Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Published by:
Escola Universitària de Fisioteràpia. Universitat de València
C/ Gascó Oliag, 5
46010 Valencia. SPAIN
Web: www.uv.es/fisioterapia
ENPHE (European Network of Physiotherapy in Higher Education)
Web: www.enphe.org
ENPHE 2008 Abstract Book:Student Centred-Learning: What does it mean for students,
lecturers and institutions?
ENPHE Conference, Valencia, Spain, 6-8 March 2008
Edited by:
Escola Universitària de Fisioteràpia. Universitat de València
ENPHE (European Network of Physiotherapy in Higher Education)
ISBN: 978-84-691-1480-3
Depósito Legal: V-1177-2008
Imprime:
Imprenta Llorens
Servicios Gráficos
www.imprenta-llorens.es
ENPHE Spring Conference Valencia, 6-8 March 2008
We wish to thank the ENPHE 2008 attendants for participating with the
University School of Physiotherapy of Valencia to create an abstracts book
which reflects the educational, academic and research new trends in
physiotherapy.
This abstracts book based on the main topic: Student Centred-Learning: What
does it mean for students, lecturers and institutions?, it has been divided in
five important subtopics such as Competences, Curriculum, Learning and
Assessment, Quality Management and Student Centred Learning.
In it, the participants will find original empirical studies, theoretical and
practical teaching-learning approaches in education from students and
lecturers’ point of view. It will definitely enrich and encourage the attendants
to participate in future ENPHE Conferences.
This abstracts book will also offers a valuable source of information for
lecturers, researchers and students, and for those who need an informed
assessment of the current studies in physiotherapy education.
ENPHE Spring Conference 2008, provides the adequate time and city to share
and learn from each others’ experiences and enjoy meeting colleagues from
another countries.
We expect and wish that the celebration of our 25th Anniversary remains in our
minds for years and encourage to all the ENPHE members to share and
exchange ideas and new proposals for the present and future educational
development and cooperation among the different institutions in Europe.
FRANCISCO TOMÁS
Rector of the University of
Valencia
NICOLÁS ESTÉVEZ
Director of the University School
of Physiotherapy
CELEDONIA IGUAL
President of the National Conference of
Directors of University Physiotherapy
Schools in Spain
ANTOON VEN
Director of ENPHE
Dear colleagues,
In Valencia we will have the opportunity to
celebrate two events: the 25th anniversary of
Physiotherapy university studies in Spain and the
th
20 ENPHE conference. Worldwide physiotherapy and physiotherapy education
are moving forward. Especially in Europe we are experiencing a lot of changes
since the Bologna Declaration in 1999. Amongst other examples, a very positive
progress was established in Spain where physiotherapy education has been
granted an upgrade from a three- to a four-year degree. This success was the
result of a prolonged joint effort using a wise and common strategy and makes
a well-deserved “present” for a 25th anniversary on which we want to
congratulate our dear colleagues in Spain.
The other commemoration concerns our 20th ENPHE conference and the positive
development of our Network. During the previous ENPHE conference in Valencia
five years ago, we started a new track targeted towards a central theme
“competence-based physiotherapy education”, a logical subject to be
investigated in the subsequent years after the Bologna Declaration. During our
last enjoyable conference in Prague, Czech Republic, we explored an
adaptation of the conference structure by using working groups which enables
our Network to produce more output in a more efficient way. Now the
conference concept has been further developed, ready for the upcoming years.
Let us all join in celebrating the 25th anniversary of physiotherapy university
studies in Spain and make this 20th ENPHE conference unforgettable by sharing
each other’s professional expertise in a warm, friendly and enthusiastic way.
