Learning outcomes

The graduate profile is based on 4 core values and 10 essential skills that students must develop during the course.

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The 4 values:

  1.      The Approach – scientific anchoring
  2.      The patient-physiotherapist relationship aimed at a patient who is the driving force behind his care
  3.      Evidence Based Practice
  4.      Multidisciplinary collaboration

The 10 axes

  •      Scientific Attitude
  •      Clinical reasoning
  •      Diagnosis and planning
  •      Therapeutic intervention
  •      Therapeutic relationship
  •      Team work
  •      Management
  •      Deontology and ethics
  •      Health promotion
  •      Motor skills and teaching

The 10 axes presented here only make sense with the learning outcomes developed subsequently.

The development of clinical reasoning in each stage of patient care (diagnosis, planning, treatment, therapeutic relationship) has a central role within the training. It requires integrating an “evidence-based practice” (EBP) approach and adopting a posture of continuous development of its expertise. These 4 axes represent the heart of the training.


The values are each located within a triangle formed by 3 axes:

  •      Multidisciplinary collaboration at the junction of the axes: Team work, Therapeutic relationship and Therapeutic intervention
  •      EBP is located at the junction of the axes: Scientific attitude, Diagnosis/planning and Therapeutic intervention
  •      The patient - the driving force behind his care - is located at the junction of the axes: Planning, Therapeutic relationship and Motor skills and didactics

On successful completion of this programme, each student is able to :

1. Clinical reasoning

Conduct and develop clinical reasoning, in each stage of patient care, in simple situations (clinical vignette, simulated cases and real supervised cases), by integrating an “evidence-based practice” (EBP) approach and having a posture of continuous development of their skills.

1.1 Adopt, in your clinical reasoning, an EBP approach which integrates the patient's bio-psycho-social state and preferences, scientific foundations and advances and their first experiences as a therapist.
1.2 Conduct clinical reasoning in each of the stages of patient care (diagnosis, planning, treatment, therapeutic relationship) by integrating the relevant elements and ensuring that you organize your knowledge and skills for effective patient care.
1.3 Conduct a reflective analysis on your practice as a physiotherapist in the care of a patient and use it to develop your skills as a physiotherapist.
1.4 Identify your strong and weak points, and conduct a reflective analysis to engage in a process of continuous development of your skills and guide your training path accordingly.

2. Diagnosis* and planning

Carry out a diagnosis* in physiotherapy and rehabilitation, and plan the therapeutic intervention, in simple situations (clinical vignette, simulated cases and real supervised cases).

2.1 Mobilize essential knowledge from fundamental and biomedical sciences
2.2 Collect and interpret relevant medical, psychosocial and contextual information from the medical record, history, and questionnaires
2.3 Develop and carry out a clinical examination using the tools appropriate to the specific clinical situation being treated and interpret the results.
2.4 Make a clinical and functional diagnosis by integrating the information collected during the history and clinical examination.
2.5 Identify situations/pathologies that do not fall within your own field of expertise as a physiotherapist and refer to another health care professional (screening).
2.6 Establish a prognosis and justify it, based on the pathology and personal and contextual factors.
2.7 

Plan care goals by developing patient empowerment.

2.8 

Plan therapeutic intervention by developing patient empowerment.

* 

Definition from the World Confederation for Physical Therapy (2019)

Diagnosis in physiotherapy is the result of a process of clinical reasoning which results in the identification of existing or potential impairments, limitations in activities and restrictions in participation and of factors influencing functioning positively or negatively.

The purpose of the diagnosis is to guide physiotherapists in determining the prognosis and most appropriate intervention strategies for patients/clients and in sharing information with them. If the diagnostic process reveals findings that are not within the scope of the physiotherapist’s knowledge, experience or expertise, the physiotherapist will refer the patient/client to another appropriate practitioner

 

 

3. Therapeutic intervention

Carry out the therapeutic intervention by involving the patient, evaluate its effectiveness and adapt it if necessary in simple situations (clinical vignette, simulated cases and real supervised cases).

3.1 Carry out therapeutic interventions adapted to the patient's profile: technical procedures, exercises and educational aspects (e.g. change in behavior, postures, etc.).
3.2 Adapt your intervention, throughout the treatment, by evaluating its effectiveness according to the bio-psycho-social profile of the patient and the context of care, and identify the moment of its cessation.
3.3 

Apply communication methods and motivational approaches that promote appropriate and independent behaviour (patient empowerment).

4. Therapeutic relationship

Establish a relationship based on active communication, promoting patient autonomy in simple situations (clinical vignettes, simulated cases and supervised real cases).

