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KMID : 1211620180130020097
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Journal of the Korean Society of Physical Medicine
2018 Volume.13 No. 2 p.97 ~ p.107
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Case Study for Application of Job Centered Curriculum in Department of Physiotherapy: Brighton University in England
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Song Ju-Young
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Abstract
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PURPOSE: This study investigated the job-centered curriculum in the Department of Physiotherapy at the University of Brighton, England, to examine NCS (national competency standards) curriculum in physiotherapy.
METHODS: The researcher visited the University of Brighton from September 2015 to May 2016 and conducted interviews with faculty members. Data were collected through the university’s website and the Chartered Society of Physiotherapy.
RESULTS: The undergraduate program is a three-year program and with a module system. There is a course leader for each module. Each grade requires 120 credits (10 hours per credit) and credit hours can be earned through lectures, tutorials, practical sessions, self-directed e-learning, group work, inter-professional classes, and seminars. Clinical placement is carried out six times during 3 years, for a total of 32 weeks, 35 hours per week, 1120 hours in total. Students are enrolled as a student members of the Chartered Society of Physiotherapy and are covered by professional liability insurance during clinical placement. The Center for Teaching and Learning holds regular workshops to discuss curriculum and module design, conduct course reviews, and review student assessment and feedback. All courses at the university must be approved, monitored annually, and re-approved every 5 years.
CONCLUSION: This study can contribute to the development and operation of the NCS physiotherapy curriculum, as well as to the development of modules and assessment tools related to the application of this curriculum.
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KEYWORD
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Clinical practice, Curriculum, England, Module, National competency standards, Physiotherapy
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