Curriculum

Applied Anatomy 1

Lecture content:

General and specific inspection of the bodily structures to be palpated. General palpation techniques and palpation of bodily structures relevant to physiotherapy. Differentiation of palpated structures. Resting and moving palpation, as well as assessment of the quality of tissue and movement. Use of soft tissue techniques for the defined palpated structures under consideration of the physiotherapy process

Superior module:

Motion System: Structure and Function

Module description:

Graduates are aware of the basic structure of the human body and the related biological and pathological processes in the body. They understand the morphological and functional relationships in the healthy body and the development of diseases. They know the physiology of the molecular mechanism of muscle contractions, the physiology of connective tissue (tendons, ligaments, joint capsules) and the physiology of cartilage and bones. Graduates know the anatomical structures of the musculoskeletal system, their topography and function. They know the topography and function of the peripheral nervous system. They know about bone and cartilage development and their nutrition. They are aware of the phases of wound healing and any disturbances to wound healing. Students know the biomechanical properties of various bodily structures such as muscle, bone, connective tissue (incl. cartilage and intervertebral discs). They are aware of the kinematics of the major joints. They know the major definitions and rules of osteo- and arthrokinematics. They can describe movements in arthrokinematic terms and know which muscles perform the movements. They can palpate diagnostically relevant structures, differentiate them and assess their quality. They can apply the results of palpations to the physiotherapy process in order to check hypotheses.

Basics of Hygiene

Lecture content:

Introduction to epidemiology, infection epidemiology, bacteriology, virology, parasitology. Most common infectious diseases, multi-resistant pathogens and hospital-acquired infections; measures for preventing infection: Practical use of disinfectant, personal hygiene, infection protection (protective clothing, vaccination), dealing with wounds and drains, sterile practices, disposal of hazardous waste, hospital hygiene, hygiene in physiotherapy

Superior module:

Basic treatment techniques

Module description:

Graduates know the hygiene measures relevant to the profession; they can select the relevant measures for preventing infections in a targeted manner as suited to the situation and in the context of their physiotherapy activities. Graduates can establish a massage report and integrate this into the physiotherapy process. They can differentiate skin, connective tissue and muscle on palpation. They can assess the properties of a structure and recognise abnormalities. They can carry out a traditional massage. They are aware of physiological skin and tissue reactions and can recognise abnormal reactions and adapt physiotherapy measures accordingly. They can present the therapeutic process and produce a final report. They know the mechanisms and applications of thermal, hydrotherapeutic and balneotherapeutic measures. They can use these physical measures according to indications. They know the contraindications and safety measures for selecting and carrying out physical measures.

Biomechanics

Lecture content:

Selected aspects of mechanics, practical implementation in biomechanics (e.g. sling table). Material properties of biological tissues: tension, stretching, muscle properties and muscle types in biomechanical terms, muscle mechanics, mechanical properties of bones, structure and mechanical properties of cartilage, intervertebral discs and other connective tissue structures, biomechanical reactions of cartilage and intervertebral discs to stress. Osteo- and arthrokinematics of peripheral joints and the spine

Superior module:

Biomedical Foundations of Physiotherapy

Module description:

Graduates master the physical basics of mechanics, hydraulics, electricity and acoustics relevant to physiotherapy. Graduates can solve simple trigonometric and vector calculations and understand how these physical foundations apply to the movements of the human body. Graduates master the basic principles of mechanics in relation to physiotherapy. Graduates can carry out simple biomechanical calculations. They know about the effect of forces and momentum and can explain these. They know the basic biomechanical properties of the human body. They can incorporate theory-based biomechanical laws and knowledge into the physiotherapy process. Graduates are aware of the more important physiological processes and variations relating to exertion. They know about energy supply during muscular exertion. They know how to control exertion components. They know the training principles. They can read and interpret training plans.

Biophysics

Lecture content:

Presentation of physical parameters. Basic SI units, balance and stability: Centre of gravity for the body and for individual segments; methods for determining the centre of gravity, balance for humans in biomechanical terms, joint stability, movement chain degree of freedom. Calculation model for static forces on the human body. Introduction to the mechanics of solid bodies: Newtonian Laws, force theories (including graphic presentation of forces, trigonometry and vector calculations, various types of force). Rotation; analogy to translation, centripetal force, moment of inertia, angular momentum, torque. Introduction to fluid mechanics, hydraulics and hydromechanics: Hydrostatic pressure, Archimedes¿ law, Bernoulli¿s principle. Always with theoretical examples from physiotherapy/medicine. Overview of acoustics, heat. Electricity: Electric charge, power, resistance, Ohm¿s law, electrochemical and electrokinetic processes.

Superior module:

Biomedical Foundations of Physiotherapy

Module description:

Graduates master the physical basics of mechanics, hydraulics, electricity and acoustics relevant to physiotherapy. Graduates can solve simple trigonometric and vector calculations and understand how these physical foundations apply to the movements of the human body. Graduates master the basic principles of mechanics in relation to physiotherapy. Graduates can carry out simple biomechanical calculations. They know about the effect of forces and momentum and can explain these. They know the basic biomechanical properties of the human body. They can incorporate theory-based biomechanical laws and knowledge into the physiotherapy process. Graduates are aware of the more important physiological processes and variations relating to exertion. They know about energy supply during muscular exertion. They know how to control exertion components. They know the training principles. They can read and interpret training plans.

Communication Training 1

Lecture content:

Communication theories, models and techniques; open communication procedures and the foundations of patient-oriented conversations; identification of patient resources and sensitisation to the relevance of context in interactive processes; awareness of their own prejudices, values, norms, attitudes, needs, emotions and capabilities; personal appearance and presentation

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Didactics and Patient Guidance

Lecture content:

Methodical didactic foundations for teaching motion sequences, objectives and learning objective taxonomy, implementation of learning objectives, methodical health factors in the learning process. Distinguishing between target groups (e.g. geriatric, impaired, paediatric patients)

Learning Outcomes:

-

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Exertion Physiology and Training Principles

Lecture content:

Definition of training, theory of training; (athletic) performance; definitions: training goals, training content, training tools, training methods, training organisation, training planning; basic motor characteristics; exertion and its components; training principles; energy supply for muscle contraction; types of muscle fibre and their physiological properties; physiological changes through training; performance tests; applied training theory; training for basic motor skills; training equipment; trainability and its influence on physiotherapy

Superior module:

Biomedical Foundations of Physiotherapy

Module description:

Graduates master the physical basics of mechanics, hydraulics, electricity and acoustics relevant to physiotherapy. Graduates can solve simple trigonometric and vector calculations and understand how these physical foundations apply to the movements of the human body. Graduates master the basic principles of mechanics in relation to physiotherapy. Graduates can carry out simple biomechanical calculations. They know about the effect of forces and momentum and can explain these. They know the basic biomechanical properties of the human body. They can incorporate theory-based biomechanical laws and knowledge into the physiotherapy process. Graduates are aware of the more important physiological processes and variations relating to exertion. They know about energy supply during muscular exertion. They know how to control exertion components. They know the training principles. They can read and interpret training plans.

Foundations of Pharmacology

Lecture content:

Drug development, legal basics, general pharmacology, pharmacokinetics and pharmacodynamics: Application, resorption, biotransformation and elimination, Effects and side effects of drugs on various organ systems; drugs for treating certain diseases: analgesia with relevant examples for physiotherapy, antibiotics, vegetative nervous system drugs, psychotropic drugs, etc.

Superior module:

Integration of Findings and Treatment Techniques for Selected Functional Disorders 1

Module description:

Graduates know about the mode of action of selected medications and can recognize possible side effects and take them into account in the physiotherapy process.

Functional Anatomy

Lecture content:

Osteo- and arthrokinematics of the major joints. Muscle function chains. Practical examples of functional anatomy relevant to physiotherapy

Superior module:

Motion System: Structure and Function

Module description:

Graduates are aware of the basic structure of the human body and the related biological and pathological processes in the body. They understand the morphological and functional relationships in the healthy body and the development of diseases. They know the physiology of the molecular mechanism of muscle contractions, the physiology of connective tissue (tendons, ligaments, joint capsules) and the physiology of cartilage and bones. Graduates know the anatomical structures of the musculoskeletal system, their topography and function. They know the topography and function of the peripheral nervous system. They know about bone and cartilage development and their nutrition. They are aware of the phases of wound healing and any disturbances to wound healing. Students know the biomechanical properties of various bodily structures such as muscle, bone, connective tissue (incl. cartilage and intervertebral discs). They are aware of the kinematics of the major joints. They know the major definitions and rules of osteo- and arthrokinematics. They can describe movements in arthrokinematic terms and know which muscles perform the movements. They can palpate diagnostically relevant structures, differentiate them and assess their quality. They can apply the results of palpations to the physiotherapy process in order to check hypotheses.

Learning Process Support and Reflection 1

Lecture content:

Group reflection on training areas

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Massage Methods

Lecture content:

Massage report and documentation; traditional massage

Superior module:

Basic treatment techniques

Module description:

Graduates know the hygiene measures relevant to the profession; they can select the relevant measures for preventing infections in a targeted manner as suited to the situation and in the context of their physiotherapy activities. Graduates can establish a massage report and integrate this into the physiotherapy process. They can differentiate skin, connective tissue and muscle on palpation. They can assess the properties of a structure and recognise abnormalities. They can carry out a traditional massage. They are aware of physiological skin and tissue reactions and can recognise abnormal reactions and adapt physiotherapy measures accordingly. They can present the therapeutic process and produce a final report. They know the mechanisms and applications of thermal, hydrotherapeutic and balneotherapeutic measures. They can use these physical measures according to indications. They know the contraindications and safety measures for selecting and carrying out physical measures.

Motion System Anatomy

Lecture content:

Structure and topography of bones, muscle, joints and the peripheral nervous system. Functional anatomy of the bones of the skull, the trunk and upper and lower extremities. Structure and topography of organs and organ systems (basic knowledge)

Superior module:

Motion System: Structure and Function

Module description:

Graduates are aware of the basic structure of the human body and the related biological and pathological processes in the body. They understand the morphological and functional relationships in the healthy body and the development of diseases. They know the physiology of the molecular mechanism of muscle contractions, the physiology of connective tissue (tendons, ligaments, joint capsules) and the physiology of cartilage and bones. Graduates know the anatomical structures of the musculoskeletal system, their topography and function. They know the topography and function of the peripheral nervous system. They know about bone and cartilage development and their nutrition. They are aware of the phases of wound healing and any disturbances to wound healing. Students know the biomechanical properties of various bodily structures such as muscle, bone, connective tissue (incl. cartilage and intervertebral discs). They are aware of the kinematics of the major joints. They know the major definitions and rules of osteo- and arthrokinematics. They can describe movements in arthrokinematic terms and know which muscles perform the movements. They can palpate diagnostically relevant structures, differentiate them and assess their quality. They can apply the results of palpations to the physiotherapy process in order to check hypotheses.

