Have a personal or library account? Click to login
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) Cover

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)

Open Access
|Sep 2020

References

  1. Adams, H. P., del Zoppo, G., Alberts, M. J., Bhatt, D. L., Brass, L., Furlan, A., . . . Wijdicks, E. F. M. (2007). Guidelines for the early management of adults with ischemic stroke: a guideline from the American Heart Association/American Stroke Association Stroke Council, Clinical Cardiology Council, Cardiovascular Radiology and Intervention Council, and the Atherosclerotic Peripheral Vascular Disease and Quality of Care Outcomes in Research Interdisciplinary Working Groups: The American Academy of Neurology affirms the value of this guideline as an educational tool for neurologists. Circulation, 115(20), e478–534. https://doi.org/10.1161/CIRCULATIONAHA.107.181486
  2. AWMF. (2019). Leitlinien-Entwicklung: Strukturierte Konsensfindung. Retrieved from https://www.awmf.org/leitlinien/awmf-regelwerk/ll-entwicklung/awmf-regelwerk-03-leitlinienentwicklung/llentwicklung-strukturierte-konsensfindung.html.
  3. Billinger, S. A., Arena, R., Bernhardt, J., Eng, J. J., Franklin, B. A., Johnson, C. M., . . . Tang, A. (2014). Physical activity and exercise recommendations for stroke survivors: a statement for healthcare professionals from the American Heart Association/American Stroke Association. Stroke, 45(8), 2532–2553. https://doi.org/10.1161/STR.0000000000000022
  4. BMUK & BMWF. (o. J.). Schlüsselkompetenzen im Studium. Retrieved from https://www.qualifikationsregister.at/res/file/OEsterreichischer_EQR_Zuordnungsbericht_Final_Draft.pdf
  5. BMUK & BMWF. (2006). Europäischer Qualifikationsrahmen – EQF im Kontext der tertiären Bildung: Analyse auf der Grundlage eines ausgewählten Ländervergleichs. Retrieved from http://www.equi.at/pdf/ihs-duk-eqf-lassnigg-vogtenhuber-pellert-cendon.pdf
  6. BMUK & BMWF. (2010). Bologna beyond 2010. Retrieved from https://bmbwf.gv.at/fileadmin/user_upload/Bologna_Grundsatzdok/Von_London_bis_Leuven/Beyond_2010_report_FINAL.pdf
  7. BMUK & BMWF. (2011). Österreichischer EQR Zuordnungsbericht. Retrieved from https://www.qualifikationsregister.at/res/file/OEsterreichischer_EQR_Zuordnungsbericht_Final_Draft.pdf
  8. Bonjean, D. (2018). Relevant and high quality higher education. Retrieved from https://ec.europa.eu/education/policies/higher-education/relevant-and-high-quality-higher-education_en
  9. Corbetta, D., Sirtori, V., Moja, L., & Gatti, R. (2010). Constraint-induced movement therapy in stroke patients: systematic review and meta-analysis. European Journal of Physical and Rehabilitation Medicine, 46, 537–544.
  10. Corbetta, D., Sirtori, V., Castellini, G., Moja, L., & Gatti, R. (2015). Constraint-induced movement therapy for upper extremities in people with stroke. The Cochrane Database of Systematic Reviews. (10), CD004433. https://doi.org/10.1002/14651858.CD004433.pub3
  11. Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458–467.
  12. DGN. (2012). Rehabilitation von sensomotorischen Störungen: Leitlinien für Diagnostik und Therapie in der Neurologie. Retrieved from https://www.dgn.org/images/red_leitlinien/LL_2012/pdf/ll_88_2012_rehabilitation_von_sensomotorischen_stoerungen_archiv.pdf
  13. Delbecq, A. L., & Van de Ven, A. H. (1971). A group process model for problem identification and program planning. The Journal of Applied Behavioral Science, 7(4), 466–492.
