Fys Engelsk

CURRICULUM
FOR
THE COURSE IN PHYSIOTHERAPY IN ESBJERG
SO 01
July 2004
TABLE OF CONTENTS
Chapter 1 Aims and structure of the course

1.1 Introduction ......................................................................................... 4
1.2 Fundamental principles ......................................................................... 4
1.3 Aims of the course ................................................................................ 5
1.4 Course structure, including a table of students' workload
expressed in work hours and distributed by semesters ......................... 7
1.5 Forms of teaching and work ................................................................ 13
1.6 Internationalisation ............................................................................... 13
Chapter 2 Course content

2.1 Distribution of subjects and study points, including a table
showing distribution by semester ......................................................... 15
2.2 Bachelor project ................................................................................... 15
2.3 The content, aims, weighting and disposition of disciplinary
fields covered on the course.................................................................. 16
2.3.1 Health sciences ......................................................................... 16
2.3.1.1 Physiotherapy subjects, including elective
subjects and interdisciplinary courses connected
to theoretical teaching ............................................... 16
Physiotherapy theory and methods ........................... 17
Elective courses ........................................................ 30
Manual tissue examination and treatment ................ 30
Electrotherapy and thermotherapy ........................... 31
Sports ....................................................................... 31
2.3.1.2 Other health science subjects ................................... 32
General pathology .................................................... 32
Medicine ................................................................... 33
Orthopaedic surgery ................................................. 33
Surgery ..................................................................... 33
Neurology ................................................................. 34
Rheumatology .......................................................... 34
Geriatrics .................................................................. 34
Psychiatry ................................................................. 35
Social medicine ......................................................... 35
Occupational medicine ............................................. 35
2.3.2 Clinical training, including interdisciplinary work
at the clinic ............................................................................... 36
2.3.3 Natural sciences ........................................................................ 37
Anatomy .................................................................... 37
Physiology ................................................................. 38
2
2.3.4 The humanities .......................................................................... 39
Psychology ................................................................ 39
Occupational psychology .......................................... 40
Educational theory and communication .................... 40
Ethics and philosophy ............................................... 41
2.3.5 Social sciences .......................................................................... 41
Sociology .................................................................. 41
Social legislation ....................................................... 42
Organisation and management ................................. 42
Scientific theory and methods ................................... 43
Chapter 3 Assessment
3.1 Objective .............................................................................................. 44
3.2 Terminology ......................................................................................... 44
3.3 Disposition of examinations by semester, including a graphical
overview of the disposition of the examinations ................................. 45
3.4 Assessment of skills in spelling and expression ................................. 48
3.5 Examination certificates ...................................................................... 48
3.6 Appeals against examination results .................................................... 49
Chapter 4 Other regulations

4.1 Transfer of credit .................................................................................. 50
4.2 Obligatory participation in classes and course completion .................. 50
4.3 Dispensations from and ammendments to the curriculum ................... 50
4.4 Dispensations from Directive no. 236 .................................................. 51
4.5 Complaints about decisions taken by the course institution
regarding Directive no. 236 .................................................................. 51
4.6 Transfers ............................................................................................... 51
Chapter 5 Coming into force of this curriculum and interim regulations

5.1 Coming into force of this curriculum ................................................... 52
5.2 Interim regulations ............................................................................... 52
5.3 Assessment of clinical training ............................................................. 52
Appendices: Appendix 1: Students' workload in ECTS points.
Appendix 2: The overall goals for the 3 long periods of clinical

training in the physiotherapy programme in Denmark.
Appendix 3: Subject description for clinical training, including

Goals for the 4 periods of clinical training in the
physiotherapy programme in Esbjerg.
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Chapter 1 Aims and structure of the course
1.1 Introduction
The standard duration of the course is 3½ years, and the formal basis of the course is
the Ministerial Directive on Courses in Physiotherapy no. 236 of 30.03.01.
The aim of the course in physiotherapy is to qualify students who complete it

satisfactorily to work independently as physiotherapists, including working in
interdisciplinary teams. The course must train students to plan, execute, evaluate and
document physiotherapeutic work within the areas of promotion of good health,
prevention of illness, treatment, habilitation, rehabilitation, and development of the
profession, so that students acquire professional competence in the field of
physiotherapy.
On the physiotherapy course, acquiring professional competence means that the

student must be able to:
1) contribute to developing, supporting, maintaining and restoring people’s optimal

movement and functional abilities, with the aim of promoting good health and
quality of life and preventing restrictions and loss of functionality in individuals
2) direct physiotherapeutic intervention towards individuals and groups of all ages in

interaction with their environment, with a focus on leisure activities and the
environment, including the work environment and taking into account ergonomic
factors
3) work in cooperation with patients and their relatives, colleagues, and professionals
from other disciplines, irrespective of their cultural and linguistic backgrounds
4) initiate and participate in professionally-related research and development work
5) take further courses in theory and clinical practice after completing the basic
education, including diploma, master’s degree and special postgraduate degree
courses
The course leads to a Bachelor Degree in Physiotherapy. (B.Pt.)
1.2 Fundamental principles
It is intended that the Esbjerg course in physiotherapy should actively develop

physiotherapy as a discipline through co-operation with other commercial and
educational institutions, and should thus also promote motivation and commitment in
the students to participate in the development of the subject.
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The course prioritises a committed and development-oriented work and study
environment, and it is believed that one way of creating such an environment is to
enrol students from a wide range of nationalities and cultures.
There is emphasis on close cooperation between teachers, students and administrative

staff.
The aim is to maintain a broad disciplinary profile through the choice of teachers and
the clinical practice institutions. The School strives to maintain and extend the high
level of the qualifications of the teachers through further courses and through
cooperation with practising institutions and other institutions of education.
It is the aim of the institution to maintain and improve the facilities and opportunities
provided for students to ensure that these meet the requirements of the course of study.
In this context, the following are particularly important: study guidance, sports
facilities, a modern and efficient library, up-to-date information technology, and
canteen and other recreational facilities. It is also the aim of the School to further
develop the facilities that give students the opportunity for practice.
It is also expected that students will participate actively on the course and will work
cooperatively to create a stimulating study environment for themselves and others.
This will take place in part in formal cooperative work forums.
It is also expected that students will regard their studies as independent work, they
themselves having the primary responsibility for their studies.
It is a goal of the School to prioritise further development in the provision of further and
higher education for qualified physiotherapists and to encourage their participation in
research and development activities.
1.3 The aim of the course
The overall aim of the course is that students should acquire physiotherapeutic,
general professional and personal competencies, on the basis that physiotherapy is a
health profession focusing on human movement. 1
Students must learn to analyse, evaluate and influence movement as experience,
awareness, intention and function within the areas of promotion of good health,
prevention of illness, treatment, habilitation and rehabilitation, on the basis of
scientific methods.
Physiotherapeutic competency aims are that students should be able to:
1) contribute to developing, supporting, maintaining and restoring people’s optimal

1
Physiotherapeutic competency includes both theoretical competencies and practical competencies.
These competencies, together with general professional competencies and personal competencies, make up the
students’ professional competency.
5
2) direct physiotherapeutic intervention towards individuals and groups of all ages in
interaction with their environment, with a focus on leisure activities and the
environment, including the work environment
3) target physiotherapeutic intervention in relation to the different levels on which

movement is a factor in the life of the individual – the structure and functioning of
the body, the level of activity, and social and working life
4) work with the physiotherapeutic process by bringing in knowledge and

perspectives from practice, the discipline of physiotherapy itself and other health
science disciplines, and disciplines from the natural sciences, the social sciences
and the humanities
5) analyse, evaluate and influence the body as an area of physical size, phenomena
and expression, with a focus on perception, awareness and expression of the body
6) analyse, evaluate and use touch as an method of investigation and treatment, of

working, and of communication
7) contribute to the development, evaluation, quality assurance and communication of

physiotherapy, using Danish and international documentation and research.
General professional competency aims are that students should be able to:
1) participate in interdisciplinary cooperation with patients, clients and their relatives,

colleagues, and other professional groups, irrespective of the cultural or linguistic
background of those involved, and that this should include establishing, maintaining
and concluding cooperative relations
2) practise the discipline in an ethical manner on the basis of the WCPT’s ground rules
on ethics
3) systematically maintain a critical and problem-solving stance towards their own and
others’ working methods
4) teach on various levels, both to individuals and to groups, and function as advisor,
consultant and supervisor within the core physiotherapy areas
5) actively contribute to a democratic society by conforming to that society’s values

and norms and to health policies
6) initiate and participate in research and development work
7) use information technology as a work tool, including critically sorting and

evaluating information obtained from the Internet
8) express themselves orally and in writing in a way that takes into account their
target audience
6
9) understand the significance of organisational structures, on the levels of both
society as a whole and local institutions and workplaces participate in broad-based
decision-making, taking into account financial aspects, concerning the situation
and living conditions of patients and clients, and appreciate the position of their
professional area within the organisation as a whole
10) participate in administrative and management work, including structuring,

planning, controlling and modifying work processes
Personal competency aims are that students should be able to:
1) use, develop and reflect upon their initiatives, their body training competencies,
their movement experiences, their body language and their touch in relation to
themselves and others
2) work with flexibility and the ability to adjust in relation to participating fully and
resolving conflicts in interpersonal processes contribute creative solutions without
prejudging issues
3) work with self-awareness, sympathy and imagination as the basis for insight into
the reactions of others to physiotherapy and for maintaining a sense of
commitment, confidence and self-worth
4) develop independence and a sense of responsibility in order to solve problems with

sensitivity and awareness on the basis of well-founded choices
5) use, develop and reflect upon their own creativity, and thus be innovative in their
own practice and exercise of knowledge
The course is structured so that the students’ professional competence is built up

throughout through the integration of physiotherapy competencies, general
professional competencies and personal competencies.
1.4 Course structure
General comments:
The course in physiotherapy is divided into semesters, and the standard duration of the
course is 3½ years of study, equivalent to 210 ECTS points.
The 3½ years of study are divided into 7 semesters of 20 weeks each. Each semester is
thus worth 30 ECTS points.
The 210 ECTS points which make up the course are divided into a theoretical teaching
part worth 168 ECTS points and a clinical training part worth 42 ECTS points. The
course includes elective elements worth 26 ECTS points, of which 20 ECTS points are
allocated to the Bachelor project. Interdisciplinary elements are worth a minimum of 8
ECTS points.
In this curriculum, ECTS points are calculated as student work hours.
7
The work of 1 week of a semester (1.5 ECTS points) is equivalent on average to 40
work hours.
The course is structured with regard to the main areas in the field of physiotherapy
within the work of promotion of good health, prevention of illness, treatment,
habilitation and rehabilitation for individuals and various target groups of various
ages.
The disposition, scope and content of each individual subject is prioritised in relation
to physiotherapy; that is to say, that the main discipline, physiotherapy theories and
methods, has a decisive role in relation to other subjects on the course. To the extent
that it is relevant for each subject area, the teaching considers environmental issues
and interrelationships between different cultures. For a plan of the disposition of the
various subjects by semester, see pages 9-10.
An effort is made to structure the course so that the forms of teaching and the learning
environment will promote the development of the competencies named in section 1.3 on
the aims of the course. This means that the course is structured so that it increases in
levels of difficulty and complexity throughout its duration. This is manifest in, for
example, the way that projects make increasing demands on students’ ability to work
independently in problem formulation and choice of method.
Similarly, increasing demands are made throughout the course on students’ assumption
of responsibility in relation to participation in the structuring of the teaching.
In order that students can have an influence on the structure of the course, regular
group meetings and study meetings are held.
Elements of the course
The course is divided into two parts, the first comprising semesters 1 to 3 and the
second comprising semesters 4 to 7. Each semester includes a project.
Part 1 Foundation (semesters 1-3)
The theoretical teaching and practical training on Part 1 of the course prepare students
for Part 2, which includes most of the preventative work and clinical practice.
Teaching in the early semesters takes place mainly at the school, interspersed with
short periods of practice.
Part 1 contains teaching in the basic theoretical, practical and methodological

knowledge and skills necessary to be able to work with physiotherapy in both
preventative work and patient/client related work. The teaching is also structured in
such a way as to give students the opportunity to define problems within and reflect
upon the relevance of the natural sciences, health sciences, social sciences and the
humanities for physiotherapy. Students’ own movement and body awareness form an
important element.
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Projects in Part 1 have as their overall theme “Promotion of good health and health
communication”.
During semesters 1 and 2, the work relates mainly to groups of people who are in
sound health.
The project in semester 3 relates to an individual patient/client or a patient/client
group.
Part 2 (semesters 4-7)
Part 2 contains the clinical training part of the course, including the preparation for
this and follow-up. In addition the students work with elective subjects,
interdisciplinary courses and 4 projects: 1 in sports (semester 4), 1 interdisciplinary
(semester 5) and 2 based on practical experience (semesters 6 and 7). Part 2 of the
course concludes with the Bachelor project.
The final two semesters are structured so that there is a special focus on going into
greater depth in, reflecting upon and development within the discipline of
physiotherapy.
Clinical practice preparation and follow-up:

There are three practice preparation periods in each of the 8-week periods with clinical
training (semesters 4, 5 and 6).
1. The first practice preparation period is planned mainly by the teacher in
consultation with the student and the clinical practice institution involved.
2. The second preparation period is planned jointly by the student and the teacher.
3. The third practice preparation period is planned by the student, with guidance from
the teacher.
Follow-up after the first period of clinical practice is directed by the teacher in
scheduled lessons.
Follow-up after the second period of clinical practice is carried out by the students
working together, and the experience gained is to be used in planning the third
practice period.
Follow-up after the third period of clinical practice is individual and is used in
physiotherapy development work (P6).
Elective subjects and interdisciplinary study:

The interdisciplinary period of clinical practice is in semester 5 (P5) and is equivalent
to 4.5 ECTS points. There is also interdisciplinary study in the fourth period of clinical
practice (semester 7) equivalent to 3.5 ECTS points.
Elective studies take place over 1 week in semester 5 and 3 weeks in semester 6. Two
of these last three elective weeks are arranged in collaboration with other
physiotherapy schools in Denmark.
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Course structure and internationalisation
The course is so structured that it is possible to obtain credits for courses – including
clinical practice – taken overseas during a continuous period of up to three months. In
addition, the elective week in semester 5 comprises a study trip outside Denmark. The
content of the study trip is chosen by the student and approved by the school.
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WORK LOAD
The distribution of subjects across the 7 semesters. 40 work hours (wh) = 1.5 ECTS points
Subjects are disposed in the following sequence: Physiotherapy subjects – marked in red
Projects are marked with stripes
Clinical training is marked with stripes and italic script
Natural science subjects – marked in blue
Humanities subjects – marked in mauve
Other health science subjects – marked in green
Social studies subjects – marked in light blue
Examinations are marked in yellow
Semester 1:
Physiotherapy theory and Manual tissue Sports Project 1 Anatomy Physiology Psycho- Educ. Ethics Semester 1
methods examination logy theory and exam in
and treatment and Philos. physiotherapy
Com. theory and
210 wh 120 wt 80 wt 40 wt 140 wt 100 wt 40 wt 30 wt 20 wt methods
210 at
Semester 2:
Physiotherapy Manual Sports Project 2 Anatomy Physiology Psycho- Educ. Pathology Socio- Exam in
theory and methods tissue 100 wt logy theory logy anatomy
168 at and
Science Com.
Obstetrics 12 wt 82 wt 80 wt 8 wt 100 wt 100 wt 20 wt 20 wt 50 wt 20 wt
Semester 3:
Physioterapy Manual Sports Electro- Project 3 Physio- Neuro- Ortho- Medicine Surgery Exam in physiology
theory and methods tissue and 110 wt + logy logy paedic
thermo- Educ.theory surgery Exam in physio-
therapy and Com. terapy theory and
210 wt 72 wt 60 wt 40 wt 20 wt 100 wt 54 wt 50 wt 50 wt 40 wt methods, part 1
140at
Semester 4:
Physiotherapy theory Manual Electro- Sports incl. Clinical Training and Practice Ethics Rheuma- Social Exam in sport
and methods: 160 wt tissue and Project 4 CTP and tology legisla- Exam in manual
Focus area as well as thermo- Philos. tion tissue exam. and
CTP: Treating children therapy treatment
Exam in electro-
(pediatrics 12 wt) 96 wt 70 wt 120 wt 280 wt 14 wt 40 wt 20 wt and thermotherapy
Semester 5:
140at
Physiotherapy theory and methods 188 Interdisciplinary Clinical training and practice Psycho- Geria- Psychia- Social Socio-
wt – divided as before and after CTP, of with CFE partners CTP logy trics try medicine logy
which 40 wt elective subject. Focus areas Project 5 - Pain
as well as CTP: Psychiatry, psycho-
somatics and pool therapy
120 wt 360 wt 40 wt 20 wt 40 wt 40 wt 20 wt
Semester 6:
Physiotherapy theory and Project 6 - case report Project 7 - Bachelor project Clinical training and practice Occupatio- Clin. exam
methods: 160 wt, 144 wt, divided as 54 wt Health pro- begins CTP nal Physiothera-
of which 120 wt elective psychology, 22 wt Educ. motion and medicine py theory
subject * theory and Com. and 68 wt occupational and methods
physiotherapy theory and
health 36 wt 150 wt 280 wt 40 wt case report
methods
Semester 7:
Project P7 - Bachelor project Clinical training and practice Occupa- Organisa- Social- Bachelor
Health promo- tional tion and legisla- project exam
tion and occu- psycho- manage- tion
pational health 200 wt incl. interdisciplinary logy ment
140 wt ** 380 wt subject 36 wt 40 wt 10 wt
* The 80 wh in elective subjects are arranged in collaboration with other physiotherapy schools in weeks 5 and 6 of the semester.
** The examination in "Promotion of good health and the work environment" takes place in the middle of semester 7.
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1.5 Forms of teaching and work
The teaching methods and the teaching and work forms used on the course are
designed to match the aims of the course, the stage in the course, the content of the
teaching and the coordination between subjects.
Typically, teaching involves a mixture of lectures, seminars, assignments,

presentations, practical and manual training, demonstrations using patients, clinical
training, group work, project work and tutoring. A more detailed description of the
progression of the teaching can be seen in the semester subject descriptions for
physiotherapy theory and method.
Subject descriptions are available from the course web site.
Studies of practice are included in Part 1 of the course.

Problem-based, project-structured teaching is a working method used throughout.
Information Technology forms an integrated part of the whole course, both as a work
tool and as a means of communication. Workshops will be set up to help with
achievement of aims in connection with the practical training, but achievement of
aims also depends on students’ active participation in these courses.
Theory and practice are combined, so that there is a continuous exchange of values
and knowledge between the course and the profession. Experience from the periods of
practice and knowledge of central trends in the profession are brought in to the
teaching and are used among other things in the preparation of case reports in semester
6.
It should be noted that the teaching alone can only cover the important elements in the
course to a certain extent. The teaching can contribute to directing attention to the
most important areas of the discipline and work methods. The teaching can thus aid
students’ understanding and processing of the course content.
Forms of work and teaching will be under continuous further development. They will
be integrated to the greatest extent possible. Part 1 of the course will use more forms
of teaching and work that require students’ presence in classes than is the case in Part
2. This is related to the increasing demand for students to be able to work
independently.
1.6 Internationalisation
Physiotherapy is an international discipline. Consequently, one of the aims of the

course is to promote opportunities for students to study abroad. The aim of studying
abroad is to give students and teaching staff international experience and to obtain
insight not only into the discipline itself but also the cultures, educational systems and
health services of other countries.
The course in Esbjerg has links through an international network with several overseas
educational institutions with which there have been exchanges of both students and
teaching staff.
The course has an international coordinator who is responsible for providing support
to students who wish to go abroad. The course is so structured that it is possible to
obtain credits for courses taken overseas during a continuous period of up to three
months.
Students who wish to study abroad must draw up a study plan for the country in
question, which must be approved by the international coordinator for the course.
In semester 5 there is an elective subject comprising a study trip overseas.
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Chapter 2 Course content
2.1 Distribution of subjects and study points
For the distribution of ECTS points by subject and subject area, see the table showing
the workload in ECTS points (see Appendix 1).
Interdisciplinary study: (8 ECTS)

Interdisciplinary study is allocated 4.5 points in the theoretical part of semester 5. This
is included in the ECTS points for the subject Physiotherapy theory and methods.
In addition, 3.5 ECTS points are allocated to interdisciplinary study in the clinical
training in semester 7.
Elective courses: (26 ECTS points including the Bachelor project)

Elective courses are allocated 1.5 ECTS points in semester 5 and 4.5 ECTS points in
semester 6. This is included in the ECTS points for the subject Physical theory and
methods.
In addition, 20 ECTS points are allocated to the Bachelor project, divided as follows:
Semester 6. Semester 7.
Physiotherapy subjects 4.525 ECTS 5.975 ECTS
Health sciences (other) 1.25 ECTS
Social sciences 2.60 ECTS 4.00 ECTS
Humanities 1.65 ECTS
Total 7.125 ECTS + 12.875 ECTS
2.2 Bachelor project (20 ECTS)
The aim of the Bachelor project is for students to acquire skills within the field of
physiotherapy development work. That is to say, to acquire the knowledge and skills
necessary to use relevant scientific methods with respect to documentation, quality
assurance and communication in the field of physiotherapy. The Bachelor project also
provides the basis for further studies in theory and clinical practice.
The project requires students to acquire special insight into a subject, area or problem
of central importance in the profession of physiotherapy and which they choose
themselves. It can be done individually or in groups, and the result should be a written
document corresponding to 25 standard pages for individual projects and 35 for group
projects.
Time: semesters 6 -7.
Aims:
By the end of the teaching, students must be able to:
- contribute to quality assessment, development, evaluation and communication of
15
physiotherapy, using Danish and international documentation and research.
- use documented knowledge from a variety of areas of scientific knowledge.
- initiate and participate in professionally-related research and development work.
- use information technology as a work tool, and critically sort and evaluate
information.
- structure, plan, control and modify a work process.
- use the experience from the project to be innovative in relation to their own
knowledge and practice and to the subject in general.
- use scientific work methods and justify them.
- give an account of the significant elements in the chosen problem formulation.
Assessment:
The project is assessed at an oral examination, at which a collective grade is given for
the written work and the presentation at the examination. This examination concludes
the course. Assessment is on an individual basis.
There is an external second examiner.
The assessment is based on the goals laid down, and is made using the Danish 13-
point assessment scale.
2.3 The content, aims, weighting and disposition of disciplinary fields covered on the
course
This chapter describes the subjects covered in the physiotherapy course, giving the
overall aims, content, value in ECTS points and disposition within the course of each
subject area. For each subject there is a subject description based on this curriculum.
Knowledge and skill from all subject areas are involved in the clinical training.
For assessment, see chapter 3.
2.3.1 Health sciences
2.3.1.1 Physiotherapy subjects, including elective subjects (100 ECTS)
Content of the various subject areas:

Physiotherapy includes:
• Physiotherapy theory and methods:
- Projects
- Semester modules/themes
- Modules for preparation and reflection upon clinical training
- Study planning and tutoring
• Manual tissue examination and manual treatment:
• Sports
• Electrotherapy and thermal therapy
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Time: Semesters 1 - 7.
Aims:
The aim of the teaching in core physiotherapy subjects is for students to acquire
professional competence in relation to problems from the physiotherapy area of work.
Students must be able to work independently with the physiotherapeutic process,
bringing in knowledge and perspectives from other health science subjects and from
the natural sciences, the social sciences and the humanities.
Taking a starting point in physical, psychological, social and existential aspects of
humankind, students must acquire theoretical and practical knowledge in the
following core areas:
1. The body - and body awareness, body perception, body expression
2. Movement as experience, perception, intention and function
3. Touch as method of examination and treatment, working, contact and
communication
4. Health and illness in individuals and groups in different life situations and
throughout the whole course of the lifetime
5. Written, verbal and non-verbal communication and action, and action in
cooperation with clients/patients and other professional groups
These core areas are used in relation to the various levels at which movement enters
into the life of the individual:
1. The anatomy and functioning of the body (joints, muscles, nerves, circulation,
organs, etc.)
2. Activity level (the ability of the individual with respect to movement experience,
perception and action)
3. Social life (the opportunities the individual has to participate in social and cultural
activities)
4. Working life, including the work environment and ergonomic factors
The physiotherapeutic process includes:

1. Examination, analysis and diagnosis of functionality
2. Intervention/treatment
3. Evaluation, documentation and quality assurance
4. Interdisciplinary work and communication
 Physiotherapy theory and methods (69.25 ECTS)
Semester 1 9.000 ECTS

Semester 5 10.050 ECTS, including 4.5 for interdisciplinary subjects and
1.5 for elective subjects
Semester 6 12.550 ECTS, including 4.5 for elective subjects
Semester 7 8.775 ECTS.
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Aims:
The goals for the main subject are listed as objectives for the individual semester and
as objectives for the individual projects.
The models used for investigation, analysis and intervention within the fields of health
promotion, prevention, treatment, habilitation and rehabilitation run through the entire
course work.
The following are used:
- Systems theory models
- Social psychology models
- Health pedagogy models
- The WHO bio-psycho-social international classification system
- Clinical reasoning models
PART 1:
SEMESTER 1: (9.0 ECTS)
Semester modules:
Areas of focus:
In semester 1, the students work with physiotherapeutic conceptualisation,
socialisation and professional understanding on the basis of physiotherapeutic working
methods with a special focus on observation and the influence of basic motorics.
Goals for field-specific skills:

By the end of the teaching, students must:
- have been introduced to the discipline and to the course
- have been made aware of the areas in which physiotherapy is practised, and of the -
place of physiotherapy in relation to the health services and to society
- be able to give an account of the basic terminology of the discipline, and of basic
biomechanics and training in movement
- be able to make systematic status and functional analyses and demonstrate the
application of these on fellow students
- be able to bring in perspectives from other subjects in the semester
- be able to give an account of considerations concerning health promotion amongst
schoolchildren
- be able to explain the basic principles of ergonomics and the use of ergonomics in a
health-promoting context
Goals for general professional skills:

- have been introduced to different types of learning
- have knowledge of project-based working methods
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- be able to structure, plan, manage and modify the work process linked to the
semester project
- be able to formulate considerations about communicating on the basis of the
premises of a given target group
Goals for personal skills:

- have acquired personal experience through exercises for developing body awareness
- have worked with flexibility and willingness to change in various group contexts
- have set personal learning targets related to the semester project
Project P1. Promotion of good health and health communication, ergonomics:

Students must introduce knowledge acquired in two of the semester’s supplementary
subjects, and may seek study guidance.
By the end of the project, students must:

- have acquired knowledge of the project form of work, and skill in using project
working methods
- have knowledge of and have tried out health promoting physiotherapy work, and be
able to give an account of this
- be able to give an account of considerations in presenting health-promoting
initiatives
- have tried searching for information on the Internet
Practical studies form a part of the project work.

Participation in the project work is a precondition for students to enrol for the Part 1
examination.
Assessment:
At the end of the Semester 1 teaching in physiotherapy theory and methods, students
are given an assessment for guidance only on the basis of an individual oral practical
examination.
There is an internal second examiner.
There is no penalty for failing the semester examination, but participation is a

precondition for enrolment in the Part 1 examination.
Semester modules:
Areas of focus:
In semester 2 the students work with a focus on health promotion and prevention for
healthy target groups in various life situations and of various ages. This includes
physiotherapeutic concepts and professional understanding as a basis for investigating,
19
analysing and assessing functions and movement of different target groups and with a
focus on their own skills in group contexts.
Goals for physiotherapeutic skills:

- be able make systematic functional analyses of healthy target groups and apply them
in practice
- be able to give an account of theories concerning children’s sensory motoric learning
and apply this knowledge with observation and assessment of normal children’s
basic motorics
- be able to give an account of considerations about pain and the experience of pain
- be able to organise exercise therapy and instruct healthy target groups with the aim
of improving respiratory, circulatory and muscular function
- have knowledge of the main problems in relation to target groups in the fields of
gerontology and obstetrics

- be able to teach their fellow students about selected topics in physiotherapy
- have developed an understanding of interdisciplinary working relations through
consideration of the contexts in which one would want to establish such working
relations in regard to healthy target groups
- have developed a critical and problem-solving stance towards their own and others’
working methods
- be able to give an account of the role and physiotherapists’ work and organisational
position in regard to healthy target groups.