Motor Behaviour and Learning 1

Lecture content:

Knowledge and understanding of the complexity of normal posture and movement. Conditions, basic principles and methods of sensorimotor learning. Orientation of the individual relative to his/her own body and space. Movement around axes and on various planes. Normal functioning of the musculoskeletal system. Continuing movement and/or resistance. Equilibrium reactions. Analysis and documentation of the physiologically coordinated posture and individual deviations.

Superior module:

PT-Process Motion System 1

Module description:

Students are made familiar with the physiotherapy process: they can establish a physiotherapy history with patients. They know the measures for structured findings through inspections, palpation, measurements and functional testing and can carry these out adequately. They can interpret and document the test results in simple correlations. They can recognise abnormalities with regard to posture, movement behaviour and range of movement and establish this in writing in the form of quantitative or qualitative data. They can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise evasive movements and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics.

PT-Process Findings & Documentation

Lecture content:

Introduction to the physiotherapy process: documentation, findings methodology, subjective examination (history), objective examination (functional tests). Introduction to formulating and evaluating hypotheses in physiotherapy. Foundations of clinical reasoning, specific findings methods: Muscle function test, joint testing, simple spinal function tests.

Superior module:

PT-Process Motion System 1

Module description:

Students are made familiar with the physiotherapy process: they can establish a physiotherapy history with patients. They know the measures for structured findings through inspections, palpation, measurements and functional testing and can carry these out adequately. They can interpret and document the test results in simple correlations. They can recognise abnormalities with regard to posture, movement behaviour and range of movement and establish this in writing in the form of quantitative or qualitative data. They can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise evasive movements and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics.

Patient Activation

Lecture content:

Positioning, transfer and mobilisation of patients; passive and assisted angular movements of all joints in various starting positions; various features of touch and being touched; grip techniques; introduction and training in the correct use of tools

Superior module:

PT-Process Motion System 1

Module description:

Students are made familiar with the physiotherapy process: they can establish a physiotherapy history with patients. They know the measures for structured findings through inspections, palpation, measurements and functional testing and can carry these out adequately. They can interpret and document the test results in simple correlations. They can recognise abnormalities with regard to posture, movement behaviour and range of movement and establish this in writing in the form of quantitative or qualitative data. They can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise evasive movements and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics.

Perception and Relaxation

Lecture content:

Foundations and modes of action at a physical and psychological level, framework conditions and setting. Relevance of relaxation and physical perception techniques for physiotherapy. Personal experience and instruction in certain relaxation techniques in individual and group settings. Learning of the specific instructions for perception-based physical activity interventions. Relationship between perception, movement and personal experience.

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Physical Medicine

Lecture content:

Basic principles, objectives and contraindications in evidence-based physical medicine. Adaptation mechanisms and control loops in the human body, e.g. heat regulation. Stimulation therapy, stimuli and corresponding reactions of the various bodily structures and organ systems. Theoretical and practical foundations in the field: thermal therapy, hydrotherapy, balneotherapy.

Superior module:

Basic treatment techniques

Module description:

Graduates know the hygiene measures relevant to the profession; they can select the relevant measures for preventing infections in a targeted manner as suited to the situation and in the context of their physiotherapy activities. Graduates can establish a massage report and integrate this into the physiotherapy process. They can differentiate skin, connective tissue and muscle on palpation. They can assess the properties of a structure and recognise abnormalities. They can carry out a traditional massage. They are aware of physiological skin and tissue reactions and can recognise abnormal reactions and adapt physiotherapy measures accordingly. They can present the therapeutic process and produce a final report. They know the mechanisms and applications of thermal, hydrotherapeutic and balneotherapeutic measures. They can use these physical measures according to indications. They know the contraindications and safety measures for selecting and carrying out physical measures.

Physiology and Pathology

Lecture content:

Foundations of physiology: organs and organ systems. Cells, from cells to tissue, from tissue to organs; cardiovascular system, nervous system, respiratory tract, kidneys and urinary tract, musculoskeletal system, lymphatic organs, gastrointestinal tract, reproductive organs, skin, sensory organs, hormonal system. Pathology: General terminology, nature, definition and epidemiology of diseases, causes of disease, progression, prognosis, treatment. Death. Basic pathological reactions: cell damage, necrosis, hypertrophy, hyperplasia, atrophy, thrombosis, embolism, bleeding, jaundice, repair. General inflammation theory, general tumour theory, general immunopathology. Basic principles of genetic diseases, molecular mechanisms of muscle contractions, Golgi apparatus; physiology of connective tissue ¿ tendons, ligaments, capsules; capsular ligament receptors; cartilage and bone development and nutrition. Wound healing;

Superior module:

Motion System: Structure and Function

Module description:

Graduates are aware of the basic structure of the human body and the related biological and pathological processes in the body. They understand the morphological and functional relationships in the healthy body and the development of diseases. They know the physiology of the molecular mechanism of muscle contractions, the physiology of connective tissue (tendons, ligaments, joint capsules) and the physiology of cartilage and bones. Graduates know the anatomical structures of the musculoskeletal system, their topography and function. They know the topography and function of the peripheral nervous system. They know about bone and cartilage development and their nutrition. They are aware of the phases of wound healing and any disturbances to wound healing. Students know the biomechanical properties of various bodily structures such as muscle, bone, connective tissue (incl. cartilage and intervertebral discs). They are aware of the kinematics of the major joints. They know the major definitions and rules of osteo- and arthrokinematics. They can describe movements in arthrokinematic terms and know which muscles perform the movements. They can palpate diagnostically relevant structures, differentiate them and assess their quality. They can apply the results of palpations to the physiotherapy process in order to check hypotheses.

Statistics

Lecture content:

Descriptive methods and inferential statistical methods commonly used in practice. Particular value is placed on the correct content-related interpretation of results and methods for clean data capture. Evaluation of anonymous data matrices from various research projects, analysis of studies from a statistical perspective.

Superior module:

Academic Projects 1

Module description:

Graduates have an overview of the specific scientific approaches to problems, know the relevant research methods for their profession, the underlying conditions and fundamental questions to be asked, and can formulate relevant research questions for their profession. They can differentiate between assumptions, personal experience and proven knowledge in relation to open questions from their profession, carry out an objective discussion with others, argue their own perspective objectively and are open to justified objections. This can be presented in a scientific writing style. Students master the basics of evidence-based medicine: They can search for current literature in medical databases in a systematic, targeted way, they know the major study types and the quality criteria for their evaluation, and use this knowledge to interpret studies. They can combine their own clinical experience from their professional placements with the best available external evidence from systematic research in their work with individual patients and both make and justify decisions for the physiotherapy process taking into account patient preferences. Students have an insight into the most important descriptive statistical methods and can make a sharp distinction between descriptive and inferential statistical methods. They can apply procedures for clean data capture and present simple statistical relationships graphically. They have basic knowledge of inferential statistics and can analyse literature from a statistical perspective.

Academic projects

Lecture content:

Epistemological and scientific theoretical principles (difference between `scientific¿ and everyday knowledge), principles of empirical research, differentiation from non-empirical questions, paradigms and fundamentals of quantitative/qualitative research methods Research design in social and natural sciences, connection between research questions and method(s), foundations of evidence-based medicine and evidence-based practice

Superior module:

Academic Projects 1

Module description:

Graduates have an overview of the specific scientific approaches to problems, know the relevant research methods for their profession, the underlying conditions and fundamental questions to be asked, and can formulate relevant research questions for their profession. They can differentiate between assumptions, personal experience and proven knowledge in relation to open questions from their profession, carry out an objective discussion with others, argue their own perspective objectively and are open to justified objections. This can be presented in a scientific writing style. Students master the basics of evidence-based medicine: They can search for current literature in medical databases in a systematic, targeted way, they know the major study types and the quality criteria for their evaluation, and use this knowledge to interpret studies. They can combine their own clinical experience from their professional placements with the best available external evidence from systematic research in their work with individual patients and both make and justify decisions for the physiotherapy process taking into account patient preferences. Students have an insight into the most important descriptive statistical methods and can make a sharp distinction between descriptive and inferential statistical methods. They can apply procedures for clean data capture and present simple statistical relationships graphically. They have basic knowledge of inferential statistics and can analyse literature from a statistical perspective.

Active and passive muscle treatment

Lecture content:

Introduction to the evidence-based theory of active and passive muscle treatment using selected articles. Understanding and adaptation of various evidence-based stretching methods for the whole body and the basic principles of muscle activation with and without equipment.

Superior module:

PT-Process Motion System 2

Module description:

Students know the principles of muscle stretching and activation. Students can treat stretched and activated muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. They know and understand normal sensorimotor development in children and can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise abnormalities and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics. Students can select therapeutic exercises relevant to the patient¿s problem, structure and facilitate them methodically, using various function-oriented therapy tools. Thanks to their understanding of motor impairments, they can adjust the learning process to individual patient problems for all ICF levels.

Applied Anatomy 2

Lecture content:

General and specific inspection of the bodily structures to be palpated. General palpation techniques and palpation of bodily structures relevant to physiotherapy. Differentiation of palpated structures. Resting and moving palpation, as well as assessment of the quality of tissue and movement. Use of soft tissue techniques for the defined palpated structures under consideration of the physiotherapy process

Superior module:

Motion System: Structure and Function

Module description:

Graduates are aware of the basic structure of the human body and the related biological and pathological processes in the body. They understand the morphological and functional relationships in the healthy body and the development of diseases. They know the physiology of the molecular mechanism of muscle contractions, the physiology of connective tissue (tendons, ligaments, joint capsules) and the physiology of cartilage and bones. Graduates know the anatomical structures of the musculoskeletal system, their topography and function. They know the topography and function of the peripheral nervous system. They know about bone and cartilage development and their nutrition. They are aware of the phases of wound healing and any disturbances to wound healing. Students know the biomechanical properties of various bodily structures such as muscle, bone, connective tissue (incl. cartilage and intervertebral discs). They are aware of the kinematics of the major joints. They know the major definitions and rules of osteo- and arthrokinematics. They can describe movements in arthrokinematic terms and know which muscles perform the movements. They can palpate diagnostically relevant structures, differentiate them and assess their quality. They can apply the results of palpations to the physiotherapy process in order to check hypotheses.

Cardiology: structure, function, malfunctions

Lecture content:

Anatomy, physiology and biomechanics of the heart and arterial/venous vascular system. Pathophysiology and pathomechanics of the cardiovascular system incl. conservative and surgical therapy. Medical findings for patients with cardiac complaints (ECF, stress tests, etc.)

