Physiotherapy - Roma Azienda Ospedaliera Sant’Andrea

GIOVANNI GALEOTO

Understand the theoretical and scientific foundations underlying physiotherapeutic assessment and treatment in the main areas of intervention (orthopedic, neurological, respiratory, geriatric, and pediatric).
Acquire knowledge of the principles of evidence-based practice and research methodology applied to rehabilitation sciences.
Deepen understanding of the regulations, ethics, and professional deontology governing the physiotherapist’s practice within the National Health Service.
Apply theoretical knowledge to the critical analysis of clinical cases and real professional situations.
Use validated functional assessment tools and outcome measures to identify the patient’s rehabilitation needs.
Propose physiotherapy interventions based on scientific evidence and adapted to the individual characteristics of each patient.
Formulate clinical hypotheses and make informed decisions regarding the planning of rehabilitation treatments.
Critically evaluate the effectiveness of physiotherapy interventions by interpreting results in light of scientific literature.
Demonstrate ethical awareness and professional responsibility in the exercise of one’s competences.
Communicate clearly and appropriately with the multidisciplinary team, the patient, and caregivers.
Present and discuss clinical cases or research topics during the seminar using accurate technical and scientific language.
Produce concise and effective reports or presentations, including in multimedia formats.
Develop autonomous learning skills for continuous education and lifelong professional development.
Use bibliographic resources, scientific databases, and digital tools to explore rehabilitation topics in greater depth.
Reflect critically on seminar experiences to integrate theoretical knowledge with clinical practice.

Students are expected to possess a foundational knowledge of anatomy, physiology, pathology, and the main principles of physiotherapeutic assessment and treatment. Basic understanding of communication and relational dynamics in healthcare settings, as well as familiarity with professional ethics and deontology, is also required. Additionally, students should have acquired initial experience in clinical reasoning and teamwork through prior coursework and internship activities, enabling them to actively participate in discussions, case analyses, and seminar-based learning.

The seminar activity represents a formative learning experience dedicated to discussion, critical reflection, and the sharing of professional and scientific experiences, with the aim of strengthening the students’ transversal and relational skills in physiotherapy. It fosters the development of critical thinking, effective communication in complex healthcare settings, and awareness of one’s professional role within the healthcare system.

Throughout the course, students take part in thematic seminars across different areas of rehabilitation, addressing current topics such as the holistic management of the patient, the interdisciplinary approach to neuromotor, musculoskeletal, and respiratory disorders, the importance of therapeutic education and prevention in chronic conditions, and the promotion of health through adapted physical exercise.
Particular attention is devoted to clinical and interprofessional communication, to strategies for managing the patient interview, and to the development of effective therapeutic relationships grounded in ethical and deontological principles. Topics such as bioethics, clinical risk management, quality of care, and professional documentation are also explored, in line with the physiotherapist’s responsibilities within the modern healthcare context.

The seminars include opportunities for reflection on complex clinical cases, discussion of scientific articles, public speaking exercises, and group activities aimed at enhancing reasoning, active listening, and cooperation skills. Students are encouraged to prepare brief written papers or oral presentations on agreed topics, in order to develop the ability to communicate clinical and scientific information clearly and based on evidence.

Through this experience, students consolidate their communication, organizational, and reflective skills, learn to manage group dynamics constructively, and appreciate the contribution of the various professional figures involved in the rehabilitation process.

Finally, the seminar activity stimulates interest in lifelong learning and research, promoting the personal and professional growth required to approach future physiotherapy practice with autonomy, ethics, and awareness. Assessment is based on active participation, the quality of contributions during the seminars, and the ability to integrate the covered topics with one’s study and internship experiences.

Fetters L., Tilson J. – Evidence Based Physical Therapy – F.A. Davis Company, 2018.
This book is an authoritative international reference on evidence-based practice in physiotherapy. It guides students through each step of the EBP process—from formulating clinical questions to searching for, critically appraising, and applying the best available evidence in daily practice. Using clinical cases, practical examples, and structured reasoning models, the text provides concrete tools to integrate scientific research into physiotherapy decision-making and to promote a reflective, evidence-informed, and high-quality professional practice.

The seminar activity is carried out through face-to-face sessions, interactive workshops, and guided discussions on clinical cases and scientific articles. The lessons follow a participatory approach, encouraging students to engage actively, exchange ideas, and reflect critically on the topics addressed. Group exercises, simulations, and oral presentations are also included to enhance communication, relational, and reasoning skills. Active attendance and personal contribution are considered essential components of the learning process.

Attendance is mandatory and is a prerequisite for admission to the final assessment.
Activities are delivered through lectures, in-depth seminars, clinical case discussions, practical exercises, and group work, with an interactive approach aimed at encouraging active student participation.

The assessment consists of an oral examination aimed at evaluating the student’s ability to critically analyze the topics discussed during the seminars, to clearly present theoretical concepts and practical applications, and to integrate acquired knowledge with internship experiences. The exam also assesses communication skills and the student’s ability to reflect on the professional role of the physiotherapist.

What are the physiological principles that justify the use of therapeutic exercise in restoring muscle strength after a period of immobilization?
How would you design a rehabilitation program for a patient with right-sided hemiparesis following an ischemic stroke?