- be able to reflect on their own experiences of movement
- have worked on self-insight in relation to the insight of other students’ reactions
related to group work.
Project P2 Promotion of good health and health communication, elective topic:
The students must introduce knowledge from two of the semester’s supplementary
subject areas.

- be able to give an account of and theorise about significant physiotherapeutic aspects
within a selected area involving health promotion or prevention
- be able to suggest suitable methods to address the selected problem as formulated
- be able to present a plan of the phases of the project process
- be able to collect data and analyse it
- be able to propose a plan for interventions aimed at health promotion or prevention
for a selected target group
20
- be able to reflect on their choice of work methods and data collection in the project
work
- be able to analyse and reflect on the group processes in which they have participated
- be able to form a collaboration agreement for the course of the project
- be able to consider critically and constructively their fellow students’ coverage and
presentation of the selected field
The project must be presented to the class.

examination.
Semester modules:
Areas of focus:
In semester 3, the students work with the focus on basic examination and treatment
methods and techniques in relation to patient/client groups. The WHO classification
system is introduced with the aim of seeing the patient/client from a bio-psycho-social
perspective.
The project work will concern structuring exercise therapy. There will also be a focus
on incorporating knowledge from the other health sciences.

- give an account of models of physiotherapeutic investigation, including forming
hypotheses, and demonstrate their application.
- give an account of an demonstrate the investigative and treatment tools in general use
in physiotherapy. In this respect the students must be able to give an account of the
basic theories and considerations presented in the compulsory reading.
- be able to give an account of the basic principles of physiotherapy for patients with
neurological problems and demonstrate the application of these.
neurological problems and demonstrate the application of these.
pulmonary and circulation problems and demonstrate the application of these.
- be able to give an account of the principles of inhibitive and facilitative techniques
and demonstrate the application of these.

- acquire relevant knowledge in connection with the teaching in the other health
sciences.
- conduct contact with a patient in an ethically responsible manner, that is, on the basis
of the rules drawn up by WCPT.
- take a problem-solving approach to cooperation with a patient.
21
- communicate information as a group concerning patient examinations and treatment
in written form.
- express themselves orally in a way that takes into account the patient’s premises.

By the end of the teaching, students must have:
- attempted to reflect upon their initiatives, their body training competencies, their
movement experiences, their body language and their touch in relation to themselves
and others
- attempted to work flexibly and equally in cooperation concerning and with a patient.
The students must, in this regard, have given consideration to their own and others’
roles in the cooperation
- worked creatively to adapt the examination and treatment techniques to other
students, a patient and themselves. This includes the aspect of basic ergonomic
principles
Project P3 Promotion of good health and communication/clinical practice:
The students must introduce knowledge from two of the semester’s supplementary
subject areas.
The project includes two weeks of clinical practice.
Aims:
By the end of the teaching, students must, in groups:
- be able to work with the model of physiotherapeutic investigation, including forming
hypotheses, and demonstrate the application of its various elements
- be able to acquire relevant knowledge in the other health sciences
- be able to conduct contact with a patient in an ethically responsible manner, that is,
on the basis of the rules drawn up by WCPT
- be able to take a problem-solving approach to cooperation with a patient
- have attempted to work flexibly and equally in cooperation concerning and with a
patient The students must, in this regard, have given consideration to their own and
others’ roles in the cooperation
- be able to work with physiotherapeutic treatment techniques in practice
- have worked creatively to adapt the examination and treatment techniques to a
patient and themselves
- be able communicate information as a group concerning patient examinations and
treatment in written form
examination.
Assessment:
At the end of the Semester 3 teaching in physiotherapy theory and methods, students
are assessed on the basis of an individual oral practical examination (Part 1
examination).
22
The assessment is based on the goals laid down for the Part 1 modules, and is made
using the Danish 13-point scale.
The students must pass the first part of the examination before the first period of
clinical training starts.
PART 2:
SEMESTER 4: (6 ECTS)
Semester modules:
Areas of focus:
In semester 4, the students work with the focus on the first period of clinical training.
The aim is that the students consolidate the knowledge gained from the teaching in the
first three semesters, integrate knowledge from the various disciplines and target this
to the subsequent clinical training institution. There will also be a focus on
incorporating knowledge from the other health sciences in this semester.
The students are also expected to consolidate their practical skills in the workshops
offered to all students on the course.
During this semester, the students’ knowledge of the field of pediatrics will be
increased.

- under supervision be able to apply structured methods of examination
- be able to use, under supervision, preventive and treatment methods suitable for the
patient/client groups in the first clinical training period
- have insight into the theoretical basis of the methods named above
- be able to incorporate knowledge and practical perspectives (including project
P3/clinical practice), physiotherapy subjects and subjects from other health sciences,
ethics and philosophy as well as social legislation in regard to preparing and
consolidation for the first period of clinical training
- be able to analyse and assess how movement and touch affect the interaction
between the therapist and patient

- have used information technology to find out about the categories of patients at the
clinical training institution, and the appropriate examination and treatment methods
for them
- have discusses the importance of the organisational structure of the clinical training
institution, including economic aspects
- be able to adopt a critical and problem-solving approach to the practical experience
from the first clinical training period
23
- have an understanding of how they can influence the relationship between
themselves, their patients, fellow students and other colleagues
- be aware of how they themselves have lived up to the practical goals described and
on the basis of this recognition formulate personal learning targets for the rest of the
course
Project (P4):
The project in this semester is linked to sports.
SEMESTER 5: (10.05 ECTS points, including 4.5 for interdisciplinary subjects and
1.5 for elective study/ study trip)
Semester modules:
Areas of focus:
In semester 5, there is particular focus on extending the students’ field of knowledge
regarding the target groups, especially in relation to treatment methods, knowledge of
the fields of the other disciplines and physiotherapy in other countries. There is also
work on geriatric and psychiatric physiotherapy, as well as teaching in pool therapy
and psychosomatic examination and treatment.
Project P5 concerns interdisciplinary work with other courses within the social and
health area relating to pain.
As in semester 4, the students will be taught in relation to the clinical training period
in the semester (the second clinical training period), and in the same way they can
consolidate practical skills in the workshops which are offered to all the students.

- be able to apply structured methods of examination with a certain degree of
independence
- be able to use preventive and treatment methods suitable for the patient/client groups
in the second clinical training period with a certain degree of independence
- have insight into the theoretical basis of the methods named above
- be able to incorporate knowledge and perspectives from previous theoretical and
practical training into the teaching during the seminar and the summing up of the
second clinical training period
- be able to analyse and assess how movement and touch affect the interaction between
the therapist and patient and modify treatment on this basis
- have assessed what physiotherapeutic initiatives would be relevant in relation to the
interdisciplinary cooperation in project P5

24
- have used information technology to find out about the categories of patients at the
clinical training institution, and the appropriate examination and treatment methods
for them
- have discusses the importance of the organisational structure of the clinical training
institution, including economic aspects
- be able to adopt a critical and problem-solving approach to the practical experience
from the second clinical training period
- have taken part in interdisciplinary cooperation with students from other disciplines
and met the goals described for project 5/interdisciplinary
- have acquired insight into physiotherapy as an international discipline and an
orientation towards the culture, education and health services of another country
- have structured, planned, managed and modified the work processes linked to the
study trip
- have structured and planned teaching for the clinical practice preparation course
linked to the third clinical training period (PF3) under supervision

- have an understanding of how they can influence the relationship between
themselves, their patients, fellow students and other colleagues
- be aware of how they themselves have lived up to the practical goals described and
on the basis of this recognition formulate personal learning targets for the rest of the
course
- have worked creatively in the planning of the clinical practice preparation course
linked to the third clinical training period (PF3) under supervision
- have reflected on the physical experiences associated with the psychosomatic
process, with the aim of self-insight
Project P5/interdisciplinary subjects:

The project unit in this semester is linked to an interdisciplinary course. The study is
planned in collaboration with other courses within the social and health area. The
focus is on chronic pain and interdisciplinary work.
Project aims are formulated in collaboration with the institutions where the other
courses are taught, and will demonstrate that students can:
- participate in interdisciplinary cooperation with patients, clients and their relatives,
background of anyone involved, including maintaining and concluding cooperative
relations
SEMESTER 6: (12.5 ECTS, of which 4.525 ECTS are related to the Bachelor’s
project)
Semester modules:
Areas of focus:
25
In semester 6, there is a special focus on physiotherapeutic development work and
deeper professional study. The students must complete a physiotherapeutic
development project, P6, in the form of a case report.
The students will also conduct a clinical practice preparation course, PF3, which they
organise themselves.
In addition, the students are given the opportunity to consolidate their practical skills
in the workshops offered to all students on the course.
The practical consolidation is used in the case report.
During the semester there is also a focus on professional profiling through elective
subjects.
The teaching in semester 6 is also geared towards the Bachelor’s project.
Project P7, Health promotion and the working environment, starts up. The main
volume of the work, though is to be done in semester 7.

By the end of the teaching, students should be able to:
- contribute to developing, supporting, maintaining and restoring people’s optimal
- target physiotherapeutic intervention to individuals and groups of people of all ages,
in a manner appropriate to their surroundings
- target physiotherapeutic intervention in relation to the different levels on which
movement is a factor in the life of the individual – the structure and functioning of
the body, the level of activity, and social and working life
- work with the physiotherapeutic process by bringing in knowledge and perspectives
from practice, the discipline of physiotherapy itself and other health science
disciplines, and disciplines from the natural sciences, the social sciences and the
humanities
- analyse, evaluate and influence the body as an area of physical size, phenomena and
expression, with a focus on perception, awareness and expression of the body
- analyse, evaluate and use touch as an method of investigation and treatment, of
working, and of communication
- contribute to the development, evaluation, quality assurance and communication of
physiotherapy, using Danish and international documentation and research

Students must be able to:
- participate in interdisciplinary cooperation with patients, clients and their relatives,
background of those involved, and that this should include establishing, maintaining
and concluding cooperative relations
- practise the discipline in an ethical manner on the basis of the WCPT’s ground rules
on ethics
26
- systematically maintain a critical and problem-solving stance towards their own and
others’ working methods
- teach on various levels, both to individuals and to groups, and function as advisor,
consultant and supervisor within the core physiotherapy areas
- actively contribute to a democratic society by conforming to that society’s values and
norms and to health policies
- use information technology as a tool in their work
- express themselves orally and in writing in a way that takes into account their target
audience

- use, develop and reflect upon their initiatives, their body training competencies, their
movement experiences, their body language and their touch in relation to themselves
and others
- work with flexibility and the ability to adjust in relation to participating fully and
resolving conflicts in interpersonal processes and contribute in an unbiased manner
with creative solutions
- work with self-awareness, sympathy and imagination as the basis for insight into the
reactions of others to physiotherapy and for maintaining a sense of commitment,
confidence and self-worth
- develop independence and a sense of responsibility in order to solve problems with
sensitivity and awareness on the basis of well-founded choices
Project P6 Physiotherapy development work / case report:
The project is based on the practical experience gained in the third clinical practice
period, integrated with the final part of the teaching in pedagogy/psychology.
By the end of the clinical practice period and the project, students must:
- have obtained experience of formulating a physiotherapy problem relevant to the
clinical practice institution, working either individually or in collaboration with
specialists from one or more other disciplines
- have been able to systematically describe the problem under consideration
- be able to integrate knowledge of physiotherapy theories into the problem
formulation
- be able to integrate knowledge of educational and psychological theories into the
problem formulation
- be able to draw conclusions on the basis of the above, and suggest innovations or
developments in physiotherapy practice
- be able to include interdisciplinary perspectives in the above
- be able to present the project
Assessment:
At the end of the P6 project, an assessment is made on the basis of an individual
project report and an oral presentation.
A physiotherapist acts as an external second examiner.
27
A physiotherapy teacher and a teacher in psychology act as joint examiners.
The assessment is based on the aims laid down for the P6 project, and is on the Danish
13-point assessment scale.
SEMESTER 7: (8.775 ECTS, of which 5.975 ECTS are related to the Bachelor’s
project)
Semester modules:
Areas of focus:
In semester 7, the special focus on psyiotherapeutic development work and deeper
professional study is continued.
The students work on two projects. Project P7, Health promotion and the working
environment, ends in the middle of the semester, while the Bachelor’s project
completes the whole course.
The semester also focuses on interdisciplinary work in practice. This is used in the
interdisciplinary planned course of the fourth clinical training period.

Further work is done on the goals from semester 6. In addition, there is a special focus
on the following.

- initiate and participate in research and development work
- understand the significance of organisational structures, on the levels of both society
as a whole and local institutions and workplaces
- participate in broad-based decision-making, taking into account financial aspects,
concerning the situation and living conditions of patients and clients, and appreciate
the position of their professional area within the organisation as a whole
- participate in administrative and management work, including structuring, planning,
controlling and modifying work processes

- use, develop and reflect upon their own creativity, and thus be innovative in their
own practice and exercise of knowledge
Project P7 Promotion of good health and the work environment

- have insight into and have tried out elements of scientific working methods
- be able to evaluate the possibilities for and restrictions on creating a healthy work
environment in a given workplace, and discuss this evaluation
- be able to propose and plan preventive measures or changes
28
- be able to present plans for preventive measures or changes to the workplace
- be able to reflect upon and modify the proposal.
- be able to reflect upon and modify presentation
Assessment:
At the end of the P7 project, an individual assessment is made on the basis of the
project report and an oral presentation.
Internally assessed.
A physiotherapist with particular insight into the subject acts as a second examiner.
The assessment is based on the aims laid down for the P7 project, and is on the Danish
13-point assessment scale.
Bachelor project:
See the detailed description in section 2.2.
29
 Elective courses (6 ECTS)
Contents:
Elective modules. A taught physiotherapy course corresponding to 3.0 ECTS can be
taken in another country.
Time: Semester 5.
In semester 5, elective study corresponding to 1.5 ECTS is allocated for a study trip
abroad. Students must organise the trip themselves. The subject content must be
approved by the educational institution according to the guidelines as described in the
subject description for semester 5.
Aims:
- For students to have the opportunity to create their own professional profile and thus
to develop their independence and sense of professional responsibility through
conscious and reasoned choices.
- For students to reflect upon their own resources within the discipline and be
innovative in relation to their own knowledge and practice.
 Manual tissue examination and treatment (13.875 ECTS)
Aims:
By the end of the teaching, students should be able to analyse, evaluate and use touch
as a method of examination and treatment, working, contact and communication.