Superior module:

Internal Medicine 1

Module description:

Graduates know the physiology and biomechanics of the pelvic and abdominal organs. They are aware of pathophysiological and pathomechanical changes to abdominal organs and know about certain diseases and operations, as well as the use of the physiotherapy process in this field. Graduates know about changes during and following pregnancy and high-risk pregnancies, and can implement the physiotherapy process for both groups and individuals. They know the significance of the core system for rehabilitating the pelvic floor muscles and can recognise and treat issues with targeted history-taking. They know the basic principles of urogenital, senological, proctological and abdominal surgical procedures and can establish and implement a suitable pre- and post-operative treatment concept.

Komplexe physikalische Entstauungstherapie

Lecture content:

Anatomy, physiology and pathology of the lymphatic system. Recording, evaluating and documenting findings. Grip techniques and grip sequences for various treatment areas. Bandage techniques for oedema therapy. Patient advice and instruction for accompanying behavioural measures, compilation of a home programme.

Superior module:

Internal Medicine 1

Module description:

Graduates know the physiology and biomechanics of the pelvic and abdominal organs. They are aware of pathophysiological and pathomechanical changes to abdominal organs and know about certain diseases and operations, as well as the use of the physiotherapy process in this field. Graduates know about changes during and following pregnancy and high-risk pregnancies, and can implement the physiotherapy process for both groups and individuals. They know the significance of the core system for rehabilitating the pelvic floor muscles and can recognise and treat issues with targeted history-taking. They know the basic principles of urogenital, senological, proctological and abdominal surgical procedures and can establish and implement a suitable pre- and post-operative treatment concept.

Learning process support and reflection 2

Lecture content:

Professional ethics, teamwork, working with and on people, introduction to professional placement, group reflection on training subjects

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Motor behaviour and learning 2

Lecture content:

Functional posture and movement analysis of basic body positions and changes of position, bending and lifting/moving of objects. Analysis of structural, functional and activity changes. Interpretation of evasive movements and their consequences. Initiation and facilitation of normal motion sequences and their integration at the participatory level. Creation of functional exercises and a suitable environment for establishing all necessary conditions for normal, healthy movement at a structural and functional level. Through this course, students develop a connection to their own movement optimisation.

Superior module:

PT-Process Motion System 2

Module description:

Students know the principles of muscle stretching and activation. Students can treat stretched and activated muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. They know and understand normal sensorimotor development in children and can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise abnormalities and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics. Students can select therapeutic exercises relevant to the patient¿s problem, structure and facilitate them methodically, using various function-oriented therapy tools. Thanks to their understanding of motor impairments, they can adjust the learning process to individual patient problems for all ICF levels.

Motor behaviour and learning 3

Lecture content:

Creation and adaptation of functional exercises and a suitable environment for establishing all necessary conditions for normal, healthy movement at a structural, functional and participatory level. All previously analysed discoordinations of movement are experienced in a further learning stage through constructed self-awareness situations (e.g. by blocking various senses).

Superior module:

PT-Process Motion System 2

Module description:

Students know the principles of muscle stretching and activation. Students can treat stretched and activated muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. They know and understand normal sensorimotor development in children and can apply the basics of the sensorimotor learning process. They can analyse and document normal posture and certain movements, recognise abnormalities and formulate and implement relevant functional physiotherapy strategies. Students can plan and implement the basic methods and techniques for positioning, transferring and mobilising patients. The knowledge acquired on normal posture and movement is used by students for their own ergonomics. Students can select therapeutic exercises relevant to the patient¿s problem, structure and facilitate them methodically, using various function-oriented therapy tools. Thanks to their understanding of motor impairments, they can adjust the learning process to individual patient problems for all ICF levels.

PT-Process Cardiology

Lecture content:

Physiotherapy process under special consideration of the cardiovascular system. Measuring pulse and blood pressure. Circulation exercises and thrombosis prophylaxis. Bandaging and compression therapy. Ergometer training. Vascular training. Physical measures. Recording findings with patients with cardiac problems. Selection, implementation and revision of suitable physiotherapy activities for patients with specific cardiovascular conditions. Recording findings with patients with vascular problems, walk test. Selection, implementation and revision of suitable physiotherapy activities for patients with arterial and venous vascular conditions and cardiac conditions, post-operative therapy.

Superior module:

Internal Medicine 1

Module description:

Graduates know the physiology and biomechanics of the pelvic and abdominal organs. They are aware of pathophysiological and pathomechanical changes to abdominal organs and know about certain diseases and operations, as well as the use of the physiotherapy process in this field. Graduates know about changes during and following pregnancy and high-risk pregnancies, and can implement the physiotherapy process for both groups and individuals. They know the significance of the core system for rehabilitating the pelvic floor muscles and can recognise and treat issues with targeted history-taking. They know the basic principles of urogenital, senological, proctological and abdominal surgical procedures and can establish and implement a suitable pre- and post-operative treatment concept.

PT-Process Geriatrics

Lecture content:

Physiotherapy process under special consideration of geriatric pathologies and assessments

Superior module:

Integration of Findings and Treatment Techniques for Selected Functional Disorders 1

Module description:

Graduates know about the mode of action of selected medications and can recognize possible side effects and take them into account in the physiotherapy process.

PT-Process Pain Management

Lecture content:

Use of pain scales and other pain-specific assessments; evidence-based approaches to physiotherapy treatment for patients with acute and chronic pain incl. electrotherapy, interdisciplinary pain treatment, integration of physiotherapy findings for patients with acute and chronic pain

Superior module:

Integration of Findings and Treatment Techniques for Selected Functional Disorders 1

Module description:

Graduates know about the mode of action of selected medications and can recognize possible side effects and take them into account in the physiotherapy process.

PT-Process Pulmonology

Lecture content:

Physiotherapy process under special consideration of the respiratory system, relaxation methods, body postures from a respiratory perspective, respiratory training for raising awareness of and expanding respiratory motion, breathing techniques, stretch positioning, exercises for experiencing the peripheral respiratory drive, active thoracic and spinal mobilisation impacting breathing, coughing techniques, encouraging secretion, producing the optimal respiratory rhythm, post-operative therapy, physiotherapy after pulmonary trauma

Superior module:

Internal Medicine 1

Module description:

Graduates know the physiology and biomechanics of the pelvic and abdominal organs. They are aware of pathophysiological and pathomechanical changes to abdominal organs and know about certain diseases and operations, as well as the use of the physiotherapy process in this field. Graduates know about changes during and following pregnancy and high-risk pregnancies, and can implement the physiotherapy process for both groups and individuals. They know the significance of the core system for rehabilitating the pelvic floor muscles and can recognise and treat issues with targeted history-taking. They know the basic principles of urogenital, senological, proctological and abdominal surgical procedures and can establish and implement a suitable pre- and post-operative treatment concept.

Pain

Lecture content:

Physiology of pain: nociception, chronic pain, impact of pain on organ systems, specific causes of pain and pain syndromes. Placebo. Specificities for the physiotherapy process for pain patients, history and communication with pain patients, pain scales and describing characteristics of pain, differentiation and classification of characteristics of pain

Superior module:

Integration of Findings and Treatment Techniques for Selected Functional Disorders 1

Module description:

Graduates know about the mode of action of selected medications and can recognize possible side effects and take them into account in the physiotherapy process.

Palliative care and hospices

Lecture content:

Targets and non-targets for physiotherapy in palliative care. Most common secondary pathologies, indications and contraindications, possible physiotherapy measures. Reflection on the particular situation of palliative patients, adapting the physiotherapy process to palliative care

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Project Management

Lecture content:

Formulation of a project idea, planning, implementation, documentation and presentation of a project.

Superior module:

Social and Personal Skills 1

Module description:

Students reflect on professional, personal and strategic aspects of their training, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Students can apply the foundations of patient-oriented conversation. They are sensitive to individual behaviour in groups and reflect on their ability to work in a team. They are aware of their own norms, preconceptions, attitudes etc. and know the ethical guidelines of the profession. Students know the organisational and professional framework conditions of the professional placement. They know how to complete the training log and patient documentation. Students have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a social-science perspective. Graduates understand the social context of their future work and what this can mean. Thanks to fundamental sociological knowledge, they are able to develop an understanding for other groups (patients, relatives, other experts, etc.) By discussing various topics in public health (health promotion, health education, etc.) and the topic of `Gender and Diversity¿, students have a multidimensional understanding of health and develop connected thinking and social/communicative skills. Students have experienced a selection of relaxation and perception techniques themselves and can apply these in a targeted manner in the physiotherapy process in both individual and group settings. Graduates know about the particular situation of palliative patients and can adjust the physiotherapy process to the condition of the patient. They know of the importance of self-reflection when working with palliative patients. Students reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Students apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels.

Pulmonology: structure, function, malfunctions

Lecture content:

Anatomy, physiology and biomechanics: anatomy of the airways and lungs, physiology of the airways and lungs, mechanics of breathing, lung volume and its measurement. Pathophysiology and pathomechanics: obstructive pulmonary disorders, restrictive pulmonary disorders, pulmonary circulation disorders, respiration regulation disorders. Illnesses affecting the respiratory tract, lungs, and pleura including surgical interventions, medical therapy, pulmonary trauma

Superior module:

Internal Medicine 1

Module description:

Graduates know the physiology and biomechanics of the pelvic and abdominal organs. They are aware of pathophysiological and pathomechanical changes to abdominal organs and know about certain diseases and operations, as well as the use of the physiotherapy process in this field. Graduates know about changes during and following pregnancy and high-risk pregnancies, and can implement the physiotherapy process for both groups and individuals. They know the significance of the core system for rehabilitating the pelvic floor muscles and can recognise and treat issues with targeted history-taking. They know the basic principles of urogenital, senological, proctological and abdominal surgical procedures and can establish and implement a suitable pre- and post-operative treatment concept.

Scientific writing

Lecture content:

Topic identification and formulation of research questions, criteria for suitable topics/research questions for written projects as part of studies. Planning a writing project: research design, time and resource management. Selection of and working with relevant literature. Writing of a scientific text (short project): Characteristics and structure of scientific texts, presentation issues: Layout and sensible use of word processing programs, draft versions and revision. Strategies for dealing with common writing issues.

Superior module:

Academic Projects 1

Module description:

Graduates have an overview of the specific scientific approaches to problems, know the relevant research methods for their profession, the underlying conditions and fundamental questions to be asked, and can formulate relevant research questions for their profession. They can differentiate between assumptions, personal experience and proven knowledge in relation to open questions from their profession, carry out an objective discussion with others, argue their own perspective objectively and are open to justified objections. This can be presented in a scientific writing style. Students master the basics of evidence-based medicine: They can search for current literature in medical databases in a systematic, targeted way, they know the major study types and the quality criteria for their evaluation, and use this knowledge to interpret studies. They can combine their own clinical experience from their professional placements with the best available external evidence from systematic research in their work with individual patients and both make and justify decisions for the physiotherapy process taking into account patient preferences. Students have an insight into the most important descriptive statistical methods and can make a sharp distinction between descriptive and inferential statistical methods. They can apply procedures for clean data capture and present simple statistical relationships graphically. They have basic knowledge of inferential statistics and can analyse literature from a statistical perspective.

