physiotherapy course in distance education

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36 Universities offering Physiotherapy Online/Distance Courses in the USA

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Are you looking for Physiotherapy courses? Here you can find course providers offering full-time, part-time, online or distance learning options.

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Baylor University

THE World Ranking: 601

Southern Illinois University Edwardsville

University of cincinnati.

George Washington University

THE World Ranking: 201

Lane Community College

The University of Alabama

Nova Southeastern University

THE World Ranking: 801

Southern Arkansas University, Magnolia

Kent State University

Hawaii Pacific University

University of Hartford

University of North Texas

• Sports Physiotherapy
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• Subject Physiotherapy

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• Destination USA
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Sports Physiotherapy MSc

3 to 5 years part-time distance learning, starting in september 2024.

Enhance your sports physiotherapy knowledge, skills and experience. This is a specially designed master's course for fully qualified physiotherapists.

This highly flexible academic and clinical master's degree develops your physiotherapy skills in the specialist setting of sport.

By working with Bath’s team of sports practitioners, you’ll deepen your knowledge of advanced sports physiotherapy techniques, athlete management and performance enhancement.

You’ll also develop your:

• knowledge of sports physiotherapy practice and ethical considerations at local, national and international levels
• ability to work in multidisciplinary teams within sports environments
• capability to provide safe and effective pitch-side emergency care
• awareness of anti-doping legislation and procedures withing sports physiotherapy

Watch our webinar about this course

A mix of self-led and face-to-face learning

Bath is one of the few universities that offers this type of academically recognised course through part-time distance learning. This means you can complete your master's degree alongside your clinical practice.

You’ll also experience face-to-face teaching during our Residential Weeks, which will take place in Bath.

Bath’s sports medicine expertise

You’ll learn from experts in sports physiotherapy, as well as staff in our wider Department for Health community.

Their passion, knowledge and industry expertise shape their teaching to enhance your learning experience. They have vast levels of industry experience and have worked with a range of professional athletes across different sports.

Some have worked at high-profile sporting events, including the:

• Commonwealth Games
• FIFA World Cup
• Olympic Games
• Paralympic World Cup
• Tour de France

Use specialist facilities

During the Residential Weeks, you will use the physiology and biomechanics suites on our Bath campus. These contain up-to-date performance testing and analysis equipment.

Gain important career skills

During this course, you will benefit from:

• highly interactive, flexible distance learning and clinical teaching
• residential teaching weeks to support your practical and clinical examination training
• being part of an online network of sport and exercise medicine and sports physiotherapy clinicians
• access to experienced clinical specialists in the field to provide professional development support
• a problem-solving and reflective approach to sports physiotherapy

You will be assigned an experienced sports physiotherapist as your Professional Development Advisor during this course. They will provide mentorship and help you establish industry links.

In Year 1 and Year 2 there are opportunities to learn from guest speakers and build connections with other clinicians at our Residential Weeks in Bath.

Graduate prospects

By the end of the course, you will be qualified to work with athletes and sports teams at the highest level. You will be able to apply evidence-based practice principles to deliver innovation in sports physiotherapy.

Some of our recent graduates have taken roles with:

• The Olympic and Paralympic Games
• Professional clubs and teams
• The English Institute of Sport
• Birmingham Royal Ballet

If you want to continue your research alongside professional practice, we also provide an established Professional Doctorate , offering a route for MSc students interested in continuing their research to doctoral level while working part-time.

2024/25 Academic Year

Before you apply for a course, please check the website for the most recently published course detail. If you apply to the University of Bath, you will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

We understand that you will want to know more about the shape of the academic year. We work hard and plan for different scenarios, to be able to welcome you to the University of Bath at the start of each semester.

• Course structure

This course lasts 3 to 5 years. It starts in September 2024 and ends in 2027. Your course end date may vary depending on how many units you complete in each year.

Occasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

The course combines residential events with in-depth and structured online learning facilitated by academic staff who are experts in their subject areas.

Residential events

As part of this course, there are some optional and compulsory residential events. View budgeting information for residential events .

Attendance at our three-day in-person induction ( 11 to 13 September 2024 ) is optional. This will take place on our Bath campus.

Year 1 Sports Science Residential Week

Attendance at the January 2025 (exact dates to be confirmed) Residential Week is optional. This will take place on our Bath campus.

Year 2 Clinical Residential Week

Attendance at the June 2026 (exact dates to be confirmed) Residential Week is compulsory. This will take place on our Bath campus.

Compulsory units

Sports environment, sports physiotherapy in practice i, foundations of biomechanics and physiology for clinicians, athlete management, sports physiotherapy in practice ii.

You'll choose one optional unit.

Applied athlete management

Optional units, applied football medicine, contemporary issues in sport and exercise, dance and the artistic athlete, the travelling athlete, research project.

• Learning and assessment

You’ll be taught and assessed by a variety of methods and it will vary between units. These methods are designed to promote in-depth learning and understanding of the subject.

These lists are to give you an idea of some, but not all, of the learning and assessment methods used on this course. They are not exhaustive lists and methods are subject to change.

Learning and teaching

You are expected to spend, on average, around 10 hours per week studying. This will be made up of structured and interactive online content, with support from Bath academics throughout.

During Residential Weeks, you will experience face-to-face teaching to complement your distance learning study.

Assessment breakdown

You will experience a balance of different forms of assessment designed to support your professional development. This will include coursework, essays, reports, presentations, oral presentations, reflective portfolios, and a final project/dissertation.

Your clinical skills will be assessed through Objective Structured Clinical Examinations (OSCEs) at the end of Year 2.

Throughout the course, you’ll receive formative (unassessed) feedback on your progress in preparation for your graded assessments.

We can make reasonable adjustments to assessment procedures for students with disabilities. Take a look at our  Disability Service’s pages  for information.

Recognition of professional qualifications

As well as being recognised as a higher academic qualification, a number of our degrees are also accredited by professional bodies in the United Kingdom. An accredited degree may entitle you to work in a specific profession within the UK, and abroad (where there are reciprocating arrangements with professional bodies in other countries).

The requirements to practise a profession vary from country to country. If you wish to practise your profession outside the United Kingdom, you are advised to confirm that the UK professional qualification you seek is valid in the country in which you are intending to work.

‘The course allows flexibility in time and location. It's compatible with my work as a therapist in a practice and on the road with a sports team.’

• Entry requirements

Origin of qualifications

British qualifications.

You should have a bachelor’s honours degree or international equivalent, typically a 2:1 or above.

To apply for this course, you should have an undergraduate degree in physiotherapy and have a minimum of two year’s post-licensure work experience in a physiotherapy role.

UK based applicants should be registered or hold a licence to practice as a physiotherapist with the Health and Care Professions Council and should hold Chartered Physiotherapist status. Non UK based applicants should provide details of their local professional physiotherapy registration, and details of how to check this online (if applicable).

Please ensure that you submit a personal statement of 250-500 words that outlines your qualifications and experience, includes details of your access to patients with sporting injuries, your interest in the programme, and how you wish to use the degree after completion.

English language requirements

• IELTS: 6.5 overall with no less than 6.0 in all components
• The Pearson Test of English Academic (PTE Academic): 62 with no less than 59 in any element
• TOEFL IBT: 90 overall with a minimum 21 in all 4 components

You will need to get your English language qualification within 24 months prior to starting your course.

If you need to improve your English language skills before starting your studies, you may be able to take a pre-sessional course to reach the required level.

Polish qualifications

You should have a Licencjat or Inżynier (Bachelor degree) with a final overall result of at least 4.5 on a 5-point scale.

Portuguese qualifications

You should have a Licenciado with a final overall result of at least 15 out of 20.

Macedonian qualifications

You should have a Baccalaureus/Baccalaurea (Bachelor degree) with a final overall result of at least 9 out of 10.

Norwegian qualifications

You should have a Bachelorgrad (Bachelor degree), Candidatus/a Magisterii, Sivilingeniør or Siviløkonom with a final overall result of at least B.

Romanian qualifications

You should have a Diplomă de Licență (Bachelor degree), Diplomă de Inginer or Diplomă de Urbanist Diplomat with a final overall result of at least 8 out of 10.

Australian qualifications

You should have a Bachelor Honours degree with a final result of at least Second Class (Upper Division) or a Bachelor degree with a final result of Distinction or higher.

Austrian qualifications

You should have a Bachelor degree or Fachhochschuldiplom/Diplom (FH) with a final result of at least Gut.

Bolivian qualifications

You should have a Licenciado or Titulo de [subject area] with a final overall result of at least 75%.

Zimbabwean qualifications

You should have a Bachelor Honours degree with a final overall result of at least Upper Second Division (65%).

Cypriot qualifications

You should have a Bachelor degree (Ptychio) with a final overall result of at least 6.5 out of 10.

Singaporean qualifications

You should have a strong Bachelor (Honours) degree when studied at Nanyang Technological University (NTU), National University of Singapore (NUS), Singapore Institute of Technology or Singapore University of Social Sciences with a final overall result of at least Second Class (Upper) Honours, or a strong Bachelor degree when studied at Singapore Management University (SMU) or Singapore University of Technology and Design (SUTD). Typically, we require a final overall result of at least Second Class (Upper) Honours, 60% or B, however we ask that you upload a copy of the grading scale used by your institution, along with your transcript, when you submit your application due to the range of grading scales used by different institutions.

Slovene qualifications

You should have a Diploma o pridobljeni univerzitetni izobrazbi (University Degree), Diplomant or Univerzitetni diplomant with a final overall result of at least 8 out of 10 (prav dobro/very good).

Russian qualifications

You should have a Diplom Bakalavra (Bachelor degree) or Specialist Diploma with an overall final result of at least 4 out of 5 (khorosho/good).

Saudi Arabian qualifications

You should have a Bachelor degree with a final overall result of at least 3.5 on a 5-point scale or 3.0 on a 4-point scale.

Czech qualifications

You should have a Bakalár (Bachelor degree) with a final overall score of 1.5 on a 1-4 scale or Grade B. Please contact us if your institution uses a different grading scale.

Colombian qualifications

You should have a Licenciado en, Titulo de, Profesional en, Maestro en or Diploma de [subject area] with a final overall result of at least 3.8.

Croatian qualifications

You should have a Baccalaureus or Baccalaurea with a final overall result of at least 4 out of 5.

Danish qualifications

You should have a Bachelor degree, Candidatus Philosophiae, Diplomingeniør (Engineer), Professionsbachelor (Professional Bachelor degree) or Korrespondenteksamen with a final overall result of at least 7 out of 10.

Spanish qualifications

You should have a Título Universitario Oficial de Licenciado en (subject area) (Licenciatura), Título Universitario Oficial de Graduado en (subject area) (Grado), Título de Ingeniero or Título de Arquitecto with a final overall result of at least 7 out of 10 (Notable/Very Good).

