Det skriftlige udtryk i bachelorprojekter ved Fysioterapeutuddannelserne i København og Oslo.

Bente Hovmand, Nils Erik Sjöberg, Elisabeth Hellum, Ingrid Narum, Margit Fougner

    Publikation: Bog/antologi/rapport/kliniske retningslinjerRapportForskning


    Comparing and contrasting physiotherapeutic bachelor projects from Denmark and Norway - promoting transparency, coherence and tuning

    The Bachelor degree system was implemented in Denmark in 2001 and in Norway in 2004. 20 ECTS credits are allocated to the project at UCO and 15 ECTS at OUC. At both institutions the project is compulsory. The purpose was to learn more about Bachelor projects by comparing and contrasting Bachelor theses from the institutions, looking into structure, content and methods.

    This study is in line with the European Higher Education Area (EHEA): Transparency, coherence and tuning. The Bologna Declaration introduced the ECTS system, common grading system and common degree-system. Tuning of educational frames, content, and evaluation of Bachelor projects is important to clarify the level of the Bachelor project.

    All abstracts from 2007 (86 from Oslo and 51 from Oresund) and 7 bachelor theses from each institution of the 2 highest grades and of the 2 lowest grades of passed were included , as well as documents describing content and criteria. Each Education evaluated the theses using their own grading criteria. Written evaluations were sent prior to a two day discussion seminar. Discussions at the seminar were continuously typed. Level of analysis of theses, evaluations and discussion was Miller and Crabtree's Immersion/crystallization Analysis style. All participants validated final analysis

    Theses from both Educations were within the Anglo-American style with a thesis statement directing the project. Headings: Background and Purpose, Material, Method, Result, Discussion, Conclusion, Perspective.

    Both educations covered a variety of subjects. Prevention in an enlarged perspective as concept. Studies including workplace environment are few. Both Educations included a chapter of theory, but differ in view of placement, structure, extent and purpose. Use of empirical data was more frequent in UCO. Stringent data analysis was used more at UCO due to more hours of focused supervision. Literature studies were the prevailing method in OUC. Both educations got ideas for quality improvements for educational frames, contents, supervision and evaluation.

    Evaluations promote transparency, coherence and tuning within educations in Europe

    Bachelor projects, theses, evaluation, written expression

    Funding acknowledgements:
    Nordiske Undervisende Fysioterapeuter, UCO, OUC

    Antal sider20
    StatusUdgivet - jan. 2008