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- Developing, implementing and evaluating an international minor in acute care (3 year experience)Publication . Brader, A. G.; Alves Lopes, AntónioBackground: To meet the ongoing needs of society, physiotherapy students should have competences to intervene in all conditions and contexts throughout the life cycle of their clients/patients. Competencies pertaining to the care in an acute setting are not part of the entry level requirements of physiotherapists. Training physiotherapy students in the knowledge and skills required to operate in this setting both expands and improves their entry level capabilities as well as preparing them to work with patients in light of the COVID-19 pandemic. Developing the possibility for physiotherapists to be trained in delivering care in this setting is therefore necessary. Purpose: In 2015 the Alcoitão School of Health Sciences, Portugal and The Hanze University of Applied Sciences, Groningen, The Netherlands took the initiative to develop an International Minor Physiotherapy on Intensive Care. In order to address the ongoing demand of society for physiotherapists to be able to deliver care for this patient category. The Minor uses the opportunities given by the ERASMUS+, namely student and teachers mobility programs. Methods: The contents of the Minor was developed using the international competences descriptors of an Acute Care Physiotherapist. The pedagogical and assessment strategies were chosen to reflect the competences to be achieved; with a strong focus on active learning. The Minor was implemented as a pilot in the spring semester of 2018 with the collaboration of teachers from both institutions. Since then the Minor has developed and been offered to students throughout Europe. In 2020 the COVID-19 pandemic forced the team to provide the learning experience online. In addition knowledge related to the context and care of COVID-19 patients became paramount and was included. Results: At the end of each Minor edition the students answered an online questionnaire about administrative and pedagogical aspects. The student's satisfaction survey revealed a very favourable opinion regarding the topics discussed (91% Agree/ Strongly agreed), pedagogical approaches used, such as Blended-Learning (87,5% Agree/Strongly agreed), the amount of student work (79% Agree/ Strongly Agreed), teacher support (91% Agree/ Strongly Agreed). Students were also pleased with the flexibility shown in adapting the Minor to the COVID-19 situation, enabling them to obtain skills necessary to work with this patient category. Conclusion(s): Based on the positive input by both the students and institutions involved, we consider the implementation to have been successful. Next steps are to expand the blended-Learning methodologies as well as to upscale the minor: including more students, the collaboration of additional teachers and institutions.
- Mobile app to support students in the context of COVID-19Publication . Alves Lopes, AntónioBackground : In face of the COVID-19 pandemic, the Alcoitão School of Health Sciences (ESSA) interrupted all classroom activities, including clinical activities, this context created also the need to promote in students new knowledge/skills/attitudes related to the new professional reality. Purpose: To facilitate easy access to updated information related to COVID-19 pandemic (health and professional guidelines, media resources) the Department of Physiotherapy decided to develop and implement a Mobile App available to all the physiotherapy students. Methods: The mobile app was created using a free online tool (glideapps.com) and divided into 5 sections: Health guidelines, professional resources, media (videos and podcasts), online sessions (topic related webinars) and additional educational resources. We created and used an online questionnaire to assess student satisfaction with the different dimensions (Design, Layout, Usability, Contents) related to the app usage. Results: The students survey (N=134, 61% response rate) revealed a very favourable opinion regarding the design (91,7% Agree/ Strongly agreed), layout (87,3% Agree/ Strongly agreed) and usability (88,8% Agree/ Strongly agreed). In relation to the content of the Mobile App the students consider it was adequate and relevant (89,55% Agree/ Strongly agreed) and also the overall purpose of the App to be adequate and relevant (91% Agree/ Strongly agreed). Conclusion(s): Based on the positive input by the students, we consider that the implementation to have been successful. Next steps are, update the content based on evidence and resources available related to the pandemic and to create an international version (English version) of the app to be freely available to the Physiotherapy educational and professional context. After this experience we will try to disseminate more the use of mobile apps in education and clinical settings, involving the students in the different stages of the development process.