Didactics and Guiding Groups

Lecture content:

Expanding the teaching and learning content from Didactics 1. Groups and group formation. Independent organisation and implementation of a motion and patient-focused didactic project. Leading a group. Expanding the understanding of group dynamic processes and their management.

Superior module:

Psychiatry and psychosomatics

Module description:

Graduates have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a psychological perspective. Discussion based on psychoanalytic approaches to the topic of medicine/health should promote the development of skills such as the ability to communicate, ability to handle conflicts, empathy, role distance, tolerance of frustration, self-determination and self-reflection. Students know training pathways and can distinguish the skills required for the following specialisms: consultant psychiatrist, (clinical) psychologist, psychotherapist. Students know the difference between psychotic and neurotic disorders. Students know specific pathologies from psychiatry. They know the psychodynamics of these pathologies as a basis for the physiotherapy intervention. They know the effects and side effects of medication that are relevant for physiotherapy treatment. They know the current treatment guidelines for relevant conditions. Students know the significance of team-orientated approaches in psychiatry. They know the major guidelines for accommodating patients with psychiatric conditions and the possibilities for rehabilitation and daily clinical care. Students can apply the physiotherapy process to `psychiatric patients¿. They can recognise psychological defence mechanisms in themselves, patients and team members and therefore ensure a professional ability to act and maintain relationships during the physiotherapy process. They understand the significance of motion interventions with regard to motion and psychological interactions. They know specific psychological pathologies and can use movement and relationships in a targeted way. They show empathy to patients and maintain professional boundaries with them. They know and accept the limits of physiotherapy and see themselves as part of the healthcare team. They show a willingness to reflect on themselves, communicate constructively and if necessary are able to supervise. Students learn the basics of relaying motion sequences in groups and the design of learning processes through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process.

Introduction and Reflection: Professional Placement

Lecture content:

Introduction to the professional placement, group reflection of training subjects and professional placement positions. Work shadowing in teaching practice of the university of applied sciences, patient days

Superior module:

Professional Placement 1

Module description:

Graduates reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Graduates apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Graduates can transfer theory into practice within the physiotherapy process in the fields of internal medicine, cardiology, pulmonology and an elective, i.e. develop a level of professionalism in implementing physiotherapy. For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Motor Behaviour and Learning 4

Lecture content:

Analysis of the spine. Motion-relevant specificities and function testing of the individual spinal sections and their complex muscle activities. Correction and training. Resistant and functional mobilisation of various spinal sections. Analysis of the leg axes. Gait analysis. Leg axis correction and training, gait training. All previously analysed discoordinations of movement are experienced in a further learning stage through constructed self-awareness situations (e.g. by blocking various senses).

Superior module:

PT-Process Motion System 3

Module description:

Students know the principles of active and passive muscle stretching. Students can recognise and treat shortened and weak muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. Students can support patients in reaching their target motor ability using selected manual facilitation and soft tissue techniques. Students know the physiological motor behaviour of humans and can analyse and understand this, recognise and document any deviations from the norm and, based on this, implement functional motion therapy. They can initiate, guide, support and encourage movement and everyday functioning in line with the physiological norm. Students can implement, document and interpret neurodynamic tests. They know the specific treatment possibilities for improving nerve gliding. They can carry out the individual treatment techniques and adapt them to specific patient issues. Students can implement training therapeutic measures taking into account the phases of medical rehabilitation in the physiotherapy process. They know the foundations of occupational and sport-specific rehabilitation and can apply these.

Neurology: Malfunctions

Lecture content:

Selected aspects of neurological pathologies, neurology diagnostics and neurological treatments: Cerebrovascular diseases, neurological trauma, inflammation of the nervous system, neurooncology, epilepsy, neuropsychological syndrome, neurodegenerative diseases, diseases of the autonomic nervous system, fundamentals of comas and severe motion disorders. Fundamentals of neurological rehabilitation.

Superior module:

Neurological System

Module description:

Students know the structure and function of the central, peripheral and autonomic nervous system. They know which structures are required for building and implementing a voluntary movement and can retrace both the development in the central neural network and the innervation pathway. They know the biomechanical properties of the peripheral nervous system. They are aware of diagnostic examination options in neurology. They know the causes, symptoms, progression, pathogenesis and pathophysiology of certain neurological pathologies and are aware of their effects on the human motor and sensory systems. They are aware of medical therapies for certain neurological illnesses (e.g. upper motor neuron syndrome) and neurosurgical interventions. They can understand medical findings as a foundation of physiotherapy and interpret them logically. Students can find connections between the location of damage and the resulting symptoms in the case of damage to the peripheral or central nervous system. Students can carry out a differentiated analysis of central neurological pathologies (e.g. stroke) including neuropsychological disorders. They can assign deviations in tone and treat motion disorders. They can assign the pathologies of upper motor neuron syndrome and treat and influence the resulting impairments at all ICF levels. Students develop clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students know clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students can recognise, analyse and treat neurological motion impairments and neuropsychological disorders. They have basic knowledge of the principles of normal and impaired swallowing sequences. Students know about specific tools and can select and adapt these in a multi-professional team. They are aware of the necessity of interdisciplinary teamwork and the inclusion of relatives in the physiotherapy process. Students know various clinical patterns from the condition of spinal lesions. Students can record findings in a targeted manner and have awareness of certain assessments. They can use physiotherapy treatment techniques for spinal lesions. They know about specific tools.

Neurology: Structure and Function

Lecture content:

Building and structure of the brain, spinal cord, spinal nerves and peripheral nerves. Basic presentation of nerve and muscle physiology and centralised control of voluntary movement in the sensorimotor system, neurological topical association of characteristic neurological disturbance patterns in relation to the neuroanatomical structure.

Superior module:

Neurological System

Module description:

Students know the structure and function of the central, peripheral and autonomic nervous system. They know which structures are required for building and implementing a voluntary movement and can retrace both the development in the central neural network and the innervation pathway. They know the biomechanical properties of the peripheral nervous system. They are aware of diagnostic examination options in neurology. They know the causes, symptoms, progression, pathogenesis and pathophysiology of certain neurological pathologies and are aware of their effects on the human motor and sensory systems. They are aware of medical therapies for certain neurological illnesses (e.g. upper motor neuron syndrome) and neurosurgical interventions. They can understand medical findings as a foundation of physiotherapy and interpret them logically. Students can find connections between the location of damage and the resulting symptoms in the case of damage to the peripheral or central nervous system. Students can carry out a differentiated analysis of central neurological pathologies (e.g. stroke) including neuropsychological disorders. They can assign deviations in tone and treat motion disorders. They can assign the pathologies of upper motor neuron syndrome and treat and influence the resulting impairments at all ICF levels. Students develop clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students know clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students can recognise, analyse and treat neurological motion impairments and neuropsychological disorders. They have basic knowledge of the principles of normal and impaired swallowing sequences. Students know about specific tools and can select and adapt these in a multi-professional team. They are aware of the necessity of interdisciplinary teamwork and the inclusion of relatives in the physiotherapy process. Students know various clinical patterns from the condition of spinal lesions. Students can record findings in a targeted manner and have awareness of certain assessments. They can use physiotherapy treatment techniques for spinal lesions. They know about specific tools.

Neuromuscular coordination and techniques

Lecture content:

Neuromuscular techniques. Facilitation. Manual structural treatment of soft tissue during a target motor movement.

Superior module:

PT-Process Motion System 3

Module description:

Students know the principles of active and passive muscle stretching. Students can recognise and treat shortened and weak muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. Students can support patients in reaching their target motor ability using selected manual facilitation and soft tissue techniques. Students know the physiological motor behaviour of humans and can analyse and understand this, recognise and document any deviations from the norm and, based on this, implement functional motion therapy. They can initiate, guide, support and encourage movement and everyday functioning in line with the physiological norm. Students can implement, document and interpret neurodynamic tests. They know the specific treatment possibilities for improving nerve gliding. They can carry out the individual treatment techniques and adapt them to specific patient issues. Students can implement training therapeutic measures taking into account the phases of medical rehabilitation in the physiotherapy process. They know the foundations of occupational and sport-specific rehabilitation and can apply these.

Orthopaedics and Trauma: Malfunctions

Lecture content:

Causes, symptoms, progression, pathophysiology, pathomechanics, medical treatment (conservative and surgical) and timing of physiotherapy intervention for injuries, congenital, degenerative and inflammatory changes to bones, muscles, joints, tendons, ligaments, joint capsules and bursa in the context of the entire musculoskeletal system, incl. amputations. Polytrauma incl. internal trauma. The role of physiotherapy in intensive care

Superior module:

Musculoskeletal System 1

Module description:

Students know the causes, symptoms, progression, pathophysiology, pathomechanics, medical treatment (conservative and surgical) and timing of physiotherapy intervention for injuries, congenital, degenerative and inflammatory changes to bones, muscles, joints, tendons, ligaments, joint capsules and bursa in the context of the entire musculoskeletal system. They can assign the relevant medical diagnosis to the associated pathology and know how each pathology affects the musculoskeletal system. They know typical healing progression, levels of stability and treatment principles for injured structures. They know how different stress stimuli affect different structures and know about precautionary measures when selecting and dosing physiotherapy actions. They know the signs of atypical healing progression and complications. They are aware of contraindications for physiotherapy actions. They know the role of physiotherapy in intensive care. Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them.

PT-Process Neurological Findings & Documentation

Lecture content:

Implementation and documentation of selected standardised assessments in neurology. Recording of findings for neurological motor disorders and neuropsychological disorders on the ICF levels of structure/function, activity and participation: formation and evaluation of hypotheses, establishing a physiotherapy diagnosis, agreeing targets and a resulting treatment plan.

