Programme Specification for Physiotherapy International BSc (Hons)

This programme is only offered at: AKMI Metropolitan College, Athens and Thessaloniki, Greece

Final award	BSc (Hons)
Intermediate awards available	Cert HE, Dip HE, BSc in Applied Health Sciences
UCAS code	N/A
Details of professional body accreditation	N/A
Relevant QAA Benchmark statements	Benchmark Statement :Health care programmes Benchmark Statement for Physiotherapy
Date specification last up-dated	June 2012

Physiotherapy is a healthcare profession, which views human movement as central to the health and well being of individuals. Physiotherapists identify and maximise movement potential through health promotion, preventive healthcare, treatment and rehabilitation. The core skills used by physiotherapists include manual therapy, therapeutic exercise and the application of electrophysical modalities. Fundamental to the physiotherapist’s approach, however, is an appreciation of the psychological, cultural and social factors which influence their patient's own active role in helping themselves.

AKMI has been involved in Health related education for more than twenty years. Specifically, IEK AKMI, (the IVT branch of the organisation) offers two year diplomas (Level 5 – equivalent to Higher National Diplomas) in the fields of physiotherapy, nursing, dietetics, radiology and pharmacology. While AKMI Metropolitan College offers degree level programmes in the fields of physiotherapy, dietetics and speech & language therapy.

The programme comprises a single set of modules of study (six each at levels 1,2 & 3) which will be completed via a full-time route over 3 years.

Level one - is concerned with developing the core transferable skills of physiotherapy.

Level two- explores the development of core skills inspecialist areas of practice.

Level three. Focuses on decision making and patient management in complex problem solving situations.

Physiotherapy is a health care profession emphasising the use of physical approaches in the prevention and treatment of disease and disability.  The ability to use physical approaches requires a scientific underpinning to facilitate appropriate selection and application of physiotherapy interventions.

       The relevant scientific content is incorporated within each module in a way that enables students to see the relevance and application of the scientific principles involved.

The Physiotherapy International programme aims to educate physiotherapists to have a reflective approach to practice, an ability to transfer skills and knowledge across specialities and a commitment to lifelong learning. Throughout the programme, students are encouraged and supported in taking responsibility for their own learning, given time to reflect upon their experiences and encouraged to develop the complex skills of clinical reasoning, and integration of theory and practice.

The Programme Area as a whole seeks to use a wide range of teaching and learning methods so as to reflect the range of ways that different students learn. The methods used include:;

• Practice -Based Learning
• Classroom based Practical sessions
• Case Studies/Problem Solving
• Student-led research activity
• Group work/discussions
• Web Based learning
• Visits/Observations
• Guest Speakers
• Seminars

The various methods of assessment used throughout the programme fulfil several purposes within the programme:

       Assessment is integral to the learning process, enabling students to identify personal learning needs and to improve their own performance

       Assessment provides a focus for guided and independent study

       Students have the opportunity to share knowledge and experience gained through coursework assignments and presentations that involve working together in small groups

       Assessment involves a variety of approaches that allows each student to make the most of their individual strengths and to demonstrate their achievement of the learning outcome.

In levels one and two approximately half of the assessment procedures are written or practical examinations and half is course work or continual assessment of practice.

In level three, a greater proportion of the assessment is based upon coursework and students have the opportunity to present an in-depth study of a topic.

In levels two and three one third of the students assessment is through continual assessment of their practice in the clinical setting.

The final award classification is based upon the student's achievements in years two and three.

Supervised practice based learning forms a substantial portion (1/3rd) of the programme. This allows students to develop their practical, professional and reasoning skills in a natural health care environment. Students are placed in clinical sites in either Athens or Thessaloniki, depending on the place of study, and experience practice in a range of specialities and settings.

Students have seven blocks of practice based learning, each a minimum of four weeks, where they are involved in a clinical department on a full time (30 hours per week) basis.

Students have the opportunity to organise their own elective placement during the vacation period between levels  two and three. Many students use this opportunity to experience physiotherapy in another country. Others may choose to spend time in a particular speciality or clinic.

