ESSA - DF - Congressos e eventos científicos (inclui comunicações e posters em atas de conferências/encontros científicos)
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- Blended intensive programs in higher education: an opportunity to engage students, improve knowledge and skillsPublication . Alves Lopes, AntónioIntroduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promoteinterdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe.
- Blended intensive programme for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Valero, P. Chana; Alessie, J.; Tavakoli, A.; Dvoracek, M.; Lastovicka, O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; San José, F. Garcia-Muro; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The programme covered the concept, history, and trends of AI, along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of AI and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Blended intensive program for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Chana Valero, P.; Alessie, J.; Tavakoli, A.; Dvoracek. M.; Lastovicka. O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; Garcia-Muro San José, F.; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The program covered the concept, history, and trends of Artificial Intelligence (AI), along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Blended intensive programmes in higher education: an opportunity to engage students, improve knowledge and skillsPublication . Alves Lopes, AntónioIntroduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promote interdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe.
- Programas intensivos mistos no ensino superior: inovação pedagógica e impacto na formação dos estudantesPublication . Alves Lopes, AntónioIntrodução: Os Programas Intensivos Mistos (BIPs) são iniciativas inovadoras do Erasmus+ que combinam mobilidade física de curta duração com componentes de aprendizagem virtual. Concebidos para promover a interdisciplinaridade e a inovação pedagógica, os BIPs tornam-se acessíveis a estudantes e docentes de diferentes áreas e ciclos de estudo, oferecendo uma alternativa viável aos modelos de mobilidade tradicional. Alinhados com os Objectivos de Desenvolvimento Sustentável das Nações Unidas, estes programas centram-se em desafios globais e temas emergentes, promovendo a colaboração transnacional e transdisciplinar. Objectivos: Este estudo teve como objetivo analisar os impactos auto-reportados por estudantes participantes em cinco BIPs organizados, ao longo de três anos, por instituições de ensino superior europeias. Metodologia: Participaram 156 estudantes e mais de 50 docentes/facilitadores. Cada programa teve uma duração aproximada de dois meses, integrando pelo menos duas sessões online e uma semana intensiva presencial, com atribuição de três créditos ECTS. Os temas abordaram áreas como Saúde Global, Saúde Digital, Inteligência Artificial (IA) e Fisioterapia Respiratória na DPOC. Resultados: A recolha de dados foi feita através de um questionário online, com perguntas de escala de Likert e questões abertas. Dos 156 estudantes, 111 responderam. Os resultados evidenciam uma avaliação globalmente positiva. A maioria indicou ter melhorado os seus conhecimentos e competências, destacando a qualidade das aulas e das actividades interactivas. Os docentes foram valorizados pelo seu papel de apoio e acompanhamento. A maioria classificou os programas como “Bons” ou “Muito Bons”, e recomendaria a participação a outros colegas. Conclusões: Conclui-se que os BIPs contribuem significativamente para o desenvolvimento académico e profissional dos estudantes, reforçando a aprendizagem activa, a cooperação internacional e a formação em contextos interdisciplinares. Os resultados sugerem que estes programas representam uma alternativa eficaz à mobilidade tradicional e uma mais-valia para as estratégias de internacionalização do ensino superior.
