Project-based learning for physiotherapy clinical education quality and capacity

Background: Increasing, supporting and sustaining the capacity for physiotherapy student placements is a priority for education providers and the physiotherapy workforce. The interruption, and in some cases, cancellation of placements as a result of Covid-19 has provided an added impetus to consider the use of flexible and adaptive models to meet student learning needs and support new and existing placement host organisations. Project-based learning provides an opportunity to supplement clinical placements through student-led activities that are mutually beneficial for student learning and goals of the host organisation.
Aim: This paper outlines the pedagogical underpinnings of project-based learning and provides tangible examples of activities that have been adopted within physiotherapy host organisations to support clinical placement quality and capacity.
Discussion: Physiotherapy educators and clinical placement host organisations require flexible, student-centred approaches to supporting clinical placement efforts during 2020 and beyond. Project-based learning has the potential to be adapted across settings to support student learning and host organisation services and stakeholders. Education providers should aim to partner with students and host organisations to support the adoption and evaluation of project-based learning across physiotherapy settings.

Ten guiding principles for Movement Training in Neurorehabilitation

Abstract: Clinicians and researchers in neurorehabilitation continue to have difficulties with reporting and describing the many active components used within physical therapy interventions. People with neurological conditions can present with cognitive, perceptual, behavioural and physical impairments that require individual consideration within their training program. Current knowledge from the areas from motor control theories, neuroscience and clinical evidence from neurological and musculoskeletal rehabilitation all inform the design of movement training programs. Such a diverse field of theoretical, scientific and clinical knowledge makes it difficult to agree upon a consistent way to label the many components relevant to training. This article proposes the use of ten guiding principles of movement training that can provide terminology for use in neurorehabilitation clinical practice that could be used by both professionals and individuals with neurological conditions. The ten Movement Training Principles could potentially improve interdisciplinary collaboration, enhance teaching of the clinical reasoning process and drive innovation for future therapies.

Development of learning material to complement pain education of physiotherapists in Indian universities

Background and purpose: It is necessary to bring the current understanding of pain to undergraduate, postgraduate, and staff of physiotherapy in all the universities and institutions in India. Approximately 15,000 (minimum) students are graduated every year from different institutions in India. More than 20,000 physiotherapists teach or practice in various institutions, hospitals, and universities. The current pain curriculum of the universities is outdated and scanty. Physiotherapists are first-line managers of pain and it is important for them to understand the current advances in pain management to effect competent practice. Methods: With this objective in mind, missing areas of pain science have been identified from the curricula of universities of India and instructional Digital Versatile Discs (DVD) were developed in these areas by experts. The DVDs were sent to all the universities and institutions by post and recommended to incorporate the information in the undergraduate and postgraduate curricula. Results and discussion: The impact and reachability of the study were evaluated through Google forms and email responses received from the participating institutions. This project is expected to have a snowball effect by imparting current understanding and knowledge in young therapists and teaching faculty as the lectures are available perpetually on the website of the participating institution. Cultural and other characteristics are similar across the countries of South Asia (India, Pakistan, Sri Lanka, Nepal, Bhutan, Bangladesh, Maldives, and Myanmar) and all of these countries use English as the medium of higher education. Hence a regional impact is also anticipated.