Physiotherapy

Specific physiology 1 The student -can differentiate between the physiological functions of sensory perceptions. -is able to differentiate the physiological functions of the nervous system. -can differentiate between the physiological functions of the musculature. -is able to create a synthesis between the physiological functions of the sensory perceptions, the nervous system and the musculature.Specific anatomy The student -can explain the structure, functioning and interaction of bones, joints, blood vessels, muscles and the nervous system.Anatomy in vivo The student -can determine the topographical position of palpable structures on the musculoskeletal system. -can differentially palpate the bony, muscular, ligamentous and neural structures and vessels using the appropriate techniques. -can assess the palpated structures relevant for physio-therapeutic examination and treatment.

Specific physiology 2 The student -can differentiate the physiology of specific connective tissues. -is able to differentiate between the physiological adapta-tions to different types of physical work. -can differentiate between the physiological functions of the organs. -is able to differentiate the wound healing of specific tissu-es of the musculoskeletal system. -can differentiate between the physiology of different ty-pes of pain. -is able to describe the physiological development of the human organism.

Physical medicine and rehabilitation The student -can explain the basics and tasks of physical medicine and rehabilitation, their diagnostics, methods and measures as well as their areas of application.Orthopaedic traumatology The student -can explain the medical examination and treatment plan in the clinical field of orthopaedic traumatology. -can assign the existing symptoms to the corresponding clinical pictures and recognise complications.Neurology The student -can explain the medical examination and treatment plan in the clinical field of neurology. -can assign the pathophysiological development mechanisms of symptoms and signs to the clinical pictures and recognise complications.

Internal medicine The student -can explain the medical examination and treatment plan in the clinical area of internal medicine. -can assign the existing symptoms to the corresponding clinical pictures and recognise complications.Surgery The student -can explain the medical examination and treatment plan in the clinical area of surgery. -can assign the existing symptoms to the corresponding clinical pictures and recognise complications.

Intensive care medicine The student -can explain the medical examination and treatment plan in the clinical area of intensive care medicine. -can assign the existing symptoms to the corresponding clinical pictures and recognise complications.Geriatrics The student -can explain the medical examination and treatment plan in the clinical area of geriatrics. -can assign the existing symptoms to the corresponding clinical pictures and recognise complications.

General anatomy and physiology The student -knows the morphological and functional relationships of the healthy body. -is familiar with medical terminology. -has basic knowledge of the development and structure of the human organism. -knows the basics of physiology. -explains the function of organ systems and their interaction.General pathology The student -has knowledge about the development of diseases. -knows about the causes and effects of deviating cell and tissue structures and functions in the organism.Hygiene The student -knows standards of hygiene, infection prevention and epidemiology and derive prophylactic measures from these. -takes the requirements of hygiene into account and recognises the importance of hygiene in the healthcare sector.Health promotion and prevention in the healthcare professions The student -explains the basic concepts of health promotion, resilience, health literacy, climate literacy, health literacy and prevention within and outside its own division. -describes the importance of health-promoting measures both for themselves personally and for their clients/patients. -knows the basic principle of primary care in Austria and its tasks in connection with public health and health promotion.Emergency management The student -recognises life-threatening conditions and provides the appropriate first aid. -creates the basic monitoring and interprets these basic values. -Carries out initial measures in airway management.Legal bases 1 and healthcare The student -knows the job profiles and areas of expertise of the healthcare professions in Austria. -recognises the limits of independent professional practice and makes reference to the relevant legal regulations. -knows the organisational structures and political spheres of influence of the Austrian healthcare system as well as the basic principles of hospital management.Digitisation The student -can explain selected basic terms from the field of digitalisation in healthcare. -can explain selected information systems in the healthcare sector.

