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SESSION 01 (Keynote) Keynote Session 1 THURSDAY November 8, 2012 ROOM Festsaal 09:30-10:30Hrs

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SESSION 01 (Keynote) Keynote Session 1 THURSDAY November 8, 2012 ROOM Festsaal 09:30-10:30Hrs TO THE 3RD EUROPEAN CONGRESS ON PHYSIOTHERAPY EDUCATION 1 SESSION 01 (Keynote) Keynote Session 1 THURSDAY November 8, 2012 ROOM Festsaal 09:30-10:30hrs 01.001 Continuing professional development – The journey to autonomy A. Moore, M. Donaghy Brighton (United Kingdom) Learning objectives • To explore the concept of autonomy in clinical practice • To consider the range of CPD opportunities available to physiotherapists. • To analyse how CPD may link to clinical autonomy. • To consider how clinical autonomy may impact on professional identity and responsibility. Description This session explores the concept of autonomy and the role that CPD may have in the development of autonomous practice. It considers undergraduate training, post registration education and doctoral level education. In the session consideration will be given to the spectrum of increase in autonomous practice and the way the view or description of autonomy has changed over the decades. The session will focus on extended scope and specialist practitioners and consultant roles where physiotherapists may work alongside members of the medical profession in relation to diagnosis, prescription, injection therapy and referring for diagnostic tests such blood tests, scans and X rays. The session considers the importance of CPD at all levels, importantly acknowledgement will be made of gaps in CPD/professional development avenues and how these are currently potentially being filled. The session will end by focusing on potential issues related to the potential impact that clinical autonomy may have on professional identity and responsibilities. Implications/conclusions This session highlights the benefits of CPD relating to autonomy but also raises some questions in relation to autonomous practice perhaps clouding professional identity. TO THE 3RD EUROPEAN CONGRESS ON PHYSIOTHERAPY EDUCATION 2 SESSION 02 (Poster Presentations) Bringing the evidence into practice: Linking science and practice in education 1 Thursday, November 8, 2012 ROOM C.E.20 11:00 – 11:45hrs 02.001 BSc program in physiotherapy starting with early clinical placement linking science and practice: Educational overthrow or overchallenge of supervisors? C. Grüneberg, M. Handgraaf University of Applied Sciences - Hochschule für Gesundheit, Bochum, Germany Purpose: Physiotherapists’ should be capable of integrating evidence-based practice (EBP) and clinical guidelines within the day-to-day practice of physiotherapy. The purpose of this study was to examine if study questions for students concerning EBP facilitate knowledge translation perceived by clinical supervisors during the clinical placements. Relevance: Although there is a growing awareness of evidence-based practice among physiotherapists in Germany, implementation of EBP has proved to be one of the great challenges in education and clinical practice. There are many reasons why research evidence may not translate into evidence-based physiotherapy. Several studies identify practitioner barriers (education, attitudes and beliefs, interest and perceived role, and self-efficacy) and organizational barriers (perceived support and resources) to physiotherapists’ implementation of EBP. Description: The clinical placement of the students (3rd semester, 37 students) took place in 27 institutions. All institutions were evaluated. Evaluation: A cross-sectional mail survey was conducted. All data were analyzed descriptively. Conclusions: The preliminary results of this study suggest that an active knowledge translation of the clinical supervisors is triggered by the study questions of the 3rd semester. Additional research is needed to understand active knowledge translation in such a special constellation of novice students and clinical supervisors. Implications: Research gaps remain regarding which knowledge translation strategies impact positively on patients health care and patients health outcomes. There is a need for continuing education of the clinical supervisors to enhance skills and self-efficacy to search and critically evaluate the research literature and to solicit patient preferences among clinical supervisors. Educational programs like learning in a community of practice of novice students and clinical supervisors seems to facilitate knowledge translation. TO THE 3RD EUROPEAN CONGRESS ON PHYSIOTHERAPY EDUCATION 3 SESSION 02 (Poster Presentations) Bringing the evidence into practice: Linking science and practice in education 1 Thursday, November 8, 2012 ROOM C.E.20 11:00 – 11:45hrs 02.002 Turning knowledge into action. Competences for evidence-based physiotherapy in stroke rehabilitation. Theoretical foundation of a pedagogic concept for a project for the degree program in physiotherapy at University of Applied Sciences, Salzburg, Austria M.-L. Seisenbacher University of Applied Sciences , Puch/ Salzburg, Austria Purpose: Analysis of specific, quality-orientated, university-level didactics for the acquisition of competences with respect to evidence-based physiotherapy methods for stroke rehabilitation; practice transfer through the process of understanding and applying these methods based on the domain-specific requirements. Relevance: Evidence-based practice has changed the approach of the physiotherapeutic process within the last years. In physiotherapy familiarity with EBM and its integration into the didactic concept has become a basic skill. Physiotherapy students must be well prepared to deal with the growing amount of evidence-based physiotherapy methods. They have to choose the appropriate treatment approach for a specific pathology within a specific framework. In consequence it is not enough to teach guidelines in scientific literature research and the usage of databases. To obtain a realistic overview of the application of evidence based physiotherapy methods within a specific objective, the didactic concept has to be practically orientated as well. For that reason a project orientated tuition has been applied within the 5th semester of physiotherapy education at the university of applied sciences-level in order to increase the match of theoretical knowledge and practical understanding of evidence-based physiotherapy methods in stroke rehabilitation. Description: Method: A qualitative case study in the context of the degree program in physiotherapy at University of Applied Sciences, Salzburg, Austria.The thesis uses a qualitative research design with a multi-stage case study approach in a university framework. Qualitative methods for data collection are: »analyses of documents«, »problem focused interview« and »theoretical coding«. Demonstration of the practical consequences: In groups of 5 students a topic concerning evidence-based physiothe- rapy methods in stroke rehabilitation has to be chosen. The timeframe for the project phase is 4 to 12 weeks. The pre-selection of the following methods had been made by the author: • Constraint induced movement therapy • Mirror training • Repetitive training • Treadmill and automated locomotion therapy • Robot-assisted therapy of the upper limb • Functional electrical stimulation Project guideline: • Create a project plan • Plan two sessions of tuition with the lecturer • Accomplish literature research, apply a »critical appraisal« on the selected scientific papers • Focus on application of the methods on specific patient groups, pathologies, rehabilitation phases • Find centers and clinics, where the methods are applied on patients • Arrange interviews with physiotherapists, who are familiar with these methods • Produce videos, find clips on the net Integrate a practical tuition of the particular method in your project presentation Timeframe for the presentation is 90 minutes Evaluation: Evaluation and clinical impact: The evaluation is based on an individual analysis of the group process related to the interest in the topic, the workload, the gain of knowledge, the theory / practice transfer and an open group feedback session. Conclusions: The active engagement of the students within the approach results in a better practical understanding of the theoretical findings of evidence based methods in stroke rehabilitation. Suggestions for future work • Longer project periods • Optimal positioning of the project in the curriculum • Improving networking with clinics, where the methods are used - excursions • Evaluation of the questionnaire for the outcome measurement of the projects Implications: In future the students will have to deal with a high amount of upcoming evidence-based treatment methods in the working field. Within that context the didactic approach increases the student's skills for self-controlled life-long learning and a critical examination of the topic. TO THE 3RD EUROPEAN CONGRESS ON PHYSIOTHERAPY EDUCATION 4 SESSION 02 (Poster Presentations) Bringing the evidence into practice: Linking science and practice in education 1 Thursday, November 8, 2012 ROOM C.E.20 11:00 – 11:45hrs 02.003 A model for collaboration - starting point in physiotherapy leading to interprofessional and continuing education in the context of work, environment and health C. Gummesson, E. Holmström, J. Unge, E. Horneij Lund, Sweden Purpose: The aim with the poster presentation is to present and discuss experiences from the interactive work to construct a case database within the interprofessional area Work, Environment and Health. Relevance: To advance the Professional Profile for physiotherapists means to deepen the evidence based knowledge and skills in areas related to physiotherapy but also to practice collaboration
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