Abstract
In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.
Highlights
In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy
In the last fifty years, there has been a dramatic development and changes in all segments of biomedical sciences, which has influenced the development of professional knowledge and the expansion of the field of activity of health professionals
Evidence-based physiotherapy marks the transition of the traditional paradigm of clinical practice, which relied on basic knowledge of disease course and prognosis, intuition and empirical clinical experience, to a new paradigm in which quality medical evidence occupies a central place in the physiotherapist's clinical decision-making process (Houser & Oman, 2011)
Summary
In the last fifty years, there has been a dramatic development and changes in all segments of biomedical sciences, which has influenced the development of professional knowledge and the expansion of the field of activity of health professionals. In order to respond to the increased complexity of health care in this area due to the aging population, treatment and rehabilitation of chronic diseases, development of numerous new technologies and procedures, the need to improve formal education in the field of physiotherapy has increased. The physiotherapist must continuously monitor published scientific articles, and compare the results of clinical trials examining the effectiveness and safety of physiotherapy procedures in order to practice the methods referred to as “evidence-based physical therapy (EBPT).”. Prerequisites for conducting physiotherapy based on scientific knowledge are setting and shaping a clinical problem, seeking evidence, critically judging the validity and relevance of evidence, clinical application of evidence (decision making, linking evidence with clinical experience and patient characteristics) and evaluating results (Jurinić & Filipec, 2016).
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