Development of coaching in physiotherapy
1. Comprehensive review of the situation
Checking study materials at the start of the course coaching in physiotherapy. Books and manuals: Are they up to date? Do they cover all the necessary subjects (anatomy, physiology, physiotherapy techniques, pathologies, etc.)? Online resources: Access to scientific articles, educational videos, specialist forums. Course notes: Organisation, completeness and relevance to the programme. Practical equipment: Availability and condition of tools required for practical sessions.
2. Assessment of knowledge acquired and gaps
What is already understood and studied. Identify the subjects where the student seems comfortable, such as basic anatomy, common pathologies or certain manual techniques. What remains to be understood, studied: Determine the areas where the student has difficulties or lacks knowledge. This includes understanding complex physiological mechanisms, specific rehabilitation protocols, or the practical application of theories.
3. Work plan based on the time available
Prioritising subjects: Rank subjects in order of importance and urgency according to exams or practical needs. For example, if an exam on neurology is approaching, this subject will be given priority. Time allocation: Allocate time for each subject according to its complexity and the effort required to master it. For example: 30% to reinforce knowledge of anatomy and physiology. 40% to go into greater depth on physiotherapy techniques that have not been mastered. 20% for reviewing pathologies and their management. 10% for practical training.
Study methods: Use active memorization techniques (memory cards, summaries, peer teaching), and plan practice sessions with fictitious or real patients under supervision.
4. Regular interaction with the student
Answering questions: Listen actively to the student's questions and provide clear answers, possibly with visual explanations or analogies to facilitate understanding. Questioning the student: Ask questions to assess understanding: "Can you explain how you would treat chronic low back pain?" "Which muscles are primarily involved in stroke rehabilitation?" Encourage the student to think aloud, which helps to identify points of confusion or poorly assimilated knowledge.
This plan can be adjusted according to the student's feedback and changing needs as the coaching progresses.
Conclusion.
Studies of physio in Belgium are often underestimated in their scope, density and complexity. Quality physiotherapy coaching requires a comprehensive, structured approach: an assessment of the situation, a work plan and regular work sessions.