Basics of quality and data management The student -explains the basics of data and quality management in the healthcare sector. -analyses and applies documentation standards in the various settings, reflects on them and supports quality-related activities (e.g. interface management, quality reporting, outcome quality measurement).Legal basis 2 The student -knows and understands the basic principles of the legal foundations and laws specific to the profession. -knows and understands the relevant job-specific aspects of data security.Family and patient education The student -knows the basics of professional information and counselling sessions. -recognises the importance of a basis of trust with clients/patients and their relatives. -knows the relevant professional laws and the competences and responsibilities they contain.Digital healthcare and teletherapeutic concepts The student -recognises the potential applications of digital healthcare and teletherapeutic concepts. -analyses the digital treatment concepts in the context of digital transformation. -understands initiating change processes. -develops a reflective attitude.

Physiotherapy in health promotion and prevention The student -can explain the basic principles of health promotion and prevention. -is able to describe the role of physiotherapy in health promotion and prevention. -can develop exercise-promoting measures as part of health promotion and prevention projects. -is able to apply the physiotherapy process in health promotion and prevention

Movement theory and biomechanics The student -can identify deviations in posture and movement on the basis of physiological principles. -is able to practically analyse posture and movement. -can document the results of the posture and movement analysis. -is able to instruct posture and movement. -can transfer the physical principles of mechanics and dy-namics to the human organism. -is able to practically apply biomechanical measurement procedures as part of the physiotherapy process.Motor learning and self-awareness The student -can explain the basics of motor learning and the physiolo-gical process of sensory development. -is able to recognise deviations from physiological develo-pment parameters. -can recognise deviations from physiological posture and movement in themselves and others.

The student -can defend the Bachelor's thesis and reflect on the scientific findings generated in the process -is able to demonstrate a physiotherapy process using a simulated case study

The student -can explain the basic terms and their meaning in occupational medicine, physiology and psychology. -is able to explain legal requirements relevant to occupational medicine. -can describe the physiotherapeutic fields of activity in occupational medicine. -can provide an overview of interprofessional collaboration in occupational medicine. -is able to carry out a workplace and activity analysis.

Multimodal pain management The student -can explain neurophysiological models of pain management. -is able to describe the pathophysiology of nociception and pain processing. -can assign suitable prevention measures in relation to pain chronification on a case-by-case basis. -is able to select suitable physiotherapeutic measures for pain treatment on a case-by-case basis. -can carry out suitable procedures for assessment and pro-gress documentation. -is able to take cultural and gender-related influencing fac-tors into account when implementing the physiotherapeutic process in the context of pain treatment.Manual lymphatic drainage The student -can apply CDT taking into account relevant indications and contraindications. -can perform MLD on the healthy lymphatic system practically on selected areas of the body. -can practically implement the lymphatic bandage on the arm and leg.

The student -can implement the physiotherapy process in relation to planning, implementation, evaluation, documentation and reflection in the specialist area of surgery on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the speciality of surgery in an exemplary manner.

The student -can implement the physiotherapy process in relation to planning, implementation, evaluation, documentation and reflection in the specialist area of geriatrics on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the speciality of geriatrics in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the specialist area of gynaecology/urology/proctology on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialist area of gynaecology/urology/proctology in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the specialist area of intensive care medicine on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialist area of intensive care medicine.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the specialist area of internal medicine on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialism of internal medicine in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the field of neurology on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement examination and treatment techniques as part of the physiotherapy process in the specialism of neurology in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the field of neurology on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialism of neurology in an exemplary manner.

The student -can implement the physiotherapy process in relation to planning, implementation, evaluation, documentation and reflection in the field of oncology on the basis of the rele-vant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement examination and treatment techniques as part of the physiotherapy process in the speciality of oncology in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the field of orthopaedic traumatology on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialist area of orthopaedic traumatology in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the field of orthopaedic traumatology on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement the examination and treatment techniques as part of the physiotherapy process in the specialism of orthopaedic traumatology in an exemplary manner.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the field of paediatrics on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement examination and treatment techniques as part of the physiotherapy process in the specialist area of paediatrics in an exemplary manner.

The student - can implement the physiotherapy process in relation to planning, implementation, evaluation, documentation and reflection in the specialist area of palliative medicine on the basis of the relevant clinical content using case studies. - can take contraindications and warnings into account when planning and carrying out the physiotherapy process. - can practically implement examination and treatment techniques as part of the physiotherapy process in the specialist area of palliative medicine.

The student -can implement the physiotherapy process in terms of planning, implementation, evaluation, documentation and reflection in the specialist area of psychiatry and psychosomatics on the basis of the relevant clinical content using case studies. -can take contraindications and warnings into account when planning and carrying out the physiotherapy process. -can practically implement examination and treatment techniques as part of the physiotherapy process in an exemplary manner in the field of psychiatry and psychosomatics.

PT Process Basics The student -can categorise the corresponding models in the respective parts of the physiotherapy process. -can implement adequate communication with people within the physiotherapy process. -has an awareness of professional, economic and ecological values for the implementation of the physiotherapy process.Professional profile, professional duties and professional ethics The student -can explain the importance of the legal basis for vocational training and practice. -can explain the functions of regional, national and international professional interest groups. -can explain which occupational groups can carry out activities under physiotherapeutic supervision. -can describe the current occupational profile and its development.Applied hygiene The student -can implement current hygiene regulations and stan-dards, as well as infection prevention measures, in the physiotherapy work environment. -has internalised the importance of individual responsibility with regard to personal and professional hygiene. -is able to carry out standardised hygiene measures in the physiotherapy work environment under supervision.

PT Process Deepening The student -can link the corresponding models with the respective parts of the physiotherapy process. -can identify red and yellow flags as part of the physiotherapy process.Case-based learning 1 The student -can carry out the physiotherapy process under guidance with targeted assistance using constructed case studies. -demonstrates a willingness to act in accordance with professional, economic and ecological values when carrying out the physiotherapy process.

The student -can carry out the physiotherapy process with guidance using constructed case studies. -is committed to applying professional, economic and ecological values when carrying out the physiotherapy process.

Supervised patient management The student -can carry out the physiotherapy process in a team under supervision using simulated case studies. -can practically implement examination and treatment techniques as part of the physiotherapy process using simulated case studies.Case-based learning 3 The student -can critically scrutinise their own implementation of the PT process in simulated case studies. -can weigh up the professional, economic and ecological values when carrying out the physiotherapy process in simulated case studies.

The student -can critically scrutinise own implementations of the PT process. -can weigh up the professional, economic and ecological values when carrying out the physiotherapy process.

The student -can critically scrutinise own implementations of the PT process. -can weigh up the professional, economic and ecological values when carrying out the physiotherapy process.

Examination and treatment in physiotherapy 1 The student -can explain the basic examinations and treatments based on the ICF. -is able to carry out basic examinations and treatments on the basis of the ICF. -can explain the prophylaxis on a structural and functional level. -is able to carry out prophylaxis at a structural and functional level. -can explain the use and possible applications of aids. -is able to use aids in a patient-adapted manner.

Examination and treatment in physiotherapy 2 The student -based on the physiotherapeutic process, can carry out hypothesis-led specific examination techniques, taking into account the contraindications, on the lower extremities, pelvis and thorax as well as on the lumbar and thoracic spine, based on the principles of the ICF. -is able to interpret and document the available case-based examination results on the lower extremities, pelvis and thorax as well as on the lumbar and thoracic spine. -can derive suitable treatment measures, taking into account the contraindications in the area of the lower extremities, pelvis and thorax as well as the lumbar and thoracic spine -can perform examination and treatment techniques on the lower extremities, pelvis and thorax as well as on the lumbar and thoracic spine in a manner appropriate to the situation and patient. -shows an adapted interaction with the person being treated as part of the physiotherapy examination and treatment.Physical therapy The student -can apply the principles of physical medicine and rehabilitation to diagnosis and treatment in an exemplary manner. -can take contraindications and warnings into account during diagnosis and treatment. -can practically implement diagnostics and treatment based on the fundamentals of physical medicine and rehabilitation using case studies.