ENPHE Spring Conference Valencia, 6-8 March 2008
ENPHE Spring Conference Valencia 6-8 March 2008
COMPETENCES
Keynote speaker: Paul Beenen NL …………………………………………………………… 1
Abstracts
CONTENTS i
ENPHE Spring Conference Valencia 6-8 March 2008
Poster.THE FIELD DIARY AND THE PBL IN THE AREA OF THE HEALTH
SCIENCES…………………………………………………………………………………………………………….. 9
Teresa Alzate Yepes, Piedad Sahuquillo Mateo, Marta Aguilar Rodríguez
CURRICULUM
Keynote speaker: Ingrid Lindquist SW …………………………………………………13
Abstracts
CONTENTS ii
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Abstracts
CONTENTS iii
ENPHE Spring Conference Valencia 6-8 March 2008
QUALITY MANAGEMENT
Keynote speaker: Andre Vyt BE…………………………………………………………… 37
Abstracts
CONTENTS iv
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Poster. STUDENT CENTERED LEARNING – PT STUDENTS’ ACTIVE INVOLVEMENT IN
THE QUALITY ASSURANCE SYSTEM AT ARCADA ………………………………………………… 40
Camilla Wikström-Grotell, Solveig Cornér
Abstracts
CONTENTS v
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COMPETENCES
Paul Beenen NL
CURRICULUM
ABSTRACT
STUDENT-CENTERED LEARNING IN COMPETENCES; WHAT IS THE
OUTCOME?
Paul.beenen@han.nl
COMPETENCES 1
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COMPETENCES 2
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COMPETENCES 3
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COMPETENCES 4
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COMPETENCES 5
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COMPETENCES 6
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COMPETENCES 7
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COMPETENCES 8
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Poster.THE FIELD DIARY AND THE PBL IN THE AREA OF THE HEALTH
SCIENCES
Teresa Alzate Yepes1, Piedad Sahuquillo Mateo2, Marta Aguilar Rodríguez3
1
University of Antioquia (Colombia).
2
Departamento de Teoría de la Educación. University of Valencia. Spain
3
Departamento de Fisioterapia.. University of Valencia. Spain
talzate@hotmail.com
INTRODUCTION: There are innumerable studies and experiences that use the field
diary in the area of social and humanistic education, but there are very few ones
adapted to real pedagogical approaches, in the area of health sciences. However, their
use is taking force thanks to the methodology and the good results it offers.
OBJECTIVE: Our main goal is to Identify the usefulness of the field diary in the area of
the health sciences within Problem Based Learning (PBL) methological approach.
MATERIAL AND METHOD: Our methodological approached has been based on an
investigation using a case study with ethnographic focus, under the abductive method
and the semiotic perspective. It was undertaken to 29 students of Dietetics and
Nutrition studies from the University of Antioquia (Colombia). The field diary was
carried out as a research method. We made a documentary assesment with the analysis
of content techniques and a hermeneutical analysis based on Klaus Krippendorff's
model and on Gloria Pérez Serrano’s proposal. RESULTS: According to the results, the
competences developed using the field diary showed: Appropriation of knowledge:
declarative and practical, meta-cognition, writing competence and critical sense.
CONCLUSIONS: As a conclusion, we would like to underline activities such as the
magazine clubs, the simulated consultation, the therapeutic interview, the dynamics as
well as the essay and the presentations as final products of the Problem Based Learning
approach. These cognitive strategies can be considered one of the most widely used
within a model in which the theory is achieved by Problem Based Learning strategies
which is shown previously during the course. The PBL methodology becomes supplier
of learning experiences for pairs, of reflection, facing problems, answering questions,
giving students possibility to argue. Also, the use of problem solving strategies, and
mainly, active participation of the students from their own previous knowledge as to
obtain a good product and develop new knowledge. Therefore, the field diary offers
the students the chance for a deeper process of reflection and meta-cognition, where
they can find the limits of their knowledge and be able to reach their ojectives.
KEYWORDS: Field diary, Problem Based Learning, Active learning, Pedagogic
mediation, Competences, Health Sciences.
BIBLIOGRAPHY:
-Fernández, J. (2001) Elementos que Conducen al Concepto de Profesión. Revista
Electrónica de Investigación Educativa. 3 (1). p.45
-Ong, W. (1994) Oralidad y escritura. Tecnologías de la palabra. Santafé de Bogotá.
Fondo de Cultura Económica, Ltda. p. 81.
-Gargallo, B. (2000). Procedimientos. Estrategias de aprendizaje. Su naturaleza,
enseñanza y evaluación. Valencia: Tirant lo blanch. pp. 279 (p.168)
-Kemmis, S. (1999) La investigación acción y la política de la reflexión. En: Desarrollo
profesional del docente: Política, investigación y práctica. Angulo, J.F., Barquín, J.,
Pérez, A.I. Madrid. Ediciones Akal. 95-118.
COMPETENCES 9
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COMPETENCES 10
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COMPETENCES 11
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CURRICULUM
Ingrid Lindquist SW
CURRICULUM
ABSTRACT
CURRICULA AND STUDENT CENTRED LEARNING
Ingrid.Lindquist@ki.se
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This study has the purpose of getting a pattern for the adaptation of the Physiotherapy
studies in the “Universidad de Valladolid” (UVA) to the EHEA, taking as a model the
“Master en kinésithérapie” taught at the “Haute École Provinciale du Hainaut
Occidental” (HEPHO). The experience of training in kinesitherapy of this school began
55 years ago and, nowadays, its adaptation to the convergence rules of the EHEA has
been perfectly achieved.
The plan of the project has been developed in two main phases. The first of them was
carried out in Tournai (Belgium) and was devoted to get the information about the
Master in kinesitherapy in HEPHO. The second one has been carried out in Soria (Spain)
and was directed to get the valuation of students and teachers of the intensity of the
work the students do in order to pass the different subjects. This phase was carried out
by means of surveys which were conducted at the “Escuela Universitaria de Fisioterapia
de la UVA”.
The data collected in Tournai have led us to get some clues about the way they
followed to get their EHEA convergence. On the other hand, the surveys from the
Spanish students and teachers in Soria have shown a clear disparity between students
and teachers’ opinions, rendering difficult to get a direct and unique correlation to
transform current credits in ECTS. Anyway, all this information will be useful in the
process of adaptation of Physiotherapy studies in the UVA to the EHEA convergence.
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INTRODUCTION: The U.C.H.S. of the University of Málaga, within the framework of the
incentive convocations to carry out Pilot Experiences of Implantation of the European
Credit (ECTS), took part in them in 2006/2007 (the first and second academic year
subjects of the degree of Physiotherapy). The third year of Physiotherapy also joined in
2007/2008 convocation and almost 200 students participated in it with a total of 33
subjects. OBJECTIVE: Assessment of the experience in the implantation of the ECTS in
the professional degree of Physiotherapy in the University of Málaga. MATERIAL AND
METHOD: Qualitative and quantitative analysis of the results of the evaluations about
this experience up to now were made through inquiries among teachers and students.
The Output Rate of the subjects were estimated (June 2007 examination session)
making a comparison of the average of them with those of the previous year of the
implantation of this experience. RESULTS: Cooperative works (in small groups) were
the most used Directed Academic Activities (DAA). Transversally among subjects was a
minority, but it was positively valued by the students. Main advantages: improvement
in the teamwork and implication in the autonomous learning (specially in transverse
works). Main disadvantages: time organization difficulties and lack of means. Average
of the output rate: It has been reduced a 4,5 % in the students of the first year and it
has been improved a 1,7 % in the students of the second year (more experienced in
DAA), comparing the periods of 2004/2005 with 2006/2007. CONCLUSIONS: It is
necessary an adaptation period to these new technologies although this means an extra
effort to teachers and students. Both of them need an improvement in the training of
new educational tools ruled by European Higher Education Area
KEYWORDS: European Credit, Physiotherapy, European Higher Education Area.
BIBLIOGRAPHY:
-ANECA: Libro Blanco de la Fisioterapia. Madrid: Agencia Nacional de Evaluación
de la Calidad y Acreditación (ANECA); 2004.
[http://www.aneca.es/activin/docs/libroblanco_jun05_fisioterapia.pdf]
-Fernández JM. La transversalidad curricular en el contexto universitario: un puente
entre el aprendizaje académico y el aprendizaje natural. Fuentes. 2003; 5: 73-86.
-Marina JA. Teoría de la inteligencia creadora. Barcelona: Anagrama; 1993.
-Martín S. Discurso del profesorado universitario sobre la evaluación del aprendizaje de
los alumnos como estrategia de innovación y cambio profesional: exposición y análisis
de una experiencia. Revista de Educación. 2000; 322: 305-24.
-Pérez ML. La enseñanza y el aprendizaje de estrategias desde el currículo. Barcelona:
Horsori; 1997.
-Resolución de 15 de septiembre de 2000, de la Universidad de Málaga, de modificación
del plan de estudios de la Universidad de Málaga, conducente a la obtención del Título
de Diplomado en Fisioterapia. BOE nº 239, de 5 de octubre: 34.255-63.
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AIMS: 1.To analyse the influence of clinical placement (CP) to the quality of study
process and PT curriculum in accordance with students’ opinion. 2.To present CP as a
process in the frame of harmony model. METHODS AND MATERIAL: Questionnaire.
