Study Guide

Objectives

The aim of the course is to develop a basic understanding of diseases and physiotherapy in children and adolescents.

On completion of the course, the student will

• know the effects of typical diseases and symptoms of children and adolescents on mobility and functional ability and on the overall development of the child/adolescent
• is familiar with different classifications of functional capacity from the perspective of the child, the adolescent and the family
• knows about the effects of medicines in children's diseases
• is able to search for evidence-based information and tried and tested knowledge on physiotherapy for children and adolescents and to use it in his/her practice
• can research and select means of assessing the mobility and functional capacity of children and young people and, on the basis of the findings, plan targeted physiotherapy
• be able to examine, assess and draw conclusions about the child's motor development and mobility and functional capacity,
• be able to examine, plan and support the development of children and young people of different ages in different physical activity and physiotherapy situations in different settings, taking into account the child and/or young person
• be able to plan and lead groups to support children's and/or young people's mobility and functional abilities

Content

• socio-emotional development of children and adolescents
• the most common musculoskeletal disorders and physiotherapy in children and adolescents
• the most common neurological disorders and physiotherapy in children and adolescents
• neuropsychiatric syndromes in children and adolescents
• the most common respiratory diseases in children and adolescents
• eating disorders and anxiety as psychiatric disorders in adolescents
• principles of child/adolescent body imaging
• the International Classification of Functioning, Disability and Health (ICF) for children and adolescents
• the most common medicines in children's diseases
• activity equipment and mobility equipment for children and adolescents
• mobility and activity support groups for children and adolescents

Assessment criteria, satisfactory (1-2)

Student

• identifies and is able to define the key elements of the contents, basic concepts and phenomena of physiotherapy for children and adolescents, but has difficulty in actively structuring the knowledge,
• identifies and poorly describes the principles of ICF in child and adolescent functioning,
• is poorly prepared for learning situations and goal-oriented group activities,
• only partially recognises and distinguishes his/her interaction skills and professional activities,
• performs exercises and tasks with partial support and guidance,
• demonstrates limited knowledge and skills in carrying out exercises,
• acts in an external and formulaic manner in supervised situations,
• gives inadequate reasons for his/her actions,
• prepares poorly for tasks
• acts inappropriately and unilaterally.

Assessment criteria, good (3-4)

Student

• can describe in writing the links between knowledge, phenomena and concepts related to physiotherapy for children and adolescents
• knows in general the principles of the ICF in relation to the functional capacity of children and adolescents
• can use previously learned, new research and best practice in the field of physiotherapy for children and adolescents
• prepares carefully and systematically for learning situations
• develop their interpersonal skills and take responsibility for their learning,
• can apply what they have learnt appropriately to the situation
• is capable of partial clinical reasoning and justifies his/her actions
• prepares carefully and systematically for guidance situations

Assessment criteria, excellent (5)

Student

• can combine previously learned knowledge, new research and best practice in a flexible, creative and appropriate way in the field of physiotherapy for children and adolescents
• knows and can define the principles of ICF in child and adolescent functioning.
• is able to assess his/her own competence in a developmental way and to demonstrate through his/her activities the active development of his/her professional skills
• works in a responsible, flexible and constructive manner and understands the limits of his/her own physiotherapeutic competence in multidisciplinary cooperation
• is able to apply new research findings
• make use of what has been learned in the past
• can make a physiotherapeutic diagnosis and is able to make clinical judgements
• practises actively, is able to evaluate his/her training and learning and is able to justify his/her actions
• interacts well with the supervisor/group and plays an active facilitating role
• selects appropriate content for group guidance based on the resources of the group of children and plans the progression of implementation
• is able to identify and describe the limits of his/her professional competence in a multidisciplinary context
• receives feedback constructively and develops his/her own performance

Assessment criteria, pass/fail

In failed performance

• the student's basic knowledge is incomplete and the application of the knowledge is incorrect
• the student avoids active participation in learning situations
• the student fails to prepare and does not make use of the feedback received
• the student withdraws, selects or neglects assignments and practice in lessons and tutorials
• he/she does not concentrate on practice in lessons and has high absenteeism from lessons
• the student lacks basic knowledge and skills.