Examination and treatment in physiotherapy 3 The student -can carry out hypothesis-led specific examination techniques on the upper extremities and cervical spine based on the principles of the ICF, taking into account contraindications and building on the physiotherapy process. -is able to interpret and document the available case-based examination results on the upper extremities and the cervical spine. -can derive suitable treatment measures, taking into account the contraindications in the area of the upper extremities and the cervical spine -can perform examination and treatment techniques on the upper extremities and cervical spine in a manner appropriate to the situation and patient. -shows an adapted interaction with the person being treated as part of the physiotherapy examination and treatment.Reflex zone therapy The student -can explain the neurophysiological models of reflexology. -can give an overview of the most commonly used methods of reflexology and describe their indications and contraindications. -can explain the treatment procedure of a selected method of reflexology. -can practically apply selected measures from reflexology.

The student -can present the in-depth and/or extended content based on the chosen physiotherapy specialisation. -is able to apply deepening and/or expanding practical skills and abilities on the basis of the chosen physiotherapy spe-cialisation.

The student -Can develop mono- or interdisciplinary physiotherapy health promotion and prevention projects taking into ac-count the evidence. -can implement measures in mono- or interdisciplinary physiotherapy health promotion and prevention projects, taking into account the evidence. -can evaluate mono- or interdisciplinary physiotherapy health promotion and prevention projects taking into ac-count the evidence.

The student -applies technologies in the healthcare sector, taking into account a critical analysis. -recognises the responsibility of other healthcare and other professions and works in a multi-professional team. -analyses the public impact of one's own behaviour in everyday professional life. -develops health literacy, i.e. the ability to find, understand, evaluate and apply health information in order to make appropriate health decisions in everyday life. -integrates target group-specific climate communication in stakeholder -transfers own decisions responsibly to the outside world. -possesses social-communicative and self-competences, in particular the ability to communicate, criticise and deal with conflict, as well as empathy, frustration tolerance, role distance, self-determination and self-reflection. -recognises a professional self-image for the practice of the profession and the ability to actively shape and participate in everyday professional life.

The student -conducts research into relevant legal principles and synthe-sises professional action strategies with current health and socio-political developments. -assesses the effects and consequences of actions in the professional and personal environment with regard to ecological and economic aspects on the basis of scientific findings. -takes climate-sensitive health communication into account -selects a professional demeanour (with his/her understanding of the profession), takes reflective responsibility with regard to his/her own profession-specific actions and represents his/her own professional group internally and externally. -develops problem-solving strategies for job-specific requirements. -derives communicative and organisational skills that are necessary for coping with complex interdisciplinary tasks or designs communication for complex tasks in an interprofessional structure (incl. problemsolving strategies).

The student -recognises different types of behaviour and reflects on them in a professional context. -can communicate appropriately with counterparts. -designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessi-onal groups. -interprets and reflects on what has been learnt, describes it to an appropriate extent and applies or accepts feedback and feed-forward concretely and actively. -can independently reflect on professional actions and explain them to others in an understandable and precise manner.

-The student -selects relevant scientific research methods, prepares the data for answering the question(s), analyses and interprets them. -has basic knowledge of statistical test procedures and carries out descriptive data analysis using suitable software. -explains the most important components of resource planning and explains the organisational processes for conducting studies. -describes the ethical and legal standards of clinical trials. -selects and explains the required study documents according to the scientific/international specifications of different study types. -explains the methodological planning of studies on the basis of scientific standards. -selects relevant scientific research methods, applies them and prepares the collected data to answer the questions. -makes scientific findings and phenomena usable for professional and scientific development. -participates in scientific discourse and understands and processes specialised literature and research reports. -researches current scientific findings in the national and international field, in particular on evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form. -formulates research-relevant questions and hypotheses from the profession-specific area.

On the basis of the health science question, the student can - search for and summarise literature on a specific topic. - formulate a problem and derive the objective and the research question. - plan the appropriate methodology, taking into account norms, standards, guidelines and directives. - formulate a corresponding outlook.