- carry out a tissue examination which is relevant in relation to the local or general
condition of the body tissue The examination includes inspection, palpation, joint
and muscle tests, ligament tests, mobility tests of neurogenic connective tissue and
other specific tests
- integrate the findings with information from the patient and with the findings from
other investigations to form an overall evaluation
- on the basis of the above, work out possible needs for prevention and treatment, and
make proposals accordingly
- select, justify and carry out appropriate manual treatment in the form of mobilising
joints and neurogenic connective tissue, classic massage, transverse massage and
venous pump therapy
Assessment:
At the end of the teaching in manual tissue examination and treatment, students are
assessed on the basis of an individual practical and oral examination.
30
The assessment is based on the aims laid down for the subject, and is made using the
Danish 13-point assessment scale.
 Electrotherapy and thermotherapy (4.125 ECTS)
Aims:
- demonstrate theoretical understanding and practical skills in electrotherapy and
thermotherapy.
Assessment:
At the end of the teaching in electrotherapy and thermotherapy there will be an
assessment based on a group presentation of the principles of, and a demonstration of
skills in, these types of treatment.
The assessment is based on the goals laid down for the subject, and is pass/fail.
The examination is a group examination, but with individual assessments.
 Sports (12.75 ECTS)
Aims:
By the end of the teaching, students should be able to analyse, evaluate and affect the
body in terms of physical size, phenomena and field of expression, with a focus on
training, physical awareness and body expression.
In other words, they must:

- demonstrate a broad knowledge of various types of movement and of teaching
methods, and of the possible applications of these
- plan, set out and carry through a training programme in gymnastics or sports for a
defined target group
Assessment:
At the end of the teaching in sports, an assessment is made on the basis of a written
project containing a proposal for a course in sports training, a theoretical examination,
and an individual presentation and demonstration.
31
2.3.1.2.Other health science subjects (18 ECTS)
Contents:
General pathology, medicine, orthopaedic surgery, surgery, neurology, rheumatology,
geriatrics, psychiatry, social medicine and occupational medicine.
Aims:
Students should be able to give an account of the basic special medicine methods of
investigation, treatment and prophylaxis, including indications and contraindications
for physiotherapeutic intervention, and the associated terminology, so that they can
use this knowledge in connection with physiotherapy work, and can use health science
methods.
This means that by the end of the teaching, students must be able to:
- describe the most frequently occurring health problems, illnesses and diseases, and
their occurrence, symptoms and development, including in particular those health
problems where physiotherapy is relevant
- use specialised medical terminology and specialists’ conceptual framework
Students must be able to use the above:

- to evaluate health-related and social problems, to evaluate people’s state of health
and conditions of life, and to evaluate factors which affect these
- to evaluate diagnoses and prescriptions from referring practitioners
- to evaluate the extent to which physiotherapy is indicated or contra-indicated,
including the amount and methods of physiotherapy required
 General pathology (1.875 ECTS)
Time: Semester 2.
The following main subjects are included:

- Introduction
- Growth changes
- Cell damage and cell death
- Inflammation
- Immunology
- Abnormalities in the fluid balance and the circulation of the blood.
Assessment:
This subject is assessed in conjunction with the examination in manual tissue
examination and treatment/electrotherapy and thermotherapy.
32
 Medicine (1.875 ECTS)
Time: Semester 3.

- Heart diseases
- Vascular disorders
- Disorders of the bronchi, lungs and pleuræ
- Allergies
- Kidney diseases
- Diseases of the endocrine gland
- Metabolic disorders.
Assessment:
The subject is assessed in conjunction with the Part 1 examination in the theory and
methods of physiotherapy.
 Orthopaedic surgery (1.875 ECTS)
Time: Semester 3.

- Fractures
- Sciatic disorders
- Examination of and injuries to the extremities and the columnae.
Assessment:
 Surgery (1.5 ECTS)
Time: Semester 3.

- Anaesthesia and intensive therapy
- Thorax surgery
- Vascular disorders
- Breast surgery
- Stomach, intestine, liver and biliary passage surgery
- Urology
- Gynaecology.
33
Assessment:
 Neurology (2.025 ECTS)
Time: Semester 3.

- Clinical neurological examination
- Paraclinical examination
- General neurological symptoms and pathological pictures
- Disorders of the nervous system.
Assessment:
 Rheumatology (1.5 ECTS)
Time: Semester 4.

- Rheumatology
- Non-articulatory rheumatic disorders
- Degenerative rheumatic disorders
- Inflammatory rheumatic disorders
Assessment:
This subject is assessed in conjunction with the examination in manual tissue
examination and treatment as well as electrotherapy and thermotherapy.
 Geriatrics (0.8 ECTS)
Time: Semester 5.

- The geriatric patient
- Pathologies:
Olympiad syndrome
Immobility
Instability
Reduction of intellectual capacity
Incontinence
Iatrogenic illnesses
34
- Geriatric assessment, treatment and rehabilitation
Assessment:
This subject is assessed in conjunction with the examination in the theory and methods
of physiotherapy in semester 6 (P6).
 Psychiatry (1.5 ECTS)
Time: Semester 5.

- Neuroses and similar conditions
- Psychoses
- Abuse
- Borderline personality disorders – earlier damage
- Child psychiatry.
Assessment:
of physiotherapy in semester 6 (P6).
 Social medicine (1.5 ECTS)
Time: Semester 5.

- Models of diseases
- Analysis of health-related problems, health profiles
- Prevention and epidemiological analysis
- Ethics and health financing
- Tackling physical, biological and chemical effects
Assessment:
This subject is assessed in conjunction with the examination in promotion of good
health and the work environment in semester 7 (P7).
 Occupational medicine (1.5 ECTS)
Time: Semester 6.

- Introduction
- Occurrence and frequency of occupational disorders
- Occupational disorders
- Occupational disorders of the movement apparatus
35
- Cancer and the work environment.
Assessment:
This subject is assessed in conjunction with the examination in promotion of good
health and the work environment in semester 7 (P7).
2.3.2. Clinical training (42 ECTS = 28 weeks)
There are clinical training periods of 7, 9 and 7 weeks in semesters 4, 5 and 6

respectively. There is a clinical training period of 5 weeks in semester 7. During this
final period, an interdisciplinary period at a clinical training institution equivalent to
3.5 ECTS points is planned in collaboration with one or more relevant partners. This is
typically adapted to suit the normal practice at the clinical training institution.
A description of the course is approved by the training institution and put up on the
homepage for the course.
Aims:
The aim of the clinical training is to increase students’ knowledge and skill and to
influence their attitudes, in that the training aims to integrate the theoretical and
practical elements of the course. The clinical training is also intended to teach
independence. In this respect the clinical training provides students with the
opportunity to apply, further develop and gain added perspectives on the theoretical
element of the course, so that they learn, try out and reflect upon physiotherapy
methods in a realistic context.
The clinical training also contributes to socialisation and to learning of the norms and
values of the profession.
This means:
- that by the end of the period of clinical practice, students have a level of knowledge
that will enable them to carry out and justify a typical clinical process in a
professionally responsible manner such that it is acceptable for all parties involved.
- that students can display experience and assurance in carrying through clinical
processes with patients, having constant regard for the possibilities and limitations
stemming from the patients’ physical, psychological and social status, and for the
resources available to the institution or hospital and to society at large.
The overall goal of the clinical training is describes in conjunction with the other
physiotherapy training courses in the country (Appendix 2), which creates the basis
for the local goals.
The goals and contents of each individual clinical training period are described locally
in specially appendices which are attached to the curriculum (Appendix 3). The local
descriptions for the individual clinical training courses are also related to the teaching
on the course. Thus during the clinical training period, the students are expected to be
able to apply knowledge and skills in relation to their fellow students corresponding to
the final goals of the following clinical course. The progression of the teaching is such
36
that the students at the clinical training institution must be able to transfer skills and
knowledge from the school to the complex context of practice.
The clinical part of the course is structured with a progression from observation to
reflective and independent practice in terms of training of basic competencies in the
areas of promotion of good health, prevention of illness, treatment, habilitation and
rehabilitation.
Clinical training takes place at institutions where there are activities relevant to
physiotherapy. Students are taught and tutored by clinical teaching staff. The clinical
training institution prepares a description of the period of clinical training. These
descriptions must be approved by the School, which also approves the clinical training
institutions.
Attendance during the clinical training period is obligatory, and is organised as entire
clinical training days.
Assessment:
The three periods of clinical practice in semester 4, 5 and 6 are internally assessed as
passed/failed.
The first clinical training period is assessed at the end of the period by the clinical
trainer.
The second and third clinical training periods are assessed after the third period by the
clinical trainer and an internal second examiner.
The assessment is made on the basis of achievement of aims in the following areas:
Examination, treatment, health promotion, prevention, ethics, own ergonomic work
practices, written work, cooperation and communication. The goals set are progressive
and apply to each of the above areas separately.
2.3.3. Natural Sciences (20 ECTS)
Contents: Anatomy and physiology
Aims:
Students must be able to assess a patient’s anatomical, biomechanical and
physiological condition through examination and analysis of a patient/client’s
functionality during treatment of functional disorders and use of various forms of
training. Students must be able to plan and evaluate the effect of physical training on
the basis of their knowledge of the body’s reactions to inactivity, exercise and work,
and they must be able to use natural science methods.
 Anatomy (9.0 ECTS)
37
Aims:
- give an account of the components of the human movement apparatus, the related
vascular and nervous system, and the relationships between and the functions of the
various elements.
- give a general account of the human internal organs, including their structures, the
relationships between them, and their projection to the body surface.
- describe the development, structure and functions of the central nervous system,
including the most important motor and sensory centres and paths.

- in the investigation and analysis of the physical functioning of patients and clients
- in treatment in the form of giving advice, training of functions, manual treatment,
etc.
- in preventive treatment in the form of giving advice, training of functions, and
adapting workplaces, work tools and work processes to be ergonomically correct.
Assessment:
At the end of the teaching in anatomy in semester 2, students are assessed on the basis
of an individual oral examination. Students must take this examination before the end
of semester 2.
Students must pass this examination before the end of the fourth semester after
beginning their studies in order to be able to continue the course.
 Physiology (11.0 ECTS)
Aims:
- give an account of normal physiological functions of both individual organs and of
the various organ systems working together as an interconnected whole
- describe the reactions of the body to various influences, e.g. work stress, activity, and
inactivity
- describe how certain pathogenic conditions can inhibit or disturb normal
physiological functions

- in the investigation and analysis of the physiological functions of patients and clients
and of the effects of the environment on these functions.
38
- in treatment in the form of giving advice and the use of various forms of physical
exercise.
- in preventive work in the form of giving advice on the planning and improvement of
workplaces, work processes and the working environment, and of teaching both
groups and individuals.
Assessment:
At the end of the teaching in physiology in semester 3, students are assessed on the
basis of an individual oral examination.
2.3.4. The humanities (15.0 ECTS)
Contents:
Psychology, occupational psychology, pedagogy and communication, ethics and
philosophy.
Aims:
The aim is for students to acquire the knowledge necessary for understanding of and
insight into their own and patients/clients’ reactions in connection with the practice of
physiotherapy.
Students must be able to assess the influence of psychological factors on the behaviour
and reactions of patients/clients and on the interaction between patient and
physiotherapist.
Teaching will contribute to the development of personal skills and ethical competency
for the practice of the profession.
Students must be able to use various pedagogical methods and tools to adapt and
direct presentations and communication to individual patients/clients or to groups of
patients/clients.

- in making a holistic evaluation of the situation of patients and clients with reference
to structuring treatment, preventive measures and counselling, in such a way that
the psychological resources of the patient/client treatment group and their learning
strategies are used to the best advantage.
-
 Psychology (6.525 ECTS)
Time: Semesters 1, 2, 5 and 6.
39
Aims:
- give an account of the effect of psychological factors on the behaviour and reactions
of patients, clients, colleagues and themselves.
- give an account of relevant psychological concepts, theories and methods, the value
basis of these, and their possible applications in the practice of physiotherapy.
Assessment:
The examination in psychology forms an integrated part of the examination in project
P6, physiotherapy development work / case report.
At the end of the teaching in psychology, students are assessed on the basis of a
written assignment and oral defence.
The written assignment forms part of a physiotherapy development assignment, P6.
The written task involves explaining the use of the subject area in connection with a
physiotherapy related problem.

