Recommendations for a core assessment set for neurological physiotherapy entry-level education in Austria - a multistage process including a Delphi study
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| Argitaratua izan da: | BMC Medical Education vol. 25 (2025), p. 1-17 |
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| Beste egile batzuk: | , , , , , , , , |
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Springer Nature B.V.
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| Sarrera elektronikoa: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 001 | 3236996320 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07704-8 |2 doi | |
| 035 | |a 3236996320 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Greisberger, Andrea | |
| 245 | 1 | |a Recommendations for a core assessment set for neurological physiotherapy entry-level education in Austria - a multistage process including a Delphi study | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundStandardised assessments are essential for diagnosing conditions, evaluating therapy, and formulating prognoses within physiotherapy. However, due to various barriers, including lack of knowledge, accessibility issues, and time constraints their routine use remains inconsistent. Defining a core set of standardised assessments for entry-level education is crucial in addressing these challenges. This study therefore aimed to establish such a core assessment set for Austria’s bachelor’s degree programmes for neurological physiotherapy and develop corresponding educational materials.MethodsA multistage process (2019–2024) was applied: (1) definition of the scope of the core assessment set; (2) preparation of a modified Delphi process, including initial screening of recommended assessments; (3) development of the core set through a modified Delphi process; (4) categorisation of assessments according to the intended level of student engagement; and (5) creation of the necessary content and structure for educational material to facilitate implementation. Representatives of all nine Austrian bachelor’s programmes participated in the whole process. Assessments were categorised according to their intended level of student engagement: RECOGNISING (students should become familiar with the assessment through exposure) and APPLYING (students should learn how to perform and interpret the assessment). Voting results were analysed using descriptive statistics.ResultsBased on a number of 102 assessments as recommended by the Academy of Neurologic Physical Therapy with 17 supplementary assessments included to infuse Austrian context, assessment screening and three Delphi rounds were administered. Results classified 15 assessments as RECOGNISING and 22 assessments as APPLYING. Nineteen assessments were placed on a supplementary list for further learning. Educational materials were developed to support students and educators.ConclusionsThe consensus-based core assessment set for neurological physiotherapy education in Austria ensures a necessary consistency across bachelor’s degree programmes. The developed educational materials support implementation and can serve as a resource for both students and practitioners. Future efforts should focus on updating and refining the core set based on stakeholder feedback while monitoring its impact on clinical education and practice.Trial registrationCOMET (Core Outcome Measures in Effectiveness Trials) Database https://www.comet-initiative.org/Studies/Details/2046. | |
| 651 | 4 | |a Austria | |
| 651 | 4 | |a United States--US | |
| 653 | |a Teaching | ||
| 653 | |a Nominations | ||
| 653 | |a Students | ||
| 653 | |a Physical therapy | ||
| 653 | |a Evidence-based practice | ||
| 653 | |a Working groups | ||
| 653 | |a Educational materials | ||
| 653 | |a Delphi method | ||
| 653 | |a Education | ||
| 653 | |a Teaching Experience | ||
| 653 | |a Patients | ||
| 653 | |a Meetings | ||
| 653 | |a Computer Mediated Communication | ||
| 653 | |a Program Implementation | ||
| 653 | |a Spreadsheets | ||
| 653 | |a Voting | ||
| 653 | |a Psychometrics | ||
| 653 | |a Delphi Technique | ||
| 653 | |a Student Participation | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Instructional Material Evaluation | ||
| 653 | |a Professional Education | ||
| 653 | |a Universities | ||
| 653 | |a Learner Engagement | ||
| 700 | 1 | |a Klinger, Meike | |
| 700 | 1 | |a Dopona, Anna | |
| 700 | 1 | |a Riegler, Manuela | |
| 700 | 1 | |a Müller, Veronika | |
| 700 | 1 | |a Wilhelm, Agnes | |
| 700 | 1 | |a Wess, Theres | |
| 700 | 1 | |a Nägele, Annette | |
| 700 | 1 | |a Aftenberger, Hannes | |
| 700 | 1 | |a Seebacher, Katharina Kurzrbara | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-17 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3236996320/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3236996320/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3236996320/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |