Course: Research & Innovation 2 credits: 5
- Course code
- FYVB24OI2
- Name
- Research & Innovation 2
- Study year
- 2025-2026
- ECTS credits
- 5
- Language
- Dutch, with parts in English
- Coordinator
- A.J. Beetsma
- Modes of delivery
-
- Lecture
- Practical / Training
- Teaching method 1
- Assessments
-
- Conditional assignment - Presentation
- Group assignment - Report
- Presentation - Presentation
Learning outcomes
Learning Outcomes
- 1BD-KD/W 3. The student, in collaboration with a fellow student within Evidence-Based Practice (EBP) education, can consult various information sources to identify the best "evidence" in the literature for a specific health problem (search strategy).
- 2BD-KD/W 9. The student, within EBP education, can assess and articulate methodological and statistical aspects from an article, such as recognizing and describing the applied research design, central and dispersion measures, significance of results, correlation, and interpretation of graphs and figures to third parties.
- 2BD-KD/W 12. Under the supervision of the EBP teacher, the student can assess the validity and usability of scientific research results based on the criteria provided by the program.
- 2BD-KD/W 15. In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can apply the 5 steps of EBP (Sackett) regarding a patient problem.
- 2BD-KD/W 16. In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can apply Shared Decision Making regarding a patient problem.
- 2BD-KD/W 32. The student can independently give an oral presentation for information transfer to fellow students.
- 2BD-KD/W 17. In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can develop an explicit evidence-based treatment plan for a patient problem.
- 2BD-KD/W 18. In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can systematically use scientific evidence during the clinical reasoning process for a patient problem.
- INT 1CD-C. The student can interpret and explain information from English-language professional literature in an educational situation to fellow students.
- INT 1CD-FH. In an educational situation, the student can justify their physiotherapeutic actions based on English-language professional literature.
- 2BD-KD/W 14. In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can interpret scientific articles on the effectiveness of therapeutic forms both in content and scientifically.
- 2BD-KD/W 14 B: In collaboration with fellow students and/or under the supervision of the EBP teacher, the student can write a review based on the criteria provided by the program.
Content
Clients and health insurers expect physiotherapists to provide optimal care. The Royal Dutch Society for Physical Therapy (KNGF) defines optimal care as care based on the best available evidence from three pillars of Evidence Based Practice (EBP): Scientific literature; Patient expectations, and Provider experience.
Through Shared Decision Making (SDM), the physiotherapist can bring together these 3 pillars and collaboratively develop a treatment plan with a patient. SDM is a method of communication where mutual information exchange is essential.
In Research and Innovation 2, students will apply SDM, based on the 3 pillars of EBP. The scientific literature pillar is addressed by writing a review article on physiotherapeutic treatment, systematically searching the scientific literature, and working on accurately interpreting scientific articles. Patient expectations are determined through qualitative research. For the last pillar, the experience gained from physiotherapy education and practice is utilised. At the end of the semester, students conclude with an SDM conversation and a presentation in which they explain and justify their SDM process and the ultimate treatment plan they have arrived at.
Through Shared Decision Making (SDM), the physiotherapist can bring together these 3 pillars and collaboratively develop a treatment plan with a patient. SDM is a method of communication where mutual information exchange is essential.
In Research and Innovation 2, students will apply SDM, based on the 3 pillars of EBP. The scientific literature pillar is addressed by writing a review article on physiotherapeutic treatment, systematically searching the scientific literature, and working on accurately interpreting scientific articles. Patient expectations are determined through qualitative research. For the last pillar, the experience gained from physiotherapy education and practice is utilised. At the end of the semester, students conclude with an SDM conversation and a presentation in which they explain and justify their SDM process and the ultimate treatment plan they have arrived at.
Included in programme(s)
School(s)
- School of Health Care Studies