Kvalitetssikring af kompetencebaseret fysioterapiuddannelse

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskning


To ensure a transparent and competency related assessment of physiotherapy education, in order to accomplish a
close relationship between competencies at entry level to the profession and challenges in current and future health practice.

Perspectives and metods regarding rehabilitation and health promotion change with demografic evolvement,
health politics and patterns of diseases. This calls for an ever ongoing improvement and adjustment of professional
competencies being achieved during physiotherapy education. At the same time the education itself is an entity, comitted to
monitor and improve didactics and teaching methods in alignment with these competencies.

This competence based assessment model for education is build on a combination of three curriculum types
(Glatthorn;1987), 4 levels of evaluation (KirkPatrick;1998) and single and double loop learning (Argyris & Schön;1974).
The main frame is build on a distinction between three different types of curriculum formats. 1) The written curriculum, being
the formal texts behind courses and programs, 2) the taught curriculum, being what is actually going on in the contextual
teaching practice, and finally 3) the tested curriculum, being the identifiable learning outcome and achieved competencies for
the students.The connection between the written and the taught curriculum is based on the teachers interpretation of the
written text behind the courses and the elaboration of this into didactics and teaching methods and material.
The connection from the taught to the tested curriculum concerns the relationship between teaching and learning. This is on
one hand evaluated through a response level using data from students evaluation through electronic datacollection (Ennova
concept).On the other hand, the connection is evaluated according to the learning level. One perspective of the learning
level concerns tests and exams, where the student is being evaluated by teachers in formal settings. Another perspective is
covered through a process, where the student evaluates her self, by marking her own judgement of to what level, she has
achieved the learning outcomes for the course. This bilateral perspective takes place 4 times a year. Data from both
perspectives are collected electronically (Survey X-act). The outcome from these evaluations at learning level and response
level is implemented through a proces of single-loop-learning. This supports the evolvement of course content and didactics in
the group of teachers and clinical educators. Formal settings and clinical visits secure close cooperation across sectors, linking
university and clinical practice together.
The connection between the taught and the tested curriculum concerns the relationship between learning outcome and
demands for professional competencies in practice. This connection is evaluated through the behavior level. It covers newly
graduated students perceptions of the degree to which they comply with expectations in physiotherapy practice.Further more
the effect level is endeavoured to cover, how satisfied employers are with physiotherapists competencies at entry level.The
data from these two evaluation levels are collected through Survey X-act and is implemented through a process of double loop
learning. This provides stakeholders, managers, course coordinators and teachers with information at the level of premises, in
relation to the development of the written curriculum and the institutional framework supporting the education.
In this way the three curriculum types are interconnected through 4 levels of evaluation and single and double loop learning, in
order to ensure a progressive and forward oriented competence based learned curriculum.

The model shows for which purposes the different types of evaluation are collected and aimed to have an impact on. The
different levels function individually, but creates a synthesis, supporting alignment in the relationship between education and
current practice in physiotherapy settings.
It is an on going challenge to assure responses from the students both regarding the evaluation of the response and learning
level regarding their own perception of the study and their achievement of learning outcomes. Steps are being taken to make
module evaluation part of the approval of the course modules.

This model produces several perspectives of evaluation and requires an on going attendance from all staff levels. Further more
it involves students attention on their learning outcome, and supports a student centered approach.
Future development requires a more thorough involvement of patients perspectives on the outcome of physiotherapy services.
To combine assessment data from entry level students, stakeholders and patients is regarded as crucial in a competence
based education.

Educational development can take place in close connection to current clinical practice and future demands
for professional competencies.
Bidragets oversatte titelKvalitetssikring af kompetencebaseret fysioterapiuddannelse
StatusUdgivet - 2012
BegivenhedWCPT: World Confederation for Physical Therapy - Campus Vienna, Wien, Østrig
Varighed: 8 nov. 20129 nov. 2012


LokationCampus Vienna