

7

Of which physiotherapeutic examination, diagnosis and treatment 8

Of which musculoskeletal physiology 8

Of which health promotion and illness prevention 13

Of which working environment, health, safety and functionality 5

Of which theses 18

Natural science subjects in total 0

Human scientific contents in total 6

Social science subjects in total 5

In total 90

Objectives for learning outcomes completed after the 4th semester of the programme

Objectives for learning outcomes in terms of knowledge

Describe significant areas of the musculoskeletal anatomy, physiological functions and reactions during rest and physical activity as well as pathological conditions of physiological relevance

Based on physiotherapeutic theory and method the student will be able to describe and analyse factors related to exami-nation and treatment within the use of physical activity, exercise and basic manual methods

Describe health concepts and basic conditions in the healthcare work and healthcare system as well as concepts of living conditions and health related to the citizen / patient. This includes the ability to describe basic ethical and legislative con-

ditions that set up the framework for the profession

Possesses knowledge of, and is able to understand and reflect on, targets set for citizens and patients, and is able to par-ticipate in interprofessional collaboration on this

Describe health pedagogical / health psychological theories and methods within health promotion, illness prevention and communication and within the contextual framework

Describe the macro nutrients’ primary function, circulation and storage in the body

Describe basic categories of medicine types and their overall mechanisms of action (pharmacodynamics)

Objectives for learning outcomes in terms of skills

Use health pedagogical / psychological theories in physiotherapeutic intervention and incorporate the citizen / patient

Perform analysis of movement, function and tissue and assess this in relation to pathology, anatomic structures, physio-logical and biomechanical factors

4 The scientific areas should result in 120 ECTS credits in total but this does not mean that the emphasised contents alone

will result in 120 ECTS credits.


Select and use physiotherapeutic examination methods and through clinical reasoning to make basic clinical decisions and differential diagnostic considerations

Select and use chosen measurement methods in order to make diagnosis and impact measurement

Is able to select and use physiotherapeutic methods and techniques that support the citizen’s / patient’s opportunities for exercise, activity and participation

Use professional communication as well as establish a professional relation to the citizen

Is able to search for and knows how to use research-based knowledge for evidence-based physiotherapeutic practice

Objectives for learning outcomes in terms of competencies

Organise, complete and argue for as well as evaluate interventions directed at activity and exercise for selected groups

Organise, complete and evaluate physiotherapeutic practice in relation to examination and treatment of conditions that involve pain, biomechanical and tissue related considerations as well as analysis and assessment of the ability to exercise

and function. This includes the consideration of indication and contra-indications for physiotherapeutic interventions

Participate in targeted collaborations with the citizen / patient as well as mono- and interprofessional collaboration part-ners

Objectives for learning outcomes completed after the 7th semester of the programme

Objectives for learning outcomes in terms of knowledge

Is able to understand and reflect on the body’s structure and function from a biopsychosocial perspective

Is able to reflect on physiotherapeutic examination, treatment and health promotion on the basis of physiotherapeutic theory and methodology in the field of physical activity, exercise and manual methods

Possesses knowledge of the side-effects of medicines, which lead to contra-indications or special precautions for the use of forms of physiotherapeutic examination and treatment

Possesses knowledge of basic concepts in relation to health work based on a biopsychosocial perspective and the struc-ture of the healthcare systems

Is able to understand and reflect on health-policy and economic structures in relation to public health in a national, inter-national and global perspective

Possesses knowledge of, and is able to reflect on, the profession’s use of information and communication technology, as well as the impact of technology

Possesses knowledge of, and is able to understand and reflect on, targets set for citizens and patients, and is able to par-ticipate in interprofessional and intersectoral collaboration on care

Possesses knowledge of, and is able to reflect on, the legal framework and ethics for independent professional practice and is able to reflect and act professionally in relation to these

Possesses knowledge of, and is able to understand, innovation as a method to change practice, and is familiar with sim-ple implementation methodologies in relation to health promotion, illness prevention and treatment

Possesses knowledge of, and is able to reflect on the application of, communication theories and methods, and under-stand the communicative significance in relation to dialogue and forging relationships

Possesses knowledge of methods and standards for quality assurance, patient safety and quality enhancement, and is able to reflect on their use

Possesses knowledge of, and is able to reflect on, his or her own practice, as well as the profession’s duties and responsi-bilities, in an organisational, administrative and social perspective and as part of the wider healthcare system

Possesses knowledge of the priorities for deploying professional resources under the prevailing framework conditions in the health service

Possesses knowledge of, and is able to reflect on, the theory of science, research methods and models for evaluation, quality assurance and quality enhancement, as well as relating this knowledge to research and development work in pro-fessional practice


Objectives for learning outcomes in terms of skills

Is able to apply theory and methods in health pedagogy/psychology, movement analysis, examinations of functions and examinations of tissues and justify the use of this in relation to anatomical structures, physiological and biomechanical factors as well as knowledge of pathology, neurophysiology and health and disease concepts

Is able to apply and assess selected clinical measurement methods in relation to diagnosis, classification and prognostic factors and changes over time