A physiotherapy theory teacher and a teacher in psychology act as joint examiners.
The assessment is based on the aims laid down for the subjects and forms a part of the
assessment of P6. Assessment is on the 13-point scale.
 Occupational psychology (1.35 ECTS)
Time: Semester 7.
Aims:
- give an account of the effect of psychological factors on the behaviour and reactions
of patients, clients, colleagues and themselves.
Assessment:
This subject is assessed in conjunction with P7, promotion of good health and the
work environment.
 Educational theory and communication (5.85 ECTS)
Time: Semesters 1, 2 and 3.
Aims:
40
- give an account of relevant pedagogical concepts, theories and methods, the value
basis of these, and their possible applications in the practice of physiotherapy.
- to use various pedagogical methods and tools to adapt and direct presentations and
communication to individual patients/clients or to groups of patients/clients.
Assessment:
This subject is assessed in conjunction with the Part 1 examination and projects P6
and P7.
 Ethics and philosophy (1.275 ECTS)
Time: Semester 1 and 4.
Aims:
- display ethical competency in the practice of the profession with respect to the ethical
guidelines drawn up by the WCPT.
- assess the assumptions underlying various human views and scientific approaches.
Assessment:
The subject is assessed in connection with all the examinations in physiotherapy
in which passes are compulsory and in periods of clinical training.
2.3.5 Social sciences (15.0 ECTS)
Contents:
Sociology, social and health legislation, organisation and management, theory of
science.
Aims:
The aim is that students should acquire understanding of the living conditions of
patients/clients and the opportunities available to them, and also of the role and place
of physiotherapy in society. The subjects studied must give students the necessary
background knowledge to act as advisors, counsellors, case-workers, administrators
and managers, and must give them the basis to act in interdisciplinary and intersectoral
contexts through a knowledge of the structure of the health and social services.
 Sociology (1.5 ECTS)
Time: Semesters 2 and 5.
Aims:
41
- give an account of basic sociological health concepts and investigative methods.

- to make a holistic evaluation of the current situation of patients/clients with reference
to possibilities for and restrictions on the application of physiotherapy.
- in connection with the teaching in scientific work methods, to evaluate and co-operate
in research and/or development-related work related to this area.

- Introduction.
- Networking.
- Stamping and expelling.
- Behaviour in health and illness.
- Social studies investigation methods.
Assessment:
of physiotherapy in semester 3 (first part of examination) and semester 7 (Health
promotion and the working environment.
 Social and health legislation (0.75 ECTS)
Time: Semesters 4 and 7.
Aims:
- describe the elements of the social and health sector structure, policy and legislation,
and the labour market structure and legislation which are relevant to the practice of
physiotherapy.

- in advising and/or referring patients/clients, thus contributing to an optimal solution
to their social and health-related problems
- to work on the basis of the patient’s and their own legal rights and duties.

• Social and health policies in general.
• Initiatives in the labour market.
• Initiatives related to groups outside the labour market.
• Initiatives in relation to children.
• Initiatives in relation to the patients.
Assessment:
42
This subject is assessed in conjunction with the assessment of the clinical training
periods and P7/Health promotion and the work environment.
 Organisation and management (1.5 ECTS)
Time: Semester 7.
In addition to the teaching here, during the study time the students will themselves
plan and manage work processes initiated by the training institution, for example in
connection with study trips or sporting events.
Aims:
- understand the significance of organisational structures, on the levels of both society
as a whole and local institutions and workplaces.
- be able to participate in taking broad decisions relating to the living conditions of
patients/clients, taking into account financial factors.
- understand the place of their own field of work in the organisation as a whole.
- be able to participate in administrative and management work, including structuring,
planning, controlling and modifying a work process.
Assessment:
This subject is assessed in conjunction with the examination in P7/Promotion of good
health and the work environment in semester 7.
 Scientific theory and methods (11.25 ECTS, including 6.6 ECTS for the
Bachelor’s project)
Time: Semesters 2, 6 and 7.
Aims:
- describe the most important concepts of scientific theory and methods, and discuss
the application and limitations of such methods.
Students must be able to use the above to:

- critically evaluate literature and research on physiotherapy.
- carry out professional tasks using scientific methods.
- systematise their own experiences related to their work and studies and carry out
research and development work within the health sector.
Assessment:
Social science subjects are assessed in conjunction with the examinations in
physiotherapy and methods and the Bachelor project examination.
43
Chapter 3 Assessment
3.1 Objective
The object of examinations is to assess whether and to what degree the individual
student’s knowledge and abilities conform with the aims and requirements laid down
for the course in relevant ministerial directives, the curriculum, etc. The examinations
provide the basis for the issue of certificates, cf. § 27, section 1 in the directive
concerning examinations for certain further education under the Ministry of
Education, no. 1021 of 20.11.00.
3.2 Terminology
Examinations must evaluate achievement of the course objectives and must be

structured in such a way as to ensure that each student is individually evaluated.
Examinations may be arranged as individual or group examinations, since individual
assessment will also take place in group examinations (Directive 615 of 18.08.1998
§3, section 1).
Assessment may be based on:

1. Oral examinations, written examinations and practical examinations, which may
include one or more tasks.
2. Participation in courses, seminars, activities, etc.
3. Combinations of items 1-2 above or
4 Clinical practice.
(Directive no. 615 of 18.08.1998 §3, section 2)
Assessment may be graded using the Danish 13-point scale, or given as passed/failed
or approved/not approved.
Examinations are internally or externally assessed. (§ 6, section 1)

Section 2. Internally assessed examinations are examinations which are assessed by
one or more examiners or by one or more examiners together with one or more second
examiners appointed by the Rector from among the teachers at the institution, or at
other institutions which run the same course.
Section 3. Externally assessed examinations are examinations which are assessed by
one or more examiners and one or more external examiners appointed by the Ministry.
There are 6 externally assessed examinations on the course, and these are held in
semesters corresponding to those of examinations on other equivalent courses in
Denmark.
As a general rule, examinations are held at the end of the period of teaching in the
individual subject areas. Students may not take Part 2 of the course until the
examinations for Part 1 have been passed.
Manual tissue examination and treatment must be passed before the beginning of the
second clinical practice period.
Once an examination has been passed, that result remains valid permanently.
44
If a student fails an examination, the student has the right to take a re-examination,
which will take place at the same time as any make-up examinations for students who
were ill. The student will be notified of the time of the examination no later than 3
days after the first examination.
If the student does not pass the examination on that occasion, the student must retake
the examination with the next course group.
A student may take any given examination a maximum of three times. A third failure
means that the student must seek a dispensation from the course controlling body to
take the examination a fourth time, or must leave the course.
Each period of clinical practice is assessed individually as approved or not approved.

If a period of clinical practice is not approved, the student must join the next group
and do the clinical practice period again.
Students have three chances in total for retaking any of the three periods of clinical
practice.
3.3 Disposition of examinations by semester
Individual assessments are made in all examinations. Where groups are examined
together, no more than four students will be examined at a time.
The examinations are sequenced in such a way as to require an increasing integration

of the different areas of study over the course. More detailed rules for all examination
are stated in the course subject descriptions. Any request for dispensation from these
rules must be made in writing and sent to the Rector.
The languages used for the examination are Danish, Norwegian or Swedish, unless a
different agreement has been made between the student, the examiner and the external
examiner. However, a summary of the Bachelor’s project must be written in both
Danish and English.
1. Sem.
⇐ Physiotherapy theory and methods, semester 1 examination
2. Sem.
⇐ Anatomy
3. Sem.
⇐ Physiotherapy theory and methods, Part 1 examination
⇐ Physiology
45
⇐ Clinical tests
4. Sem.
⇐ Sports
⇐ Manual tissue examination and treatment
⇐ Electrotherapy and thermotherapy
5. Sem.
6. Sem.
⇐ Clinical examination
⇐ Physiotherapy theory and methods, case report
⇐ Promotion of good health and the work environment

7. Sem.
⇐ Bachelor project examination
SEMESTER 1:
 Physiotherapy and methods: Semester 1 examination

Oral/practical examination.
Assessed as passed/failed.
The semester examination is for guidance and there is no penalty for failing it.
Participation in the examination is a precondition for students to enrol for the Part 1
examination.
The examination is for guidance only and is intended to give students an indication of
their level in relation to the aims of the semester.
SEMESTER 2:
 Anatomy
Oral examination.
External.
Assessment is on the 13-point scale.
Students must take this examination before the end of semester 2 in order to continue
with the course. In addition, the examination is covered by the provisions laid down in
Directive no. 2021 of 20 November 2000/14-17 (Examination Directive). This means
46
that students must pass this examination before the end of the fourth semester after
beginning their studies in order to be able to continue the course.
SEMESTER 3:
 Physiotherapy theory and methods: Part 1 examination

Oral/practical examination based on cases and on-the-spot questions.
External.
In order to take this examination, students must have taken the first semester
examination and completed the projects on the first three semesters of the course.
The students must pass the first part of the examination before the first period of
clinical training starts.
 Physiology
Oral examination.
External.
SEMESTER 4:
 Sports:
Oral/practical examination based on a project (P4).
 Manual tissue examination and treatment:

Oral/practical examination based on cases and on-the-spot questions.
External.
 Electrotherapy and thermotherapy:

Oral/practical examination based on the theoretical understanding and practical skills.
 Assessment of clinical training:

The student is evaluated in the final week of the 1st period of clinical training.
The evaluation is based on the goals for the first clinical training period.
47
SEMESTER 6:
 Physiotherapy theory and methods, psychology, and pedagogy and

communication:
Examination based on case a report
Oral examination based on a case report written during a period of the clinical training
in semester 6.
External.
 Assessment of clinical training/clinical examination:

An oral practical examination based on patient examination and treatment.
The evaluation is based on the goals for the second and third clinical training period.
SEMESTER 7:
 Physiotherapy theory and methods: Promotion of good health and the work
environment
Oral examination based on a group project.
 Bachelor project:
Oral examination based on the Bachelor project, which may be either a group project
or an individual project.
External.
3.4 Assessment of skills in spelling and expression
In the assessment of the Bachelor project and in connection with the assessment of the
project in prevention of illness and the work environment in semester 7, students’
ability to spell and to express themselves will be taken into account, in addition to the
content of the work.
The assessment of spelling and expression is weighted as 1/20 of the total evaluation.
3.5 Examination certificates
Ministry of Education, Directive no. 1021, §27.
48
The institution shall issue certificates for completed programmes of study.
In addition to information concerning the holder’s name and the issuing authority,
these certificates must as a minimum state the following:
1. The separate parts of the course in which examinations have been taken.
2. The results obtained.
3. The elements of the course which have been documented in other ways.
4. The separate elements of the course (see points 1 and 3) expressed in ECTS points.
5. Any examination results transferred from other courses of study.
6. The language in which the examination was presented if this was a foreign language
other than Norwegian or Swedish.
7. The title which a person who has successfully completed the course of study is
entitled to use.
8. The title of the qualification in English (no. § 27, section 4).
As an appendix to the examination certificate the institution must provide a Diploma

Supplement written in English, in accordance with the standard model issued by the EU
Commission, the Council of Europe and UNESCO/CEPES (no. § 27, section 4).
After passing the examination, the student is authorised to practice as a physiotherapist

in accordance with the law on therapy assistants (no. 631, § 1, section 3).
3.6 Appeals against examination results
The appeal regulations are laid down by the Ministry of Education Directive no. 1021,
§§31-48.
49
Chapter 4 Other regulations
4.1 Transfer of credit
The Directive on physiotherapy courses states:
“Credit for course elements that have been passed at one institution that offers a course
under this directive can be transferred to equivalent course elements at the other such
institutions” (§16, section 1).
“The institution may decide, either in individual instances or through rules laid down in
the curriculum, that completed elements from courses at other Danish institutions or
from overseas institutions of further education passed in accordance with the relevant
regulations may replace course elements or parts thereof which are covered by this
Directive. The decision on approval is to be taken on the basis of an evaluation of the
equivalence between the course elements concerned” (§16, section 2).
Applications for credit must be submitted to the Rector before the start of the course for
which credit is sought.
4.2 Obligatory participation in classes and course completion
80% attendance is required to pass the clinical training element, and this must be
documented.
In general terms there is no other obligation to attend classes, but students are required
to have participated in the projects linked to the first three semesters and also to have
taken the first semester examination in order to take the Part 1 examination.
The course must be completed at the latest 6 years from the start of study. The teaching
institution can, in special circumstances, give a dispensation from this rule. The
governing body of the institution will make the decision in such a case.
4.3 Dispensations from and amendments to the curriculum
In special circumstances and with good reason, the governing body for the
physiotherapy course in Esbjerg may give dispensations from the regulations in this
curriculum that have been laid down by the School alone (Directive no. 236, §14,
section 1).
Applications for dispensations must be made in writing to the governing body.
Any significant amendments to this curriculum must be approved by the Ministry of

Education after consultation with the National Board of Health.
50
4.4 Dispensations from the Directive on courses in physiotherapy (no. 236)
The Ministry of Education can permit deviation from the Directive on an experimental
basis. At the time that such permission is granted, the duration of the experiment and
the form of the report to be made on it must be laid down (§18).
Except in cases where the institution is empowered to give dispensations, the Ministry
of Education may give dispensations from the Directive where reasons are given and
under special circumstances, cf. § 2, section 3, §15, §16, section 2, §19.
The governing body for the course in physiotherapy in Esbjerg may give approvals to
allow elements of courses taken at other Danish or overseas institutions and passed in
accordance with the relevant regulations to replace course elements or parts of them
covered by the Directive §16, section 2).
Written applications for credits are dealt with by the governing body for the course.
4.5 Complaints about decisions taken by the course institution regarding Directive
no. 236
When a complaint concerns a legal issue, a complaint against a decision of the

Institution on the Directive can be made to the Ministry of Education. The complaint
must be submitted to the course institution. The institution will forward it with
comments to the Ministry. The Institution must give the complainant an opportunity to
respond to their comments within one week. This response must also be forwarded to
the Ministry §20, section 1).
The time limit for making a complaint under clause 1 is two weeks from the day the
complainant was notified of the decision. §20, section 2).
4.6 Transfers
The Directive on physiotherapy courses states:
A move to the same course taught at another institution can first take place after one
year of study and after the first externally assessed examination has been passed. The
Institution can give a dispensation from this regulation under exceptional circumstances
(§15).
51
Chapter 5 Coming into force of this curriculum and interim regulations
5.1 Coming into force of this curriculum
This curriculum comes into force at the start of the autumn semester, 2001 and applies
for students who begin their course in the autumn of 2001 or later.
5.2 Interim regulations

