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6PEDAGOGICAL SCIENCES
ОСОБЛИВОСТ1 ПРОФЕС1ЙНО1 П1ДГОТОВКИ ФАХ1ВЦ1В З Ф1ЗИЧНО1 ТЕРАПП У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ НОВО1
ЗЕЛАНДП
Базильчук O.B.
Хмельницький нацюнальний yнiверcитет, кандидат наук з фiзичного виховання i спорту, доцент,
завiдyючий кафедрою здоров Уя людини. Хмельницький Укра'ша.
PECULIARITIES OF PROFESSIONAL TRAINING OF SPECIALISTS IN PHYSICAL THERAPY IN HIGHER EDUCATIONAL ESTABLISHMENTS OF NEW ZEALAND
Bazyl'chuk O. V.
Khmelnytsky National University candidate ofphysical education and sports associate professor of the
department of human health. Khmelnytsky Ukraine
АНОТАЦ1Я
Сгаття присвячега проблемi професшно1' подготовки MaM6yraix фaxiвцiв з фiзичноï Tepaniï y провщ-нт вищиx нaвчaльниx зaклaдax Ново1' Зелaндiï. Визнaчено перелiк yнiверситетiв, як1 проводить тдготовку бaкaлaврiв фiзичноï терaпiï у цш крaïнi. Проaнaлiзовaно основнi пiдxоди до системи пiдготовки професш-нт кaдрiв з фiзичноï терaпiï в Новш Зелaндiï. Проведено aHani3 нaвчaльниx плaнiв подготовки бaкaлaврiв фiзичноï терaпiï у вищиx нaвчaльниx зaклaдax дaноï крaïни.
ABSTRACT
The article is devoted to the problem of professional training of future specialists in physical therapy in leading New Zealand higher education institutions. A list of New Zealand universities that provide undergraduate physical therapy training is defined. The basic approaches to the system of training of professional personnel on physical therapy in New Zealand are analyzed. The analysis of the curricula for the preparation of bachelors of physical therapy in higher educational institutions of this country is carried out.
K^40BÍ слова: зaрyбiжний досввд, професшга п^отовта, мaйбyтнi фaxiвцi з фiзичноï терaпiï, вищi нaвчaльнi зaклaди.
Keywords: foreign experience, professional training, future specialists in physical therapy, higher educational establishments.
Survey of recent researches and. The analysis of scientific and methodological literature shows that researchers (H.I. Ardelean, N.O. Byelikova, S.V. Huk, Yu.O. Lynnoi, L.P. Sushchenko and others) have studied organizational and methodological aspects of professional training of future specialists in physical therapy (physical rehabilitation) in higher educational establishments in such countries as the USA, Canada, European countries: Great Britain, Germany, Poland, Austria, the Netherlands, Latvia, Lithuania, Romania and others.
We believe that researches should have paid more attention to the analysis of professional training of specialists in physical therapy (physical rehabilitation) in higher educational establishments of island countries located remotely from the biggest continents of Earth, though having as interesting historical aspects of the development of higher education at the given specialty, namely New Zealand.
New Zealand is a country with high standards of life and developed economy, giving good opportunity to obtain quality education. Country's English-speaking environment enables students, teachers and representatives of different fields to share experience. This
provides international students with broad selection of study subjects.
Rugby is an important element of culture of the islanders and a factor of nation creation. National New Zealand rugby team is one of the best in the world and plays an important role in New Zealand, like religion. Everyone plays rugby, starting from the age of three. Rugby is everywhere on the islands - in parks, on beaches, on TV, in press etc. It is known that rugby is not only characterized by being spectacular, it is a game that has high injury rate that threatens the health of the athletes and their training and competitive efficiency. The number of sports injuries constantly grows and is quite threatening at present. Specialists in physical therapy play an important role in prevention of injuries.
Defining general tendencies and revealing of peculiarities of professional training of specialists in physical therapy in education of New Zealand gives new opportunities for improvement of pedagogical process, better understanding of advantages and disadvantages of national system of education in terms of specialty of physical therapy, ergothrapy, prediction of its development on the basis of scientific comparison of pedagogical empirism in both countries.