  14. DGN. (2014). DGN / KKNMS Leitlinie zur Diagnose und Therapie der MS. Retrieved from https://www.dmsg.de/dokumentearchiv/dgnkknms_msll_20140423.pdf
  15. DGN. (2016). Idiopathisches Parkinson-Syndrom: Leitlinien für Diagnostik und Therapie in der Neurologie. Retrieved from https://www.dgn.org/images/red_leitlinien/LL_2016/PDFs_Download/030010_LL_langfassung_ips_2016.pdf
  16. Diermayr, G., Schachner, H., Eidenberger, M., Lohkamp, M., & Salbach, N. M. (2015). Evidence-based practice in physical therapy in Austria: current state and factors associated with EBP engagement. Journal of evaluation in clinical practice, 21(6), 1219–1234.
  17. Eckhard, G., & Greb, A. (2008). Top-down oder Bottom-up? Retrieved from https://www.vebid.de/fileadmin/pdf/pp111208_top-down.pdf
  18. Eckhardt, G., & Viebrock, H. (2011). Komplexität und Fokus im Bobath Konzept – ein Strukturmodell. Retrieved from https://www.vebid.de/fileadmin/pdf/Poster_Strukturmodell.pdf
  19. ENPHE. (o. J. a). Facilitation of Learning. Retrieved from http://www.enphe.org/facilitation-of-learning/
  20. ESG. (2015). Standard and Guidelines for Quality Assurance in the European Higher Education Area. Retrieved from https://www.eqar.eu/assets/uploads/2018/04/ESG_2015.pdf
  21. Europäische Kommission. (2019). Der Europäische Qualifikationsrahmen für lebenslanges Lernen. Retrieved from https://ec.europa.eu/ploteus/sites/eac-eqf/files/leaflet_de.pdf
  22. European Commission. (o. J.). TALQ Transparency in Arts Levels and Qualification: a research based on ESCO. Retrieved from https://ec.europa.eu/esco/portal/escopedia/TALQ
  23. Fitts, P. M., & Posner, M. I. (1967). Human Performance. Retrieved from https://books.google.at/books/about/Human_Performance.html?id=XtFOAAAAMAAJ&redir_esc=y
  24. French, B., Thomas, L. H., Coupe, J., McMahon, N. E., Connell, L., Harrison, J., . . . Watkins, C. L. (2016). Repetitive task training for improving functional ability after stroke. The Cochrane Database of Systematic Reviews, 11, CD006073. https://doi.org/10.1002/14651858.CD006073.pub3
  25. Greiner, A. C., & Knebel, E. (Eds.). (2003). Health Professions Education: A Bridge to Quality. Washington (DC). https://doi.org/10.17226/10681
  26. Gruppen, L. D., Mangrulkar, R. S., & Kolars, J. C. (2012). The promise of competency-based education in the health professions for improving global health. Human Resources for Health, 10, 43. https://doi.org/10.1186/1478-4491-10-43
  27. Harvey, N., & Holmes, C. A. (2012). Nominal group technique: an effective method for obtaining group consensus. Int J Nurs Pract, 18(2), 188–194.
  28. IBITA. Model of Bobath Clinical Practice. Retrieved from https://ibita.org/model-of-bobath-clinical-practice/#iLightbox[gallery1414]/0
  29. IPNFA. (2014). About the IPNFA. Retrieved from http://www.ipnfa.org/index.php/organisation/about-the-ipnfa
  30. IVG Internationale Vojta Gesellschaft. Vojta-Prinzip. Retrieved from https://www.vojta.com/de/vojta-prinzip/vojta-prinzip-2
  31. Kernan, W. N., Ovbiagele, B., Black, H. R., Bravata, D. M., Chimowitz, M. I., Ezekowitz, M. D., . . . Wilson, J. A. (2014). Guidelines for the prevention of stroke in patients with stroke and transient ischemic attack: a guideline for healthcare professionals from the American Heart Association/American Stroke Association. Stroke, 45(7), 2160–2236. https://doi.org/10.1161/STR.0000000000000024
  32. KGNF. (2006). Guidelines Guidelines for physical therapy in patients with Parkinson's disease. Retrieved from http://www.appde.eu/pdfs/Dutch%20Parkinson's%20Physiotherapy%20Guidelines.pdf
  33. KGNF. (2014). KGNF Practice Guideline for Physical Therapy in patients with stroke. Retrieved from https://www.kngf.nl/binaries/content/assets/kennisplatform/onbeveiligd/guidelines/stroke_practice_guidelines_2014.pdf
  34. Koordinierungsstelle für den NQR, Österreich. (2008). Qualifikationsregister. Retrieved from https://www.qualifikationsregister.at/res/file/OEsterreichischer_EQR_Zuordnungsbericht_Final_Draft.pdf
  35. Krautz, J. (2009). Bildung als Anpassung? Das Kompetenz-Konzept im Kontext einer ökonomisierten Bildung. Retrieved from https://www.fromm-gesellschaft.eu/images/pdf-Dateien/Krautz_J_2009.pdf
  36. Kwakkel, G., Veerbeek, J. M., van Wegen, Erwin E H, & Wolf, S. L. (2015). Constraint-induced movement therapy after stroke. The Lancet Neurology, 14(2), 224–234. https://doi.org/10.1016/S1474-4422(14)70160-7
  37. Lee, T. D., & Schmidt, R. A. (2014). PaR (Plan-act-Review) Golf: Motor Learning Research and Improving Golf Skills. International Journal of Golf Science, 3(1), 2–25. https://doi.org/10.1123/ijgs.2014-0004
  38. Lokhoff, J., Wegewijs, B., Durkin, K., Wagenaar, R., González, J., Isaacs, A. K., . . . Gobbi, M. (2010). A tuning guide to formulating degree programme profiles: Including programme competences and programme learning outcomes. Retrieved from http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf
  39. Mehrholz, J., Pohl, M., & Elsner, B. (2014). Treadmill training and body weight support for walking after stroke. The Cochrane Database of Systematic Reviews. (1), CD002840. https://doi.org/10.1002/14651858.CD002840.pub3
  40. ÖFG. (2018). Hochschullehre kompetenzorientiert gestalten: Positionspapier der Österreichischen Forschungsgemeinschaft. Retrieved from http://www.oefg.at/wp-content/uploads/2018/06/Positionspapier-%C3%96FG-2018-Kompetenzorientierte-Lehre.pdf
  41. Physio Austria. (2016). Die Physiotherapeutin / Der Physiotherapeut – Kompetenzprofil. Retrieved from https://www.physioaustria.at/system/files/general/phy_kompetenzprofil_deutsch_fin_072017.pdf
  42. Physio Austria. (2017). Die Physiotherapeutin / Der Physiotherapeut – Kompetenzprofil. Retrieved from https://www.physioaustria.at/system/files/general/phy_kompetenzprofil_deutsch_fin_072017.pdf.
  43. Platz, T. (2004). Impairment-oriented training (IOT) – scientific concept and evidence-based treatment strategies. Restorative Neurology and Neuroscience, 22, 301–315.
  44. Pollock, A., Baer, G., Campbell, P., Choo, P. L., Forster, A., Morris, J., . . . Langhorne, P. (2014). Physical rehabilitation approaches for the recovery of function and mobility following stroke. The Cochrane Database of Systematic Reviews. (4), CD001920. https://doi.org/10.1002/14651858.CD001920.pub3
  45. Potter, M., Gordon, S., & Hamer, P. (2004). The nominal group technique: a useful consensus methodology in physiotherapy research. New Zealand Journal of Physiotherapy, 32, 126–130.