4.1 Practice active listening with the patient, to identify their needs and requests.
4.2 

Discuss treatment options and their consequences with the patient in a respectful and personalised manner, using accessible language that helps to develop their autonomy.

4.3 Develop therapeutic touch and adapt it to the patient
4.4 Develop therapeutic touch and adapt it to the patientCommunicate and interact with the patient in at least a second language at level B1 of the “Common European Framework of Reference for Languages”.

5. Motor skills and didactics

Heal through movement by relying on your knowledge, your own movement potential, by having a didactic approach.

5.1 Carry out your own physical and sporting activity at a level of mastery allowing the demonstration of exercises.
5.2 

Becoming aware of one's body, its needs and limitations, and developing this awareness with a view to educating the patient.

5.3 Explain the adaptation of physiology during exercise in a healthy person.
5.4 Explain and justify movements/technical gestures/exercises to patients using a didactic approach.

6. Scientific Attitude

Mobilize scientific foundations and advances in a critical and non-dogmatic manner in your training and professional practice *

6.1 Describe the fields and methods of research in the field of motor science.
6.2 Identify relevant and reliable scientific sources concerning a defined and circumscribed problem by making relevant use of information tools.
6.3 Evaluate the scientific quality of documents concerning a problem, carry out a critical synthesis and deduce a targeted research question.
6.4 Use scientific articles to nourish and question your professional practice.
6.5 

Carry out a scientific presentation to members of the faculty (FSM).

 

* 

College comment on the positioning of this axis in the master 60

The following emerges from the collegial reflection carried out: the ability to carry out a scientific study is not an expectation for all graduates. However, it is expected that all graduates understand how a scientific study works and know how to evaluate the quality of data in order to understand scientific articles.

7. Communication and teamwork

Communicate and interact rigorously and effectively, in writing and orally, with different actors, while being aware of your role as a physiotherapist, in simple situations (clinical vignette, simulated cases and real supervised cases).

7.1 

Describe the role of healthcare professionals, including physiotherapists, in a context of interprofessional collaboration.

7.2 Extract, based on the patient's file, the anamnesis and the clinical examination or even paraclinical examinations, the relevant information during discussions with the training supervisor with a view to caring for a patient.
7.3 

Communicate and argue rigorously and effectively during discussions within a team of students, with teachers or the internship supervisor, and with other healthcare professionals.

7.4 Write written documents taking into account the requirements of the situation (case study, report for a doctor).
7.4 

Draft written documents taking into account the requirements of the situation (case study, report for a doctor) while respecting confidentiality rules.

7.5 Dialogue with peers about a clinical case by arguing the contribution of physiotherapy and rehabilitation.

8. Management

Manage the legal/legal, administrative and security aspects necessary for your first experiences as a physiotherapist (internships).

8.1 Manage legal/legal aspects: describe the rights and duties of the intern and apply them during internships.
8.2 

Manage the administrative and organizational aspects of your internships.

 

8.3 Manage safety aspects: describe the safety aspects inherent in caring for a patient and apply them during training.

9. Deontology and ethics

Provide care responsibly while respecting professional conduct and ethics.

9.1 Explain to the patient the concept of informed consent and its implications, and take it into account in their practice.
9.2 Describe the rights and duties of the intern related to professional secrecy and act accordingly during internships.
9.3 Conduct a reflective analysis on one's prejudices and their potential influences on the care of a patient or on the evaluation of a volunteer subject as part of an experiment.
9.4 Conduct a reflective analysis on the right distance in the patient/physiotherapist relationship.

10. Health promotion

Understanding a public health system and its societal impact by incorporating the dimension of empowerment and patient autonomy.

10.1 Describe the basic principles of the Belgian public health system and question it in relation to other systems.
10.2 Evaluer de manière critique la qualité et l’impact sociétal d’un système de santé publique sur base, entre autres, d’une analyse épidémiologique.
10.3 

Understand and be able to describe the links between the environment, health and behaviour.

11. Knowledge axis

Mobilize in a critical and integrated manner a base of knowledge (knowledge, models, theories, concepts and techniques) in exact, biomedical and human sciences, on which to rely to intervene in the field of motor skills sciences.

11.1 Demonstrate knowledge and critical understanding of an in-depth knowledge base (knowledge, models, theories, concepts and techniques) in exact, biomedical and human sciences.
11.2 Describe fundamental principles in motor science by articulating and integrating in-depth knowledge from different fields of exact, biomedical and human sciences.
11.3 Mobilize knowledge from a discipline to understand and respond to a situation, a problem or a situation.
11.4 Mobilize knowledge from different disciplines to understand and respond to a situation, a problem or a situation.