The aim of the article - is to analyze the structure and content of professional training of future specialists in physical therapy in higher educational establishments of New Zealand.
Main part. The educational system of New Zealand is build by the British model [1]. In order to enter a university in New Zealand, one should complete a 12-year course of studies. Hence, after completing 11-year course of school studies, university entrants must complete Foundation training program or transfer to a New Zealand university from other higher educational establishment (of his country) after completing 1 year of studies [1].
To obtain higher education in this country, a student needs at least three years (depending on the specialty, for instance, to get a bachelor's degree in medicine, a student needs 6 years, while to get bachelor's degree in engineering - 4 years). Master's degree is awards after 1 more year of studies. To get doctorate degree, one needs to study for three years in post-graduate course.
Academic year in higher educational establishments of New Zealand consists of two (more seldom
three) semesters. The first one starts in late February, the second - in mid July. As a rule, the classes are attended by small groups of 15-20 students. The universities have scores and rating system of students. Their class attendance is constantly monitored. Most programs are completed by taking a compulsory exam. It should be noted, the sphere of education in New Zealand is state-controlled.
New Zealand is one of the countries, I which foreign students have the right to work while studying. Practically every student can work up to 20 hours per week while studying, and for the whole working day during holidays. Moreover, in some higher educational establishments, a student doesn't even have to look for a job as most of universities include field studies in their curricula. In most cases these field studies are paid for.
University of Otago was established in 1869 by resolution of Otrago city Council. Bachelor-degree training in physical therapy in this university is done at the faculty of medical science in school of physiotherapy (fig. 1) [2].
Fig. 1. Web-site page of the faculty of medical science of school ofphysiotherapy in University of Otago
Physiotherapy (BPhty) bachelor-degree curricular in University of Otago is designed for a 4-year period. First-year course includes seven medical subjects (HSFY): Foundations of Biochemistry; Cell and Molecular Biology; The Chemical Basis of Biology and Human Health; Human Body Systems 1; Human Body Systems 2; Biological Physics; Foundations of Epidemiology, totaling 126 scores that provide good understanding of scientific principles and communicative skills.
Second year course is aimed at obtaining scientific knowledge totaling 103 scores in the following subjects: Anatomy - 26 scores, Physiology - 17 scores; Pharmacology - 12 scores; as well as introduction to physiotherapeutic sceinces Physiotherapy 1-48 scores; Physiotherapy Clinical Practice 1 totalling 17 scores.
Third year course is aimed at giving scientific knowledge in human body build and functioning, basics of pathology, skills in management and interaction within society, and includes the following subjects: Pathology - 15 scores, Physiotherapy 2 - 70 scores. A
key stage of education in third year course is Physiotherapy Clinical Practice 2 totaling 35 scores.
Fourth year course is based in one of university's clinical centers, in which students spend bigger part of their academic year, have a chance to carry out scientific and research projects, gain practical experience in various areas of physiotherapy (Physiotherapy Clinical Practice totaling 120 scores).
Auckland University of Technology is one of the youngest higher educational establishments in New Zeakand. It was established as Auckland school of technology. Around 15% of students are foreigners. The university is accredited by Ministry for Tertiary Education, Skills and Employment, New Zealand and holds membership in Association of Commonwealth Universities (ACU) Association of Southeast Asian Institutions of Higher Learning (ASAIHL) (fig. 2) [3].
Fig. 2. Web site page of Auckland University of Technology [http://www.aut.ac.nz/30.01.2017]
Bachelor-degree curricular (BPhty) in Auckland University of Technology is designed for a 4-year period. First year course includes eight subjects totaling 120 scores, 15 scores each, and field studies: Lifespan Development and Communication; Human Anatomy and Physiology 1; Knowledge, Enquiry and Communication; Maori Health, Development and Environment; Health and Environment; Therapeutic Touch in Physiotherapy Practice; Fundamentals of Movement; Physiotherapy and Health Priorities; Practise 1 totaling 15 scores.
