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18
January
2022

Foreign experience of professional training of specialists in physical therapy and occupational therapy: ukrainian-european vector

Pyurko Vladyslav Yevgenovich

applicant of the III level of higher education, specialty 011 Educational pedagogical sciences, assistant teacher in the classroom with an inclusive form of education, teacher of therapeutic physical culture

Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol Secondary School of I-III degrees of Melitopol City Council of Zaporizhia region

EDUCATION (Problems of training)

Foreign experience of professional training of specialists in physical therapy and occupational therapy: ukrainian-european vector

The XXI century puts forward new requirements for education, provides new opportunities for educational activities. The state of education in the state is an indicator of the quality of life of society, and therefore in many economically developed countries it is the state that remains the main entity that maintains the education system and determines the strategic directions of its modernization. Each society reproduces itself through the education system, transmitting to the next generation the knowledge, skills, abilities that allow young people to join the structure of society, adapt to their changes, live in society, realize themselves both personally and professionally [6]. The dialectic of modern social life puts forward new requirements for the training of physical therapists and occupational therapists. The specialist must have not only a significant amount of theoretical and practical knowledge, be qualified, but also capable of creative work. He must be methodologically literate, have a broad cultural worldview, knowledge in the social field for successful orientation in complex socio-economic processes, in a new transformed system of society in order to maximize the realization of their professional knowledge and creative abilities [10]. Therefore, the issue of improving the activities of higher education institutions in relation to professional training, intensification of changes in curricula, the introduction of new educational components is relevant. The implementation of these tasks is supported by the legal framework of Ukraine – the State National Program «Education» («Ukraine of the XXI century»), the laws of Ukraine «On Education», «On Higher Education», etc. There is considerable world experience in applying the principles of international education and internationalization of higher education in the activities of universities. The results of the introduction of the basics of international education and the internationalization of higher education for the training of professionals capable of integration into the world community of international level are known [5].

Peculiarities of professional training of specialists in physical therapy in higher education institutions have been studied in recent years by various scientists (A.Volik, Y. Lyannoy, L. Sushchenko, etc.). In particular, Yu. Lyannoy, highlighting the features of professional training of bachelors and masters of physical therapy in higher education institutions of the European Union, notes that due to social and communicative skills physical therapist can act as a «coach, teacher and friend» [8]. A. Volik [4] emphasizes such a component of professional training of a physical therapy specialist as high moral qualities, observance of ethics and deontology.

A comparative analysis of the structure and content of bachelor’s degree in physical therapy from leading universities in European countries (Greece, Spain, Italy, Norway, Sweden, Finland and Ukraine) allowed us to record the presence of common and distinctive features and approaches. Common features include the following: introduction of step-by-step education systems; application of credit-transfer system of education. There is some difference in the structure of curricula [1-3,11]. Thus, the curriculum for bachelors of physical therapy in most European universities provides for 3 or 3.5 years of study (except for Greece, where 4 years are planned), while the vast majority of Ukrainian higher education institutions – 4 years of study. The content of the analyzed curricula of Norwegian universities is three to four large courses from 10 to 40 ECTS credits for each academic year. At the same time, in the curriculum of the Ukrainian university there are much more of them – eight for each of the four courses, they are relatively smaller in volume – on average 4-5 ECTS credits each. In addition, there was a difference in the amount of workload. In European higher education institutions, this amount is a total of 180 – 240 ECTS credits, in contrast to 240 ECTS credits in domestic higher education. In the process of characterization of professional training of physical therapy specialists in European higher education institutions, attention is focused on the significant predominance in terms of workload planned for practical clinical experience: in Norwegian universities – 45 ECTS credits, in Spanish universities – 42 ECTS credits, in Swedish universities – 37 ECTS credits, in Italian – 63 ECTS credits, but it is recognized that the researchers did not pay close attention to the study of foreign experience in the training of physical therapy specialists in Asian countries [9].

The main method of professional training in European universities [1,7], especially Norwegian, is problem-oriented learning. The essence of problem-based learning is to create situations that force students to seek solutions on their own on the basis of acquired knowledge. The main feature of such training is the predominance of search and research activities of students. At the same time, they are not given ready-made knowledge, but pose a problem for independent solution. In problem-based learning, the learning problem, problem situations, tasks and questions are distinguished.

Students should address specific situations of physiotherapy and occupational therapy practice, including by asking specific practice questions in further core group work, and invite patients to practice these skills. Through various forms of work, teachers challenge students and encourage them to be actively, specifically and directly involved in their own learning process at the university or on the basis of practice. Students develop skills in building relationships, learn to process knowledge and be responsible for their own learning [1,7].

The main requirement in the training of higher education students in European countries is the focus on self-study. Students work independently with lecture material and curriculum of each course. The whole curriculum in the process of studying at European universities is not covered in practical classes, so students should get acquainted with them on their own. Self-training and self-education is a necessary condition for achieving the goals of training and professional skills of a specialist in physical therapy and occupational therapy in universities in European countries.

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Supervisor: Korobchenko A.A., Doctor of Historical Sciences, Professor,

Professor of Pedagogy and Pedagogical Skills