The student has acquired knowledge in various areas of scientific work that goes beyond the knowledge imparted in the associated courses or exercises. Ethics applications The student - takes into account the ethical requirements when conducting empirical studies. - independently completes and submits applications to an ethics committee, taking into account the respective quality criteria. Study planning The student - has advanced knowledge of different study designs in clinical research. - drafts a time, budget and resource plan for empirical work. - is planning a scientific empirical work according to international standards. - plans the implementation of measurements and interventions depending on the chosen research design. Questionnaire creation The student -uses relevant validated questionnaires in a standardised way in an empirical study. - selects suitable scale levels and formulations for specific questions. - develops a questionnaire based on a specific question and subjects it to a feasibility test. - implements an analogue and digital survey. Literature research and evaluation The student - creates a search protocol for a systematic literature search according to international standards. - carries out and documents a systematic literature search in accordance with international standards. - adapts the search syntax depending on the respective literature source. - evaluates the articles found within a systematic literature search with the help of international assessments. Inference statistics The student - carries out relevant hypothesis tests depending on the question and prerequisites. - carries out inferential statistical analyses with the help of selected software. Reading and writing scientific papers The student - identifies the general structure and logical organisation of an English-language article. - writes an English-language article in a structured and logical manner, depending on the respective requirements. - recognises the specific structure of an English-language abstract. - uses various logical chains of argumentation when writing a discussion, depending on the topic. - takes into account the special features of English writing when writing articles. Qualitative research The student - draws up an interview or observation guide (according to the relevant criteria) on the basis of a question and depending on methodological requirements. - plans to conduct qualitative surveys. -takes expert information into account when conducting qualitative surveys. -analyses the data collected in a qualitative survey. Specialisation in scientific work The student -deals in depth with selected topics of scientific work -implements these findings when writing the Bachelor's thesis.

On the basis of the health science question, the student can -write the introduction, the theoretical background and the problem statement. -implement the appropriate methodology, taking into account norms, standards, guidelines and directives. -analyse and discuss the results, draw conclusions and present them in written form.

The student -explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms, ...). -differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. -distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. -is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. -obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. -can explain the process of evidence-based practice. -can explain the possible applications and potential of artificial intelligence in scientific work. -can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student -explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms, ...). -differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. -distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. -is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. -obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. -can explain the process of evidence-based practice. -can explain the possible applications and potential of artificial intelligence in scientific work. -can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student -learns about the organisational processes in an inpatient environment, including cooperation with other healthcare professions and departments. -gains a general insight into the professional field of physiotherapy in an inpatient setting. -is able to independently carry out standardised hygiene measures in the physiotherapy work environment. -is able to implement the standards for patient safety. -can communicate appropriately with people in different situations. -takes into account the data protection and professional regulations as well as the internal company regulations in its actions.

The student -can implement the physiotherapy process in physical medicine and rehabilitation, taking into account the legal framework. -can practically implement examination and treatment techniques in the field of physical medicine and rehabilita-tion, taking into account the individual characteristics of patients and professional obligations. -can participate in consensus-based decision-making based on ethical, moral and legal principles in the context of patient treatment in a multi-professional team. -can communicate appropriately with people in different situations.

The student -can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. -can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. -can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. -can communicate appropriately with people in different situations.

The student - can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. - can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. - can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. -can communicate appropriately with people in different situations.

The student -can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. -can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. -can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. -can communicate appropriately with people in different situations.

The student - can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. - can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. - can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. - can communicate appropriately with people in different situations.

The student - can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. - can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. - can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. - can communicate appropriately with people in different situations.

The student - can implement the physiotherapy process in the respective clinical speciality, taking into account the legal framework conditions. - can practically implement the examination and treatment techniques in the respective clinical specialisms as part of the physiotherapy process, taking into account the individual characteristics of patients and professional duties. - can participate in consensus-based decision-making based on ethical, moral and legal principles as part of the physiotherapy process in a multi-professional team. - can communicate appropriately with people in different situations.