Physiotherapy in contemporary higher vocational education
Abstract
In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. In the description of the competence of the modern physiotherapists are numerous and complex skills such as clinical reasoning, the use of evidence-based practice, teamwork and interdisciplinary collaboration, health promotion and problem solving chronic diseases. As a research-based practice, physiotherapy uses facts, theories and hypotheses and test them on the available data. In 2014, the first cycle of higher education reforms was completed with the introduction of future vocational master. While the aim of the first higher education cycle is training for basic skills required for independent practice in the context of professional activities, second education cycle should provide training for students in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as additional of special physiotherapy knowledge and skills in selected areas and the knowledge of the so-called modern physical therapy technologies. A special segment of deepening skills during the second cycle of higher education and training is certainly for a higher level of professional functioning in interdisciplinary medical rehabilitation teams. Flexibility and adaptability are characteristics that a modern master degree programs should have. The formation and organization of joint master study programs in the fields of health science related to the physiotherapy can be very interesting organizational model for institutions of higher vocational education. This can be achieved by a greater degree of flexibility and adaptability of programs to the specific needs of students that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession in Europe and the world was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education. Master vocational programs have 120 credits, so master professional titles in the future should provide access to doctoral studies.
References
Ćirić, M. D., Petrović, J. S., & Jovanović, D. R. (2020). Student u centru učenja—Paradigma savremenog visokoškolskog obrazovanja. Sinteze - Časopis Za Pedagoške Nauke, Književnost i Kulturu, 17, 83–99. https://doi.org/10.5937/sinteze9-26149
Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35(9), 867–875. https://doi.org/10.1046/j.1365-2923.2001.00919.x
Houser, J., & Oman, K. S. (2011). Evidence-based practice: An implementation guide for healthcare organizations. Jones and Bartlett Learning.
Jurinić, A., & Benko, S. (2016). Suvremene tehnologije u fizioterapiji. Physiotherapia Croatica, 14(Suppl)(1), 27–31.
Jurinić, A., & Filipec, M. (2016). Filozofijske pretpostavke i epistemološki temelji teorije fizioterapijske znanosti. Physiotherapia Croatica, 14(Suppl)(1), 7–14.
Kobolt, A., & Žižak, A. (2007). Timski rad i supervizija timova. Ljetopis socijalnog rada, 14(2), 367–386.
Korhonen, O., Väyrynen, K., Krautwald, T., Bilby, G., Broers, H. A. T., Giunti, G., & Isomursu, M. (2020). Data-Driven Personalization of a Physiotherapy Care Pathway: Case Study of Posture Scanning. JMIR Rehabilitation and Assistive Technologies, 7(2), e18508. https://doi.org/10.2196/18508
Kulnik, S. T., Latzke, M., Putz, P., Schlegl, C., Sorge, M., & Meriaux-Kratochvila, S. (2020). Experiences and attitudes toward scientific research among physiotherapists in Austria: A cross-sectional online survey. Physiotherapy Theory and Practice, 1–16. https://doi.org/10.1080/09593985.2020.1836695
Marušić, M., Mimica, M., Mihanović, F., & Janković, S. (2012). Doktorat iz zdravstvenih znanosti: Stručne potrebe i zakonske zadanosti. Medix : specijalizirani medicinski dvomjesečnik, 18(103), 169–174.
Perry, J., Green, A., & Harrison, K. (2011). The impact of Masters education in manual and manipulative therapy and the ‘knowledge acquisition model’. Manual Therapy, 16(3), 285–290. https://doi.org/10.1016/j.math.2010.12.002
Pljakić, G. D. (2016). Paradoks obrazovnih reformi—Primer Srbije. Sinteze - Časopis Za Pedagoške Nauke , Književnost i Kulturu, 5(9), 31–38. https://doi.org/10.5937/sinteze0-11160
Rushton, A., & Lindsay, G. (2008). Defining the construct of Masters level clinical practice in healthcare based on the UK experience. Medical Teacher, 30(4), e100–e107. https://doi.org/10.1080/01421590801929950
Singh, R., Küçükdeveci, A., Grabljevec, K., & Gray, A. (2018). The role of Interdisciplinary Teams in Physical and Rehabilitation Medicine. Journal of Rehabilitation Medicine, 50(8), 673–678. https://doi.org/10.2340/16501977-2364
Sundelin, G. (2020). Evidence-based physiotherapy practice—Editorial. European Journal of Physiotherapy, 22(4), 183–183. https://doi.org/10.1080/21679169.2020.1772548
Veras, M., Kairy, D., & Paquet, N. (2016). What Is Evidence-Based Physiotherapy? Physiotherapy Canada, 68(2), 95–96. https://doi.org/10.3138/ptc.68.2.GEE
Благојевић, Д. (2015). Капацитети струковног образовања у републици Србији. Семинар о Регионалној Сарадњи, 26–30. https://www.eurashe.eu/library/mission-phe/EURASHE_sem_PHE_Belgrade_060315_report.pdf
Јанић, Л., Кнежевић, М., & Ђорђевић, Ј. (2015). Ставови студената о образовању струковних здравствених радника. Годишњак Факултета За Културу и Медије : Комуникације, Медији, Култура, 7(7), 649–666.
Copyright (c) 2021 Stevan S. Jovanović, Bljana N. Stojanović Jovanović
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autori koji objavljuju u ovom časopisu pristaju na sledeće uslove:
- Autori zadržavaju autorska prava i pružaju časopisu pravo prvog objavljivanja rada i licenciraju ga "Creative Commons Attribution licencom" koja omogućava drugima da dele rad, uz uslov navođenja autorstva i izvornog objavljivanja u ovom časopisu.
- Autori mogu izraditi zasebne, ugovorne aranžmane za neekskluzivnu distribuciju članka objavljenog u časopisu (npr. postavljanje u institucionalni repozitorijum ili objavljivanje u knjizi), uz navođenje da je članak izvorno objavljen u ovom časopisu.
- Autorima je dozvoljeno i podstiču se da postave objavljeni članak onlajn (npr. u institucionalni repozitorijum ili na svoju internet stranicu) pre ili tokom postupka prijave rukopisa, s obzirom da takav postupak može voditi produktivnoj razmeni ideja i ranijoj i većoj citiranosti objavljenog članka (Vidi Efekti otvorenog pristupa).