Health service user participation in interprofessional collaborative learning — a systematic review on the use of digital solutions / Die Teilnahme von Gesundheitsdienst-Nutzenden an interprofessionell kollaborativem Lernen — ein systematischer Review über den Gebrauch digitaler Lösungen

Background: Interprofessional collaborative learning is the interaction of health and/or social care professionals and/or students who are learning from service users’ clinical data. Digital solutions in primary care facilitate interactive communication. This systematic review aims to identify which digital solutions can facilitate the participation of health service users in collaborative learning for interprofessional service providers, and how service users can participate with the use of digital solutions. Methods: The databases CINAHL, Cochrane Trials, PubMed, Science Direct and Scopus were searched for original studies in October 2022 using keywords related to health, functioning, interprofessional relations, learning, digitalization, communication and collaboration. Studies chosen had to involve one service user and service providers from at least two health and social care professions. Results: Eighteen qualitative and quantitative studies published between 2000 and 2022 met all of the inclusion criteria. Studies were situated in educational (n = 7), outpatient (n = 7), and home-based settings (n = 4) and involved two to 10 professions. Digital solutions provided service-user information via video or digital records, and supported simulated encounters via videoconferencing, virtual reality and avatars, or high-fidelity simulation. In this way, these methods and others facilitated the participation of service users in interprofessional learning, via either collaboration on data or general communication. Conclusion: Several types of digital solutions facilitate active participation of service users in interprofessional collaborative learning, while some facilitate indirect participation. Overall, there is potential to increase the use and implementation of digital solutions in collaborative learning. In future research, the usability of digital tools could also be evaluated

Learning outcomes physiotherapy in neurology – a structured consensus finding of the Austrian University Network Physiotherapy in Neurology (ÖHPN)

Gesundhei

Learning outcomes physiotherapy in neurology – a structured consensus finding of the Austrian University Network Physiotherapy in Neurology (ÖHPN) / Learning Outcomes Physiotherapie in der Neurologie – eine strukturierte Konsensfindung des österreichischen Hochschulnetzwerkes Physiotherapie in der Neurologie (ÖHPN)

European Standards and Guidelines for Quality Assurance in tertiary education at Universities of Applied Sciences recommend a high level of competence orientation. This can be achieved and evaluated by the definition of Learning Outcomes. Furthermore, these Outcomes can assure a comparison of the level of education after graduation. Efforts should be made to achieve this form of Quality Assurance for the professional education of physiotherapists

Pysiotherapy education in Austria - current state-of-the art in the field of neurology

BACKGROUND: Recently, the Austrian professional association of physiotherapists has published a position statement on entry-level competencies assigned to various roles of physiotherapists. The role of a “physiotherapy expert” is mainly characterised by competencies concerning the clinical reasoning process around individual patients. Our network (Öesterreichisches Hochschulnetzwerk Physiotherapie in der Neurologie ÖHPN) specified these competencies for neurological physiotherapy education. However, specific learning content to achieve these competencies, e.g. regarding particular medical diagnoses has not been developed yet. Furthermore, although crucial for enhancing the competency of establishing diagnoses and evaluating therapy effects, particular standardised assessments already taught on a regular basis remain so far unknown. Therefore, the aim of this project is to present the current situation of neurological physiotherapy education in Austria. METHODS: Based on current curricula, lecturers of participating universities of applied sciences will assign medical diagnoses as defined by the Tenth Revision of the International Classification of Diseases (ICD-10), to be applied to physiotherapy classes, according to the categories “mandatory”, “possible” or “not taught”. Additionally, adapting a method used by Potter and colleagues in 2014, taught standardised assessments will be classified as either “students are exposed to” or “students know how to administer”. Based on the results, consensus will be sought among lecturers on future content in neurological physiotherapy education. RESULTS: Results from the classification process performed by experts from all Austrian undergraduate physiotherapy programmes will be presented and implications will be discussed at the conference. DISCUSSION: A consensus on current content in physiotherapy education will be sought among experts throughout Austria. It is acknowledged, however, that such a consensus only reflects expert opinions. Therefore, prior to establishing a nationwide standard, further activities will be required to enhance scientific rigour and facilitate the translation of findings into practice. Following a systematic screening of the scientific literature including clinical practice guidelines, any necessary adjustments to the consensus statement will be made. The perspectives of students and clinical educators also have to be considered.Gesundhei