See Directive no. 236 of 30.03.01/21 and Directive no. 1025 of 12.12.01.
Terms:
All students already registered on courses in physiotherapy as of 1 September 2001 are
offered a transitional arrangement which will give students who complete their courses
the right to a professional bachelor degree.
As a general rule, students must make a decision as to whether they wish to take
advantage of these interim regulations before the beginning of Semester 6. Final
enrolment in the interim arrangement must be submitted in writing to the college and is
binding.
Special regulations for enrolment apply to students in their sixth semester in the autumn
semester of 2001. Enrolment to the interim arrangement must be made before the end of
the second week of the semester. Other regulations are as above.
Time period:
The interim arrangement means that there is an extension of the course by 10 weeks,
equivalent to ¼ of a study year or 15 ECTS points.
Contents:
The 10 weeks / 15 ECTS points are used for:
1. Study in greater depth through the extension of the major project/in-depth study
project period to 20 ECTS.
2. Professional specialisation through an elective subject, which includes a specially
arranged period of clinical practice (week-long periods at a special work place with
physiotherapy specialists).
3. Interdisciplinary course.
Notes on point 1:
Through the extension and rearrangement of the major project/in-depth study project,
the task is upgraded to a Bachelor project. The project must conform to the
requirements of the new curriculum.
5.3. Assessment of clinical training:
Interim groups take an internal clinical examination after the last period of clinical
training.
52
Semester 1. Semester 2. Semester 3. Semester 4. Semester 5. Semester 6. Semester 7. Total
Health sciences 118 ECTS
Physiotherapy: 100,000 ECTS 100,000
Physiotherapy theory and methods 69.300 ECTS 9,000 10,850 12,025 6,000 10,050 8,025 2,800 58,750
Manual tissue examination and manual treatment: 13.875 ECTS 4,500 3,075 2,700 3,600 13,875
Sports 12.750 ECTS 3,000 3,000 2,250 4,500 12,750
Electrotherapy and thermotherapy 4.125 ECTS 1,500 2,625 4,125
Phys. subjects in connection with Bachelor project 10.500 ECTS 4,525 5,975 10,500
Other health science subjects: 18.000 ECTS 18,000

Occupational medicine 1.500 ECTS 1,500 1,500
Geriatrics 0.800 ECTS 0,800 0,800
Surgery 1.500 ECTS 1,500 1,500
Medicine 1.875 ECTS 1,875 1,875
Neurology 2.025 ECTS 2,025 2,025
Orthopaedic 1.875 ECTS 1,875 1,875
Pathology 1.875 ECTS 1,875 1,875
Psychiatry 1.500 ECTS 1,500 1,500
Pediatrics 0.400 ECTS 0,400 0,400
Rheumatology 1.500 ECTS 1,500 1,500
Social medicine 1.500 ECTS 1,500 1,500
Obstetrics 0.400 ECTS 0,400 0,400
Other health sciences subjects i.c.w. Bachelor project 1.250 ECTS 1,250 1,250
Clinical training 42 ECTS 10,500 13,500 10,500 7,500 42,000
Natural sciences 20 ECTS 20,000

Anatomy 9.000 ECTS 5,250 3,750 9,000
Physiology/biophysics/biomechanics 11.000 ECTS 3,750 3,750 3,500 11,000
Social sciences 15 ECTS 15,000

Sociology 1.500 ECTS 0,750 0,750 1,500
Physiology (incl. 6.6 ECTS to Bachelor) 11.250 ECTS 0,675 2,600 7,975 11,250
Social and health legislation 0.750 ECTS 0,750 0,750
Organisation and management 1.500 ECTS 1,500 1,500
The Humanities 15 ECTS 15,000

Psychology 6.525 ECTS 2,250 0,750 1,500 2,025 6,525
Occupational psychology 1.350 ECTS 1,350 1,350
Philosophy and ethics 1.275 ECTS 0,750 0,525 1,275
Pedagogy and communication (incl. Bachelor) 5.850 ECTS 1,500 1,125 0,750 0,825 1,650 5,850
Total 210 ECTS 30,000 30,000 30,000 30,000 30,000 30,000 30,000 210,000
1
Appendix 2
Overall objectives for the three longer clinical training periods

included in the physiotherapy course in Denmark
Objective
The objective of the clinical training is to contribute to the development of the students’
professional competence in physiotherapy.
This means that the students will be able to:

- contribute to developing, supporting, maintaining and assessing optimal movement and
functional abilities in patients, with the aim of promoting good health and quality of life and
preventing restrictions and loss of functionality in individuals.
- target physiotherapeutic intervention to individuals and groups of people of all ages, in a
manner appropriate to their surroundings.
- work in cooperation with patients/clients and their relatives, colleagues, and professionals
from other disciplines.
- communicate orally and in writing in a targeted manne.r
The students are also to develop professional attitudes and behaviour by learning the norms and
values of the profession.
Aims
The aims of the clinical training are:
- to increase students’ knowledge and skill and to influence their attitudes, in that the training
aims to integrate the theoretical and practical elements of the course. (Appendix 1, Directive
on courses in physiotherapy (no. 236. 30 June 2001).
- to combine theory and practice and thus ensure both a high level of professionalism and a
practice-oriented approach. § 11, section (Appendix 1, Directive on courses in physiotherapy
(no. 236. 30 June 2001).
Content
During the clinical training, fundamental skills will be developed in the fields of health
promotion, prevention of illness, treatment, habilitation and rehabilitation.
The students are to enable themselves to carry out physiotherapy work independently while
also incorporating knowledge and perspectives from other relevant disciplines, by learning,
trying out and reflecting on physiotherapy activities under supervision in a realistic setting.
The physiotherapeutic process includes:

• Examination, analysis and diagnosis of functionality.
• Intervention/treatment.
• Evaluation, documentation and quality assurance.
• Interdisciplinary collaboration and communication.
The clinical training is an integrated part of the course as a whole. Instruction takes place at
approved training institutions with relevant physiotherapeutic activities, and is undertaken by
clinical trainers.
To achieve coherence in the students’ learning progress, it is important to ensure continuity

from one period to the next.
The clinical training is organised progressively through the periods:

• From observation to reflection to independent practice.
• By moving from simple problems to more complex ones.
• The teaching moves from instruction and guidance to consultation and supervision.
This progression is not only linear from the first to the last longer clinical training period, but is
also followed within the individual periods or courses.
Goals for performance and development

When the practice is assessed, it is important to evaluate professional, general and personal
qualities and skills. In drawing up a detailed description of goals, this can be achieved by
distinguishing between performance goals and developmental goals.2
Both performance and developmental goals will be assessed on the basis of concrete
physiotherapeutic activity.
The performance goal is professional competence, and skills training provides the means for
meeting this goal. The students demonstrate their professional competence through activity,
and are evaluated against specific targets.
At the end of the clinical training period it is expected that the students will be able
independently to engage in:
• Examination, analysis and diagnosis of functionality.
• Intervention/treatment.
• Evaluation, documentation and quality assurance.
• Interdisciplinary collaboration and communication.
Developmental goals are general personal skills, attitudes and values. Developmental goals are
stated as intentions, not final targets.
Importance is placed on whether the students, in practice, develop:

• Independence.
• Cooperative abilities.
• Reflective abilities.
• Professional attitudes and behaviour, which are distinguished by close relations and respect
for other individuals.
• The ability to define the need for new knowledge and take a problem-solving approach to
activities.
2
The National Education Authority’s Directive on ”Pedagogical and didactic considerations concerning the
reform of vocational training” - 2000
2
Developmental goals are manifested in physiotherapeutic actions and behaviour, and are
evaluated via performance goals. Developmental goals are also evaluated on the basis of a
dialogue between the evaluator and the student, so as to create the opportunity for self-
assessment3 and further development
Goals for the three periods

During the clinical training periods, the students work with all aspects of the physiotherapeutic
work process.
The evaluation criteria which must be fulfilled to pass the periods are:
Period 1: Students must be able to describe and analyse physiotherapeutic practice, as well as
to initiate physiotherapeutic treatment.
Period 2: Students must be able to engage in and evaluate physiotherapeutic practice, and act
on their evaluative work.
Period 3: Students must be able to target physiotherapeutic intervention to individuals and

groups of all ages, and to explain the choices they make in their own practice.
Each Physiotherapy course draws up its own detailed description of goals for the three longer
clinical training periods.
Preconditions
One of the preconditions for starting the first longer clinical training period is that the student
has completed the first three semesters of the course and passed the examinations, as detailed in
the curriculum for the individual course.
Assessment
Clinical training corresponding to a total of a minimum of 18 hours is assessed. Two periods of
at least six weeks’ duration are assessed. The assessment is pass/fail. The assessment is
conducted through an internal examination.
The nature of this examination is laid down for the individual course.
Approved by the Body of Rectors

February 2002
3
Poul Hager and Jim Butler - ”Two Models of Educational Assessment” - 1996
3
Fysioterapeutuddannelsen i Esbjerg
Appendix 3
SUBJECT DESCRIPTION FOR CLINICAL TRAINING
SO 01
August 2003
SUBJECT DESCRIPTION FOR CLINICAL TRAINING (42 ECTS)
General description of the purpose and specific goals of the course,

including the syllabus and the evaluation process:
General purpose: The objective of the clinical training is to contribute to the

development of the students’ professional competence in
physiotherapy.
This means that the students will be able to:

- contribute to developing, supporting, maintaining and assessing
optimal movement and functional abilities in patients, with the aim
of promoting good health and quality of life and preventing
restrictions and loss of functionality in individuals
- target physiotherapeutic intervention to individuals and groups of
people of all ages, in a manner appropriate to their surroundings
- work in cooperation with patients/clients and their relatives,
colleagues, and professionals from other disciplines
- communicate orally and in writing in a targeted manner
The students are also to develop professional attitudes and behaviour

by learning the norms and values of the profession. (General goals)
The general goals of

the clinical training: Period 1:
Students must be able to describe and analyse physiotherapeutic
practice, as well as to initiate physiotherapeutic treatment.
Period 2:
Students must be able to engage in and evaluate physiotherapeutic
practice, and act on their evaluative work.
Period 3:
Students must be able to target physiotherapeutic intervention to
individuals in all age groups, and to explain the choices they make in
their own practice. (General goals)
Period 4:
In their practice, students must contribute to the development of
physiotherapeutic intervention in cooperation with other relevant
professionals.
The goals of the

clinical training: The general goals described above are reflected in subsidiary goals
(field-specific goals, general professional goals and personal goals).
Developmental goals are general personal skills, attitudes and values.

These are less a question of specific end targets than of general
intentions. Developmental goals are manifested in action and
5
behaviour, and are evaluated via performance goals (General goals).
The subsidiary goals relating to personal skills are treated as
developmental goals.
Performance goals are professional goals that specify the minimum

that students must be able to do at the end of the given period.
One can speak of developmental and performance goals in theory, but
they cannot be separated in practice.
The practice-related goals have been set with an eye to both linear and
circular learning. (1)
The difficulty of the goals is raised with each period.
In terms of theory, the goals are informed by Dreyfus and Dreyfus’
and P. Benner’s work (2) on the acquisition of skills in practice.
Schematic overview of aims and skills acquisition in practical

training:
Level of skills Keywords Goals are to be

achievable
1st period Beginner Initial meeting With help

Structure
2nd period Advanced Relevance With supervision

beginner
Reasoning
3rd period Competent Integration Independently

Clinical reasoning
The students’ ability, via the acquisition of manual, pedagogical,

theoretical and practical skills, to construct clinical reasoning (3) and
put this into practice will occupy a prominent position in all 3 periods
of practical training. Clinical reasoning thus counts as a considerable
part of the training.
The organisation of
the clinical training: Learning and knowledge in practice is situational and some of it is
unspoken. (4)
There are limits to how explicitly one can define goals for professional
competence. For this reason, experienced and highly trained clinical
instructors are employed at each place of practical training to carry out
instruction and supervision (5) throughout the process, as well as
supervision and evaluation in connection with the goals set for the 3
periods of clinical training.
Students are expected to participate actively in their training and take

a problem-solving approach to their education. To ensure this,
expectation agreements (6) are drawn up between the students and
their clinical instructor for each period of practical training.
6
The clinical instructor evaluates (7) each student in relation to the
goals and determines whether the student has passed the clinical
training course. For each period, a mid-term and a final evaluation are
given. The aim is to allow self-evaluation, dialogue and the clinical
instructor’ process-evaluation to stimulate reflection (8) and greater
understanding of the student’s own learning.
This subject description is organised in the same way as the other

subject descriptions published by the school. Explanations, addenda
and definitions of the terms used are included as appendices.
7
Goals for the 4 periods of clinical training
in the physiotherapy programme in Esbjerg:
1st period of clinical training (4th semester)
General goals: Students must be able to describe and analyse physiotherapeutic

practice, as well as to initiate physiotherapeutic treatment. (General
goals)
Areas of focus: Students are beginners.

This means that they have acquired theoretical knowledge (4)
concerning physiotherapy, and are now to apply their knowledge in
actual practice. Students are to acquire personal experience in the
practice of physiotherapy. It is therefore in this period of practical
training that emphasis is placed on the meeting with the patient (9).
Students also work to transform the impressions and information they
receive into systematic knowledge. By having the students keep
written journals, the structure (10) of examinations is also given a high
priority.
Subsidiary goals The goals for the 1st period of practical training are to be met with
help from a clinical instructor. As and when required, the clinical
instructor explains or demonstrates concrete options for solutions,
which the students should be able to put into practice.

In examinations, students must be able - with assistance - to:
- record a detailed medical history, and collect data relevant to the
patient’s overall situation and the reasons for the referral.
- perform general and more specific examinations. These are to be
relevant and comprehensive in relation to the patient’s problems.
- give consideration to physiotherapeutic issues and form hypotheses
while the examination is in progress, so as to summarise problems
and draw appropriate conclusions.
- set and explain primary and subsidiary goals.
In treatment, students must be able - with assistance - to:

- work with the patient/client and potential partners to develop shared
goals for the treatment.
- decide on and explain the choice of relevant methods of treatment
drawn from the course at the school or place of practical training.
- use methods of treatment drawn from the course at the school or
place of practical training.
- develop a course of treatment based on these goals, and make any
modifications necessary.
- on an ongoing basis, evaluate and modify the treatment in relation to
the individual patient/client.
8
- evaluate and modify manual skills.
- consider the patient’s prognosis.
- propose suggestions for promoting the overall health of the patient.

With assistance, students must be able to:
- communicate written information in a presentable and easy-to-read
manner, based on the needs of the receiver.
- use the technical terms used in the field of physiotherapy.
- communicate information concerning patient examinations and
treatment in written form.
- consider pedagogical and communication-related issues concerning
the practice of physiotherapy. (11)
- acquire relevant knowledge.
- plan individual patient sessions in a practical and appropriate
manner.
- take part in focused collaboration with the patient and be able to
establish, maintain and end the contact.
- play an active part in interdisciplinary cooperation.
- fit into the place of practical training and observe the rules that apply
there.
- be aware of correct ergonomics.

With assistance, students must be able to:
- work consciously on their professional attitudes and behaviour,
which are distinguished by close relations and respect for other
individuals. (12)
- be aware of and respect the values and limits of others.
- be active and involved, and take a problem-solving approach to their
own education.
- play an active and involved part in interdisciplinary cooperation at
the place of practical training.
- be aware of the importance of verbal and body language in
communication.
- set goals and evaluate their own learning and professional growth by
reflecting on their work.
- provide and accept feedback and guidance.
- demonstrate a problem-solving approach to working with patients
and professionals in other fields.
The roles of the

clinical instructor
and the student: As far as possible, students create their own contact with the patient
and provide theoretical and practical input in meetings before and
after the treatment.
The clinical instructor participates in a dialogue and provides
assistance and demonstrations in response to the student’s ideas.
9
Obligatory guidelines: As a minimum, students are to develop 3 sets of journals during the
period of practical training. (10)
Students are to carry out additional written work in relation to the
procedures used at the place of practical training, by agreement with
the clinical instructor.
At a minimum, students are to hold 1 clinic (13) during the period of
practical training.
Students are to be held to attendance requirements specified in the
applicable rules. (14)
2nd period of clinical training (5th semester)
General goals: Students must be able to engage in and evaluate physiotherapeutic

practice, and act on their evaluative work. (General goals)
Areas of focus: Students are now advanced beginners.

The context is different, but students are to use the experience they
gained in the 1st period. Work continues on the structure of
examinations and treatment, but the focus is broadened in the area of
examination and treatment choices and the reasoning (15) behind these
choices. Students can experiment with different ways of structuring
their work, and reflect on their own practice and that used at the place
of practical training.
Subsidiary goals The goals for the 2nd period of practical training are to be met under
supervision. The clinical instructor provides guidance as the students
discover/define the problem area, so that the students themselves find
solutions.

In examinations, students must be able - with supervision - to:
- perform a relevant examination of the patient.
- be able to explain their choice of examinations and reflect on such
choices.
- give consideration to physiotherapeutic issues and form hypotheses
while the examination is in progress, so as to summarise problems
and draw appropriate conclusions.
- define the main problems within the field of physiotherapy.
- define the patient’s main problems.
- work with the patient to set main and subsidiary goals for treatment.
- start to integrate examination and treatment.
In treatment, students must be able - with supervision - to:
10
- work with the patient/client and potential partners to define shared
- decide on, explain and use relevant methods of treatment drawn from
the course at the school or place of practical training.
- plan a course of treatment based on the subsidiary goals.
- evaluate the effect of the treatment in relation to the set goals.
- adapt and modify the method of treatment to suit the individual
patient/client.
- participate in a discussion of the patient/client’s prognosis.
- propose suggestions for promoting the overall health of the patient,
and put these into practice under supervision.

With supervision, students must be able to:
manner.
- evaluate and modify their own pedagogical and communicative
skills.
- be aware of correct ergonomics and be able to evaluate and modify
these.
- take part in focused collaboration with the patient including the
ability to establish, maintain and end the contact.
- fit into the place of practical training and observe the rules that
apply there

With supervision, students must be able to:
individuals. (12)
- be active and involved, and take a problem-solving approach to
their own education.
- be aware of the importance of verbal and body language in
communication.
- set goals and evaluate their own learning and professional growth.
- provide and accept feedback and guidance.
- demonstrate a problem-solving approach to working with patients
and professionals in other fields.
11
The roles of the
clinical instructor
and the student: The students provide theoretical and practical input before and after
the treatment, and analyse these.
The clinical instructor participates in a dialogue with the students
and provides guidance. (5)
Students are to carry out additional written work in relation to the
procedures used at the place of practical training, by agreement with
the clinical instructor.
practical training.
3rd period of clinical training (6th semester)
General goals: Students must be able to target physiotherapeutic intervention to

individuals in all age groups, and to explain the choices they make in
their own practice. (General goals)
Areas of focus: At this stage, the students aim to become competent practitioners. (2)
They use the experience they acquired in the 2 preceding periods of
clinical training. They work to solve problems independently and use
clinical reasoning, including the integration of examinations and
treatment. (16)
Subsidiary goals: The goals for the 3rd period are to be met independently. Students
are expected to be able to evaluate their own practice independently.
They are responsible for evaluating their need for supervision, and
for taking the initiative to obtain this.

In examinations, students must be able independently to:
- plan, explain, carry out, and adapt an examination based on the
patient’s overall situation and the amount of time available.
- draw conclusions from the examination as a whole and rank the
main problems according to priority.
- work with the patient to set and explain the main and subsidiary
goals of the treatment.
- integrate examinations and treatment.
In treatment, students must be able independently to:
12
- work with the patient/client and potential partners to define shared
- decide on, explain and use relevant methods of treatment drawn
from the course at the school or place of practical training.
- plan a course of treatment based on the subsidiary goals.
- evaluate the effect of the treatment in relation to the set goals.
- adapt and modify the method of treatment to suit the individual
patient/client.
- give an account of the patient/client’s prognosis.
- put measures for promoting the overall health of the patient into
practice.

Students must be able independently to:
manner.
- evaluate and modify their own pedagogical and communicative
skills.
- be aware of correct ergonomics and evaluate and modify these.
- take part in focused collaboration with the patient including the
ability to establish, maintain and end the contact.
- fit into the place of practical training and observe the rules that
apply there.

Students must be able independently to:
individuals. (12)
- be active and involved, and take a problem-solving approach to
their own education.
- be able to analyse the importance of communication in actual
situations, and make positive use of communication in working
with patients/clients and professionals in other fields.
- work on their ability to recognize the best course of action in a
given situation without prior analysis.
- demonstrate a problem-solving approach to working with
patients/clients and professionals in other fields.
13
The roles of the
clinical instructor
and the student: The students provide theoretical knowledge and practical plans.
They analyse these plans and modify them based on their
knowledge.
The clinical instructor provides feedback on the process and serves
as a sparring partner.
Students are to prepare additional written work concerning the
patient by agreement with the clinical instructor.
practical training. As an option, this can serve as a trial examination.
4th period of clinical training (7th semester)
General goals: In their practice, students must contribute to the development of

physiotherapeutic intervention in cooperation with other relevant
professionals.
Areas of focus: As part of the 4th period of clinical training, an interdisciplinary

course involving at least one other profession is planned at the place
This course is designed to suit the individual place of practical
training, and students are to focus on meeting the goals listed below.
Subsidiary goals Goals for field-specific skills:

- help develop and promote physiotherapy at the place of practical
training.

- participate in interdisciplinary cooperation with patients, clients
and their relatives, colleagues, and other professional groups,
irrespective of the cultural or linguistic background of those
involved, and that this should include establishing, maintaining and
concluding cooperative relations.
- teach on various levels, both to individuals and to groups, and
function as advisor, consultant and supervisor within the core
physiotherapy areas.
- understand the significance of the organisational structure of the
place of practical training and where it fits into society as a whole.
14
- take part in the work of the place of practical training with a full
understanding of their own position in the organisation as a whole.
- structure, plan, control and modify a work process at the place of
practical training.

Students must:
- work on their own flexibility and ability to adapt to changes, and
contribute unbiased and creative solutions to their professional
relations
- develop independence and a sense of responsibility in order to
solve problems with sensitivity and awareness on the basis of well-
founded choices
- take in innovative approach to their own knowledge and practice
The roles of the

clinical instructor
and the student: The clinical instructor serves as a colleague in a supervisory role.
Evaluation of clinical training
The periods of clinical training are assessed in mid-term and final

evaluations.
These evaluations are based on the subsidiary goals described above.
For each of the first 3 periods, the clinical instructor with undertake
at least 1 oral and 1 written evaluation of the students in order as
specified below. 1 written evaluation will be undertaken in the 4th
period.
Examinations with penalties for failing:
Period 1: Final week assessment.

Internal test assessed by the clinical instructor at the place of
practical training.
Assessment:
Pass or fail.
Assessment criteria:
Goals for the 1st period.
Time and place:

In the final week of the 1st period of clinical training, the student is
evaluated at the place of practical training.
15
Re-examination:
Students who fail must be examined again. The 2nd assessment also
lasts 1 week, and should be conducted as soon as possible after the 1st
assessment. Students who do not pass the 2nd assessment must repeat
the entire period of practical training with the next group, and are then
given a 3rd and final opportunity to pass the assessment.
2nd and 3rd periods: Clinical examination.

An oral practical examination based on patient examination and
treatment.
This examination is held at the place of practical training for the 3rd
period.
Time:
After the conclusion of the third period of clinical training.
Assessment:
Pass or fail.
Format:
The examination involves 1 day of preparation and 1 subsequent
examination day.
At 8 a.m. on the day of preparation, the student picks a patient and is

given his or her journal.
The student then has at least 1 hour to read the journal and prepare
for the session with the patient. Only the student has access to the
patient.
The student has no more than 1½ hours with the patient on the day of
preparation in order to carry out an examination and treatment. The
exact times depend on conditions at the clinic and the patient’s
needs.
On the examination day, the student hands in a report. The time at

which the report is to be handed in is determined by the clinical
instructor in charge.
The report must contain:

1. A brief report of the patient’s main problem.
2. The main goals for physiotherapeutic intervention, which must
take the patient’s expectations into account.
3. The purpose and main points of the programme for the day.
The report must be no longer than ½ standard page (1200 characters).

In addition to the report, the student hands in the programme for the
day.
16
The clinical instructor is available to help with practical matters on
the day of preparation.
If the patient with whom the student has prepared to work cannot
participate in the examination, the examination is cancelled and a
new one is arranged.
The clinical examination can only be observed by physiotherapists or

other healthcare professionals. Naturally, anyone observing is
expected to fulfil their duty of confidentiality with respect to the
information about the patient.
The patient should not be present when detailed feedback is given to

the student, as this would limit the instructor’s ability to include
information about the patient’s reaction to the treatment, for
example.
Time and place:

Duration: 1 hour and 15 minutes.
Contents: 1. Oral component.

2. Practical component.
3. Oral component.
4. Discussion of examinee’s performance.
Notes on point 1:
The student gives a brief presentation of the patient and a brief
description of the main problem. Then, the student explains the main
goals and provides details about the programme for the day.
Duration: Approximately 10 minutes.
Notes on point 2:
The practical component of the session should resemble an ordinary
treatment situation as closely as possible.
The student is to allocate the time between examination and
treatment.
Notes on point 3:
Discussion of the clinic session:
- The student’s own comments
- Questions from the examiners
Notes on point 4:
Discussion of performance and feedback.
The examiners award marks.
The marks are based on the assessment criteria for clinical
examinations.
17
Assessment criteria:
Goals for the 2nd and 3rd periods.
In the first oral component (10 min) of the examination, it is

important that the student can briefly and precisely:
- state and explain the patient’s main problem.
- state the main goals selected and explain the reasoning behind this
selection.
- explain the purpose and goals of the current examination and
treatment initiatives.
In the practical component (30 min.) of the examination it is

important that the student is able to:
- examine and treat the patient.
- modify the examination and treatment to suit the actual situation.
- establish contact and work with the patient.
- make use of manual and practical skills, including ergonomics.
In the second oral component (20 min) of the examination, it is

important
that the student is able to:
- reflect on and discus the process with respect to:
- the physiotherapeutic examination and treatment initiatives.
- communication and cooperation, including pedagogical and
ethical considerations.
- describe theoretical considerations relevant to the process, such as
why one stretching technique was chosen rather than another one.
- report on the pathology, including considerations regarding the
patient’s prognosis.
- relate the treatment provided to other treatment options and
professional partners, including prophylactic measures.
The examiners:
2 clinical instructors, of whom one was the instructor for the
student’s 3rd clinical practice institution.
Re-examination:
If a student fails an examination, the student has the right to be re-
examined, which will take place at the same time as any make-up
examinations for students who were ill.
If the student fails the 2nd examination, the student can take the
examination a 3rd time, after having repeated the 3rd period of
practical training with the subsequent group.
A student may take any given examination a maximum of three

times.
18
A third failure means that the student must seek a dispensation from
the course controlling body to take the examination a fourth time, or
must leave the course.
04.08.2003
19
Definitions
1. Linear and circular learning.

Linear learning implies a hierarchical principle, where things are learned in sequential
order. This is reflected in the subsidiary goals in that students advance from being
beginners to being advanced beginners and to being competent practitioners of
physiotherapy. Circular learning implies a systems-theoretical principle, where factors
such as reflection lead to ever greater understanding of a given process. This is reflected in
the subsidiary goals in that the students work with the same areas throughout the 3 periods
2. Dreyfus and Benner - levels of skill.