  46. Reichert, B., & Egger, B. (2017). Wissenschaft und Praxis. VPT Magazin, 3(09), 20–21.
  47. Saunders, D. H., Sanderson, M., Hayes, S., Kilrane, M., Greig, C. A., Brazzelli, M., & Mead, G. E. (2016). Physical fitness training for stroke patients. The Cochrane Database of Systematic Reviews, 3, CD003316. https://doi.org/10.1002/14651858.CD003316.pub6
  48. Schermutzky, M. (2007). Learning outcomes - Lernergebnisse: Begriffe, Zusammenhänge, Umsetzung und Erfolgsermittlung: Lernergebnisse und Kompetenzvermittlung als elementare Orientierungen des Bologna-Prozesses. Retrieved from http://www.kompetenzrahmen.de/files/schermutzki2009_lernergebnisse.pdf
  49. Sellin, B. (2005). Europäischer Qualifikationsrahmen (EQF) - ein gemeinsames Bezugssystem für Bildung und Lernen in Europa. Retrieved from http://www.bwpat.de/ausgabe8/sellin_bwpat8.pdf
  50. Shumway-Cook, A., & Woollacott, M. H. (2007). Motor control: Translating research into clinical practice (3rd edition). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
  51. Thieme, H., Mehrholz, J., Pohl, M., Behrens, J., & Dohle, C. (2012). Mirror therapy for improving motor function after stroke. The Cochrane Database of Systematic Reviews. (3), CD008449. https://doi.org/10.1002/14651858.CD008449.pub2
  52. Thomas, L. H., French, B., Coupe, J., McMahon, N., Connell, L., Harrison, J., . . . Watkins, C. L. (2017). Repetitive Task Training for Improving Functional Ability After Stroke. Stroke, 48(4), e102–e103. https://doi.org/10.1161/strokeaha.117.016503
  53. Tomlinson, C. L., Herd, C. P., Clarke, C. E., Meek, C., Patel, S., Stowe, R., . . . Ives, N. (2014). Physiotherapy for Parkinson's disease: a comparison of techniques. The Cochrane Database of Systematic Reviews. (6), CD002815. https://doi.org/10.1002/14651858.CD002815.pub2
  54. Van de Ven, A. H., & Delbecq, A. L. (1972). The nominal group as a research instrument for exploratory health studies. American journal of public health, 62(3), 337–342.
  55. Veerbeek, J. M., van Wegen, E., van Peppen, R., van der Wees, Philip Jan, Hendriks, E., Rietberg, M., & Kwakkel, G. (2014). What is the evidence for physical therapy poststroke? A systematic review and meta-analysis. PloS One, 9(2), e87987. https://doi.org/10.1371/journal.pone.0087987.
  56. WHO. (2018). International Classification of Functioning, Disability and Health (ICF). Retrieved from https://www.who.int/classifications/icf/en/
  57. Wissenschaftsrat. (2017). Positionspapier. Retrieved from https://www.wissenschaftsrat.de/download/archiv/6190-17.pdf
  58. Wulf, G., Chiviacowsky, S., Schiller, E., & Avila, L. T. G. (2010). Frequent external-focus feedback enhances motor learning. Frontiers in Psychology, 1, 190. https://doi.org/10.3389/fpsyg.2010.00190
  59. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382–1414. https://doi.org/10.3758/s13423-015-0999-9
  60. Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: a review of influential factors. Medical Education, 44(1), 75–84. https://doi.org/10.1111/j.1365-2923.2009.03421.x
Language: English, German
Page range: 66 - 83
Submitted on: May 5, 2019
Published on: Sep 22, 2020
Published by: ZHAW Zurich University of Applied Sciences
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2020 Karin Lotter, Anita Kidritsch, Hannes Aftenberger, Gabriele Mayrhofer, Karin Polanz, Tanja Riedl, Lisa Seiringer, Theres Wess, Agnes Winkler, Brigitte Wolf, Elisabeth Pilsl, Heike Bauer-Horvath, published by ZHAW Zurich University of Applied Sciences
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.