Is able to analyse, assess and diagnose movement and function in collaboration with the citizen/patient and in relation to health and quality of life

Is able to assess and justify physiotherapeutic examination, analysis, intervention and evaluation methods used by physi-otherapy in health promotion, illness prevention and habilitation and rehabilitation, including treatment and rehabilita-

tive training

Is able to apply and master methods for the assessment of forms of physical strain and psychosocial factors in co-opera-tion with the citizen and the patient including occupational health and safety and ergonomic factors, as well as dissemi-nation of knowledge about these

Is able to use testing and screening as well as diagnostic and prognostic reports and treatment of dysfunctions in sys-tems related to the musculoskeletal system and physiology as well as pain and psychosomatic issues

Is able to in collaboration with the citizen, assess the need for assistive devices and health-technology solutions to sup-port and promote the citizen’s opportunities for movement and function as well as participation in society

Is able to work independently and professionally on the basis of a citizens' perspective and with citizen and patient-cen-tred services that respect the autonomy and dignity of the individual

Is able to master and apply situation-specific and professionally relevant communication, guidance, advice and reports on care of citizens and patients in professional practice and in interprofessional collaboration

Masters interprofessional and intersectoral collaboration in a range of types of citizen and patient care and contexts

Is able to use professionally relevant information, communication and welfare technology that incorporates thinking about the citizen’s own resources to the greatest possible extent

Is able to use, assess and justify methods and described standards for quality assurance and enhancement

Is able to master relevant study and working methods both to search for, assess and interpret empirical evidence, theory and research methods, and to initiate and participate in innovation, development and research work

masters the continuous development through critical reflection and implementation of new knowledge within health scientific research as well as in the clinical research of the profession

Objectives for learning outcomes in terms of competencies

Is able to work independently with, and take responsibility for, the implementation, dissemination of knowledge and management of reports, diagnosis, treatment and rehabilitative training, health promotion, health optimisation, illness

prevention and rehabilitation

Is able to independently work with professional and research-based knowledge in professional contexts and follow, use and participate in research and development work in interprofessional and physiotherapeutic areas in both the public and private sector

Is able to independently conduct professional assessments in unique and complex situations and, in collaboration with other healthcare professionals, contribute toward the efficient and safe use of social resources via evaluation, documen-

tation and quality assurance

Is able to independently manage and develop new areas of activity in relation to society and health that support entre-preneurship as well as health-technology and citizen-driven development in the public and private sectors

Is able to independently enter into situation-specific therapeutic relations with citizen-centred services – based on cur-rent ethical guidelines, patient safety, as well as requirements for record keeping and identify and work with the ethical dilemmas that arise when practising the profession

Is able to independently identify citizens with a need for help with nutrition and via interdisciplinary collaboration with nutritionists draw up holistic rehabilitation plans

Is able to independently assume responsibility as co-ordinator and manager in health implementations and interventions in practical treatment, health promotion, illness prevention and rehabilitation

Is able to adapt to new situations and adopt an innovative approach to decision-making and solutions individually and in collaboration with citizens and other partners

Is able to develop own knowledge and skills via lifelong learning


Is able to independently use and integrate national and international research-based literature and results and integrate them into professional practice and development

Is able to independently work with, and communicate in various contexts, including in equal, dialogue-based and value-generating relationships with citizens, patients, relatives and interprofessional partners

Is able to handle and independently enter into and coordinate, interprofessional and intersectoral collaboration and, on the basis of a holistic perspective, support citizens and patients as key, active stakeholders in the individual care package

Is able to work with and assume responsibility for technology related to the profession including information and com-munication technology in the relevant context

Is able to work with, and assume responsibility for, quality assurance and enhancement

Is able to demonstrate personal professional responsibility and keep up-to-date by identifying and understanding his or her own learning processes and developmental needs


Overview of the examinations in the programme The examinations in the programme will take place at the end of the semester cf. the ministerial order for the programme.

Semester examination

Form and organisation

Evaluation Assessment

Number of ECTS credits

1st semester Theoretical / practical examination

Individual Internal 7-point grading scale

30

2nd semester a Theoretical / practical examination

Individual Internal 7-point grading

scale 30

see page 15 b Theoretical examina-tion


3rd semester a Theoretical / practical examination

Individual Internal 7-point grading

scale 30

see page 18 b Theoretical examina-tion


4th semester a Theoretical / practical examination

Individual External 7-point grading

scale 30

See page 20 b Clinical / practical Individual External 7-point grading scale

5th semester a Theoretical examina-tion

Project-based

group ex-amination

Internal 7-point grading

scale 20

b Clinical / practical Individual Internal 7-point grading

scale

10

6th semester a Theoretical examina-tion

Individual External 7-point grading scale

15

b Clinical / practical Individual External 7-point grading

scale

15

7th semester a Theoretical Individual Internal 7-point grading scale

10

b Theoret-ical

Written /

oral

Individually based on

group pro-ject

External 7-point grading

scale

20


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Curriculum Bachelor’s Degree Programme of …...University College Absalon /Bachelor’s Degree Programme of Physiotherapy 6 /42 Part 1 Facts about the Bachelor’s Degree Programme