Superior module:

Neurological System

Module description:

Students know the structure and function of the central, peripheral and autonomic nervous system. They know which structures are required for building and implementing a voluntary movement and can retrace both the development in the central neural network and the innervation pathway. They know the biomechanical properties of the peripheral nervous system. They are aware of diagnostic examination options in neurology. They know the causes, symptoms, progression, pathogenesis and pathophysiology of certain neurological pathologies and are aware of their effects on the human motor and sensory systems. They are aware of medical therapies for certain neurological illnesses (e.g. upper motor neuron syndrome) and neurosurgical interventions. They can understand medical findings as a foundation of physiotherapy and interpret them logically. Students can find connections between the location of damage and the resulting symptoms in the case of damage to the peripheral or central nervous system. Students can carry out a differentiated analysis of central neurological pathologies (e.g. stroke) including neuropsychological disorders. They can assign deviations in tone and treat motion disorders. They can assign the pathologies of upper motor neuron syndrome and treat and influence the resulting impairments at all ICF levels. Students develop clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students know clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students can recognise, analyse and treat neurological motion impairments and neuropsychological disorders. They have basic knowledge of the principles of normal and impaired swallowing sequences. Students know about specific tools and can select and adapt these in a multi-professional team. They are aware of the necessity of interdisciplinary teamwork and the inclusion of relatives in the physiotherapy process. Students know various clinical patterns from the condition of spinal lesions. Students can record findings in a targeted manner and have awareness of certain assessments. They can use physiotherapy treatment techniques for spinal lesions. They know about specific tools.

PT-Process Orthopaedics 1

Lecture content:

Application of the physiotherapy process in conservative and pre/post-operative orthopaedic physiotherapy in the context of the entire musculoskeletal system incl. amputations, standardised orthopaedic test procedures, association of previously learned pathologies with practical measures, clinical reasoning in orthopaedics

Superior module:

Musculoskeletal System 1

Module description:

Students know the causes, symptoms, progression, pathophysiology, pathomechanics, medical treatment (conservative and surgical) and timing of physiotherapy intervention for injuries, congenital, degenerative and inflammatory changes to bones, muscles, joints, tendons, ligaments, joint capsules and bursa in the context of the entire musculoskeletal system. They can assign the relevant medical diagnosis to the associated pathology and know how each pathology affects the musculoskeletal system. They know typical healing progression, levels of stability and treatment principles for injured structures. They know how different stress stimuli affect different structures and know about precautionary measures when selecting and dosing physiotherapy actions. They know the signs of atypical healing progression and complications. They are aware of contraindications for physiotherapy actions. They know the role of physiotherapy in intensive care. Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them.

PT-Process Trauma 1

Lecture content:

Application of the physiotherapy process in conservative and pre/post-operative emergency surgery physiotherapy in the context of the entire musculoskeletal system incl. amputations. Polytrauma incl. internal trauma, role of physiotherapy in intensive care, association of previously learned pathologies with practical measures, clinical reasoning in trauma

Superior module:

Musculoskeletal System 1

Module description:

Students know the causes, symptoms, progression, pathophysiology, pathomechanics, medical treatment (conservative and surgical) and timing of physiotherapy intervention for injuries, congenital, degenerative and inflammatory changes to bones, muscles, joints, tendons, ligaments, joint capsules and bursa in the context of the entire musculoskeletal system. They can assign the relevant medical diagnosis to the associated pathology and know how each pathology affects the musculoskeletal system. They know typical healing progression, levels of stability and treatment principles for injured structures. They know how different stress stimuli affect different structures and know about precautionary measures when selecting and dosing physiotherapy actions. They know the signs of atypical healing progression and complications. They are aware of contraindications for physiotherapy actions. They know the role of physiotherapy in intensive care. Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them.

Passive Joint Treatment 1

Lecture content:

Manual therapy for all joints of the extremities and certain joints of the spine through passive mobilisation techniques.

Superior module:

Musculoskeletal System 1

Module description:

Students know the causes, symptoms, progression, pathophysiology, pathomechanics, medical treatment (conservative and surgical) and timing of physiotherapy intervention for injuries, congenital, degenerative and inflammatory changes to bones, muscles, joints, tendons, ligaments, joint capsules and bursa in the context of the entire musculoskeletal system. They can assign the relevant medical diagnosis to the associated pathology and know how each pathology affects the musculoskeletal system. They know typical healing progression, levels of stability and treatment principles for injured structures. They know how different stress stimuli affect different structures and know about precautionary measures when selecting and dosing physiotherapy actions. They know the signs of atypical healing progression and complications. They are aware of contraindications for physiotherapy actions. They know the role of physiotherapy in intensive care. Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them.

Professional Placement 1

Lecture content:

Professional placement in the field of internal medicine/cardiology/pulmonology, orientation placement

Superior module:

Professional Placement 1

Module description:

Graduates reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Graduates apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Graduates can transfer theory into practice within the physiotherapy process in the fields of internal medicine, cardiology, pulmonology and an elective, i.e. develop a level of professionalism in implementing physiotherapy. For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Psychiatry: structure, function, malfunctions

Lecture content:

Specific pathologies from the following areas: organic, including symptomatic mental disorders, mental and behavioural disorders due to psychoactive substance use, schizophrenia, schizotypal and delusional disorders, affective disorders, neurotic, stress-related and somatoform disorders (difference between psychiatric and neurotic disorders), behavioural syndromes with physical disorders and factors, personality and behavioural disorders, mental retardation, development disorders, behavioural and emotional disorders with onset in childhood/adolescence; their evidence-based treatment (multi-professionalism); psychodynamics of specific pathologies as a basis for physiotherapy intervention; effect and side effects of medications relevant for physiotherapy; guidelines for accommodating patients with psychiatric conditions and the possibilities for rehabilitation and daily clinical care.

Superior module:

Psychiatry and psychosomatics

Module description:

Graduates have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a psychological perspective. Discussion based on psychoanalytic approaches to the topic of medicine/health should promote the development of skills such as the ability to communicate, ability to handle conflicts, empathy, role distance, tolerance of frustration, self-determination and self-reflection. Students know training pathways and can distinguish the skills required for the following specialisms: consultant psychiatrist, (clinical) psychologist, psychotherapist. Students know the difference between psychotic and neurotic disorders. Students know specific pathologies from psychiatry. They know the psychodynamics of these pathologies as a basis for the physiotherapy intervention. They know the effects and side effects of medication that are relevant for physiotherapy treatment. They know the current treatment guidelines for relevant conditions. Students know the significance of team-orientated approaches in psychiatry. They know the major guidelines for accommodating patients with psychiatric conditions and the possibilities for rehabilitation and daily clinical care. Students can apply the physiotherapy process to `psychiatric patients¿. They can recognise psychological defence mechanisms in themselves, patients and team members and therefore ensure a professional ability to act and maintain relationships during the physiotherapy process. They understand the significance of motion interventions with regard to motion and psychological interactions. They know specific psychological pathologies and can use movement and relationships in a targeted way. They show empathy to patients and maintain professional boundaries with them. They know and accept the limits of physiotherapy and see themselves as part of the healthcare team. They show a willingness to reflect on themselves, communicate constructively and if necessary are able to supervise. Students learn the basics of relaying motion sequences in groups and the design of learning processes through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process.

Psychosomatics

Lecture content:

History and development of psychosomatics, concepts and theories on health and illness, bio-psycho-social illness model, salutogenesis versus pathogenesis, coping and compliance, psychoanalytical models, transferance-countertransferance, primary and secondary gain, resistance and defence, illness as attempted self-healing, psychotherapy and physiotherapy, medical history: listening, questioning, understanding Touch, closeness and distance, dealing with anxiety and pain

Superior module:

Psychiatry and psychosomatics

Module description:

Graduates have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a psychological perspective. Discussion based on psychoanalytic approaches to the topic of medicine/health should promote the development of skills such as the ability to communicate, ability to handle conflicts, empathy, role distance, tolerance of frustration, self-determination and self-reflection. Students know training pathways and can distinguish the skills required for the following specialisms: consultant psychiatrist, (clinical) psychologist, psychotherapist. Students know the difference between psychotic and neurotic disorders. Students know specific pathologies from psychiatry. They know the psychodynamics of these pathologies as a basis for the physiotherapy intervention. They know the effects and side effects of medication that are relevant for physiotherapy treatment. They know the current treatment guidelines for relevant conditions. Students know the significance of team-orientated approaches in psychiatry. They know the major guidelines for accommodating patients with psychiatric conditions and the possibilities for rehabilitation and daily clinical care. Students can apply the physiotherapy process to `psychiatric patients¿. They can recognise psychological defence mechanisms in themselves, patients and team members and therefore ensure a professional ability to act and maintain relationships during the physiotherapy process. They understand the significance of motion interventions with regard to motion and psychological interactions. They know specific psychological pathologies and can use movement and relationships in a targeted way. They show empathy to patients and maintain professional boundaries with them. They know and accept the limits of physiotherapy and see themselves as part of the healthcare team. They show a willingness to reflect on themselves, communicate constructively and if necessary are able to supervise. Students learn the basics of relaying motion sequences in groups and the design of learning processes through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process.

Active Joint Treatment

Lecture content:

Recognition and balancing of muscular imbalances and discords. Stabilisation and mobilisation of joints through activation of muscles close to and further away from the joint at a structural, functional and activity level (incl. feedforward mechanism).

Superior module:

Musculoskeletal System 2

Module description:

Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them. Students know about the activation of local and global stabilisers for the major joints. They can recognise and treat muscular imbalances and discords. Students can implement the physiotherapy process for the spinal area and associate this with other pathologies via complex case studies.

Applied qualitative and quantitative scientific methods

Lecture content:

Planning, implementation and evaluation of frequently used qualitative and quantitative assessments in physiotherapy. Correction and evaluation of other empirical research work.

Superior module:

Academic Projects 2

Module description:

Graduates have knowledge of how to write a scientific text and apply this when preparing and presenting their first Bachelor thesis.

Bachelor thesis: Find a topic

Lecture content:

Identifying and narrowing down the topic of the Bachelor's thesis; specifying the theoretical question; selecting the appropriate research methodology; preparing an exposé

Superior module:

Academic Projects 2

Module description:

Graduates have knowledge of how to write a scientific text and apply this when preparing and presenting their first Bachelor thesis.

Bachelor thesis: Journal Club

Lecture content:

Reading, analyzing, and evaluating practice-relevant texts from peer-reviewed journals that are helpful for the creation of the individual bachelor¿s thesis

Superior module:

Academic Projects 2

Module description:

Graduates have knowledge of how to write a scientific text and apply this when preparing and presenting their first Bachelor thesis.

Combining and Reflecting on Taught Content 1

Lecture content:

Physiotherapy process with a focus on the selection, dosing and application of measures for specific clinical pathologies. Taking into account differentiation and assigning to ICF levels.

Superior module:

Professional Placement 2

Module description:

Graduates reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Graduates apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Graduates can transfer theory into practice within the physiotherapy process in the field of an elective, i.e. develop a level of professionalism in implementing physiotherapy. For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Medical Training Therapy

Lecture content:

The foundations of occupational and sport-specific oriented rehabilitation. The improvement of physiological motion sequences through targeted training. Principles of training therapy in the physiotherapy process. Training for motor strength, endurance, speed, flexibility and coordination as well as all intermediate forms, taking into account the four phases of medical rehabilitation in the physiotherapy process using practical examples for the whole body. Training structure according to wound healing phases.