 Being an effective member of a team is an important skill for any member of the healthcare professions. The programme helps students to develop these skills through group activities and projects which students submit for assessment.

Physiotherapy in the UK is a protected title. To be eligible to apply for registration in the UK with the HPC students must gain an honours degree in Physiotherapy.

The process by which the professional accreditation and registration of BSc (Hons) Physiotherapy International graduates will take place in Greece, has been dictated by the European Directive 2005/36/EC, which has been incorporated into Greek law on 25th May, 2010 via the Presidential decree 38/2010.

The European Directive 2005/36/EC stipulates that professionals who have obtained professional rights in any EU member country, are allowed to transfer their rights to any other EU country.

Following the presidential Decree, The Greek ministry of Education and Religious Affairs instituted the Council for the Recognition of Professional Rights (SAEP) which is responsible for approving the transfer of professional rights awarded in other EU countries, to Greece, according to the aforementioned law.

Therefore, graduates of the BSc (Hons) Physiotherapy International programme will be required to register with the UK Health Professions Council through the International route, in order to acquire a license to practice in the UK.  These graduates would then require to transfer their rights (licence to practice in the UK) via the SAEP, as described above, in order to obtain professional accreditation in Greece. 

According to the new legal framework, the BSc (Hons) Physiotherapy International graduates will be eligible to register with the Panhellenic Physical Therapy Association following the transfer of their professional rights from the UK via SAEP. 

It is noted that if students are not registered/choose not to register with the Panhellenic Physical Therapy Association, they will have the opportunity to work in the private sector as there are many private clinical settings which seek to employ professionals regardless of their registration status.

Honours Graduate Physiotherapists have opportunities for careers in various branches of the profession. Within the Health Service there are clinical posts in hospitals and in the community, management, teaching and research. Outside the Health Service graduates may become involved in industry, private practice or sports medicine.

Science and want to work with people rather than in a laboratory, then physiotherapy may be the profession for you

Working closely with others

To develop the knowledge and skills that will enable you to begin a career in the modern health service

Honours graduate physiotherapists have opportunities for careers in various branches of the profession. Within the Health Service there are clinical posts in hospitals and in the community, management, teaching and research. Outside the Health Service, graduates may become involved in industry, private practice or sports medicine.

When you first join the programme you will be allocated a personal tutor who is there to help you through the three years of study by offering pastoral and academic support. Your personal tutor can advise you about additional learning and support services available in the college.

As well as having a personal tutor, there are level tutors whose role is to monitor the students' experience of education at each level of study. They provide a resource for students to express their concerns relating to study or expectations of the programme.

The clinical education manager organises placements for individual students and is available to provide advice and support to students going on placement. While on placement, you will be visited by an academic tutor who will help you make the most of your clinical experience.

One of the clinical placements (part of module PT3022 Practice based learning 3)  is organised by the students themselves. Many students choose to travel overseas to experience health care within other cultures, others choose to gain experience within a particular speciality or hospital of their choice. A piece of reflective writing stemming from this experience contributes to the overall assessment of all students.

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Programme aims and learning outcomes

This programme is designed to give you the opportunity to:

develop the ability to practice effectively and independently within the clinical setting

take up the role of an independent and autonomous practitioner

Knowledge

Practise in accordance with the HCP Standards and CSP Rules of Professional Conduct , working with patients with a broad range of conditions affecting human function, in a manner that reflects different approaches to practice; co-operative decision making and that respects the rights, dignity, autonomy and beliefs of the patient;

Apply and adapt assessment procedures in order to identify and prioritise the needs of the patient and negotiate with the patient to develop a management programme that is appropriate for their physical, psychological and social context;

Practise in a manner that respects and upholds the rights, dignity and autonomy of every patient including their role in the diagnostic and therapeutic process;

Safely and effectively implement a management programme designed to maximise the patient’s functional ability and potential; based on key concepts of biological, physical, social, psychological and clinical sciences; taking account of the potential risks and hazards of intervention and adapting procedures appropriately; applying the principles of informed consent; and exercising a professional duty of care;

Thinking skills

Evaluate the potential and/or actual outcomes of intervention and the evidence base supporting these and through effective clinical reasoning, institute changes or adaptations in response to perceived effects;

Be accountable for their actions, basing their clinical reasoning on the evaluation of best available evidence; taking responsibility for their decisions and actions; and effectively managing their own case load;

Subject-Based Practical skills

Work collaboratively both within and across professional boundaries to effect non-discriminatory practice, informed by an understanding of relevant policy and legislation, demonstrating effective communication, cultural sensitivity and ensuring that the rights of the patient are upheld;

Practise across a range of health care settings; ensuring a safe practice environment; demonstrating an awareness of the availability and limitations of resources inherent within the setting; an understanding of the health and social policies relevant to the sector; and practise within a structure of evidence based rehabilitation recognising its contextual nature;

Skills for life and work (general skills)

Maintain full, accurate, legible records of their interaction with patients, in a format that complies with legal and professional guidelines and/or requirements; ensures confidentiality of personal information; and communicates clearly and effectively to professional and non professional audiences;

Be a responsible member of the healthcare team, managing time and resources through effective communication, co-ordinated planning and priority setting and in response to changing and unpredictable circumstances;

Identify their own level of competence and limitations in their personal scope of practice, be prepared to openly acknowledge these, and be proactive in seeking advice and alternative sources of information and in moving their own skills and knowledge forward in order to maintain their fitness to practise;

Acknowledge and value the significance of continuing professional development and their responsibility to maintain fitness to practise; and be proactive in their own progress, utilising strategies of reflective practice and participating in peer and other learning activities;

Recognise and accept their responsibility for contributing to the development of the healthcare team; and be prepared to participate in the education of assistant practitioners, students and junior members of staff.

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The programme structure

All programmes are credit-rated to help you understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

       Credits are assigned to one of 4 levels:

       1          equivalent in standard to the first year of a full-time undergraduate degree programme

       2          equivalent in standard to the second year of a full-time undergraduate degree programme

       3          equivalent in standard to the third year of a full-time undergraduate degree programme

       M         equivalent in standard to a Masters degree

The overall credit-rating of this programme is 360 credits.

The expected duration of this programme is 3 years when attended in full-time mode. 

The teaching year begins in October and ends in June. A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules (or fewer, if any are 40 credit modules) per year.  An honours degree student will complete modules totalling 120 credits at level one, modules totalling 120 credits at level 2 and modules totalling 120 credits at level 3.

LEVEL	UEL Module Code	TITLE	SKILLS MODULES	CREDITS	STATUS SINGLE
1	PT1011	Skills for Academic Learning and Patient Centred Practice	Y	20	Core
1	PT1012	Introduction to Movement Science		20	Core
1	PT1013	Patient Centred Care & Professionalism		20	Core
1	PT1021	Clinical Physiotherapy Skills 1		20	Core
1	PT1023	Clinical Physiotherapy Skills 2		20	Core
1	PT1025	Skilled Movement and Exercise Science		20	Core
1	PT1026	Practice Based Learning 1 (Placement module)		0	Core
2	PT2011	Health Professions in Health & Social Care Sectors		20	Core
2	PT2021	Cardiopulmonary Health		20	Core
2	PT2022	Control of Movement and Neurological Rehabilitation		20	Core
2	PT2023	Management of Neuromusculoskeletal Dysfunction		20	Core
2	PT2024	Practice Based Learning 2	Y	40	Core
3	PT3021	Integrated Physiotherapy Practice		20	Core
3	PT3023	Management of Long Term Conditions and Employability		20	Core
3	PT3022	Practice Based Learning 3		40	Core
3	PT3011	Research	Y	40	Core

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level one or higher.