Analysis of scientific and methodical literature. RESULTS: 98% of students were
satisfied with CP. 91% stated that the aims of CP confirmed CP content. 16% affirmed
that CP is more important than theory and more than two thirds of students valued CP
as very significant for the acquisition of PT competencies. Almost all students think
that CP influences the quality of studies. According to students’ opinion the “weak
points” of CP were highlighted. After the analysis of scientific and methodical
literature the harmony model of CP, as a process, was created. The main elements of
the Harmony model are: strategy of clinical placement, students’, clients’ needs,
processes which meet clients’ needs, leadership, culture at college and in the
hospital.The stable core of harmony in clinical placement (CP) needs to characterize
the main point and the reason for CP to set strategic aims and to spread them for
students, to set evaluation criteria and to relate them with strategic aims, relate
evaluation system with motivation system, evaluate every student constantly. So as to
realize CP ideal is to keep balance between strategy, clients’ needs, process and
students.CONCLUSIONS: 1.The research pointed out that the students are satisfied
with their CP. However, they would like to have more co-operation and harmonization
between all the parts involved in the CP. 2.The findings suggest that the CP harmony
model designed is also suitable for the whole PT curriculum.
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INTRODUCTION: Taping is a new method that uses a specialized type of tape by the
same name. Kinesio tape provides a constant pulling force to the skin over which it is
applied unlike traditional white athlete tape. Instead of being only structurally
supportive, like white athletic tape, Kinesio tape is therapeutic. According to Kenzo
Kase, its creator, these proposed mechanisms may include correcting muscle function
by strengthening weakened muscles, improving circulation of blood and lymph by
eliminating tissue fluid or bleeding beneath the skin by moving the muscle and
decreasing pain through neurological suppression. METHOD: The first technique offers
to the practitioner the opportunity to actually give support while maintaining full range
of motion. The second technique helps prevent overusing or over-contracting and helps
providing the facilitation of lymphatic flow 24 hours per day. It is most commonly used
in the acute stage of rehabilitation. Kinesio Tex Tape can be used in conjunction with
other therapies. Kinesio Taping affects the activation of the neurological system, the
body’s information processor, and the circulatory system. Using an elastic tape, it was
discovered that muscles and other tissues could be helped by outside assistance.
Employment of Kinesio Taping creates a totally new approach to treating nerves,
muscles, and organs. This particular application process is typically used for supportive
purposes. As the muscle fibers contract, Kinesio Tex Tape supports the contraction by
pulling and stimulating the skin and muscle back towards the point of origin. RESULTS:
The kinesio taping has gained a great acceptance as an innovative matter in the
physical therapy. The kinesio taping is easy to teach and this technique includes other
techniques and makes them be more efficient. It demonstrates that Fisical therapy
goes on improving with the latest investigation ways. CONCLUSIONS: Kinesio Taping is
based on a different philosophy that aims to give free range of motion in order to allow
the body's muscular system to heal itself bio-mechanically. Kinesio Taping alleviates
pain and facilitates lymphatic drainage by microscopically lifting the skin. This is an
innovative application system as a educational material for the students in the new
Physical therapy plans. Also, it includes the effects of the traditional Physical therapy
in a more effective and modern educational system.
KEY WORDS: new method, taping, joint support, functional support.
REFERENCES:
-The effects of kinesio taping on proprioception at the ankle. Travis Halseth1, John W.
McChesney. Mark DeBeliso. Ross Vaughn3 and Jeff Lien. Journal of Sports Science and
Medicine (2004).
-Riemann, B. and Lephart, S. (2002) The sensorimotor system, Part II: The role of
proprioception in motor control and functional joint stability. Journal of Athletic
Training 37, 80-84.
-Murray, H. (2001) Effects of KinesioTM taping on muscle strength after ACL-repair.
Avaliable from URL: http://www.kinesiotaping.com. April 15, 2002, 1-3.
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CURRICULUM
ABSTRACT
STUDENT-CENTRED LEARNING – CHALLENGES FOR LEARNING, TEACHING AND
ASSESSMENT
sirpa.laitinen-vaananen@jamk.fi
BACKGROUND: Two students from the Hogeschool Arnhem and Nijmegen (HAN) have
participated in a policlinic module together with mensendieck-physiotherapy students
at OUC. The project has been evaluated by students and the teachers involved.
PURPOSE: The purpose of the evaluation is to identify central conditions to promote
student interaction in learning activities and an awareness of cultural diversity as a
resource for the education. RESULTS: Students and teachers consider the international
policlinic project as an opportunity to widen one’s perspective through critical thinking
and active search of meaning due to different educational background and learning
experiences. Students’ practical demonstrations have been encouraged and welcomed
for discussions. Influenced by different cultural learning approach central issues as
evidence based and experience based knowledge have been illuminated. The teachers
ask for more time in advance for practical and pedagogical preparation for systematic
utilisation of the potential shared learning sequences. More information about
curriculums of the countries involved is required to be in a position to assist students by
increasing relevance and thereby enriching understanding. IMPLICATIONS: Quality
improvements for student exchange require a great deal of attention and planning
within the programme and also in co-operation with the national institutions involved.
This is an important consideration to accentuate special qualities inherent in the
respective programmes and also to promote transparency, coherence and tuning of
Higher Studies in Physiotherapy within the European Community.
KEYWORDS:
Student centred learning, Shared learning, The Bologna Declaration
CONCLUSIONS: We hope that this study will help to find the best tools to use the
virtual environment. Evaluate the use and acceptation of virtual plattforms is essential
because they are the most common tools for the ECTS.
KEYWORDS: Virtual learning, VIrtual platforms, Physiotherapy.
BIBLIOGRAPHY:
-Rodríguez Izquierdo R M. Reaprender a enseñar: una experiencia de formación para la
mejora continua de la docencia universitaria. Revista Interuniversitaria de Formación
del Profesorado, 2003 AGO; 17(2) 79-94.
-Framework for pedagogical evalution of virtual learning environments. S Britain, JTA
Programme.1999. jisc.ac.uk
-Farrell, Glen M. The Development of Virtual Education: A Global Perspective. A
Study of Current Trends in the Virtual Delivery of Education.Open Learning Agency.
1999.
INTRODUCTION: The presentation points out experience gained in connection with the
student centred learning, in study program Physiotherapy on Charles University Prague
FTVS. OBJECTIVES: The interpretation of the term ‘student-centred learning’ appears
to vary between authors as some equate it with ‘active learning’, while others take a
more comprehensive definition including: active learning, choice in learning, and the
shift of power in the teacher-student relationship. The aim of this presentation is to
demonstrate how the SCL is applied in study program physiotherapy on UK FTVS Prague.
MATERIAL AND METHOD: Study of physiotherapy enjoys a relatively long tradition on
our faculty, from which results long-term experience in curriculum preparation. At this
time great emphasis is placed on specification of fundamental physiotherapeutic
competencies, as well as on teaching methods. In preparation of curricula for new
accreditation was put i.a. the accent on the implementation of student-centred
learning in selected study subjects. It will be presented examples of study subjects
“Clinical Colloquium” and “Demonstration – Clinical Practice“– in which was very
successful to start to use student centred learning. RESULTS: The students’ feedback
has been very positive. Students feel, that they have gained from having to present in a
designated time in the podium presentations and on topics of interest to them, etc.,
experience of teachers was very positive as well: the method facilitated i.a. to make
the students more active in acquiring knowledge and skills and to make the students
more aware of what and why they are doing it. CONCLUSION: Student centred learning
was implemented in teaching of some subjects in Physiotherapy program. In general it
has been seen to be a positive experience – from the teachers as well as from the
students.