Superior module:

PT-Process Motion System 3

Module description:

Students know the principles of active and passive muscle stretching. Students can recognise and treat shortened and weak muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. Students can support patients in reaching their target motor ability using selected manual facilitation and soft tissue techniques. Students know the physiological motor behaviour of humans and can analyse and understand this, recognise and document any deviations from the norm and, based on this, implement functional motion therapy. They can initiate, guide, support and encourage movement and everyday functioning in line with the physiological norm. Students can implement, document and interpret neurodynamic tests. They know the specific treatment possibilities for improving nerve gliding. They can carry out the individual treatment techniques and adapt them to specific patient issues. Students can implement training therapeutic measures taking into account the phases of medical rehabilitation in the physiotherapy process. They know the foundations of occupational and sport-specific rehabilitation and can apply these.

Neurodynamics

Lecture content:

Neurodynamic tests incl. documentation (e.g. SLR, ULT 1- 3, slump test etc.) and treatment techniques.

Superior module:

PT-Process Motion System 3

Module description:

Students know the principles of active and passive muscle stretching. Students can recognise and treat shortened and weak muscles in a targeted way (both prevention and therapy) and integrate them into the function/activity. Students can support patients in reaching their target motor ability using selected manual facilitation and soft tissue techniques. Students know the physiological motor behaviour of humans and can analyse and understand this, recognise and document any deviations from the norm and, based on this, implement functional motion therapy. They can initiate, guide, support and encourage movement and everyday functioning in line with the physiological norm. Students can implement, document and interpret neurodynamic tests. They know the specific treatment possibilities for improving nerve gliding. They can carry out the individual treatment techniques and adapt them to specific patient issues. Students can implement training therapeutic measures taking into account the phases of medical rehabilitation in the physiotherapy process. They know the foundations of occupational and sport-specific rehabilitation and can apply these.

Neurophysiological Treatment Techniques

Lecture content:

Recording of findings and treatment of central nervous disorders according to selected concepts. Evidence-based therapeutic interventions in neurology rehabilitation.

Superior module:

Neurological System

Module description:

Students know the structure and function of the central, peripheral and autonomic nervous system. They know which structures are required for building and implementing a voluntary movement and can retrace both the development in the central neural network and the innervation pathway. They know the biomechanical properties of the peripheral nervous system. They are aware of diagnostic examination options in neurology. They know the causes, symptoms, progression, pathogenesis and pathophysiology of certain neurological pathologies and are aware of their effects on the human motor and sensory systems. They are aware of medical therapies for certain neurological illnesses (e.g. upper motor neuron syndrome) and neurosurgical interventions. They can understand medical findings as a foundation of physiotherapy and interpret them logically. Students can find connections between the location of damage and the resulting symptoms in the case of damage to the peripheral or central nervous system. Students can carry out a differentiated analysis of central neurological pathologies (e.g. stroke) including neuropsychological disorders. They can assign deviations in tone and treat motion disorders. They can assign the pathologies of upper motor neuron syndrome and treat and influence the resulting impairments at all ICF levels. Students develop clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students know clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students can recognise, analyse and treat neurological motion impairments and neuropsychological disorders. They have basic knowledge of the principles of normal and impaired swallowing sequences. Students know about specific tools and can select and adapt these in a multi-professional team. They are aware of the necessity of interdisciplinary teamwork and the inclusion of relatives in the physiotherapy process. Students know various clinical patterns from the condition of spinal lesions. Students can record findings in a targeted manner and have awareness of certain assessments. They can use physiotherapy treatment techniques for spinal lesions. They know about specific tools.

PT-Process Neurology

Lecture content:

Treatment measures and principles for neurological disorders and their effect on level of activity and participation using the example of specific neurological pathologies. Implementation of the physiotherapy process with central and peripheral neurological lesions. Understanding of the need for interdisciplinary rehabilitation and integration of relatives. Provision of therapeutic aids incl. wheelchair training.

Superior module:

Neurological System

Module description:

Students know the structure and function of the central, peripheral and autonomic nervous system. They know which structures are required for building and implementing a voluntary movement and can retrace both the development in the central neural network and the innervation pathway. They know the biomechanical properties of the peripheral nervous system. They are aware of diagnostic examination options in neurology. They know the causes, symptoms, progression, pathogenesis and pathophysiology of certain neurological pathologies and are aware of their effects on the human motor and sensory systems. They are aware of medical therapies for certain neurological illnesses (e.g. upper motor neuron syndrome) and neurosurgical interventions. They can understand medical findings as a foundation of physiotherapy and interpret them logically. Students can find connections between the location of damage and the resulting symptoms in the case of damage to the peripheral or central nervous system. Students can carry out a differentiated analysis of central neurological pathologies (e.g. stroke) including neuropsychological disorders. They can assign deviations in tone and treat motion disorders. They can assign the pathologies of upper motor neuron syndrome and treat and influence the resulting impairments at all ICF levels. Students develop clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students know clinical patterns from the field of neurology (including special tests). They can implement the physiotherapy process for cases of complex central and peripheral neurological diseases. Students can recognise, analyse and treat neurological motion impairments and neuropsychological disorders. They have basic knowledge of the principles of normal and impaired swallowing sequences. Students know about specific tools and can select and adapt these in a multi-professional team. They are aware of the necessity of interdisciplinary teamwork and the inclusion of relatives in the physiotherapy process. Students know various clinical patterns from the condition of spinal lesions. Students can record findings in a targeted manner and have awareness of certain assessments. They can use physiotherapy treatment techniques for spinal lesions. They know about specific tools.

PT-Process Orthopaedics 2

Lecture content:

Application of the physiotherapy process in conservative and pre/post-operative orthopaedic physiotherapy in the context of the entire musculoskeletal system incl. amputations, standardised orthopaedic test procedures, association of previously learned pathologies with practical measures, clinical reasoning in orthopaedics

Superior module:

Musculoskeletal System 2

Module description:

Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them. Students know about the activation of local and global stabilisers for the major joints. They can recognise and treat muscular imbalances and discords. Students can implement the physiotherapy process for the spinal area and associate this with other pathologies via complex case studies.

PT-Process Psychiatry

Lecture content:

Integration of physiotherapy findings with psychiatric pathologies. Treatment techniques and movement programmes, as well as suitable communication and behavioural guidelines for interacting with patients with mental disorders.

Superior module:

Psychiatry and psychosomatics

Module description:

Graduates have learnt about alternative perspectives to the medical/scientific paradigm in the field of human health. They know about theoretical concepts for analysing health and illness from a psychological perspective. Discussion based on psychoanalytic approaches to the topic of medicine/health should promote the development of skills such as the ability to communicate, ability to handle conflicts, empathy, role distance, tolerance of frustration, self-determination and self-reflection. Students know training pathways and can distinguish the skills required for the following specialisms: consultant psychiatrist, (clinical) psychologist, psychotherapist. Students know the difference between psychotic and neurotic disorders. Students know specific pathologies from psychiatry. They know the psychodynamics of these pathologies as a basis for the physiotherapy intervention. They know the effects and side effects of medication that are relevant for physiotherapy treatment. They know the current treatment guidelines for relevant conditions. Students know the significance of team-orientated approaches in psychiatry. They know the major guidelines for accommodating patients with psychiatric conditions and the possibilities for rehabilitation and daily clinical care. Students can apply the physiotherapy process to `psychiatric patients¿. They can recognise psychological defence mechanisms in themselves, patients and team members and therefore ensure a professional ability to act and maintain relationships during the physiotherapy process. They understand the significance of motion interventions with regard to motion and psychological interactions. They know specific psychological pathologies and can use movement and relationships in a targeted way. They show empathy to patients and maintain professional boundaries with them. They know and accept the limits of physiotherapy and see themselves as part of the healthcare team. They show a willingness to reflect on themselves, communicate constructively and if necessary are able to supervise. Students learn the basics of relaying motion sequences in groups and the design of learning processes through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process.

PT-Process Spine

Lecture content:

Physiotherapy process for functional spinal disorders taking into account ICF level and the biopsychosocial model. Consolidation and association of previously learned clinical patterns for the spine with additional pathologies using case studies.

Superior module:

Musculoskeletal System 2

Module description:

Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them. Students know about the activation of local and global stabilisers for the major joints. They can recognise and treat muscular imbalances and discords. Students can implement the physiotherapy process for the spinal area and associate this with other pathologies via complex case studies.

PT-Process Trauma 2

Lecture content:

Application of the physiotherapy process in conservative and pre/post-operative emergency surgery physiotherapy in the context of the entire musculoskeletal system incl. amputations. Polytrauma incl. internal trauma, role of physiotherapy in intensive care, association of previously learned pathologies with practical measures, clinical reasoning in trauma

Superior module:

Musculoskeletal System 2

Module description:

Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them. Students know about the activation of local and global stabilisers for the major joints. They can recognise and treat muscular imbalances and discords. Students can implement the physiotherapy process for the spinal area and associate this with other pathologies via complex case studies.

Passive Joint Treatment 2

Lecture content:

Manual therapy for all joints of the extremities and certain joints of the spine through passive mobilisation techniques.

Superior module:

Musculoskeletal System 2

Module description:

Students know the principles of manual joint therapy. They know how manual therapy is used and for which joint problems manual therapy is suitable. They can analyse and treat joints using manual therapy. Students can associate techniques they have already learned with manual therapy in a targeted way. Students can implement physiotherapy in orthopaedics and trauma departments in the context of the entire musculoskeletal system. They know the pathologies of injuries, changes and pain syndromes relating to the musculoskeletal system. Students can associate their previously learned knowledge, skills and capabilities to problem-solving strategies in orthopaedics and trauma. They can select physiotherapy actions for examining and treating these function disorders and justify their value. They can adapt physiotherapy actions to specific patient issues, implement them and evaluate them. Students know about the activation of local and global stabilisers for the major joints. They can recognise and treat muscular imbalances and discords. Students can implement the physiotherapy process for the spinal area and associate this with other pathologies via complex case studies.