Tanzanian qualifications

You should have a Bachelor degree with a final overall result of at least Upper Second (Very Good, B+ or GPA 3.5 on a 5-point scale).

Swiss qualifications

You should have a Bachelor Degree (Baccalauréat Universitaire) with a final overall result of at least 5 out of 6.

Syrian qualifications

You should have a Bachelor degree (Licence/Al-ijâza) with a final overall result of at least 70-80% depending on the institution attended.

Taiwanese qualifications

You should have a Bachelor degree with a final overall result of at least 75%.

Finnish qualifications

You should have a Kandidaatti / Kandidat (University Bachelor Degree), (Professional Title) (AMK/YH) (Bachelor degree from a University of Applied Sciences), Arkkitehti / Arktitekt / Diplomi-insööri / Diplomingenör / Proviisori / Provisor with a final overall result of at least 3.5 on a 5-point scale.

French qualifications

You should have a Grade de licence / Grade de licence professionnelle with a final overall result of at least 13 out of 20.

Egyptian qualifications

You should have a Bachelor degree from a university with a final overall result of at least 75% (Very Good) or 3.0 on a 4-point scale.

Estonian qualifications

You should have a Bakalaurusekraad (Bachelor degree), Diplomeeritud spetsialisti ülikoolidiplom/Kraadita Diploma (University Specialist's Diploma) or Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma) with a final overall result of at least 4 on a 5-point scale (B).

Thai qualifications

You should have a Bachelor degree with a final overall result of at least CGPA 3.0.

Swedish qualifications

You should have a Kandidatexamen (Bachelor Degree) or Yrkesexamen (Professional Bachelor degree) with a final overall result of at least Grade B. Please contact us if your institution uses a different grading scale.

South African qualifications

You should have a Bachelor Honours degree, Professional Bachelor degree or Baccalaureus Technologiae (Bachelor of Technology) with a final overall result of at least Second Class (Division One) or 70%.

South Korean qualifications

You should have a Bachelor degree (Haksa) with a final overall result of at least 3.0 out of 4.3 or 3.5 out of 4.5.

Brazilian qualifications

You should have a Titulo de Bacharel, Titulo de [subject area] or Licenciado/a with a final overall result of at least 7.5 out of 10.

Greek qualifications

You should have a University Bachelor degree (Ptychio) or Diploma with a final overall score of at least 6.5 out of 10.

Hong Kongese qualifications

You should have a Bachelor degree (Honours) with a final overall result of Second Class (Division 1) Honours or 3.0 out of 4.0.

German qualifications

You should have a Bachelor degree, Erste Staatsprüfung (Primarstufe / Sekundarstufe I), Fachhochschuldiplom / Diplom (FH) or Magister Artium with a final overall result of at least 2.5 (Gut).

Ghanaian qualifications

You should have a Bachelor degree with a final overall result of Upper Second Class (60% or 3.25 on a 4-point scale).

Hungarian qualifications

You should have an Alapfokozt (Bachelor degree) or Egyetemi Oklevél (University Diploma) with an overall final result of 4 out of 5.

Canadian qualifications

You should have a Bachelor degree (Honours) or Bachelor degree with a final overall result of at least CGPA 3.0 on a 4-point scale (B or 70%). Please contact us if your institution uses a different grading scale.

Ukrainian qualifications

You should have a Bachelor degree (awarded after 2007) or Specialist Diploma with a final result of at least 80% or 3.5 on a 4-point scale. Please contact us if your institution uses a different grading scale.

Tunisian qualifications

You should have a Licence, Maîtrise, Diplôme National d'Ingénieur, Diplôme National d'Architecture with a final overall result of at least 14 out of 20 (Bien).

Turkish qualifications

You should have a Lisans Diplomasi (Bachelor degree) or Mühendis Diplomasi with a final overall score of at least GPA 2.8-3.0 on a 4-point scale, depending on the institution you have attended.

Indonesian qualifications

You should have a Bachelor degree (Sarjana I) with a final overall result of at least 3.0 out of 4.0.

Iranian qualifications

You should have a Bachelor's degree or Professional Doctorate with a final overall result of at least 14 out of 20 when studied at a state university and 15 out of 20 when studied at a private university.

Icelandic qualifications

You should have a Baccalaureus or Candidatus/a with an overall final result of at least 7.25 on a 10-point scale.

Indian qualifications

Typically, you should have a Bachelor degree with a final overall result of at least First Class. However, due to the number of different grading scales in use, we ask that you upload a copy of the grading scale used by your institution, along with your transcript, when you submit your application.

Ugandan qualifications

You should have a Bachelor degree with a final overall result of at least Class II Upper or GPA 4.0 on a 5-point scale.

Emirati qualifications

You should have a Bachelor degree with a final overall result of at least 3 out of 4, 80% or B.

Chilean qualifications

You should have a Grado de Licenciado with a final overall result of at least 5.5 on a 7-point scale.

Other qualifications

We welcome applications from graduates from all countries so if you can’t see your country in the list, please contact our admissions team for advice about your specific entry requirements.

Italian qualifications

You should have a Laurea, Laurea in Ingegneria / Architettura, Diploma Accademico di Primo Livello, Diploma di Mediatore Linguistico or Licenza di Academia di Belle Arti with a final result of at least 102 out of 110.

Jamaican qualifications

You should have a Bachelor degree with a final overall result of at least Second Class (Upper).

Irish qualifications

You should have a Honours Bachelor degree with a final overall result of at least Second Class Honours (Grade I).

Israeli qualifications

You should have a Bachelor degree with a final overall result of at least 80%.

Japanese qualifications

You should have a Bachelor degree (Gakushi) with a final overall result of at least 3.0 out of 4.0 (B).

Chinese qualifications

You should have a four-year Bachelor degree with a final overall score of at least 75-80% depending on the institution attended.

Bulgarian qualifications

You should have a Bachelor degree with a final overall result of at least 5 out of 6.

Albanian qualifications

You should have a Diplomë Bachelor or a Master i Shkencave with a final overall result of at least 8 out of 10. Please contact us if your institution uses a different grading scale.

Nepali qualifications

You should have a four-year Bachelor degree from a recognised university, or a Master's degree following a three-year or four-year Bachelor degree, with a final overall result of at least 65% or 3.25/4.0.

Kenyan qualifications

You should have a Bachelor degree with a final overall result of at least Second Class Honours (Upper Division).

Lithuanian qualifications

You should have a Bakalauro Diplomas or Profesinis Bakalauras with an overall final result of at least 8 out of 10.

Jordanian qualifications

You should have a Bachelor degree with a final overall result of Very Good or GPA 3.0 on a 4-point scale.

Kazakhstani qualifications

You should have a Bakalavr (Bachelor degree) or Specialist Diploma with a final overall result of at least 4.5 on a 5-point scale or 3.2 on a 4-point scale.

Malawian qualifications

You should have a Master's degree with a final overall result of at least 70%.

Belgian qualifications

You should have a Bachelier, Licencié or Licentiaat and other two cycle diplomas with a final overall score of at least 16 out of 20.

Dutch qualifications

You should have a Bachelor degree or Doctoraal with a final overall result of at least 7 out of 10.

New Zealander qualifications

You should have a Bachelor Honours degree or Bachelor degree with a final overall result of at least B+/B or 6 on a 9-point scale.

Malaysian qualifications

You should have a Bachelor degree with a final overall result of at least Second Class (Division 1).

Mexican qualifications

You should have a Título de Licenciado or Título (Profesional) de [subject area] with a final overall result of least 8 out of 10.

Nigerian qualifications

Algerian qualifications.

You should have a Licence, Diplôme in any specialised professional field, Diplôme d'Ingênieur, Diplôme d'Architecte d'État or Diplôme d'Etudes Supérieures with a final overall score of at least 14 out of 20.

American qualifications

You should have an Honors Bachelor degree or Bachelor degree with a final overall result of at least CGPA 3.0 on a 4-point scale.

Vietnamese qualifications

You should have a Bachelor degree (Bằng Tốt Nghiệp Đại Học/Bằng Cử Nhân) of at least four years or a Master’s degree (Thạc sĩ) from a recognised degree-awarding institution with a final overall result of at least 7.0 on a 10-point scale.

Kuwaiti qualifications

You should have a Bachelor degree (البكالوريوس) with a final overall result of 3.2 on a 4-point scale.

Cambodian qualifications

You should have a Master’s degree from a recognised degree-awarding institution with a final overall result of at least 80%.

• Fees and funding

Fees and funding information for Sports Physiotherapy MSc part-time distance learning

Your tuition fees and how you pay them will depend on whether you are a Home or Overseas student.

Tuition fees

See the most recent fees for postgraduate courses .

Extra costs

Residential Week tuition is included in your course fees. However, accommodation, food and travel costs are not included. Accommodation is not available on the University campus, so we recommend you book accommodation in Bath city centre. You may also need to budget for accommodation whilst taking your clinical exams which are held on the University of Bath campus.

Certificates and qualifications

You need to source and pay for appropriate pitch-side medical training before you complete the taught section of the course. Staff will advise on suitable pitch-side training opportunities.

IT access and equipment

You’ll need to have access to IT equipment and a stable internet connection to enable your participation on the course through distance learning.

Scholarships and bursaries

You could be considered for a bursary or scholarship to help you study at Bath. You do not have to pay it back.

Other payment options

You can pay your tuition fees by Direct Debit, debit card, credit card or bank transfer. You may also be eligible for a student loan to help you pay your fees.

You will need to budget at least £100 for the cost of photocopying, printing and binding. You will also need to budget for the cost of text books.

• Application information
• Course title Sports Physiotherapy
• Final award MSc
• Mode of study Distance learning, part-time
• Course code TDUHL-SP03
• Department Department for Health
• Location University of Bath Claverton Down, Bath BA2 7AY

We recommend you apply early as we may close applications before the deadline if a course is full.

We recommend you apply early as we may close applications before the deadline if a course is full. We may consider late applications but if you need a Student Visa to study in the UK, you will need time to apply for and receive your visa to be in the UK by the start of the course.

• Application eligibility Home and Overseas students are eligible to apply
• Regulator The Office for Students (OfS)
• Course enquiries
• Related courses
• Sport and Exercise Medicine MSc – 3 years part-time distance learning
• Sport and Exercise Medicine PG Dip – 2 years part-time distance learning
• Football Medicine in association with FIFA MSc – 3 years part-time distance learning
• Sport Management MSc – 1 years full-time
• Global Public Health and Policy MSc – 1 years full-time
• Health, Wellbeing and Society MRes – 1 years full-time

On this page

• Course changes for 2024/25
• Recognition of Professional Qualifications

Apply physiology, biomechanics, and athlete management knowledge to your own area of sports physiotherapy. This unit will help you develop your specialist skills and gain relevant field experience through supervised hours in sports physiotherapy practice. You'll also study topics in professionalism beyond athlete management, including: - applying existing knowledge and skills to your area of sports physiotherapy - management and leadership skills - innovative practice in sports physiotherapy

Explore performance and health management within the football environment.

This unit will help you to appropriately direct the medical care of players at various competitive levels, integrating theoretical knowledge and practical skills gained in other units. This unit will include content on:

• Making use of the evidence-base to deliver football-specific interventions
• Management of football-specific, complex clinical scenarios
• Development of football-specific athlete management plans

Develop your understanding of complex clinical practice scenarios that combine the professional, academic, and practical requirements.

You'll learn to use a multidisciplinary, evidence-based approach to injury assessment, management and intervention programmes.

Topics you'll study include:

• applying your existing clinical skills to the sporting environment
• using biomechanics and physiology knowledge in injury management
• using evidence-based practice to manage injured athletes

Expand and deepen your knowledge of contemporary challenges in the sport and exercise environment.

You'll explore how the delivery of, and participation in, sport and exercise activities varies within the scope of your own practice and across the unequal, globalised world. The content of this unit can be used to identify areas of development in your own professional practice. The issues covered in the unit will change depending on current sector trends and student interests.

Explore performance and health management within the artistic environment.

This unit highlights the nuances of supporting dancers and artistic athletes, incorporating the artist’s voice. In this unit, you'll study:

• Physical characteristics of dancers and artistic athletes
• Specific demands of working in dance and artistic environments
• Management of medical, sports physiotherapy, and MDT care for performers and artistic athletes

Study the biomechanics and physiology of movement, with a focus on its clinical applications within the health, exercise, and sporting contexts.

You'll study the design, testing and monitoring of prescribed programmes for health, exercise, and sport.

This unit is fundamental to your future clinical and academic studies, and will cover:

• biomechanical and physiological profiling of sporting movements
• measurement methods
• injury mechanism analysis

Design, conduct, report on, and disseminate an independent research project.

This unit will develop your ability to critically discuss research methodologies and findings, conduct research using appropriate research methods, and present findings to an appropriate audience. The content of this unit includes:

• Qualitative and quantitative research methods
• Research ethics
• Data protection and storage
• Presentation of results for a scientific audience
• Year 3 - Semester 1
• Year 3 - Semester 2

Explore the characteristics and challenges of physiotherapy practice in the sports environment.

You'll develop a multidisciplinary approach to athlete management in different sporting contexts, for athletes of all ages and abilities. This unit covers:

• National and international professional standards and competencies
• The scope of practice of the MDT
• Psychology of sport and exercise
• Fair play and anti-doping
• Communication and behaviour change

Produce a professional practice portfolio which, you'll use to identify and develop your ongoing learning needs.

You'll focus on using reflective practice and continuing education experiences, as required by professional bodies. You’'ll also draw on skills acquired in other units of the Sports Physiotherapy course to engage in:

• Reflection on your personal and/or professional development
• Analysis of your learning needs
• Analysis of your practical skills and role within the wider MDT
• Year 1 - Semester 1
• Year 1 - Semester 2

Establish a critical, reflective and evidence-based approach to practice by developing a professional practice portfolio to consolidate the work started in Year 1.

This portfolio will build your professional leadership, communication and networking skills. This unit will cover:

• Updated personal and/or professional development planning 
• Professionalism issues
• Management strategies for best practice
• Resource management
• Year 2 - Semester 1
• Year 2 - Semester 2

Study the national and international travel requirements for athletes and clinicians. You'll learn about the necessary planning for clinical practice in sporting and/or ambient environments, and in response to the contextual roles of the multidisciplinary team. You'll study topics like: - the travelling clinician’s skill set - impacts of ambient environments on clinical care - adapting to align with destinations’ regulations, customs and culture - self-care for travelling athletes/clinicians

Physical Therapy, PhD (Online)

School of Allied Health Professions

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How to Apply

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Program Description

Program Description Designed for the working professional, the Ph.D. in physical therapy resonates with the University's motto, "To make man whole." Physical therapists who are currently practicing or teaching will benefit from a modern, evidence-based curriculum focused on caring for the whole person. Classes are typically held two evenings a week in a traditional (face-to-face), distance-education (online), or blended format to facilitate the balance of work, family, and study. Students may be required to physically come to campus one time during summer quarters of the first and second year for clinical laboratory training and competencies as well as written comprehensive examinations. Aligned closely with our core values, this program provides physical therapy graduates with the skills and experience necessary to pursue careers as researchers and educators.

As part of the School of Allied Health Professions (SAHP), Department of Physical Therapy, the PhD program begins with a distinctive core of classes. These fundamental courses align with the American Physical Therapy Association’s movement science agenda as well as with LLU’s Mission, “To continue the healing ministry of Jesus Christ”.

Program Objective To prepare leaders in the profession of physical therapy who are capable of conducting research that will improve the lives of people through whole person care, to serve as client/patient advocates, and to serve as educators in entry-level and graduate physical therapy programs.

Program Completion Requirements The total units required to complete the program will vary depending on your past level of education. Students entering the program with a Bachelor’s of Science in Physical Therapy (BSPT) and a master’s degree or a Master of Physical Therapy Degree (MPT) will be required to complete a minimum 83 quarter units.  Students matriculating with a Doctor of Physical Therapy (DPT) degree or a MPT degree plus another doctorate degree will need to complete a minimum of 69 units.  The curriculum is made up of a total of six domains: 1) Core, 2) Clinical & Applied Science, 3) Lifestyle Health & Wellness, 4) Education, Administration & Leadership, 5) Religion and 6) Research & Statistics.

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Digital learning designs in physiotherapy education: a systematic review and meta-analysis

Nina bjerketveit Ødegaard.

1 Department of Physiotherapy, Oslo Metropolitan University, Post Box 4. St. Olavsplass, 0130 Oslo, Norway

Hilde Tinderholt Myrhaug

2 Department of Nursing and Health Promotion, Oslo Metropolitan University, Post Box 4. St. Olavsplass, 0130 Oslo, Norway

Tone Dahl-Michelsen

Yngve røe, associated data.

The datasets used and/or analysed for this study are available from the corresponding author upon reasonable request.

Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.

The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.

Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.

Conclusions

The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-020-02483-w.

During the past decade, digital learning designs have been increasingly used in teaching practices in higher education. UNESCO [ 1 ] emphasizes that digital learning can transform teaching practises, improve the quality and enhance the sustainability of higher education. A digital learning design has been described as a didactic plan that integrates digital learning technology to support students’ learning processes and to achieve constructive alignment between learning outcomes, teaching and learning activities and feedback and assessment methods [ 2 ]. The designs can fully or partly integrate digital learning tools and resources (e.g., video lectures or video tutorials) and have the potential to move traditional teaching out of the classroom and to facilitate active learning in the classroom [ 3 ]. The various designs provide opportunities to improve self-regulating abilities, facilitate active learning and make the learning process more transparent [ 4 ].

Digital learning designs encompass various technologies such as virtual reality, podcasts, apps, serious/educational games, 360° video and animations. These technologies can be directly implemented in the learning activities or combined with other planned learning activities. Because no conceptual framework for digital learning designs exists, similar digital learning designs are often mentioned using different terminology. Digital learning designs can be divided into blended learning (e.g., flipped classrooms) and distance learning (e.g., fully e-learning courses). The main difference is that blended learning combines online and face-to-face teaching and often combine both synchronous learning (real-time, in-person or online) and asynchronous learning (flexible time, online), whereas distance learning is used as a synonym for fully online learning. In distance learning, teaching and learning is facilitated by a web-based system to connect learners, resources and teachers; and it can be completely asynchronous (flexible regarding when the student is online) [ 5 ].

There is conflicting evidence of the effectiveness of the different digital learning designs used in physiotherapy and other health professions education. A systematic review on the effects of the flipped classroom approach for the education of health profession students did not reveal compelling evidence for the effectiveness of the method for improving academic outcomes compared to traditional teaching [ 6 ]. In contrast, a meta-analysis on the effectiveness of flipped classrooms in health professions education concluded that this approach yields a significant improvement in student learning compared with traditional teaching methods [ 7 ]. Another systematic review on blended learning in health professions showed that it has the potential to improve clinical competence among health students and to be more effective than or at least as effective as non-blended learning for knowledge acquisition [ 8 ]. In contrast, a systematic review and meta-analysis of the effectiveness of computer-assisted instruction (CAI) to teach physical examination in health science education found no consistent benefit of using this method [ 9 ].

Graduation from a physiotherapy programme qualifies the graduate for practice as an independent and autonomous professional [ 10 ]. The physiotherapy curriculum is characterized by a combination of theory, skills training and practice [ 11 ]. Until now, digital learning designs in physiotherapy education have been criticised for not being grounded in a theoretical learning perspective [ 12 ]. A systematic review on online technology use (e.g., websites and discussion boards) in physiotherapy education concluded that these technologies enhanced practical skills performance, knowledge acquisition and the development of critical and reflective thinking [ 13 ]. Another systematic review on the role of computer-assisted learning in physiotherapy education, concluded that it was largely under-researched compared to other health professions education [ 14 ]. To our knowledge, no recent review on digital learning designs in physiotherapy education have been conducted. The aim of this systematic review is to identify and investigate the effectiveness of various digital learning designs in physiotherapy education.

This systematic review was carried out according to the Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines [ 15 ]. The protocol of the systematic review was registered in the international prospective register of systematic reviews (PROSPERO; https://www.crd.york.ac.uk/prospero ) with registration number CRD42019134917.

We included randomized controlled trials (RCTs) and cohort studies that reported baseline and post-treatment measures and for both study groups and that met the following criteria: (a) a study population of physiotherapy students in a physiotherapy education programme (bachelor’s/undergraduate, masters/ entry level, Doctor of Physical Therapy [DPT] or Doctor of Philosophy [PhD]); (b) assessed the learning outcomes of a digital learning design (e.g., flipped classroom); (c) compared the outcomes to traditional classroom teaching; and (d) reported on students’ final grades and self-reported learning outcomes (e.g., students’ perceptions, motivation, attendance, commitment, engagement and satisfaction with the learning design). We included only studies with summative assessments for the final exam to measure knowledge, skills or affective learning outcomes (e.g., values, attitudes and behaviours) [ 16 ]. The exclusion criteria were studies where less than half of the study population were physiotherapy students, that were aimed to train graduated physiotherapists for work life (e.g., courses and seminars that did not provide credits), where the use of digital learning technology was not part of an explicit learning strategy and in languages other than English or Scandinavian.