KEYWORDS: Physiotherapy, Student Centred Learning
BIBLIOGRAPHY:
-Decree No. 39/2005 Coll. of January 11, 2005 stipulating the minimal requirements on
the study programs for obtaining professional qualification for performance of a
paramedical health-care profession (Czech Republic)
- Act No. 96/2004 coll. of 4th February 2004 on the Conditions for the Obtaining and
Recognition of Qualifications for Pursuing Paramedical professions and for Carrying out
Activities in Connection with the Provision of Health Care and on the Amendments of
Some of the Related Acts (Czech Republic)
- Decree No. 424/2004 Coll. of June 30, 2004 stipulating the activities of health-care
workers and other professional workers (Czech Republic)
BACKGROUND: New Higher Education learning model needs the using of computer
platforms, so there is an increasing use of these platforms, but little is known about the
opinion of the students about them. PURPOSE: To estimate student's degree of
acceptance of the current use of computer platforms, in order to improve and adapt
these to student's necessities. MATERIALS AND METHOD: 35 first year students of
Physiotherapy at the University of Seville were inquired. Questions were taken from the
questionnaire proposed by Ortega Maldonado & Coca Monereo (Elaboración de un
cuestionario para valorar la actitud del alumnado ante el uso de plataformas
informáticas. Etic@net 2004; 3: 86-102). RESULTS: Most students (80%) use computer
platforms when it is mandatory. Just 17’14% of them have a positive opinion about
these platforms. Main complaints focus on frequent blocades of connections to the
aforementioned platforms, as well as uncertainty about eventual safe arrival of works
sent to professors. The fact that 42’85% of the students claim to have no Internet
connection at home is remarkable. CONCLUSION: It seems that students of the 1º
course of Physiotherapy of University of Seville do not quite accept working by means
of computer platforms.
KEYWORDS: Computer platforms, Students, Degree of acceptance, University of
Seville.
REFERENCES:
-Ortega Maldonado A, Coca Monereo MA. Elaboración de un cuestionario para valorar la
actitud del alumnado ante el uso de plataformas informáticas. Etic@net 2004; 3: 86-
102.
INTRODUCTION: The adaptation process to the European Higher Education Area needs
new teaching methods which require the student´s active work. In this model, student
body is made up in this process which helps the pupil´s independence, but the
perspective they have is only known a few. PURPOSE: To study the student´s prospect
before the changes in the teaching-learning process which are coming.
METHODOLOGY: This is a descriptive study made on a one hundred sample, all of them
taking the first year of the degree. Data collection was carried out with a questionnaire
prepared for this study. This questionnaire contain 20 questions with likert answers and
offer information about, on one hand the student´s knowledge of the next changes ;
and on the other hand, the student´s perception and satisfaction in the presence of
European convergence. RESULTS AND CONCLUSION: Student body knows the changes
which arrive but no deeply all the implications of this process. The lack of knowledge
about the future changes cause reserve and preoccupation in the students.Although
pupils trust in our degree´s teaching staff for the guidance into de new way.
KEYWORDS: Knowledge, Perception, Physiotherapy.
BIBLIOGRAPHY:
-Jesús Mª Goñi. El Espacio Europeo de Educación Superior, un reto para la universidad.
Competencias, tareas y evaluación, los ejes del currículum universitario. Octaedro,
2005; 175 pp
-Thacth, E.C. y Murphy, K.M.. Competences for distance education professionals.
Educational Techology, Research and Development, 2005; 43(1), 57-79
-Villar Angulo y Alegre. Manual para la excelencia en la enseñanza superior. Madrid,
2004
-Colás Bravo, María Pilar. La universidad en la Unión Europea: el Espacio Europeo de
Educación Superior y su impacto en la docencia. Málaga : Aljibe , 2005, 201 p.
-Libro Blanco del Titulo de Grado en Fisioterapia. Documento publicado por la ANECA
en 2004.
-Guillermo Bautista, Anna Forés Miravalles, Federico Borges Sáiz. Didáctica universitaria
en entornos virtuales de enseñanza-aprendizaje. Madrid: Narcea, 2006; 250 pp.
INTRODUCTION: The European Higher Education Area is a challenge for the teaching
staff and student body in our degree. Our subject is involved inside this teaching-
learning process, in which students have an active participation but they find important
difficulties to get the adaptation in it. For that, this study aims to know, on one hand,
the effectiveness of the activities in the subject “Physical Therapy in sport”, and on
the other hand, the time spent in the homework that every activity needs.
METHODOLOGY: This is a descriptive study made on a sample taking the subject
Fisioterapia del Deporte in the third year of the degree. Data collection was carried out
with a questionnaire which scale varies from 0 to 10. Statistic analysis were made with
SPSS 15.0 program.RESULTS AND DISCUSSION: In the analysis of the results we wish to
emphasize some aspects, the first one is that the activity designed in this study require
time to get different tasks; and the second one, the assessment of the apprenticeship
shows an inexperience in this context. CONCLUSION: There is a plurality in the
student´s point of view about the time employed in the homework. The change in the
teaching-learning process from the traditional way confuse to the student body in the
assessment of the knowledge´s acquisition in the new European context.
KEYWORDS: Physical therapy, European Higher Education Area, teaching-learning
active process.