Professional Placement 2

Lecture content:

Elective professional placement

Superior module:

Professional Placement 2

Module description:

Graduates reflect on professional, personal and strategic aspects of the training, including the professional placement, they connect subject-specific content with practice using their current professional experience. Graduates apply the physiotherapy process using patient examples. They develop and analyse the implementation of actions under consideration of ICF levels. Graduates can transfer theory into practice within the physiotherapy process in the field of an elective, i.e. develop a level of professionalism in implementing physiotherapy. For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Abdomen, pelvis: structure, function, malfunctions

Lecture content:

Anatomy, physiology and biomechanics of the pelvic and abdominal organs. Hormones in the life cycle, foundations of sexuality, pregnancy, high-risk pregnancy, birth and the post-partum period. Certain pathologies in gynaecology. Urology, proctology and abdominal surgery, abdominal and pelvic tumours incl. breast cancer and their treatment (conservative and surgical). Abdominal trauma

Superior module:

Internal Medicine 2

Module description:

Graduates know the anatomy, physiology and biomechanics of the respiratory tract. They are aware of pathophysiological and pathomechanical changes to respiratory organs. They know specific illnesses and their impact on ventilation or perfusion of the lungs. Graduates can establish a general respiratory report. They are aware of general measures for improving lung ventilation and perfusion, as well as measures for mobilising the thorax and secretion and can implement these. Students can apply the physiotherapy process for respiratory/pulmonary illnesses and after operations. They record the patient¿s specific problem and can select, apply and document the suitable measures for treatment. Students know the anatomy, physiology and biomechanics of the cardiovascular system. They are aware of pathophysiological and pathomechanical changes to the heart and vascular system. They know about specific illnesses and their impact on cardiac performance. They are able to measure patients¿ pulse and blood pressure. They can select and implement suitable measures for circulatory activation and thrombosis prophylaxis. They can plan and implement therapy for these patient groups based on the principles from their training. They can assess arterial or venous circulatory issues in patients with suitable tests and implement suitable vascular training. They can select, apply and guide physiotherapy measures according to the needs of the patient. Graduates are aware of the particular issues relating to the implementation of the physiotherapy process in patients with cardiovascular diseases. Graduates know the anatomy, physiology and pathology of the lymphatic system. They know the basic principles of manual lymph drainage, as well as the indications and contraindications. Graduates can treat patients with traumatic, orthopaedic and venous oedema, as well as neurological and sports physiotherapy indications. They can carry out compression treatment with bandages and compression stockings.

Bachelor thesis: Scientific presentation

Lecture content:

Poster design; scientific presentation of the Bachelor's thesis in a congress format;

Superior module:

Academic Projects 3

Module description:

Graduates have knowledge of how to write a scientific text and apply this when preparing and presenting their second Bachelor thesis.

Clinical Reasoning 1

Lecture content:

Acquisition of key information; formation, evaluation and modification of hypotheses; significance and nature of the brick wall concept; foundations of differential diagnosis, problem analysis and decision-making; types and purpose of various assessments; conditions for good CR; most common errors with CR; categories of hypotheses; communication ¿ possibilities, cases and consequences; detailed history-taking ¿ purpose of individual questions and consequences of potential answers; reasoned therapy planning; purpose of individual tests and consequences of potential results. Application of clinical reasoning using case studies (video patients)

Superior module:

Integration of findings and treatment techniques for selected function disorders 2

Module description:

Graduates can apply clinical reasoning within the physiotherapy process and implement this in case studies. They can formulate and modify hypotheses (clinical problem analysis). Graduates can modify and interpret the physiotherapy process for `geriatric patients¿ and `paediatric patients¿ Graduates can identify, evaluate and select suitable therapeutic solutions for the complex situation of comorbidities in physiotherapy for geriatric patients. Graduates can observe and assess the sensorimotor development stage from 0 to 18 months. They can define actions required and implement initial guidance. Graduates can structure and practice targeted promotion of sensorimotor development in childhood. They can adapt and apply treatment measures to childhood. They are aware of the complexity of parent-child and therapist relationships. As part of their life-long learning, graduates deepen their understanding of the need for ongoing, continuous discussion with regard to new scientific, medical and physiotherapy knowledge. They recognise their professional responsibility and tasks and have an opportunity to learn about seeing professional issues from various perspectives and experiencing multiple benefits through interdisciplinary work. As an example, they recognise the different principles and paradigms of action of individual professions within healthcare, mainly in the medical technology department, and develop an awareness of the issues of ethics in healthcare. They are able to find solutions as part of an interdisciplinary team and present this as a common product. This ability is the cornerstone for future forms of interdisciplinary collaboration. Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career. In comorbidity cases, graduates can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas.

Combining and Reflecting on Taught Content 2

Lecture content:

Physiotherapy process with focus on evidence-based practice, clinical reasoning on selected complex pathologies, multi-morbidity.

Superior module:

Integration of findings and treatment techniques for selected function disorders 2

Module description:

Graduates can apply clinical reasoning within the physiotherapy process and implement this in case studies. They can formulate and modify hypotheses (clinical problem analysis). Graduates can modify and interpret the physiotherapy process for `geriatric patients¿ and `paediatric patients¿ Graduates can identify, evaluate and select suitable therapeutic solutions for the complex situation of comorbidities in physiotherapy for geriatric patients. Graduates can observe and assess the sensorimotor development stage from 0 to 18 months. They can define actions required and implement initial guidance. Graduates can structure and practice targeted promotion of sensorimotor development in childhood. They can adapt and apply treatment measures to childhood. They are aware of the complexity of parent-child and therapist relationships. As part of their life-long learning, graduates deepen their understanding of the need for ongoing, continuous discussion with regard to new scientific, medical and physiotherapy knowledge. They recognise their professional responsibility and tasks and have an opportunity to learn about seeing professional issues from various perspectives and experiencing multiple benefits through interdisciplinary work. As an example, they recognise the different principles and paradigms of action of individual professions within healthcare, mainly in the medical technology department, and develop an awareness of the issues of ethics in healthcare. They are able to find solutions as part of an interdisciplinary team and present this as a common product. This ability is the cornerstone for future forms of interdisciplinary collaboration. Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career. In comorbidity cases, graduates can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas.

PT-Process Abdomen, Pelvis

Lecture content:

Physiotherapy process with special consideration for the abdominal and pelvic region, pre- and postnatal physiotherapy treatment (preparation for birth, [high-risk] pregnancy, birth, post-partum period, pelvic floor rehabilitation). Physiotherapy after gynaecological, proctological, senological, urological and abdominal surgical interventions and after abdominal trauma

Superior module:

Internal Medicine 2

Module description:

Graduates know the anatomy, physiology and biomechanics of the respiratory tract. They are aware of pathophysiological and pathomechanical changes to respiratory organs. They know specific illnesses and their impact on ventilation or perfusion of the lungs. Graduates can establish a general respiratory report. They are aware of general measures for improving lung ventilation and perfusion, as well as measures for mobilising the thorax and secretion and can implement these. Students can apply the physiotherapy process for respiratory/pulmonary illnesses and after operations. They record the patient¿s specific problem and can select, apply and document the suitable measures for treatment. Students know the anatomy, physiology and biomechanics of the cardiovascular system. They are aware of pathophysiological and pathomechanical changes to the heart and vascular system. They know about specific illnesses and their impact on cardiac performance. They are able to measure patients¿ pulse and blood pressure. They can select and implement suitable measures for circulatory activation and thrombosis prophylaxis. They can plan and implement therapy for these patient groups based on the principles from their training. They can assess arterial or venous circulatory issues in patients with suitable tests and implement suitable vascular training. They can select, apply and guide physiotherapy measures according to the needs of the patient. Graduates are aware of the particular issues relating to the implementation of the physiotherapy process in patients with cardiovascular diseases. Graduates know the anatomy, physiology and pathology of the lymphatic system. They know the basic principles of manual lymph drainage, as well as the indications and contraindications. Graduates can treat patients with traumatic, orthopaedic and venous oedema, as well as neurological and sports physiotherapy indications. They can carry out compression treatment with bandages and compression stockings.

PT-Process Paediatrics

Lecture content:

Physiotherapy process under special consideration of paediatric pathologies and assessments. Development and screening of sensorimotor development status of children from 0¿18 months. Differences in adults¿ and children¿s neuro-musculoskeletal system. Foundation of the sensorimotor therapy concept with selected physiotherapy-relevant paediatric pathologies. Introduction to dealing with carers. Overview of provision of therapeutic aids

Superior module:

Integration of findings and treatment techniques for selected function disorders 2

Module description:

Graduates can apply clinical reasoning within the physiotherapy process and implement this in case studies. They can formulate and modify hypotheses (clinical problem analysis). Graduates can modify and interpret the physiotherapy process for `geriatric patients¿ and `paediatric patients¿ Graduates can identify, evaluate and select suitable therapeutic solutions for the complex situation of comorbidities in physiotherapy for geriatric patients. Graduates can observe and assess the sensorimotor development stage from 0 to 18 months. They can define actions required and implement initial guidance. Graduates can structure and practice targeted promotion of sensorimotor development in childhood. They can adapt and apply treatment measures to childhood. They are aware of the complexity of parent-child and therapist relationships. As part of their life-long learning, graduates deepen their understanding of the need for ongoing, continuous discussion with regard to new scientific, medical and physiotherapy knowledge. They recognise their professional responsibility and tasks and have an opportunity to learn about seeing professional issues from various perspectives and experiencing multiple benefits through interdisciplinary work. As an example, they recognise the different principles and paradigms of action of individual professions within healthcare, mainly in the medical technology department, and develop an awareness of the issues of ethics in healthcare. They are able to find solutions as part of an interdisciplinary team and present this as a common product. This ability is the cornerstone for future forms of interdisciplinary collaboration. Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career. In comorbidity cases, graduates can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas.

Professional Placement 3

Lecture content:

Required professional placement in trauma, orthopaedics, geriatrics/psychiatry, neurology and physical medicine and general rehabilitation

Superior module:

Professional Placement 3

Module description:

Graduates can transfer theory into practice within the physiotherapy process in the following mandatory fields, i.e. develop a level of professionalism in implementing physiotherapy: - Trauma, orthopaedics taking into account the motion system - Geriatrics, psychiatry taking into account behaviour and experience - Neurology - Physical medicine and general rehabilitation For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Seminar and Bachelor Thesis

Lecture content:

Supervision of the Bachelor's thesis; relating practical problems to theoretical backgrounds using current results from research and development. The Bachelor's thesis is a practice-centered piece of work that is carried out in the form of a formal-theoretical examination, taking into account the current status quo in the subject area and relevant scientific literature. In exceptional cases, if the student has the relevant prior knowledge or internal and external research projects offer student research work - according to their level of education - an empirical research project can also be carried out for the Bachelor's thesis

Superior module:

Academic Projects 3

Module description:

Graduates have knowledge of how to write a scientific text and apply this when preparing and presenting their second Bachelor thesis.

Bachelor Exam

Lecture content:

Professionalisation of all hard and soft skills from physiotherapy training. Reflection on both Bachelor theses and technical discussion with levels of activity, as well as the physiotherapy processes carried out throughout the training.

Superior module:

Bachelor Exam/Professional Qualification

Module description:

Acquisition of professional qualification.

Basics of Business for Self-Employment

Lecture content:

Setting up practice, PR work, introduction to accounting, taxation, professional social security, credit agreements and land registry.

Superior module:

Law, Economics and Quality in Healthcare

Module description:

Graduates know the basic principles and terms of the Austrian legal system, are familiar with the relevant legislation for health professions and can correctly apply the major legal guidelines for their profession in practice. They can source current legal information online in the Legal Information System. They have an overview of the healthcare system in Austria and the intra- and extramural healthcare contributions. They know the economic value of health and life, the organisational structure and operating procedures of a hospital and medical establishments. Students have basic knowledge of setting up an independent practice, as well as knowledge and methods for PR work. Graduates know the foundations of quality development and assurance and their relevance for physiotherapists.

Clinical Reasoning 2

Lecture content:

Acquisition of key information; formation, evaluation and modification of hypotheses; significance and nature of the brick wall concept; foundations of differential diagnosis, problem analysis and decision-making; types and purpose of various assessments; conditions for good CR; most common errors with CR; categories of hypotheses; communication ¿ possibilities, cases and consequences; detailed history-taking ¿ purpose of individual questions and consequences of potential answers; reasoned therapy planning; purpose of individual tests and consequences of potential results. Application of clinical reasoning using case studies (video patients)

Superior module:

Integration of findings and treatment techniques for selected function disorders 2

Module description:

Graduates can apply clinical reasoning within the physiotherapy process and implement this in case studies. They can formulate and modify hypotheses (clinical problem analysis). Graduates can modify and interpret the physiotherapy process for `geriatric patients¿ and `paediatric patients¿ Graduates can identify, evaluate and select suitable therapeutic solutions for the complex situation of comorbidities in physiotherapy for geriatric patients. Graduates can observe and assess the sensorimotor development stage from 0 to 18 months. They can define actions required and implement initial guidance. Graduates can structure and practice targeted promotion of sensorimotor development in childhood. They can adapt and apply treatment measures to childhood. They are aware of the complexity of parent-child and therapist relationships. As part of their life-long learning, graduates deepen their understanding of the need for ongoing, continuous discussion with regard to new scientific, medical and physiotherapy knowledge. They recognise their professional responsibility and tasks and have an opportunity to learn about seeing professional issues from various perspectives and experiencing multiple benefits through interdisciplinary work. As an example, they recognise the different principles and paradigms of action of individual professions within healthcare, mainly in the medical technology department, and develop an awareness of the issues of ethics in healthcare. They are able to find solutions as part of an interdisciplinary team and present this as a common product. This ability is the cornerstone for future forms of interdisciplinary collaboration. Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career. In comorbidity cases, graduates can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas.

Communication Training 2

Lecture content:

Promotion of willingness to address conflicts openly and search for constructive solutions together; recognition of patient resources and raising awareness of the importance of context for interactive processes; raising awareness of individual behaviour in groups and skill development in relation to individual ability to work in a team; helpful closeness to and distance from patients; communication and dealing with different patients and their individual emotional states (anger, grief, despair, anxiety); raising awareness of patient motivation and compliance. Independence (self-assessment, role distance, etc.)

Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.

Foundations of Law for Physiotherapists

Lecture content:

Introduction to public, private and criminal law; foundations of health law, labour law and social (security) law focusing on health insurance and care; joint preparation and discussion of professional law for physiotherapists incl. interfaces and boundaries with other healthcare professions; tort law and patient rights focusing on treatment contracts and ability to understand/judge together with case discussions; online searches in the legal information system

Superior module:

Law, Economics and Quality in Healthcare

Module description:

Graduates know the basic principles and terms of the Austrian legal system, are familiar with the relevant legislation for health professions and can correctly apply the major legal guidelines for their profession in practice. They can source current legal information online in the Legal Information System. They have an overview of the healthcare system in Austria and the intra- and extramural healthcare contributions. They know the economic value of health and life, the organisational structure and operating procedures of a hospital and medical establishments. Students have basic knowledge of setting up an independent practice, as well as knowledge and methods for PR work. Graduates know the foundations of quality development and assurance and their relevance for physiotherapists.

Fundamentals of the Healthcare System and Health Economy

Lecture content:

Evaluation and definition of health and life, economic aspects of healthcare, basic terms in epidemiology, assigning tasks in healthcare: organisation of care levels (intra- and extramural), health politics and private/public costs; topics for the future, international comparisons; prevention, health promotion and public health.

Superior module:

Law, Economics and Quality in Healthcare

Module description:

Graduates know the basic principles and terms of the Austrian legal system, are familiar with the relevant legislation for health professions and can correctly apply the major legal guidelines for their profession in practice. They can source current legal information online in the Legal Information System. They have an overview of the healthcare system in Austria and the intra- and extramural healthcare contributions. They know the economic value of health and life, the organisational structure and operating procedures of a hospital and medical establishments. Students have basic knowledge of setting up an independent practice, as well as knowledge and methods for PR work. Graduates know the foundations of quality development and assurance and their relevance for physiotherapists.

Interdisciplinary Casework

Lecture content:

Central issues with which healthcare workers are confronted are discussed and reflected upon in an interdisciplinary group based on case studies. The following topics are to be considered recommendations for potential content, to be modified according to the participating courses from healthcare, the interests of the participants and current affairs: pathological manifestations of complaints, symptoms, patient descriptions, potential diagnostic and therapeutic decisions, discussion on human mortality, the relationship between modern technical cutting-edge medicine and patient needs, recognition of patients as autonomous people, issues with humanity and setting limits when dealing with patients, financing the healthcare system and universal access to healthcare, collaborating with other professions.

Superior module:

Integration of findings and treatment techniques for selected function disorders 2

Module description:

Graduates can apply clinical reasoning within the physiotherapy process and implement this in case studies. They can formulate and modify hypotheses (clinical problem analysis). Graduates can modify and interpret the physiotherapy process for `geriatric patients¿ and `paediatric patients¿ Graduates can identify, evaluate and select suitable therapeutic solutions for the complex situation of comorbidities in physiotherapy for geriatric patients. Graduates can observe and assess the sensorimotor development stage from 0 to 18 months. They can define actions required and implement initial guidance. Graduates can structure and practice targeted promotion of sensorimotor development in childhood. They can adapt and apply treatment measures to childhood. They are aware of the complexity of parent-child and therapist relationships. As part of their life-long learning, graduates deepen their understanding of the need for ongoing, continuous discussion with regard to new scientific, medical and physiotherapy knowledge. They recognise their professional responsibility and tasks and have an opportunity to learn about seeing professional issues from various perspectives and experiencing multiple benefits through interdisciplinary work. As an example, they recognise the different principles and paradigms of action of individual professions within healthcare, mainly in the medical technology department, and develop an awareness of the issues of ethics in healthcare. They are able to find solutions as part of an interdisciplinary team and present this as a common product. This ability is the cornerstone for future forms of interdisciplinary collaboration. Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career. In comorbidity cases, graduates can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas.

Learning Process Support and Reflection 3

Lecture content:

Physiotherapy process with focus on evidence-based practice, clinical reasoning on selected complex pathologies, multi-morbidity

Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.

PT-Process Health Promotion, Prevention

Lecture content:

The physiotherapy process in the field of health promotion and prevention; distinguishing between medical prevention, behavioural and situational prevention, limits between prevention and rehabilitation; distinguishing between health and risk factors; strategic concepts in health promotion in practice; Models and templates for health, illness and health promotion and their specific significance, as well as reflections for physiotherapy; health educational foundations in working with groups with the example of selected pathologies (e.g. metabolic disorders, cardiac rehabilitation, occupational medicine); advising parents, relatives and patients for health promotion, health communication and training for multipliers Opportunities and limitations of health promotion and prevention in professional practice

Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.

Professional Placement 4

Lecture content:

Required professional placement in trauma, orthopaedics, geriatrics/psychiatry, neurology and physical medicine and general rehabilitation, elective professional placement

Superior module:

Professional Placement 4

Module description:

Graduates can transfer theory into practice within the physiotherapy process in the following mandatory fields and an elective, i.e. develop a level of professionalism in implementing physiotherapy: - Trauma, orthopaedics taking into account the motion system - Geriatrics, psychiatry taking into account behaviour and experience - Neurology - Physical medicine and general rehabilitation For this, theoretical course content is constantly consolidated and deepened in a structural way through work with patients. Furthermore, the promotion and further development of social and personal skills in direct patient contact and in interdisciplinary teams is an important goal of the training.

Quality Management

Lecture content:

Discourse: Quality ¿ quality awareness ¿ quality as a social construct; introduction to the most common quality management models (ISO, EFQM, TQM etc.) and their critical consideration with regard to feasibility; Donabedian model for evaluating quality of health care; quality principles of quality management and key criteria of individual quality aspects in the profession

Superior module:

Law, Economics and Quality in Healthcare

Module description:

Graduates know the basic principles and terms of the Austrian legal system, are familiar with the relevant legislation for health professions and can correctly apply the major legal guidelines for their profession in practice. They can source current legal information online in the Legal Information System. They have an overview of the healthcare system in Austria and the intra- and extramural healthcare contributions. They know the economic value of health and life, the organisational structure and operating procedures of a hospital and medical establishments. Students have basic knowledge of setting up an independent practice, as well as knowledge and methods for PR work. Graduates know the foundations of quality development and assurance and their relevance for physiotherapists.

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Lecture content:

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Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.

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Lecture content:

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Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.

Applied Social Sciences

Lecture content:

Foundations of sociology. Public Health: Aspects of health and medical sociology, health psychology, pedagogy, economics and politics. Foundations of "Gender and Diversity"

Superior module:

Social and Personal Skills 2

Module description:

Students learn the basics of relaying motion sequences in groups and the design of the learning process through independent implementation, observation and theory-led reflection. They can provide instruction on motion sequences in a methodical, didactic way in the context of a group lesson. Students know the concept of the learning objective taxonomy and can formulate and implement concrete learning objectives in their work with groups and individuals. Students know the application and significance of working with methodical health factors in the learning process. Students know the importance of health promotion and preventive health care. They establish movement programmes that are adapted to the target group and can lead health promotion and prevention groups. They carry out consultations and can plan and implement training for multipliers at various levels. Students can recognise individual requirements in terms of prevention, apply corrections and adaptations and establish suitable programmes for the level of performance. They can plan, carry out and present a project on the topic of a module from the semester according to the basic principles of project management. In comorbidity cases, students can analyse the PT process at the ICF levels, and decide on and justify prioritised focus areas. Course contents already learned can be applied in new and complex situations. They have reflected on the dynamics of closeness and distance with patients and dealing with patients¿ emotional states (anger, grief, despair, anxiety, hope). Graduates are aware of their personal and professional interests and strengths and reflect on their transition from training to career.