In order to gain an Associate Certificate you will need to obtain a minimum of 20 credits at level one or higher

 

Where a student is eligible for an Honours degree, and has gained a minimum of 240 UEL credits at level 2 or level 3 on the programme, including a minimum of 120 UEL credits at level 3, the award classification is determined by calculating:

The arithmetic mean of the best 100 credits at level 3

x

2/3

+

The arithmetic mean of the next best 100 credits at levels 2 and/or 3

x

1/3

and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

70% - 100%	First Class Honours
60% - 69%	Second Class Honours, First Division
50% - 59%	Second Class Honours, Second Division
40% - 49%	Third Class Honours
0% - 39%	Not passed

 

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Teaching, learning and assessment

Knowledge is developed through

Lectures are used to both introduce new topics and explore the integration between theory and practice. However, in preparation for the skills of clinical practice, a large proportion of the programme is studied through practical classes and laboratory sessions.

Thinking skills are developed through

Seminars and tutorials are used to develop student's thinking skills and to provide an opportunity to explore alternative views and ideas.

Practical skills are developed through

A significant proportion of class time will involve practical sessions in which students analyse movement and practise treatment skills using each other as models. This enables students to develop the ability to apply theoretical knowledge to enhance their development of physiotherapy handling and treatment skills.

Skills for life and work (general skills) are developed through

Private study may be facilitated by guidance or work sheets and follow up tutorials and discussions in which the student will be given the opportunity to examine and extend their understanding of the concepts covered. Initially students are likely to require greater direction and structure within the learning strategies which, as students become more adept in taking responsibility for and directing their own learning, will decrease

Knowledge is assessed by

Coursework assignments

Unseen written examinations

Oral examinations

Thinking skills are assessed by

Analytical assignments related to practice based learning

Presentations to other students and tutors

Problem solving activities

Practical skills are assessed by

Practical examinations in the University setting

Practice within the clinical setting

Skills for life and work (general skills) are assessed by

Practice within the clinical setting

Presentations to other students

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How we assure the quality of this programme

Before this programme started the following was checked:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning  and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

The quality of this programme is monitored each year through evaluating:

       external examiner reports (considering quality and standards);

       statistical information (considering issues such as the pass rate);

       student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the quality assurance procedures.

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future.

The following methods for gaining student feedback are used on this programme:

• Module evaluations
• Student representation on programme committees (meeting 2 times  year)
• Personal tutor, module leader, Programme Leader

Students are notified of the action taken through:

• Circulating the minutes of the field committee and the annual quality improvement report
• Verbal feedback to specific groups
•  Regular information posting at module and programme levels on Moodle

The following methods are used for gaining the views of other interested parties:

• Regular meetings with physiotherapy staff in the area
• Questionnaires to clinical departments taking students on placement
• Placements Officer

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Location	Which elements?	Taught by UEL staff	Taught by local staff	Method of Delivery
AKMI Central Athens campus Clinical placements will require students to travel away from the campus	Entire programme	No	Yes	Full-time
AKMI Thessaloniki Campus Clinical placements will require students to travel away from the campus	Entire programme	No	Yes	Full-time

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Where you can find further information

Further information about physiotherapy is available from:

The Health Professions Council web site www.hpc-uk.org/
The Chartered Society of Physiotherapy web site www.csp.org.uk/

The Pan-Hellenic Physiotherapy Association web site http://www.psf.org.gr

Further information about this programme is available from:

•        The UEL web site (http://www.uel.ac.uk/)
•        The AKMI web site (http://www.iek-akmi.gr )
•        The programme handbook
•        Module study guides
•        UEL Manual of General Regulations and Policies www.uel.ac.uk/qa/
•        UEL Quality Manual www.uel.ac.uk/qa/
•        Regulations for the Academic Framework www.uel.ac.uk/academicframework/
•        UEL Guide to Undergraduate Programmes www.uel.ac.uk/courses/index
•        School web pages www.uel.ac.uk/health-sciences/index
•        QAA Benchmark Statements for  Physiotherapy http://www.qaa.ac.uk/

 

• Current External examiners
• External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))

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