Search strategy

Two information specialists (MWG, EK) searched Medline, Cinahl, Education Resources Information Center, Education Source, Scopus, Teacher Reference Center, Embase and Cochrane Central. The publication period was limited to 1 January 2010 to 28 August 2020. Because there are limited uses of learning designs in physiotherapy education before 2010, we chose to limit the search to articles published since 2010. Examples of search terms were ‘assisted instruction/education’, ‘distance educational, technology/webcasts/information, technology/multimedia/computer, user training/world wide web, applications/computer simulation’, ‘blended’, ‘e-learning’, ‘m-learning’, ‘web-based’, ‘virtual’, ‘streaming’, ‘interactive’, ‘hybrid’, ‘gaming’, ‘massive open online course’, ‘flipped’ and ‘simulation’. The complete search strategy is shown in Additional File  1 .

Selection of articles and data extraction

Three reviewers (N.BØ, H.TM, Y.R) independently screened the titles and abstracts from the literature search according to the selection criteria using the Rayyan website/app as a screening tool [ 17 ]. The full text of the relevant articles was assessed independently by these reviewers. The full-text articles that met the inclusion criteria were included in the review. Disagreement on selection of articles was solved by discussion until a consensus was reached.

The following data were extracted from the included studies by the first author (N.BØ) and cross-checked by the other two reviewers (H.TM and Y.R): authors of the study, publication year, country, study design, characteristics of the population (e.g., level of education), characteristics of the interventions (blended or distance learning designs), comparison to traditional classroom teaching and outcomes (e.g., grades and method of assessment). The final decision on the articles included was made via a discussion meeting attended by all authors.

Risk of bias assessment

We assessed the risk of bias for the included RCTs and cohort studies using Cochrane’s risk of bias tool [ 18 ]. The risk of bias assessment was conducted by three reviewers (N.BØ, H.TM, Y.R) independently. Bias was assessed as high, low or unclear for the five domains: selection, performance, attrition, reporting and other potential threats to validity [ 18 ].

Data analysis

Due to the multiple terms used for digital learning designs, an overview of some of the most used terms are included in Table  1 .

Overview of commonly used digital learning design concepts

First, the included articles were categorized according to the study design. Thereafter, the descriptions of the learning designs, the digital learning technologies used, and the learning outcomes were considered to pool the results in the meta-analyses based on their similarities. We calculated mean differences for pooling similar continuous outcomes (e.g., students’ satisfaction with the learning design reported on a Likert scale of 1–5), and we used standardized mean differences (SMDs) when the included studies used different scales for the same outcome. For all outcomes, we reported the associated 95% confidence intervals (CIs). Double-data entries were performed. The meta-analysis was based on a random effects model, as we expected heterogeneity across the included studies. Studies that reported similar populations, interventions and outcomes were pooled in the meta-analyses. For studies that were too heterogeneous for pooling, we present the results narratively.

Altogether, we included 22 studies (Fig.  1 ) with a total of 2186 participants (study range: n  = 16–176). The studies included students at the bachelor’s/undergraduates ( n  = 17), master’s/ entry level ( n  = 1) and DPT programme level ( n  = 4). Of the included studies, five were from Australia [ 25 – 29 ], five from Spain [ 30 – 34 ], three from Brazil [ 35 – 37 ], one from Denmark [ 38 ] and eight from the USA [ 39 – 46 ]. Seventeen of the studies had a RCT design [ 25 , 27 – 42 ], and five were cohorts [ 26 , 43 – 46 ].

PRISMA flow chart of the records and study selection process

All the studies were published between 2010 and 2020. A detailed overview of the included studies is shown in Table  2. For the 10 studies that were similar in terms of design, population, interventions and outcomes, we conducted meta-analyses using RevMan 5.3 software (Cochrane Community worldwide) [ 27 , 28 , 30 – 34 , 44 – 46 ]. Twelve studies were too heterogeneous and were not included in the meta-analyses [ 25 , 26 , 29 , 35 – 43 ]. They are described and summarized narratively in the text and Table ​ Table2.Table 2.

Characteristics of the included studies: randomized controlled trials (RCTs) and cohort studies

RCT Randomized controlled trial, DPT Doctor of Physical Therapy, MCQ Multiple choice question, OSCE Objective structured clinical evaluation, App Application, CAI Computer-assisted instruction, CBL Case-based learning

DPT Doctor of Physical Therapy; MCQ Multiple choice question

Description of interventions

All the included studies compared digital learning designs to traditional classroom teaching. The duration of exposure to the digital learning designs ranged from 10 h to two semesters. In the blended learning designs, 21 studies used different digital learning technology and software—such as interactive websites/apps, multimodal online environments (e.g., videos, animations and figures), recorded videos/lectures/tutorials, simulation learning videos with virtual cases/scenarios, video clips (video podcasting) and educational videogames—to present and facilitate the learning materials and to assess the learning outcomes on practical skills and/or knowledge acquisition [ 25 – 40 , 42 – 46 ].

Only one study used the distance learning design [ 41 ]. In this study, an interactive course website (i.e. CAI) was used to facilitate learning. Students had unlimited access to the course website. All the course content and learning activities were facilitated as asynchronous learning, and there was no face-to-face teaching.

The pre-class and in-class digital activities integrated different learning activities in the blended learning and distance learning designs. These learning activities were facilitated asynchronously (flexible time and distance) and/or synchronously (in real time; either distanced or in a classroom or laboratory). The four blended learning design studies that utilized flipped classrooms expected the students to be prepared by completing pre-class activities (asynchronous online learning) before in-class teaching [ 43 – 46 ]. Examples of pre-class activities were pre-recorded lessons and different tasks to achieve knowledge acquisition by listening, reading and/or observation. None of these studies described pre-class collaborative learning activities using digital learning tools or digital learning resources, but rather facilitated different collaborative learning in-class activities (e.g., group questions and case discussions, polling software and quiz discussions).

In the other blended learning designs, in-class activities required students to listen to or observe the teacher/tutor as well as conduct observations in the classroom and/or practice (i.e. in a laboratory or clinical immersion setting). For clinical immersion, the simulation learning activities [ 25 ] included time-outs, rewinds, debriefing and reflection sessions with a clinical educator. Another study with a blended learning design involved an e-learning classroom of storage material [ 35 ]. The intervention was a sequence of traditional/e-learning/traditional classroom designs and e-learning/traditional/e-learning designs. For more information on the characteristics of the included studies, see Table ​ Table2 2 .

We determined that the overall risk of bias was higher for the cohort studies [ 26 , 43 – 46 ] than the RCTs [ 25 , 27 – 42 ], (Fig.  2 ). The cohort’s studies had a high risk of selection bias and attrition bias. Additionally, domains such as blinding and selective reporting were poorly described in the cohort’s, and therefore the risk was unclear.

Risk of bias summary: review authors’ judgements about each risk of bias item for each included study

The RCTs [ 25 , 27 – 42 ], had a low or unclear risk of bias in the domains of performance bias, detection bias and reporting bias (Fig.  2 ). It was not possible to blind the students to the digital learning design interventions. Therefore, we assessed the domain of performance bias as unclear.

Effects of blended learning designs using flipped classroom on knowledge acquisition

We conducted a meta-analysis of the effects of flipped classrooms compared to traditional classroom teaching on knowledge acquisition graded using multiple-choice questions (MCQs). See Additional File  2 , Table  2 for more details. Three cohort studies were included in this meta-analysis for a total of 364 students [ 44 – 46 ]. The meta-analysis showed a SMD of 0.41 (95% CI: 0.20, 0.62; Fig.  3 ). This result was statistically significant and implied that students who participated in a flipped classroom earned higher grades/scores on the MCQs than students who were enrolled in a traditional classroom (Fig.  3 ).

Flipped classroom as blended learning designs on knowledge acquisition assessed by MCQ

Effects of additional study using flipped classroom

Another study using flipped classroom interventions could not be included in the meta-analysis because of poor reporting of effect estimates [ 43 ]. This study included 148 students, and the result showed high correlation with similar performance between all classes.

Effects of blended learning designs using interactive websites/apps on knowledge acquisition

We pooled four studies ( n  = 279 students) that used interactive websites/apps in their blended digital learning designs and compared them to traditional classroom teaching on knowledge acquisition assessed by MCQs [ 30 , 32 – 34 ]. The meta-analysis showed a SMD of 0.51 (95% CI: − 0.80, 1.82; with an I 2 of 96%, Fig.  4 ). This result showed no statistically significant difference between blended learning and traditional classroom teaching on knowledge acquisition.

Blended learning designs using interactive websites/apps on knowledge acquisition assessed by MCQ

Effects of blended learning designs using interactive website/app on practical skills

Three studies used the same interactive website/app (Ecofisio) to teach practical skills, which were assessed by objective structured clinical evaluation (OSCE) [ 30 – 32 ]. These studies included 137 students in total. The meta-analysis showed a SMD of 1.07 (95% CI: 0.71, 1.43; Fig.  5 ) and a statistically significant difference in favour of the blended learning design.

Blended learning designs using interactive website/app on practical skills assessed by OSCE

The effects of additional studies in blended learning designs using mobile applications

Another blended learning study with 110 students also investigated the effect of the same interactive website/app on practical skills assessed by OSCE [ 34 ]. While the results indicated significant differences for all components assessed using OSCE, the results were poorly reported and thus could not be pooled with the others in the meta-analysis. Additionally, another study was not included in this meta-analysis due to use of a different mobile application [ 39 ]. This application included videos and written content but was not interactive, and the study tested a different outcome, a practical exam. This study included 20 students distributed in three groups: the control group (demonstration only), the mobile application and demonstration group and the mobile application only group. The primary competency—the ability to perform and explain clinical skills—was highest among the demonstration plus app group followed by the demonstration only group and finally the app only group. This was consistent with the results of the above meta-analysis regarding the effect of the interactive website/app on practical skills.

Effects of blended learning designs using self-produced videos on practical skills

Two studies ( n  = 84 students) assessed self-produced videos on OSCE [ 27 , 28 ]. These interventions also included pre-recorded video tutorials with demonstrations of the skill. The outcomes were tested for practical skills in a cervical spine scenario (Fig.  6 ) and a vestibular implant scenario (Fig.  7 ).

Blended learning designs using self-produced videos on a practical skill in a cervical spine scenario assessed by OSCE

Blended learning designs using self-produced videos on a practical skill in a vestibular implant scenario assessed by OSCE

The meta-analysis for a practical skill in the cervical spine scenario showed a SMD of 0.49 (95% CI 0.06, 0.93 Fig.  6 ). There was a statistically significant difference between the groups’ final exam scores for the cervical spine scenario.

The meta-analysis for a practical skill in the vestibular implant scenario showed a SMD of − 0.36 (95% CI: − 0.79, 0.08; Fig.  7 ). No significant differences were observed between the blended learning design and traditional classroom teaching for the vestibular implant scenario.

The effects of additional blended learning designs using other video formats and outcome

Three blended learning design studies using video formats were not included in the above meta-analysis [ 25 , 26 , 42 ]. This was due to their use of different interventions or outcomes compared to the studies that were included in that meta-analysis. For example, one study with 33 students investigated the effect of using video clips on practical exam scores [ 42 ]. The results showed no statistically significant difference compared to traditional classroom teaching. This was in line with the results of the meta-analysis regarding the effects of self-produced videos for a practical skill in the vestibular implant scenario.

Another study with 461 students incorporated online video clips (video podcasting) and asynchronous online discussion forums and tested their effects on practical and written exam scores [ 26 ]. This study showed statistically significant differences in scores in using the online video clips and online discussion forums compared to traditional classroom teaching. This was in line with the results of the meta-analysis regarding the effects of self-produced videos for a practical skill in the cervical spine scenario.

Finally, a study of 349 students investigated the effect of simulated learning environment videos on practical exam scores [ 25 ]. This single-blinded, multi-institutional RCT study showed no significant improvement in student competency. This result is consistent with the previous meta-analysis regarding meta-analysis on blended learning designs using self-produced videos for a practical skill in the vestibular implant scenario.

Effects of blended learning designs on students’ perceptions of learning

Two studies assessed students’ perceptions of learning using an interactive website/app [ 30 , 31 ]. We focused on the item ‘I was able to apply what I learned’. These studies included 83 students and used a Likert scale of 1–5 (1 = strongly disagree, 5 = strongly agree). The meta-analysis showed a SMD of 0.47 (95% CI: − 0.12, 1.06; Fig.  8 ), but the results was not statistically significant.

Students’ learning perceptions; Item: “I was able to apply what I learned”

The effects additional blended learning designs on students’ learning perceptions

Thirteen studies that were not included in that meta-analysis assessed students’ perceptions of blended learning designs using various evaluation items [ 25 , 26 , 28 , 29 , 32 – 36 , 38 , 42 , 43 ]. See Additional File 2 , Table  2 . One study showed higher satisfaction levels in the intervention group (interactive website/app) for the item ‘I believe that training was applicable’ [ 34 ].

Another study assessed the effects of remote-online case-based learning (CBL) [ 29 ] on students’ self-assessed perception of learning for each examinable objective using a 3-point scale with the options of ‘superficial’, ‘moderate’ and ‘in depth’. For the item ‘I felt I was able to achieve all objectives given the method of CBL delivery’, 12 out of 19 participants in the intervention group disagreed with the statement.

Overall, for seven of the 13 studies [ 26 , 28 , 32 , 33 , 36 , 43 ] that were not included in the meta-analysis on students’ perceptions of learning, statistically significant results and higher perceptions of learning were found in the intervention groups. The results from all the studies that evaluated students’ perceptions of learning are available in Additional File 2 , Table  2 .

The effects of additional interventions using blended learning designs

Six of the blended design studies [ 29 , 35 – 38 , 40 ] used different digital learning technologies and/or outcomes from the studies included in the meta-analyses [ 27 , 28 , 30 – 34 , 44 – 46 ]. See Additional File 2 , Table  2 . Of the blended learning designs, one study used a multimodal online environment (videos, animations and figures) and was assessed by a knowledge test [ 37 ]. The study included 16 students, and the outcome was theoretical knowledge acquisition. The results showed a significant improvement in acquisition among the students who participated in the multimodal online environment compared to the students in the control group.

A second blended learning design study used e-lectures, and a knowledge test to assess the effect on theoretical acquisition [ 35 ]. This study included 72 students. The results showed significant improvement in theoretical acquisition among the students who viewed the e-lectures compared to those who observed traditional classroom teaching.

A third blended learning design study used an educational video game, and students’ resulting theoretical acquisition was assessed by a knowledge test [ 36 ]. This study included 71 students, and the results showed that the educational video game was able to improve performance on the specific knowledge test.

A fourth blended learning design study used 360° video as the e-learning tool, and the outcome, theoretical acquisition, was assessed by MCQ [ 38 ]. This study included 81 students. The findings indicated that there was no significant difference between 360° video and traditional teaching.

A fifth blended learning design study used virtual patient simulation [ 40 ]. The outcomes were theoretical acquisition and practical skills and were assessed by MCQ. This study included 53 students. The researchers found no significant differences between the Health Science Reasoning Test scores based on the method of instruction.

Finally, a sixth blended learning design study with 38 students used web conferencing remote-online CBL [ 29 ]. The outcome, theoretical knowledge acquisition, was assessed by MCQ. Of the 15 examinable learning objectives, eight were significant in favour of the control group, suggesting a greater perceived depth of learning for the students in the control group.

The effects of additional intervention using distance learning design on knowledge acquisition

One study assessed the effects of a distance learning design using a course website (CAI) as an intervention [ 41 ]. This study included 33 students. The results showed no significant differences between the groups for baseline knowledge; see Additional File 2 , Table  2 .

The aim of this systematic review was to identify and investigate the effectiveness of digital learning designs in physiotherapy education. The main findings are that all except one included study (21 out of 22) applied a blended learning design. Out of these 21 studies, 19 studies showed equal or statistically significant differences in favour of blended learning compared to traditional classroom teaching.

Among the blended learning designs, flipped classroom was the most frequently identified approach. Notably, in terms of effectiveness, the meta-analysis showed a statistically significant improvement in learning outcomes for the flipped classroom designs [ 44 – 46 ]. These findings are in line with another systematic review of 12 studies that showed significant improvement in students’ self-directed learning skills in nursing education [ 47 ]. In contrast, findings in a review of 24 studies in health professions education concluded with no clear evidence that the flipped classroom produced better academic outcomes [ 6 ]. The pedagogical opportunities offered by the flipped classroom model have the potential to motivate and engage students in pre-class learning activities, enhance self-regulative abilities among students and improve the flexibility and transparency of the learning process [ 48 ]. Further, in-class activities require active students and enhanced opportunity to apply new content to a prior knowledge to solve problems and may led to higher order thinking. Another opportunity is to receive feedback from peers and teachers in real time [ 49 ]. Thus, these pedagogical possibilities can lead us to conclude that the flipped classroom model is promising in terms of enhancing students’ learning outcomes [ 48 ].

The effect estimates of using an interactive website/app on practical skills showed statistically significant benefits of the interactive website/app [ 30 – 32 ]. This is supported by another systematic review that included 29 studies, which indicated that mobile learning is as effective as or possibly more effective than traditional learning [ 50 ]. There are several possible explanations for the results of our meta-analysis on the use of interactive websites/apps on practical skills [ 30 – 32 ]. Interactive websites/apps are flexible, accessible and transparency and allow students to observe how to perform practical skills and to acquire theoretical knowledge. In general, research also shows that the use of mobile learning technology in higher education courses increases enjoyment, attention and learning [ 51 ].

It has been claimed that implementation of mobile learning is a challenging endeavor and some of the most demanding aspects of mobile learning ‘are the links between and the need to facilitate different sustainable pedagogical and learning strategies by integration, support, interactive use and appropriate choice of tools’ [ 4 ] (p.32). Mobile leaning is promoted when the applications focus on students’ newly acquired knowledge and skills [ 49 ]. In the three studies in this meta-analysis, students in the intervention group were given free access to the interactive website/app immediately after the traditional classroom teaching was finished [ 30 – 32 ], which may explain their effectiveness. Another explanation for the significant differences between the interactive websites/apps and traditional learning resources is that the interactive design of the mobile learning activities were in line with the learning outcomes and type of assessment method [ 52 ]. Further, interactive websites/apps can support and facilitate ‘authentic learning (tasks related to the learning outcomes), situated learning (takes place in the surroundings applicable to the learning) and facilitate context-aware learning (history and the environment) due to its affordances, accessibility, portability, and educational benefits’ [ 53 ] (p. 2).

The behaviourist learning approach with teachers acting as content deliverers is often used in mobile learning designs in higher education [ 4 ]. From a critical perspective, apps must be integrated into the learning system for different learning materials (e.g., books and articles), and the content, learning activities and technology must be designed in such a way that the activities (interactive) and technology complement each other, which will support students to achieve the learning outcomes [ 4 ].

One meta-analysis showed statistically significant improvement of self-produced videos compared to traditional classroom teaching on a practical skill in a cervical spine scenario [ 27 , 28 ]. Due to few included participants this result needs to be confirmed in a larger meta-analysis. Combining practical classroom teaching and students self-produced video performing practical skills, might promote higher skills acquisition, compared to practical classroom teaching alone. An explanation of this effect is the ability to connect knowledge that has being transferred to practical implications and student’s performance. This is in line with mobile learning when the applications focus on students’ newly acquired knowledge and skills [ 49 ]. Using self-produced videos as a supplement to the practical classroom teaching also give the teacher/tutors/supervisors an opportunity to provide students with feedback on their clinical performance. Further, self-produced videos give the ability for peer-to-peer learning by sharing and discussion the results in the self-produced videos and the possibility to self-reflections in the process of developing professional clinical skills.

Thirteen studies that were not included in this meta-analysis also assessed students’ perceptions of blended learning designs using different evaluation items [ 25 , 26 , 28 , 29 , 32 – 36 , 38 , 42 , 43 ]. Of these 13 studies, 7 studies showed that students had a positive experience and significantly higher perceptions of learning with the blended learning designs [ 26 , 28 , 32 – 34 , 36 , 43 ]. An explanation for this is that the blended learning design has the potential to facilitate and support students’ self-directed learning, independence, intrinsic motivation and responsibility [ 53 ]. Another explanation is that these blended learning designs probably had a planned didactic learning design that integrated digital learning technology and had a constructive alignment approach. Thanks to these characteristics, the blended and distance learning designs that were not included in the meta-analyses overall seemed to improve students’ academic performances (e.g. grades) or at least as equally effective as traditional classroom teaching. These findings are in line with other studies demonstrating increased student involvement, engagement, communication, critical discussions, and student–teacher contact [ 13 , 54 ]. However, there is a criticism to technology optimism promoted by Fossland and Ramberg [ 55 ] ongoing that there is an uncritical belief that the use of technology leads to learning in itself. In line with this criticism Lillejord et al. [ 4 ] stated that how digital tools are implemented and used pedagogically, rather than the technology itself, is what affects students’ learning outcomes.