- Educational mobile app to support students in the context of COVID-19Publication . Alves Lopes, AntónioBackground: In face of the COVID-19 pandemic, the Alcoitão School of Health Sciences (ESSA) interrupted all classroom activities, including clinical activities, this context created also the need to promote in students new knowledge/skills/attitudes related to the new professional reality. Purpose: To facilitate easy access to updated information related to COVID-19 pandemic (health and professional guidelines, media resources) the Department of Physiotherapy decided to develop and implement a Mobile App available to all the physiotherapy students. Methods: The mobile app was created using a free online tool (glideapps.com) and divided into 5 sections: Health guidelines, professional resources, media (videos and podcasts), online sessions (topic related webinars) and additional educational resources. We created and used an online questionnaire to assess student satisfaction with the different dimensions (Design, Layout, Usability, Contents) related to the app usage. Results: The students survey (N=134, 61% response rate) revealed a very favourable opinion regarding the design (91,7% Agree/ Strongly agreed), layout (87,3% Agree/ Strongly agreed) and usability (88,8% Agree/ Strongly agreed). In relation to the content of the Mobile App the students consider it was adequate and relevant (89,55% Agree/Strongly agreed) and also the overall purpose of the App to be adequate and relevant (91% Agree/ Strongly agreed). Conclusion(s): Based on the positive input by the students, we consider that the implementation to have been successful. Next steps are, update the content based on evidence and resources available related to the pandemic and to create an international version (English version) of the app to be freely available to the Physiotherapy educational and professional context.
- Influence of an Atypical Academic Year on the Physical Activity Levels of 1st Year Students of PhysiotherapyPublication . Teles, C.; Ramalho, A.; Gameiro, J.; Bernardino, J.; Marçal, T.; Silva, C. R.; Alves Lopes, AntónioBackground: Portugal is one of the European Union countries with the lowest rate of Physical Activity (PA), with only 40% of the population being active. During the university period, there is an increased autonomy and decision-making among students, and changes in life habits, usually associated with a decrease in PA practice. In percentage terms, 30% of university students are considered physically inactive. There are few studies on PA levels in higher education students, namely in the Physiotherapy degree, and even less that relate this topic to the imposed containment measures, due to the COVID-19 pandemic. Purpose: Description and comparison of the PA levels of students enrolled in the 1st year of a Physiotherapy degree, in a Health School, in the academic year 2019/2020. Understand if there are differences in the practice of PA, at different times of the school year, one of which is the quarantine period. Methods: Data were collected using the “International Physical Activity Questionnaire” (IPAQ), in its short version. It was shared in online format in 3 moments (academic period without evaluations, exam period and online classes /social isolation), being a longitudinal study. Results: Physiotherapy students seem to be active regarding the parameter of PA frequency. With online classes, there was an increase in the level of PA in 20% of students compared to the school period without assessments, with 14.3% being raised to a high level of PA. The high percentage of students (42.9%) who maintained a high PA level should be highlighted. There was a significant difference from the 1st to the 2nd moment, at the IPAQ level, with a decrease in PA (p = 0.03) with the exam period. Conclusion(s): In the exam period, although the workload on the schedule is shorter, there seems to have been a decrease in PA levels. In a situation of confinement, aspects are presumed to have been removed, which in a normal situation would compromise the practice of PA, leading to better results in some of the variables under study. Thus, the quarantine period does not appear to have had a negative impact on PA. The objective of this study was achieved, establishing a starting point for the assessment of PA levels, in university students, in the period of COVID 19. We suggest conducting studies with larger samples and using more objective assessment instruments. As the sample is composed of future health professionals, it is important that they be the first to adopt an active lifestyle, thus promoting it.
- SIENHA ProjectPublication . Gruneberg, C.; Alves Lopes, António; Almeida, P.; Pekaric, J.; Vilaró, J.; Carrillo, E.; Hoxha, A.; Tuomi, S.; Järvinen, S.; Kozakiewicz, M.; Kedziora-Kornatowska, K.Background. The health challenges related to the aging of the population, which Europe is facing, force a change in social and health measures and policies in its member states. The Healthy Aging (HA) paradigm requires innovation in educational, social and health environments and the preparation of its professionals, namely Physiotherapists, to work with a focus on promoting health and well-being throughout the life cycle . Thus, it is essential to promote higher education in the European space through the development of skills of students, health and social service professionals. Methods. Multilateral academic cooperation project (36 months), with the participation of seven HEIs, financed by the ERASMUS+ program, consisting of the following intellectual products: identification of a framework of professional competences in HA; development of a curriculum in higher education; development of an innovation and research toolkit in HA. Expected results. The content developed can be adapted to various levels of education to ensure sustainability and impact. Its long-term objective is the development of a joint master's degree by the partner HEIs. Conclusions/Implications for physiotherapy. The SIENHA project can thus contribute to: (i) the expansion of knowledge about healthy aging; (ii) The continuous development of skills of students, teachers and professionals; (iii) Innovation, development and use of technologies to support health promotion in Europe; (iv) The development of applied research in an international context, and the effective transfer of theory into practice; (v) The exchange of knowledge between the social sectors and European healthcare for the development of quality practices.
- 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.