SUOMEKSI Study guide
Curricula > Bachelor's degree programmes, full-time studies > Bachelor's degree programme in physiotherapy > Degree programme in physiotherapy 16s
Bachelor's Degree Programmes, full-time studies

Degree Programme in Physiotherapy 16S


Select visible years, semesters and periods (when only one year is selected) by clicking buttons below. (S = Spring, A = Autumn)
Year of study 1 2 3 4
Search: ECTS 1 2 3 4 1A 1S 2A 2S 3A 3S 4A 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3
Physiotherapy practice 1
Expert communication 3
Information literacy 1
Customer oriented physiotherapy 2
English Language and Communication 3
Physiotherapy in the rehablitation framework 2
Swedish: written communication 1.5  
Swedish: oral communication 1.5  
Physiotherapy assessment and clinical reasoning
Functional anatomy and physiology of human 4
Functional anatomy and physiology of the musculoskeletal system 6
Basics of functional ability analysis and clinical reasoning 5
Medical view on functional ability 5
Functional ability support and exercise methods
Guiding groups and health activity 5
Physical exercise as part of physiotherapy 8
Health promotion, wellbeing technology and environmental planning 5
Manual Therapy 5
Supportance of movement and prerequisite of movement 5  
Supporting functional ability through physiotherapy I
Physiotherapy for musculoskeletal disorders 7  
Pain treatment in physiotherapy 5  
Physiotherapy of lifestyle diseases 5  
Supporting functional ability through physiotherapy II
Physiotherapy and rehabilitation of central nervous system disorders 5  
Orthopaedic, traumatological and surgical physiotherapy 5  
Supporting functional ability through physiotherapy III
Physiotherapy for children and young people 5    
Specific considerations in working with elderly customers and advanced MSK 5    
Physiotherapy for occupational well-being and mental health 5  
Development of Welfare services
Take Hold - entrepreneurial competence 5    
Leadership, supervision and the workplace organisation 5    
Research and development competence 5  
Clinical Practice
Physical Therapy Clinical Practice
Clinical practice 1 5
Clinical practice 2 10
Clinical practice 3 10  
Clinical practice 4 10    
Clinical practice 5 10      
Thesis expertise 1 5    
Thesis expertise 2 5    
Thesis expertise 3 5      
(Select 30 ECTS)
(Select 15 ECTS)
(Select 15 ECTS)
ECTS credits per period / semester / academic year 656040153233253520201510.6710.6710.671111118.338.338.3311.6711.6711.676.676.676.676.676.676.67555

The curriculum has been planned so that the student completes 60 ECTS credits per academic year and 30 ECTS credits per semester

Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.

Studies which will start in Autumn 2016 is carried out in day-time.

The Degree Programme in Physiotherapy provides students with the knowledge and skills to enable them to support the functional ability and mobility of people of different ages and levels of functional ability and to help prevent problems in these areas. The programme is based on the science and clinical practice of physiotherapy as well as regional, national and international development challenges.

The core competence areas of physiotherapy are 1) Physiotherapy assessment and clinical reasoning, 2) Support and exercise of functional ability, 3) Physiotherapy support for functional ability and 4) Well-being services development. These competences describe the workplace skills required of physiotherapists upon completion of the programme. The aim is that each physiotherapist graduating from this programme should possess good prerequisites for entering the world of work.

Students supplement the core competence through a selection of subject-specific modules and courses which formulate their occupational profiles and steer their professional goals. Students can choose subject-specific studies from the course offering of the Faculty of Social and Health Care or from other faculties.

In the Faculty of Social and Health Care, students' learning opportunities are enhanced by providing a large and diverse range of motivating and exciting learning environments. Some of the learning environments are located off campus. The settings where students learn their skills and knowledge are designed to be as realistic and natural as possible. The programme offers different modes of learning and professional development. Studying is social, co-operative and multidisciplinary by nature. It combines theory and practice, and skills and knowledge are accumulated through a work-oriented approach. These settings include the opportunities provided by the simulation environment, and the student cooperative, where students can practice entrepreneurial skills, to name but a few. Online learning environments are also utilised to offer students flexibility in scheduling. As international cooperation becomes increasingly common, many students opt for a period of study overseas through exchange programmes, which can be incorporated in the study programme.

After having completed the first year of the programme, students can choose one of two learning environments. In the workplaceoriented path, students practice physiotherapy in close cooperation with workplace organisations and learn to operate in real-world work environments and projects under the guidance of teachers. In the student cooperative company, students get a chance to practice entrepreneurship skills before entering the world of work. The cooperative company is managed by a team of students, who practice different entrepreneurial roles and the production of well-being services for customers.

At the Faculty of Social and Health Care, each student is assigned a personal tutor. Students work with their tutors to draw up a personal study plan (HOPS), which outlines their chronological progress. The tutor monitors the student's progress and provides guidance and support. In addition, accreditation of prior and experiential learning (APEL) is available to all students. In this system,students can apply for substitution of prior learning for courses for which they can demonstrate competence. Peer tutors also have an important role, especially in the early stages of the programme.