The present review had similarities with a systematic review from 2015 by Mącznik et al. on online technology use in physiotherapy teaching and findings in both reviews indicate that digital learning designs offer benefits for teaching and learning in physiotherapy education [ 13 ]. There are, however, some differences that should be noted: first, the present review exclusively investigated the effectiveness of digital learning designs, while the review by Mącznik et al. additionally investigated users’ perception [ 13 ]. Due to this, only studies with summative assessments for the final exam, was included in our review. Second, the present review had a broader approach and included all types of digital learning designs, not only online technologies. In addition, it is worth noting that the present review includes a number of recent studies, thus presenting an up-to-date picture of the digital learning designs.

Strengths and limitations

This systematic review has two main strengths. First, two of the authors (N.BØ, Y.R), together with two information specialists at the Oslo Metropolitan University (M.WG, E.K), developed a rigorous and comprehensive search strategy on digital learning technology in learning design. Second, we were able to synthesise the studies and conduct meta-analyses even though the included studies had different interventions, small sample sizes and varied effects sizes.

However, this review has some limitations. First, several of the included studies had weak study designs (single cohorts), underreported statistical methods and educational intervention details or used non-validated outcome measurement methods (e.g., MCQs and self-report questionnaires). It was also difficult to accurately assess the risk of bias for some of the included studies due to poorly reported studies. Only one of the included studies had a long-term (two-semester) follow-up to assess learning retention. Finally, the included studies used various conceptions of blended and distance learning designs. This generated an unclear terminology and made it difficult to compare designs and synthesize the results.

Recommendations

More robust studies, such as experimental designs, are needed for this topic. Additionally, future studies need to incorporate control variables and statistical methods for reporting the results, especially those using flipped classroom designs. More in-depth and follow-up research studies assessing learning retention, students’ approaches to learning and studying in a digital learning environment would also be beneficial. Furthermore, scholars should investigate the experiences and attitudes of teachers towards developing and implementing digital learning designs in physiotherapy education.

This systematic review identified blended learning and distance learning designs in physiotherapy education. The results indicated that blended learning designs tend to be either equally or more effective as traditional classroom teaching in physiotherapy education in terms of knowledge- and practical skills acquisition. In contrast, the results for the one distance learning design demonstrated equally results compared to traditional classroom teaching.

The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results need to be confirmed in larger controlled trials. Additionally, the generalization of this finding is limited to the physiotherapy population studied in this review. This review highlights the need for improvements in future studies’ methodological designs.

Acknowledgments

The authors thank information specialists Ms. Malene Wøhlk Gundersen (MWG) and Ms. Elisabeth Karlsen (EK) at OsloMet, who performed the literature searches; Professor Kjell Sverre Pettersen at OsloMet, who contributed to the initial idea and planning phase; and Assistant Professor Camilla Foss at OsloMet, who contributed with comments and feedback on the content during the final phase. The authors also thank the participants of the research group Professional Knowledge, Qualifying for Professions and Coping with the Tasks of Professional Life at OsloMet for their valuable feedback and constructive comments on an earlier version of this manuscript.

Abbreviations

Authors’ contributions.

NBØ and YR designed the study, collected and analysed the data, designed the methodology and wrote the article. HMT contributed to the study design, data collection and analysis and to designing and writing the methodology chapter. TDM contributed to the study design, the final analysis and writing the manuscript. All authors read and approved the final manuscript.

The authors declare that they received no funding for the research. This work was part of a PhD project funded by the Program for Research on Digitalization and Learning in Education at the Faculty of Health Sciences at OsloMet.

Availability of data and materials

Ethics approval and consent to participate.

Not applicable.

Consent for publication

Competing interests.

The authors declare that they have no competing interests .

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Nina Bjerketveit Ødegaard, Email: on.temolso@rejbanin .

Hilde Tinderholt Myrhaug, Email: on.temolso@ymitih .

Tone Dahl-Michelsen, Email: on.temolso@imadenot .

Yngve Røe, Email: on.temolso@eorevgny .

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Distance Learning Diploma Degrees in Physiotherapy

Physiotherapy is the study of movement. Students of physiotherapy learn to advise, educate and rehabilitate people who have suffered injuries or are recovering from surgery. Physiotherapists may also help people with chronic or neurological issues that affect their movement to aid in increasing their mobility and comfort.

Online learning refers to use of electronic media and information and communication technologies (ICT) in education. With online learning one has the flexibility to access their studies at any time and from anywhere they can log on.

Online Access to HE Diplomas for Physiotherapy

All you need to start your career in physiotherapy.

We are here to help you fulfil your potential and start you on the pathway to your dream career.

Our Access to HE Diplomas for Physiotherapy give you the opportunity to apply for a degree in Physiotherapy. This can lead to a career working in the private sector, as a sports physiotherapist, or in the NHS: from outpatients and occupational health, orthopaedics and paediatrics, to rehabilitation and care for stroke and trauma victims.

30 years of experience, and our excellent relationships with many universities, means that the content of these Diplomas fit perfectly with their entry requirements. We offer 4 different pathways on this course, 2 Access to HE Diplomas (Allied Health Professions) and 2 Access to HE Diplomas (Science) - find full details by clicking the Qualifications button above.

Not all careers need a degree, and these Diplomas are also an excellent way to maximise your job prospects, such as: Physiotherapy assistant, Physiotherapy support worker.

What are they?

Are they accredited?

How do I study?

After the course, when can i start.

You can start when it suits you: just like studying with us, our enrolments are flexible too.

What are the entry requirements?

There are no set entry requirements for this Access to HE Diploma.

You need to have a UK residential address to study this qualification (you can be posted overseas). If you are currently resident outside the UK you need to be able to provide proof of UK residency before the end of the course. In this case, please advise us of this when you apply.

Does it give me UCAS Tariff Points?

Yes. An Access to HE Diploma carries up to 144 UCAS tariff points depending upon grades achieved.

The Diploma is made up of 45 graded credits and 15 ungraded credits. 144 points equates to 45 Distinctions in the Diploma. At A level, 144 points equals 3 grade A's. You can calculate UCAS Tariff Points for different Grades using the Tariff Calculator .

How do I learn?

For every unit you study you will be given access to its tailored learning materials: because they are written by us, you can be sure that they will teach you what you need to succeed on your assessments. They are more than a textbook - they guide you through your learning and support you so that you're fully prepared for each assessment. You will complete tasks, answer questions (with model answers that you can check), and will be given all the tools needed to achieve the highest grades possible.

How am I assessed?

You are assessed through tutor-assessed coursework throughout your Diploma, there are no exams. Our assessments have been both internally and externally verified, meaning that they have been checked to make sure they are consistent, fair and robust. Importantly, they give everybody the same opportunities to succeed. Our internal verification process is rigorous and thorough, ensuring that every tutor is marking, grading and giving formative and developmental feedback in line with our exacting standards.

How long will it take?

Because our Access to HE Diplomas fit into your life rather than the other way around, you can decide how long you'd like to study your Diploma for. They require an estimated 600 hours of study. On average an Access to HE Diploma takes 9 months, but you can complete in 6 months or study for longer if you wish to.

When can I complete?

Just like starting, when you complete is up to you. The only deadlines that are in place are those set by yourself, and are usually based on when you hope to start university. To start university in September you would aim for June moderation; to start university in February/March you would aim for November moderation.

What are my future prospects?

An Access to HE Diploma opens doors for every student. Whether you decide to use it to gain entry to university or not, it will improve your career prospects. You gain so much by studying an Access to HE Diploma online: it teaches you skills that will make you stand out. From organisational skills and time management, to the ability to self-direct and research independently - you will be capable of things you hadn't previously thought possible.

All Options/Diplomas are equally valid for university entry. So you can base your choice on your own areas of interest, or in line with entry requirements for a specific degree course.

Please select one then scroll down to see details of all Units studied.

Access to Higher Education Diploma (Allied Health Professions) Option 1

• Developmental (9 credits)
• Biology (33 credits)
• 45 graded credits
• 15 ungraded credits

Access to Higher Education Diploma (Allied Health Professions) Option 2

• Developmental (6 credits)
• Biology (30 credits)
• Psychology (12 credits)

Access to Higher Education Diploma (Science) Option 1

• Chemistry (12 credits)

Access to Higher Education Diploma (Science) Option 2

In Preparing to Progress you will find out how to transfer the skills you have already, to what you want to do in the future. You will learn how to develop an action plan, how to enhance your interviewing skills and what you need to do to write a good personal statement, ready for your application to Higher Education.

In Writing for Academic Purposes, you will learn how to plan and write an academic essay. You will learn how to use language, style and conventions appropriate to academic writing, including how to articulate and maintain logical arguments.

In Level 2 Mathematics you will learn to use all the different types of number and to apply the four rules of number appropriately. You will be able to carry out conversions between decimals, fractions and percentages. Finally you will learn about substitution into formulae and how to solve simple linear equations.

In Introduction to Cell Biology you will learn about how the body is made up of cells, what these cells are and how they are transported around the body. You will also look at cell reproduction, including sexual reproduction.

In Anatomy and Physiology of the Human Skeleton and Muscles, you will study the human skeleton, including the classification of joints and the function of the muscular system.

In Homeostasis, Coordination and Control you will learn about the nervous system; the endocrine and excretory systems, and the importance of homeostasis (the ability to maintain a constant internal environment in response to environmental changes).

In Biomolecules and Key Biochemical Principles you will study the structures and importance of DNA and RNA, how the genetic code in our DNA works and how characteristics are inherited from parent to child. You will look at the structure and role of carbohydrates, fats and proteins and you will understand what is meant by cellular respiration. 

In Cardiovascular, Respiratory and Gastro-intestinal systems, you will discover how each of these systems works to support the body`s functioning.

The cardiovascular system, including; blood circulation, cardiac output, cardiovascular diseases, transport of blood gases and the lymphatic system.

The respiratory system’s main components and functions, including; mechanical respiration, gaseous exchange and importance of pH.  

The gastro-intestinal system, including; the process of digestion and absorption and the action of enzymes on this process.  

In Human Reproductive Biology, you will look at the reproductive system, the hormones that control it, surgical, mechanical and hormonal methods contraception and genetic conditions. This includes genetic screening, including the inheritance of sex-linked diseases and the use of pre-natal screening

In Practical Investigation (Biology) you will undertake a practical investigation, which develops what universities like to see in their applicants. This investigation will focus on the biological aspects of the stress response.

In Introduction to Psychology will find out about the key areas of psychological theory such as; psychodynamic, cognitive, social approach, etc. You will also learn some key studies in psychology, including the work of Freud, Milgram, Piaget, etc. The unit will cover some of the key debates in psychology, like the nature verses nurture, determinism verses free will. 