BIBLIOGRAPHY:
-Pablos Pons, Juan de (coord.). El proceso de integración en el Espacio Europeo de
Educación Superior: necesidades y demandas del profesorado en la Universidad de
Sevilla. Sevilla: Secretariado de Publicaciones de la Universidad de Sevilla, 2006, 168 p.
-Colás Bravo, María Pilar. La universidad en la Unión Europea: el Espacio Europeo de
Educación Superior y su impacto en la docencia. Málaga : Aljibe , 2005, 201 p.
-Batlle, Albert.(et. al.). Enseñar Derecho en la red: un paso adelante en la construcción
del Espacio Europeo de Educación Superior. Barcelona: Bosch, 2006, 178 p.
-Thacth,E.C.y Murphy,K.M..Competences for distance education professionals.
Educational Techology, Research and Development, 2005; 43(1), 57-79
-Villar Angulo y Alegre. Manual para la excelencia en la enseñanza superior. Madrid,
2004.
-A.W.(Tony) Bates. Cómo gestionar el cambio tecnológico. Estrategias para los
responsables de centros universitarios. Gedisa, 2001; 281 pp.
-Miguel A. Zabalza. Competencias docentes del profesorado universitario. Calidad y
desarrollo profesional. Narcea. Madrid, 2007; 232 pp.
-García-Varcarcel, Ana (Coord). Didáctica universitaria. Madrid: La muralla, 2001; 310
pp.
-Guillermo Bautista, Anna Forés Miravalles, Federico Borges Sáiz. Didáctica universitaria
en entornos virtuales de enseñanza-aprendizaje. Madrid: Narcea, 2006; 250 pp.
INTRODUCTION: The EHEA implies a change not only in the structure of the university
degrees, but also in the conception of knowledge and the manner that students acquire
it. The student-based learning in now the focus of pedagogical methodologies and new
learning activities are replacing the teaching based in lectures. OBJECTIVES: To
compare the perception of Physiotherapy students about their experiences with two
different learning methodologies: the student-based learning and the traditional
method. METHODS: Students of 3th course of Physiotherapy answered questionnaires
asking about the amount of learning, time dedicated, easiness of learning, security in
front of the evaluation and difficulty of contents in eight subjects with similar ECTS
(four of them belonging to the 1st course and four to the second course). These
students had experimented the student-based learning methodology, with activities as
PBL tasks, small group seminars, individual tutorials… in the 1st course of their degree
and the traditional methodology, based in lectures in the 2nd course. RESULTS: There
are not significant differences in the perception of learning acquisitions with both
methodologies.Neither differences are perceived in the easiness of learning, the
security in front of the evaluation and the number of hours of work dedicated.
CONCLUSIONS: Attending to the student perception, both methods of learning seem to
be equally suitable to the acquisition of knowledge. This can be due to the fact that
the present methodology uses more strategies than the simple big group conference or
that the student-based learning methodology is not yet well used.
KEYWORDS: Student-based learning; Traditional teaching; Student perception
BIBILOGRAPHY:
-Komorek M, Duit R. The teaching experiment as a powerful method to develop and
evaluate teaching. International Journal of Science Education, 2004.
-Elton L. Research, teaching and scholarship in a expanding Higher Education system.
Higher Education Quaterly, 1992: 46(3).
-Brown G, Atkins M. Effective teaching in Higher Education. London: Routledge, 1990.
-Kolb d. Experiential learning. London: Prentice-Hall, 1984.
-Smyth J. Educating teachers. Changing the nature of pedagogical knowledge. London:
The Falmer Press, 1987.
-Ramsden P. Learning to teach in Higher Education. London: Routledge.
QUALITY MANAGEMENT
Andre Vyt BE
CURRICULUM
ABSTRACT
THE STUDENT AS FOCUS AND AS ACTIVE PARTICIPANT IN EDUCATIONAL
QUALITY MANAGEMENT
andre.vyt@arteveldehs.be
One of the basic principles of total quality management is the client- centred
approach. The needs and perceptions of the client are the basis for continuous
improvement. In an educational system, the student not only is a consumer of
goods and services, but is an active participant in reaching competency goals
and in providing tools and opportunities for further development. Thus,
students not only have to be well informed and asked for their opinion, but also
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ENPHE Spring Conference Valencia 6-8 March 2008