- Knowledge, usage, attitudes and needs of health professions students regarding the use of artificial intelligencePublication . Delgado, João; Alves Lopes, António; Santos, Margarida; Lopes, Filipe; Silva, Cláudia; SilvaBackground: Artificial intelligence (AI) is becoming more prevalent in healthcare, but there is limited research on students' knowledge, usage, and attitudes toward AI in education. This highlights the need to study their perceptions, readiness to adopt AI, and concerns about its integration into their academic and professional development. Purpose: The study aimed to evaluate students' knowledge of artificial intelligence (AI) and its role in their learning. It also sought to explore their attitudes towards integrating AI into health professions education, while identifying their needs, concerns, and perceptions of potential risks related to incorporating AI into the curriculum. Methods: A descriptive and observational study was conducted using an online survey administered to students at the Alcoitão School of Health Sciences during the 2023-2024 academic year. The survey was designed to assess multiple dimensions, including students' knowledge of artificial intelligence (AI), their use of AI in learning, their attitudes towards the integration of AI in health professions education, and their needs, concerns, and perceptions of risks related to AI. Likert-scale questions were employed to gather data on these topics, allowing for a structured evaluation of student perspectives on AI in the educational context. Results: The analysis of responses from 154 students in Physiotherapy, Occupational Therapy, and Speech Therapy programs shows that, although many possess a basic understanding of AI concepts (n=49,4%), there are notable gaps in their knowledge, particularly regarding the distinctions between different types of AI. AI is primarily employed to support productivity and learning, but its use remains limited and sporadic. While students generally hold positive views toward AI (n= 65,6%), they express concerns about its ability to enhance critical thinking and problem-solving skills (n=68,8%). Furthermore, significant concerns were raised about AI's potential negative effects, especially on the development of critical thinking(n=68,8%), practical skills (n=62,4%), privacy (n=59,7%), and data security (n=59,7%). All participants highlighted the importance of clear guidelines and curricular adjustments to facilitate the effective integration of AI into educational programs Conclusion(s): The study's findings highlight the need for educational strategies that integrate AI as a valuable tool in healthcare education. Institutions should consider revising curricula to include more AI-related content and address students' concerns. Clear guidelines on ethical AI use and practical learning experiences can enhance understanding of the technology and better prepare students for its application in professional practice. Implications: This approach could help reduce the gap between current educational models and the advancing technological landscape in healthcare. By incorporating AI-related content and addressing student concerns, institutions may better equip future healthcare professionals to respond to technological changes, supporting their readiness for the workforce and maintaining the quality of care.
- Use of artificial intelligence by physiotherapy educators and researchersPublication . Alves Lopes, António; Valero, Pedro; Alessie, JeroenBackground: The rapid development of Artificial Intelligence (AI) technologies offers promising opportunities to transform sectors such as healthcare and education. In physiotherapy, AI has the potential to enhance teaching and research in higher education by introducing innovative learning tools, improving data analysis, and supporting personalized student engagement. AI could also optimize data management, increase the accuracy of clinical studies, and promote interdisciplinary collaboration. However, the integration of AI in physiotherapy education and research presents challenges, particularly regarding ethical issues such as data privacy and bias in AI algorithms, which require careful consideration. Purpose: This survey aimed to assess physiotherapy educators and researchers knowledge, usage, attitudes, concerns, and needs regarding AI integration in education and research. Methods: A descriptive and observational study was conducted using an online survey, distributed through the European Network of Physiotherapy in Higher Education (ENPHE) newsletter and other professional platforms during the 2023-2024 academic year. The survey was designed to assess teachers' knowledge of artificial intelligence (AI), their use of AI in teaching and research, their attitudes toward the integration of AI in health professions education and research, as well as their needs, concerns, and perceptions of risks related to AI. Likert-scale questions were used to systematically collect data, providing a structured evaluation of teachers' perspectives on AI in educational and research contexts. Results: A total of 139 responses were collected from participants across 28 different countries. The collected data was analyzed using descriptive statistics, providing insights into the current state of AI knowledge, usage, and attitudes among physiotherapy educators and researchers. The results of the study show that physiotherapy educators and researchers generally have a positive perception of AI, recognizing its potential to enhance both education and research within their field. Most respondents acknowledge the benefits AI can bring to teaching, such as improving educational processes and personalizing student engagement, as well as optimizing research by enhancing data management and analysis. However, ethical concerns persist, with over respondents expressing reservations. Key concerns include data privacy, and the necessity for clear ethical guidelines to govern the use of AI in educational and research contexts. Additionally, respondents identified a need for increased training and institutional support to effectively integrate AI into their work Conclusion(s): The findings of this study highlight a generally positive attitude towards the integration of AI in physiotherapy education and research, with educators and researchers recognizing its potential to improve teaching and research outcomes. However, significant concerns remain regarding ethical issues such as data privacy and algorithmic bias. Implications: To address these concerns and ensure a successful integration of AI, there is a clear need for increased AI literacy, targeted training, and the development of comprehensive ethical guidelines. Enhancing institutional support and fostering open dialogue on these issues are crucial steps to promote informed, responsible, and effective use of AI in physiotherapy education and research.
- Implementação de programas mistos intensivos (BIPs) para o desenvolvimento de competências na integração de inteligência artificial generativa por alunos e docentesPublication . Alves Lopes, AntónioA crescente incorporação da Inteligência Artificial (IA) nos contextos educativos exige a capacitação simultânea de estudantes e docentes para uma utilização crítica, ética e eficaz destas tecnologias. A presente comunicação descreve o desenho, implementação e avaliação de 2 Programas Mistos Intensivos (Blended Intensive Programme – BIP), promovido pela Escola Superior de Saúde do Alcoitão em colaboração com várias instituições europeias de ensino superior, com o objetivo de desenvolver competências na integração da IA generativa na educação e investigação em saúde. Combinando uma componente virtual e uma semana presencial, os programas exploraram temáticas como organização pessoal, apoio ao ensino e aprendizagem, integridade académica e suporte à investigação, integrando oficinas práticas e momentos de reflexão ética. Os resultados demonstram uma avaliação amplamente positiva por parte dos participantes, com elevados níveis de satisfação relativamente aos conteúdos, apoio, aplicabilidade prática e intenção de recomendação. Estes BIPs revelam-se, assim, uma estratégia eficaz para fomentar a literacia em IA no ensino superior, reforçando a preparação de profissionais para contextos educativos e científicos em constante transformação.
- AI workflows in educationPublication . Allessi, Jeroen; Alves Lopes, António; Valero, Pedro
- Use of the PRINCE2 methodology in the development of environmental physiotherapy education projectPublication . Lopes, António Alves; Noronha, Miguel; Almeida, Patrícia; Vieira, Ana Isabel; Santana, Duarte; Dias, MatildeIntroduction: The Physiotherapy undergraduate curriculum aims to develop graduates who are competent in their field and capable of tackling complex challenges autonomously and creatively. A key focus is also to promote sustainable environmental practices, ensuring that future physiotherapists are equipped to integrate these principles into their professional activities. To achieve this, an adapted pedagogical strategy using the PRINCE2 (PRojects IN Controlled Environments) project management methodology has been implemented for community projects. PRINCE2 is a structured, process-based approach that enhances the organization, management, and control of projects from initiation to closure. Its core principles—such as flexibility, defined roles and responsibilities, and a focus on quality—are instrumental in fostering best practices in project execution. This study explores the use of PRINCE2 in a community-based health education project aimed at enhancing Portuguese physiotherapists' awareness and integration of sustainable environmental practices in their clinical work. Methodology: During the spring semester of 2023, students from Escola Superior de Saúde do Alcoitão, were introduced to a series of challenges to enhance sustainable environmental practices. The PRINCE2 methodology was presented, and roles such as Project Manager, Team Members, and Customer were assigned, with support from Subject Matter Experts. The methodology follows several stages: starting up the project, directing it, initiating, controlling each stage, managing product delivery, overseeing stage boundaries, and closing the project. At each step, roles and responsibilities were clearly defined to ensure smooth progress. The structured process guided students from an initial project mandate through planning and execution to the final evaluation of deliverables. Results: The final product of this project was the translation and adaptation of environmental educational materials for the Portuguese context, resulting in a guide for environmental physiotherapy practices. This adaptation aimed to enable Portuguese physiotherapists to integrate sustainable principles into their clinical practice and work environments. By applying the PRINCE2 methodology, students developed a resource that met quality expectations and equipped physiotherapists with tools to positively influence environmental health through their professional activities. Conclusions: The implementation of the PRINCE2 methodology demonstrated its feasibility for structuring community-based health education initiatives. The approach proved effective and adaptable, making it suitable for similar future projects. The outcomes highlight its dual impact: empowering physiotherapists with sustainable knowledge and contributing to broader efforts for environmental health. This underscores the relevance of incorporating structured project management frameworks like PRINCE2 in health education, preparing future physiotherapists to contribute to sustainability efforts at both local and global levels.