In this unit you will learn about the key characteristics of a range of psychological perspectives, and how to evaluate these perspectives using evidence from research. You will learn how to evaluate methods of data gathering, looking at the strengths and weaknesses of the research evidence. The unit will also cover analysing how a range of psychological perspectives can be used to explain behaviour.  

Content note: this unit looks at Obsessive Compulsive Disorder (OCD) in the topic 2 materials and Schizophrenia and criminal behaviour in the assessment.

In this unit, you will learn about how atypical behaviour is defined and classified, including the ICD and DSM systems of classification. You will also learn about the models of atypical behaviour, and how to evaluate the models.  

Content note: this unit looks at mental health conditions including eating disorders, depression, anxiety, schizophrenia and OCD.

This unit looks at treatment of mental illnesses from different psychological perspectives, such as psychoanalysis, CBT, medical model. 

Content note: this unit looks at the treatment of mental health conditions including  depression, anxiety, phobia schizophrenia and OCD.  There is brief reference to suicide.

This unit is about non-verbal communication, such as para language, accent, facial expression, etc. It will include its importance in social interactions. You will also learn about social cognition and its importance. This includes the effect of stereotypes, attributions, self-fulfilling prophecy, etc.  

In Introduction to Physics, you will be introduced to simple mechanics such as; vectors, scalars, Newton’s Laws, etc. This will include calculations of work, energy and power. You will learn about the behaviour of waves and the law of refraction. You will also learn about simple concepts of electricity and the structure of matter, e.g. atoms and subatomic particles.

In Radiology you will identify the subatomic components of an atom, look at radioactive decay, understand what an X-ray tube does, describe a CT scan, look in more detail at the use of sound waves, and analyse the effectiveness of the use of MRI. The unit will cover the use of ultra-sound, how sound waves are reflected from an object and the use of ultra-sonography to develop images of baby’s tissue in a mother’s womb.

In Medical Uses of Radioisotopes, you will learn about the uses of radioscopes, and how they work. You will learn to identify alpha, beta and gamma products of decay, including the decay rates, half-life and health hazards of ionising radiation. It will cover the uses of radioisotopes in nuclear medicine, such as PET scanning and on tumours. You will also learn about the effects of radiation on living cells and damage that can occur by radiation to germline cells in reproductive organs.   

In Introduction to Chemistry, you will study subatomic particles, the periodic table, bonding, molecules and the forces which keep molecules together. You will also learn how to do simple molar calculations 

You will study enthalpy reactions and how to calculate them. You will gain an understanding of the factors that affect the rates of chemical reactions. You will learn about the dynamic equilibrium and closed systems. You will understand reactions between acids and bases, and the redox processes.

In Planning a Practical Investigation (Chemistry) you will plan a practical chemistry experiment which is related to the way we use chemistry in our everyday life.

In this unit you will be studying the applications of mechanics, the mechanical properties of materials, waves and particles (including the Young’s Slits experiments, the photoelectric effect and the calculations for these concepts), nuclear and atomic theory and AC and DC electricity concepts.

In this unit you will plan a practice investigation from one of a range of topics, looking into the theory behind the practice, who physics experiments are designed and the risks involved in experimentation.

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Optional extra Qualifications

You can study additional qualifications alongside your Access to HE Diploma with substantial discounts.

• When GCSEs are studied with an Access to HE Diploma, you get £20 off the first and £30 off the second.
• You only pay an Enrolment Fee for the Diploma.

Progression Awards

• If you study 24 or more Progression Award Credits you get £10 off. If you study 36 or more Credits you get £25 off.
• Maximum days from the Progression Awards are added on to the maximum days for the Diploma, making for more manageable instalments.

Functional Skills

• When Functional Skills are studied with an Access to HE Diploma, you only pay an Enrolment Fee for the Diploma.

Funding your course

• This course is eligible for Enhanced Learning Credits (ELC) funding which is available to members of the Armed Forces. Find out more >
• This course is not eligible for Advanced Learner Loans.

The majority of our students fund themselves using our easy payment options. Some secure funding through their employers and a few manage to get some help from local charities. We cannot provide advice on funding but we do have a Grants & Funding page which you may find useful.

If you are not funding your course yourself

Please ensure that you make us aware of this when you apply so that we can advise you & make any necessary arrangements with the funder to cover your course costs.

If you have already purchased your course elsewhere

• The fees and details on this page apply only if you purchase your Course directly from DistanceLearningCentre.com.
• If you have purchased your course from another web site, they will have already informed you about their Terms & Conditions and payments.
• They will also have informed us that you will be signing up for a course with us so we will be able to adjust the finances on your account accordingly once you have set up your course.
• You will not need to pay the Enrolment Fee.

Payment methods

The normal method of payment is online with a Credit or Debit Card. We accept all major cards.

If there are genuine reasons why you cannot pay online, you will need to contact us to discuss whether there are other feasible options available such as bank transfer or Standing Order.

The support that our students receive is central to who we are and the service that we deliver.

Your tutor is both your personal support and your subject specialist teacher. They were chosen for their expert subject knowledge and qualifications, and for their skills in supporting and motivating adults who may have been out of education for some time. They are there to support you and guide your studies, and you will be in regular contact over email, WhatsApp and virtual meetings. Because they mark your assessments, they know how to help you to improve, develop and advance as you progress through the course.

Their role evolves over the course of your studies as your needs change. Initially you will speak to your tutor every week so you can get to know each other and settle into studying. As you progress through the course the support that you want from your tutor may change: one week you may want to talk about study skills, and the next about the ethics of research. Your tutor is there to make sure that your time with us is as successful and enjoyable as possible.

The most flexible study and active tutor support

You can find out more details about support on the course and our flexible study options on our Studying with Us Page . You can also see what our students have to say about the support they received in our reviews .

Our Student Services team are here for you from your first enquiry and throughout your course. From clarifying university entry requirements to finding the course that is right for you, Student Services are here for everybody - past, present and prospective students alike.

UCAS Application

UCAS is the application system used for applying to university in the UK. They have lots of guidance for students and we are also here to support you throughout the application process.

For many, making the UCAS application is one of the most important moments arising from the course, and we support you throughout the process. Our strong relationships with universities mean that we liaise with them to ensure that you are always given the most relevant and up-to-date advice, and we keep you abreast of relevant information from UCAS.

From the first stage of your application, to any interviews you may have, and accepting a place - we are there with you every step of the way. We will work with you to plan and draft your personal statement, will guide you through every step of applying through UCAS, and will check every single application, personal statement and reference before they are submitted. We work to ensure that every application is the best it can be.

Additional Support

Learning Support - support if you have declared a disability. They provide advice and guidance and signpost you to help and resources which can help with your studies.

Student Support - supporting you if you are having problems with your studies. This may be due to a wide range of factors, personal, financial, confidence, changed circumstances etc. Generally, tutors will refer you to this section if they feel that you will benefit from some extra help or advice.

Peer Support

We have a dynamic private Facebook community over 2000 students for you to join and if you want to raise points with staff this can be done via the Student Action Group.

Flexibility

We make our courses suit you and your life: if your circumstances or priorities change then your course can too. We are here to help you achieve, and so taking a study break, changing your payment date, extending or shortening your study period (target completion date) is always possible.

Technical Support

From accessing learning materials to uploading documents, if you need any technical support during your studies our Technical Department is there for you.

Finance Department

Should you need any help or advice about fees, payment options, or there are changes to your circumstances the Finance Department is are happy to help.

How are Access to HE courses structured?

Every Access to HE Diploma is 60 credits: 15 are ungraded and 45 are graded. The grades available are Pass, Merit and Distinction.

The structure of each Diploma is designed to provide you with subject knowledge which we know is most relevant to the degree you are aiming for and chosen through experience and consultation to find out what the universities most want to see.

• A developmental section (which is not subject specific) generally studied at Level 3 although some courses include Level 2 Maths.
• Two or more subject-specialist Subject Sets.

The Course Learning Materials include Self-Assessment Questions (SAQ's) and activities. You will need to upload your SAQ's, to demonstrate your learning, before you can start the formal assessment for the Unit.

In courses which include this Unit, the Level 2 Maths Unit is assessed at the same level as a grade C at GCSE but they is not equivalent to a GCSE. Therefore, if your university requires you to achieve GCSE's you will need to study separate GCSEs , which you can study with us.

Subject sets, Credits & Units

To achieve an Access to HE Diploma you complete 60 credits, of which at least 45 must be at Level 3 (A-Level standard) and are graded Pass, Merit or Distinction. The other 15 credits can be either at Level 2 or 3 and are ungraded.

Developmental and Subject Sets are made up of Units; each unit is made up of three or six credits.

Learning Materials examples

• Learning Materials - interactive text books for each unit in PDF format which you open with a password given to you by your tutor.
• Videos & Podcasts - to complement and support the Learning Materials, also with Transcript .
• Scheduled Webinars & Group Tutorials - covering specific subject areas.
• Self-Assessed Questions (SAQs) - for you to test your own learning and compare with model answers.

How are Access to HE courses assessed?

There are no exams but as you complete each Unit, you will be given Assessments to complete. These often take the form of a practical report, tutor-assessed questions or an essay. These are used by your tutor to assess your learning and recommend you for an Award of Credit for the Unit. You will receive the confirmation of recommended credit(s) for each Unit when the written work has met the predefined criteria which are found within the Assessments.

Once you have completed an Assessment, you upload the Assessment to your Student Account. Some Assessments may need to be submitted by post. Your tutor will provide you with feedback on your work, by completing and uploading a Mark Sheet to your Student Account.

Because the Access to HE Diplomas are part of the National Qualification Framework, they are moderated externally by the Awarding Body to ensure consistent quality nationwide. Moderation takes place twice a year so when you complete the course, you will have to wait until the next moderation before the request for certification can be sent to the Awarding Body. However, should you have concerns that your Diploma may not be certificated in time for entry onto your selected course in Higher Education, we can provide evidence for you to give to the admissions tutor.

Level 2 Units, Developmental and Introductory Level 3 Units are not Graded, they are simply awarded 'achieved' or 'not achieved'. The 45 graded Level 3 Credits are awarded grades of Pass, Merit, Distinction (or resubmission) according to a set of Grade Descriptors utilised nationally and set by the QAA.

It is expected that you will make every effort to meet the criteria for a Unit and you are required to complete and return a 'tick sheet' which helps you to check you have completed everything you need to. However, if you fail to meet the criteria for a Pass, you are encouraged to resubmit your work and it is not graded at that point.

Your tutor will give you guidance about any improvements that are necessary and when you resubmit your work it will be graded. If you still fail to achieve the criteria, you will have to complete another piece of work on a different topic within the Unit.

Assessment examples

• Assessments - give you all the information you need to complete and pass your assessment. Further Podcasts and Videos are included in the Assessments.
• Student Answer Sheets the documents you complete with your answers for the Assessments.

Laptop or Computer

Due to the academic nature and depth of this course you will not be able to study it entirely on a Mobile Phone or Tablet.

Check university entry requirements

It is important to check the entry requirements for your chosen universities as these will help you decide if you need any of the qualifications below. We are also very happy to advise you to ensure that you have what you need.

You may need GCSEs to gain entry to university. If you do not have these already, you can study them with us . You will have the option to add these to your Diploma when you enrol.

You may need Functional Skills Qualifications to gain entry to university. Many universities will accept these in place of a GCSE. If you do not have these already, you can study them with us . Please contact us if you would like to study Functional Skills as well as a Diploma.

You may need further Level 2 credits in English, Maths and Science (known as Progression Awards) to gain entry to university. If you do not have these already, you can study them with us . You will have the option to add these to your Diploma when you enrol.

UK ENIC (formerly UK NARIC) Statement of Comparability

If you already hold qualifications that were studied outside the UK, your university may wish to see a Statement of Comparability to exempt you from GCSE or Level 2 credits entry requirements. You can get a statement from UK ENIC, who can be contacted through enic.org.uk .

Work experience, specific skills and specialist knowledge

You should always check university's entry requirements, both compulsory and preferred, as they will often say what they expect from a candidate. This may include a work placement, specific interpersonal skills, or evidence of wide reading and existing knowledge about the degree, the career, or the industry.

The website and materials were easy to navigate and the Facebook group gave me extra reassurance and support.

The tutors were supportive, patient and most importantly motivated me to carry on when I found it tough. I would highly recommend them to anyone needing to gain an extra qualification to achieve their dream career. Emily

The learning materials were excellent and they exceeded my expectations. I would like to thank my family and the tutors for their amazing support.

I am happy to say to have secured a place to study a Nursing Degree this September. I cannot recommend them enough. Yannick

The course is excellently written with information perfectly explained for those who have been out of education.

I completed mine whilst working full time, undergoing several overseas military deployments in support of the COVID pandemic. I could not have done this without them, my tutors were with me every step of the way! John

Support of tutors, & the wider student community were fundamental in enabling me to overcome adversity. The peer support of fellow students proved a wonderful resource. People of all ages & backgrounds united in their desire to study & self-develop , quick to offer help & encouragement. So I became active in supporting others through the Facebook Group. Richard

I have dyslexia. They suited all my needs. It was flexible, affordable, and the modules offered would provide me with the fundamental basics to study a Law degree.

They did more than help me get into my dream Russell Group university studying Law. The whole experience finally made me feel academically worthy. Sam

Tutors and staff have been fantastic in helping me achieve the grades I need, as well as any other situations I needed support with.

I applied to 2 universities and have received conditional offers from both.

I have achieved more credits than the offer requires, it wouldn't have been possible without them. Aaliya

I loved the flexibility that comes with the course and the outstanding tutors.

I have since been offered a place from two universities to study a BSc in Adult Nursing.

It is in this regard that I strongly recommend them without hesitation for any person who would like to reboot their career. Mehluli

I was very nervous about beginning my studies as I thought that Access to HE Diplomas were aimed at mature students, being 17 at the time of beginning my studies. But I was so wrong!

The Diploma is for anyone wanting to enter higher education. The staff, and my tutors especially, couldn't have been more accommodating and supportive. Beth

From day one I found my tutors to be incredibly friendly, supportive and accessible. They encourage independent learning, but are always there to give guidance and answer questions of any kind .

The learning materials are brilliant; extremely thorough and logically laid out in topics and sub-topics, so you move smoothly through. Victoria

The materials were easy to follow. I received advice from others via the Facebook page & from my personal tutor, who was always so quick to answer any questions. During the modules, I developed my research methods & even my English improved. I am far more confident in finding the pros & cons of every theory. I now feel I am in a far better position & I am currently enrolled on an LLB Qualifying Law degree. Sean

They stood out for me because of their flexibility and affordability.

Enrolling to study remotely for a science course, was overwhelmingly nerve-wracking but my tutors were very kind, supportive and helpful. Their support allowed me to excel and achieve high grades. I have now secured a place at a university. Fanny

|  iacpindia.org

Online Courses

under CME (Continuous Medical Education) Program

Continuous Medical Education

Continuous education programs are conducted to enhance your academics, degrees & append knowledge and add credentials, hence; overall gives value to your professional name. 

Thus a person who is qualified  should opt these. Any qualified Physiotherapist / Physical Therapist / Physiotherapy Assistant / Physiotherapy Aide/ Occupational Therapist / Rehabilitation Therapist   from the entire globe can do these courses.

Indian Association of Chartered Physiotherapists (I.A.C.P.) offers online courses in various branches of physical therapy. It is not mandatory to be the member of I.A.C.P.

Whether you want to study for a regulated qualification or take a physiotherapy course that provides you with continuous medical education (CME).  These courses can be taken to further enhance your understanding of the subject. Having a broader understanding of the subject can help you improve your professional practice and personal development.

Our Medical Certificate Courses vary in time duration and study method, with some offering tutor support. We have designed all these courses keeping in mind the busy-ness in the professional life, hence all courses are highly flexible with your time.

How CME improves you

Our catalogue of courses.

Certificate in Sports Trauma Management

Certificate in Spinal Pain Management

Certificate in Neuromuscular Diseases

Certificate course on Covid-19

Advance your physiotherapy career with online certificate courses in india.

Continuous Medical Education (CME) is essential for physiotherapists in India to keep their skills and knowledge up-to-date with the latest advancements in the field. With the growing demand for accessible and convenient learning, online certificate courses for physiotherapists in India have become increasingly popular.

Online certificate courses for physiotherapists in India are an excellent way to enhance your skills and stay current with the latest research and techniques. These courses are accessible from anywhere in India & even all over the world, and the certificates received after completion can be added to your professional credentials.

Online fellowship courses in physiotherapy are ideal for those looking to advance their careers and specialize in a particular area of physiotherapy. These courses offer a more in-depth and comprehensive learning experience, with opportunities for networking and collaboration with peers.

Some of the online fellowship courses in physiotherapy available in India include:

• Fellowship in Orthopedic Manual Therapy
• Fellowship in Pediatric Physiotherapy
• Fellowship in Sports Physiotherapy
• Fellowship in Neurological Rehabilitation

ALL THE ABOVE MENTIONED FELLOWSHIPS WILL SOON BE AVAILABE AT THE INDIAN ASSOCIATION OF CHARTERED PHYSIOTHERAPISTS.

Online Fellowship Courses in Physiotherapy

Free online physiotherapy courses with certificates.

or those looking for free online physiotherapy courses with certificates, there are several options available. These courses provide an opportunity to learn and improve your skills without financial burden. 

Some Free online physiotherapy courses with certificates available in India include:

• IACP Certificate in Covid-19 

All Courses

We cater variety of Medical Courses specially for Physiotherapists. The courses brought to you are conducted by famous and leading CME (continuous Medical Education) Institutions throughout the world other CME Courses are In house courses conducted by IACP (Indian Association of Chartered Physiotherapists) which are prepared by some reputed physiotherapy professionals.

These courses are especially designed for Physiotherapists/ Physical Therapists and other Medical Professional can also take part in them and use them to uplift their knowledge of the subject.

Certificate Webinar on Dysphagia

• Course Duration- 3 hours
• Course Type- Part Time Online

PG-Certificate in Sports Trauma Management

Course Code C/3/2003STM

• Course Duration- 3 months
• Credential Awarded- Cert.STM

PG-Certificate in NeuroMuscular Diseases

Course Code C/3/2001N

• Credential Awarded- Cert.NMD

PG-Certificate in Spinal Pain Management

Course Code C/3/2002S

• Credential Awarded- Cert.SPM

Free Course

Certificate on Covid-19

Course Code C/2000C

• "General Information on Covid-19 & Significance of Physiotherapy and Rehabilitation in Covid-19"
• Course Duration- 1 hour

Incontinence:

Non-neurogenic urinary incontinence in adults.

Course Code C/PT/904

• Course Hours- 5 Hours

Pain Management

Alternatives for the opioid addicted client.

Course Code C/PT/1031

Osteoporosis:

Therapeutic management of bone health.

Course Code C/PT/222

• Course Hours- 7 Hours

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Eligibility for enrolment:.

• Candidate seeking admission in any medical online course offered by I.A.C.P. must be a qualified Physiotherapist / Physical Therapist / Rehabilitation Therapist / Physical Therapy Assistant /Physical Therapy Aide/  Physiotherapy Assistant.

Who can do this course?

• From any country, any qualified Physical Therapist / Physiotherapist / Rehabilitation Therapist / Rehabilitation Professional / Physical Therapy Assistant / Physiotherapy Assistant can apply in any of our courses or partner courses.
• It is open to all whether a member or non-member of I.A.C.P.

Fee Structure :

• Fee of all the courses with method of payment is given clearly in each course section. The Fee can be paid by any of these means:- Online Bank to Bank Transfer | GooglePay | Paytm | UPI 

Continuous Medical Education is vital for physiotherapists in India to provide the best possible care for their patients. Online certificate courses, online fellowship courses, and free online physiotherapy courses with certificates are excellent opportunities for physiotherapists in India to improve their skills and knowledge in the field. Make sure to choose courses that align with your professional goals and interests and keep your skills current and competitive in the job market.

• Universities

Elektrostal Branch Moscow Psychological and Social University

Looking for a university with high-quality education and affordable prices? Learn more about Elektrostal Branch Moscow Psychological and Social University.

Information is exploratory. For accurate information, refer to the official website of the school.

About Elektrostal Branch Moscow Psychological and Social University

Elektrostal Branch Moscow Psychological and Social University — university. It is located in Kurovskoye, Russia.

Elektrostal Branch Moscow Psychological and Social University works in several scientific areas and is waiting for new students. The university campus is located within Kurovskoye.

Elektrostal Branch Moscow Psychological and Social University tuition fees

On the official website of the university, you can find all the up-to-date information on tuition fees and available scholarships.

When choosing an educational institution, it is important to be aware of additional costs: accommodation, transportation, study materials, meals and personal expenses.

What to do after graduation

There are several options to stay in the country after graduation. One of them is to get an offer from an employer and apply for a work visa. Read more about this on the embassy website. Look for more immigration options in our article .

Want to study at a foreign university but don't know where to start? We can help!

Our specialists will find a university, arrange your documents, fill out the applications, and stay in touch until you receive an offer.

Universities in Russia

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Moscow State University

Saint petersburg state university, novosibirsk state university, bauman moscow state technical university, moscow state institute of international relations.

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

See the full rankings

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• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)