The structure and content of the second year course include six subjects: Principles of Movement and Function 1 totaling 30 scores; Body Systems and Health Conditions in Physiotherapy Practice totaling 15 scores; Exercise-Based Rehabilitation I totaling 15 scores; Principles of Movement and Function II totaling 30 scores; Analysing Health Needs totaling 15 scores; Functional Anatomy and Biomechanics totaling 15 scores.
The structure and content of the third year course include seven subjects and field studies totaling 120
scores, 15 scores each: Exercise for health; Rehabilitation and Participation; Exercise-Based Rehabilitation II; Acute Care; Musculoskeletal Disorders: Diagnosis and Rehabilitation; Managing Complexity in the Community Environment; Managing Neuromuscular Disorder; Practise II.
The structure and content of the fourth year course include: Research Project totaling 30 scores; Physiotherapy Practice I totaling 30 scores; Physiotherapy Practice II totaling 30 scores; Physiotherapy Practice III totaling 30 scores.
To complete bachelor-degree curricular in physiotherapy successfully, a student has to get 480 scores.
Moreover, some universities of New Zealand offer training programs in training of specialists in therapeutic and sport massage. Namely, in Eastern institute of technology, New Nealand, at the faculty of health and sport science, one may obtain a diploma after a 1-year course in therapeutic and sport massage (fig. 3) [4].
EASTERN INSTITUTE OF TECHNOLOGY | Te Aho a Maui | New Zealand 0800 22 55 348 ■ info@eit.ac.nz | intemational@eit.ac.nz
Diploma in Therapeutic and Sport Massage
Diploma in Therapeutic and Sport Massage Í/
Enquire now Download info ~ Apply online •
9 Location
О Study Options
ËD Length
Fig. 3. Web site page of the faculty of health and sport science of Еastem institute of technology, New Nealand
The structure of course programs consists of five blocks of theoretic subjects totaling 81 ECTS credits: Human Structure and Function totaling 15 ECTS credits; 2) Professional Studies totaling 15 ECTS credits; 3) Massage Practice 1 totaling 19 ECTS credits; 4) Massage Practice 2 totaling 19 ECTS credits; 5) Massage for Physical Performance totaling 15 ECTS credits.
Conclusions. The analysis of New Zealand experience in training of future specialists in physical therapy allows using positive achievements of this country in practical applications in native higher educational establishments. These achievements will be the basis for the development of concept and model of training of
future specialists in physical therapy to work in human health rehabilitation.
References
1. Universities of New Zealand. Retrieved from [https://www.unipage.net/ru/universities_in_new_zeal and].
2. University of Otago. Retrieved from [http ://www. otago. ac.nz/healthsciences/students/profe ssional/ physiotherapy/2017].
3. Auckland University of Technology. Retrieved from [http://www.aut.ac.nz/30.01.2017].
4. Faculty of Health and Sport Science of Eastern institute of technology New Nealand. Retrieved from [http ://www.eit.ac.nz/subj ect-areas/sport-and-recreation/]/
МЕЖДИСЦИПЛИНАРНЫЙ КУРС «САМООРГАНИЗАЦИЯ НЕЛИНЕЙНЫХ ФИЗИЧЕСКИХ, ХИМИЧЕСКИХ И БИОЛОГИЧЕСКИХ СИСТЕМ» В УНИВЕРСИТЕТАХ КАК ОСНОВА РАЗВИТИЯ ТВОРЧЕСКОГО ПРЕДПРИНИМАТЕЛЬСКОГО
МЫШЛЕНИЯ
Салюк О.Ю.
Кандидат физ. - мат. наук, доцент Институт магнетизма НАН Украины и МОН Украины
Киев, Украина Голуб В.О.
Доктор физ. - мат. наук, профессор Институт магнетизма НАН Украины и МОН Украины
Киев, Украина Тартаковская Е.В. Доктор физ. - мат. наук, профессор Институту высоких технологий КНУ им. Тараса Шевченко Киев, Украина