Dreyfus and Dreyfus operate with 5 stages in the acquisition of skills:
1. Novice, 2. Advanced beginner, 3. Competent, 4. Proficient, and 5. Expert.
The following excerpts are taken from the book Intuitive Expertise:
1. The first stage: Novice.
“The novice wishes to do things as well as possible, but since he lacks a comprehensive
understanding of the total task, he assesses his performance primarily on the basis of
how well he can follow the rules he has learned. Once he has learned more than just a
few simple rules, practicing his skills requires so much concentration that his ability to
carry on a conversation or listen to advice is seriously limited. Like training wheels on
a child’s first bicycle, these rules enable him to gain experience, but they must be
removed soon if further progress is to be made.”
2. The second stage: Advanced beginner.
“The beginner first attains a more or less acceptable level when he has gained
considerable experience in handling real situations. While taking more context-free
facts into consideration and using more advanced rules provides encouragement for the
student, this also teaches him a more important lesson that involves a greater
understanding of the area covered by the skills. Through practical experience in
concrete situations with the relevant elements, which neither a teacher nor the student
himself can define based on objectively recognisable context-free characteristics, the
advanced beginner starts to recognise these elements when they are present. How?
Thanks to a sense of their similarity to earlier examples. We call these new elements
"situational" in order to distinguish them from context-free elements. Rules of
behaviour can now apply both to the new situational components and the context-free
ones.” (Dreyfus 1991)
3. The third stage: Competent.
Not yet described.
3. Clinical reasoning.
Physiotherapy involves interacting with the patient/client via training and exercise therapy,
manual therapy, or therapy and communication, guidance and counselling (verbal and
nonverbal).
This interaction requires a functional examination, analysis and functional diagnosis,
which relate to the conditions, wishes, and diagnosis of the patient/client and to the
physiotherapist’s experience and scientific, sociological and general humanistic theoretical
frames of reference.
Clinical reasoning is the concept that covers the process descried above.
Sources: (Knudsen 1997), (Hingebjerg 1994), (Curriculum).
20
4. Learning and knowledge in practice is situational and some of it is unspoken.
Learning:
In general, this refers to the acquisition of knowledge or skills through study, experience
or instruction.
Knowledge:
· Informal: (Non-propositional). A form of knowledge that cannot be fully expressed in
sentences in a book, and that cannot be acquired exclusively by studying textbooks.
· Bodily: Knowledge stored in the body about something other than the body itself and not
represented mentally.
· Formal: (Propositional). The underlying assumptions of the scholastic paradigm
(education in school, distanced from the actual object): That knowledge can be expressed
formally, i.e. in the form of textbooks, oral or written sentences, etc.
· Situated: Knowledge embedded in local contexts and as something that cannot
automatically be transferred from one context to another.
· Scholastic: Knowledge about facts and rules that can be fully expressed verbally and
communicated in written form, such as in textbooks.
· Unspoken: A form of knowledge that cannot be communicated by language. A distinction
is made between a form of knowledge that is unspoken in principle and can never be fully
verbalised, and a form of knowledge that is currently unspoken and could be verbalised if
desired.
Situated praxis:
All human praxis occurs as situated participation in and from particular, individual points
in particular contexts of action.
Learning resources in an informal learning landscape. Nielsen and Kvale’s summary:
Learning in communities of praxis: Learning without formal instruction:

· Learning through praxis in a community · Learning by practising
· Making learning visible · Learning by exercises
· Access to learning · Learning by imitation and identification
· Learning across generations · The body as a learning subject
· Learning across communities of praxis · Learning about and with tools
· Learning by instructing
Learning as professional identity Evaluating by praxis:

development
· Consistency evaluation
· Learning on the way towards an identity in a
· Use evaluation
community of praxis
· The evaluation situation as the manifestation of
· Participants and learning approaches
professional standards
Source: (Nielsen 1999)
5. Supervision.
Supervision in a professional forum is to be understood as assistance and support in
solving difficult problems or problems on which the student is "stuck" in his or her
practice, and where the student can air doubts and dilemmas. This allows students to
develop new ideas, create new options for action, and view themselves and their work in a
new light, while challenging existing habits, procedures and general and specific notions
and definitions.
21
The purpose of supervision is to deepen the students’ knowledge of the area of practice and
to help them make the most of their practical training and their own attempts to work as
practitioners. It is also meant to help the student study praxis with the help of concepts,
principles and ways of understanding that are drawn from theory, and thus achieve a richer
theoretical understanding.
6. Expectations interview.
This can involve the student’s interpretation of goals and the clinical instructor’s
expectations regarding preparation, attendance requirements, rules and behaviour at the
workplace.
7. Evaluation.
It is important right from the start of the period that the students understand the goals for
the period and consider their own areas of focus for the period in question. This provides a
sense of continuity throughout the period, with the mid-term evaluation serving as an
important milestone in meeting the goals for the period.
8. Reflection.
The concept refers in general to considerations or observations. D.A. Schön defines the
concept as follows:
Reflection in action: In any action, our thinking helps to transform what we do while we
are doing it.
Reflection about action: Thinking back on what we have done in order to consider what
was good or bad, and perhaps to investigate our reflection in action could have contributed
to an unexpected result.
Source: (Schön 2000)
According to Dale, reflection in relation to professional practice means that one is

competent on 3 levels:
C1 level: The student practises physiotherapy based on formalised expectations.
C2 level: The student takes a stand and reflects on the practice of physiotherapy.
C3 level: The student considers basic theories and values, discusses concepts, and draws
connections between praxis and theory.
Source: (Dale 1998)
9. Meeting the patient.

What are the distinguishing features of interpersonal relationships, and what does
"understanding someone" mean? As a provider of treatment, the student must think about
what it is to meet with other people. What takes place in such encounters? A considerable
amount of literature is available to help the students.
Sources: (Kierkegaard 1963), (Jakobsen 1998), (Thybo and Fredens 1998), (Mabeck 1999).
10. Structure.
The structure of examinations - different types of structure.
Structure in the area of practicing physiotherapy helps practitioners keep the
vast amount of information provided by a meeting with the patient/client organised. The
particular structure can vary greatly from person to person and from workplace to
workplace. In developing one’s own personal structure, however, it is helpful to have tried
a number of them. At the Esbjerg school, we have decided that during practical training the
student is to follow the progress of several patients and also to keep journals on them.
Students are to demonstrate an ability to work in a structured manner by keeping journals
22
as described in Den Fysioterapeutiske Undersøgelse (Hingebjerg 1994). Historically, all
physiotherapists are familiar with this kind of structure, and it is used in written
documentation at numerous workplaces. Later, students can experiment with different
kinds of structure, but these must appear understandable and logical to colleagues and
other healthcare personnel.
Source: (Hingebjerg 1994).
11. See the Subject Description for pedagogy and communication.
12. Ethical rules, WCPT, and the Danish physiotherapy organisation (Danske
Fysioterapeuter).
See the Study Guide for the Physiotherapy Programme in Esbjerg, and the Subject
Description for Ethics and Philosophy.
13. Clinic.
See the guidelines for practical training.
14. Attendance.
See the rules for attendance in the Curriculum for the Course in Physiotherapy in Esbjerg.
15. Relevance in examination and treatment choices and the reasoning behind these
choices.
In this context, relevance means following the principles of “Clinical reasoning”, see point
3.
16. Integrating examinations and treatment

Integration: “the process that unites separate units and creates a greater whole. (Den Store
Danske Encyklopædi, volume 9, 1997)
For this student, this means, for example, that they must be able:
- to treat and train in an examination session, and vice versa.
- to pause in an examination, training or treatment session when it seems natural, and is
relevant, in order, for example to be able to interweave instruction into an examination or
to include relevant examination and observation in a training or treatment session.
- to juggle examination, training and treatment where it is natural and relevant or necessary
and does not break or interrupt the continuity.
23
Sources
Bekendtgørelse om Fysioterapeutuddannelsen. www.retsinfo.dk
Dale, Erling Lars, Pædagogik og professionalitet, Klim 1998
Dreyfus, Hubert og Stuart Dreyfus, Intuitiv ekspertise, Munksgaard 1991.
Hingebjerg, Pia, Hanne Pallesen, Bodil Riis, Den Fysioterapeutiske Undersøgelsesmodel, 1994
Jakobsen, B., Eksistensens psykologi, Reitzel, København 1998
Kierkegaard, S., Om min forfattervirksomhed, 2. part § 2, Hans Reitzels serie 1963
Knudsen, Hans Kromann, Klinisk ræsonnering og beslutning i manuel terapi, MT-nyt 2/97
Mabeck, C. E., Samtalen med patienten - kommunikation og forståelse, Lægeforeningens

Forlag 1999
Mesterlære - Læring som social praksis, red. af Nielsen, Klaus og Hans Steiner Kvale, Reitzels
Forlag 1999
Overordnede mål for de 3 lange kliniske undervisningsperioder i fysioterapeutuddannelsen i

Danmark. www.esbfys.dk
Schön, Donald, Den reflekterende praktiker, Klim 2000
Curriculum for the Course in Physiotherapy in Esbjerg, p. 5-8, 15-22
Thybo, P. og K. Fredens, Den terapeutiske tanke, Danske Fysioterapeuter no. 21 1998
Administratively corrected 20.02.04
24
Appendix
Subject description for clinical training SO 01
INTERDISCIPLINARY PERIOD DURING THE 4TH CLINICAL TRAINING PERIOD
Aim: The aim of this note is to provide inspiration for the interdisciplinary
period. The clinical training institutions have different traditions and
different possibilities. It is not the intention that all clinical training
institutions should be uniform, perhaps not even for individual
students at the same institution.
Goal description: The goal and areas of focus of the 4th teaching period are explained
in the subject description for clinical training. It is stated here, that
“as part of the 4th period of clinical training, an interdisciplinary
course involving at least one other profession is planned at the place
of practical training.” The students have already had interdisciplinary
work in the theoretical part of the course. In this period, the
emphasis is on interdisciplinary work in practice.
The interdisciplinary project accounts for 3.5 ECTS, which
corresponds to 2 weeks’ and 2 days’ work on the basis of 30 hours a
week.
Organisation: The 4th clinical training period takes place at the same institution as
the student attended in the 3rd period. The organisation of the details
of the interdisciplinary period are based on the situation and
opportunities which exist at the given time in the given clinical
training institution.
The interdisciplinary period can be organised such that a group of
physiotherapy students work together with a group from another
discipline, or such that just an individual student works with one or
more other professional groups. There are also no restrictions on
which or how many people are involved.
During this period, the student is to work independently, and the

clinical trainer acts as a colleague and supervisor for the student. It is
often a good idea to draw up a timetable for this supervision.
Contents: The following items must be included in the interdisciplinary period:

1. Description of purpose.
2. Practical component (interdisciplinary subject).
3. Communication.
4. Evaluation.
25
Description of period: The student produces a description of the details of the
interdisciplinary period. The description must contain:
• Background and purpose.
• Presentation of the issue.
• Practical component (interdisciplinary subject). For example:

- Examination of patients.
- Treatment.
- Prevention, primary/secondary.
- Promotion of good health.
- Pain.
- Reduced function.
- Cognitive problems.
- Communication.
- Presentation.
- Aids.
- Children, young people and the elderly.
- Illness.
• Presentation On the basis of the concrete issue and the situation at

the clinical training institution the student presents the key
elements of the interdisciplinary period. There is no fixed format,
but presentations should cover.
- Preparation of information about the patient.
- Presentation to own or other professional groups.
- Display.
- Report.
- Video.
- Investigation of satisfaction.
• Evaluation where the student, or students, report on the results

achieved through the interdisciplinary period in relation to the
aims. For example, the student(s) could describe any initiatives
which were implemented.
The evaluation may also include feedback from the colleagues with
whom the student(s) worked.
The evaluation takes place at the clinical training institution.
16.12.2003
26

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CURRICULUM

THE COURSE IN PHYSIOTHERAPY IN ESBJERG

Chapter 1 Aims and structure of the course

Chapter 2 Course content

Chapter 4 Other regulations

Chapter 5 Coming into force of this curriculum and interim regulations

Appendices: Appendix 1: Students' workload in ECTS points.

Appendix 2: The overall goals for the 3 long periods of clinical

Appendix 3: Subject description for clinical training, including

The aim of the course in physiotherapy is to qualify students who complete it

On the physiotherapy course, acquiring professional competence means that the

1) contribute to developing, supporting, maintaining and restoring people’s optimal

2) direct physiotherapeutic intervention towards individuals and groups of all ages in

4) initiate and participate in professionally-related research and development work

The course leads to a Bachelor Degree in Physiotherapy. (B.Pt.)

1.2 Fundamental principles

It is intended that the Esbjerg course in physiotherapy should actively develop

There is emphasis on close cooperation between teachers, students and administrative

1.3 The aim of the course

Physiotherapeutic competency aims are that students should be able to:

1) contribute to developing, supporting, maintaining and restoring people’s optimal

3) target physiotherapeutic intervention in relation to the different levels on which

4) work with the physiotherapeutic process by bringing in knowledge and

6) analyse, evaluate and use touch as an method of investigation and treatment, of

7) contribute to the development, evaluation, quality assurance and communication of

1) participate in interdisciplinary cooperation with patients, clients and their relatives,

5) actively contribute to a democratic society by conforming to that society’s values

6) initiate and participate in research and development work

7) use information technology as a work tool, including critically sorting and

10) participate in administrative and management work, including structuring,

Personal competency aims are that students should be able to:

4) develop independence and a sense of responsibility in order to solve problems with

The course is structured so that the students’ professional competence is built up

1.4 Course structure

In this curriculum, ECTS points are calculated as student work hours.

Elements of the course

Part 1 Foundation (semesters 1-3)

Part 1 contains teaching in the basic theoretical, practical and methodological

Part 2 (semesters 4-7)

Clinical practice preparation and follow-up:

Elective subjects and interdisciplinary study:

Typically, teaching involves a mixture of lectures, seminars, assignments,

Subject descriptions are available from the course web site.

Studies of practice are included in Part 1 of the course.

Physiotherapy is an international discipline. Consequently, one of the aims of the

In semester 5 there is an elective subject comprising a study trip overseas.

2.1 Distribution of subjects and study points

Interdisciplinary study: (8 ECTS)

Elective courses: (26 ECTS points including the Bachelor project)

2.2 Bachelor project (20 ECTS)

Time: semesters 6 -7.

There is an external second examiner.

For assessment, see chapter 3.

2.3.1 Health sciences

2.3.1.1 Physiotherapy subjects, including elective subjects (100 ECTS)

Content of the various subject areas:

The physiotherapeutic process includes:

 Physiotherapy theory and methods (69.25 ECTS)

Semester 1 9.000 ECTS

SEMESTER 1: (9.0 ECTS)

Goals for field-specific skills:

Goals for general professional skills: