PETRHA + project will enable to create a training device focused on the development of the Physiotherapy european students clinical reasoning ability. These students will get the opportunity to train to the clinical methodology and structure their clinical reasoning through virtual clinical cases edification while getting inspiration from real patients in the area of Pediatrics. More globally, the project perspective is to aim a harmonised practice among European countries, fitting with Physiotherapy’s initial training repository, in order to guarantee the creation of a flexible tool corresponding with all the repositories. PETRHA+ project will prove to be a multi language tool as it will be developed in French, Spanish, Portuguese and English. In short, the mentioned project will be driven on the apprenticeship and the clinical reasoning teaching through three main steps : • A MOOC dedicated to a structuring theoretical framework • A SERIOUS GAME oriented to clinical reasoning training sessions in various areas of Physiotherapy (applied to Pediatrics) • An ASSESSMENT tool based on, among others, the gained score from the serious game In terms of transferability, this training session applied to the clinical reasoning methodology could be disseminated to other health professionals, as the reflexive methodology comes from a common ground. The project rests on a diversified and spread out european partnership as it gathers 5 European Higher Education institutions in Haute Ecole Libre de Bruxelles - Ilya Prigogine (HELB), IRFSS Aquitaine, Universidad Politecnica de Madrid (UPM), Instituto Politecnico do Porto (IPP) and Tampere University of Applied Sciences (TAMK). A French internationally renowned company specialised in e-health issues, Interaction Healthcare, is also an active partner into our project. Furthermore, the project gives a significative importance to students. Indeed, some physiotherapy students from our related partners will be part of the learning expectations linked to the clinical cases, in their creation but also through their assessment of their fellow peers from the other countries. They will also get the opportunity to participate to the project’s dissemination events : European PETRHA Cup and the project’s closing ceremony.
In the continuation of the PETRHA project, four partners (IRFSS Bègles, Instituto Politecnico de Porto, Universidad Politecnica de Madrid and Sim for Health company) have chosen to deepen their initial questioning : How to enable physiotherapy students training to clinical approach on an intensive manner ? The basic acknowledgement is identical : the best way to master these skills is to be able to train on an intensive and regular pace with clinical situations closer to reality while the placements realised during the studies and the simulation sessions practiced by the 5 academic partners are not enough for the students. Two new academic partners have joined the "historical" partners in order to diversify the serious game application scope created during the initial project, mentioning here Tampere University of Applied Sciences (TAMK) and Haute Ecole Libre de Bruxelles - Ilya Prigogine (HELB). Each of the new partners had been able to bring an additional dimension regarding the serious game. The serious game, tool as flexible as transferable, hasd been reinforced and extended to four other areas as neurology, pediatrics, musculo - skeletal and cardio - respiratory. The latest version of the PETRHA+ serious game the partners have developed during the last three years enables the physiotherapy european students practice to clinical reasoning in the four earlier mentioned areas. Numerous clinical cases - inspired by real situations - are available to help beneficiaries, through repeating, to get a data collection and physiotherapy diagnosis methodology and goal prioritization. All the partners have been involved in its development and people can have access to the game in english, which enables all the interested european students to practice with the clinical cases at hand. On the technical level and in a first time, a new step of first contact has been added in the initial stage of the game and we have the added - in the final stage - the option for the student to indicate the therapeutic means he would like to use, as well as the assessment means the student will use to check the goal attainment along with the patient. In a second time, in order to better stimulate the clinical reasoning process by the student, we have designed a "concept map" which enables the diagnosis to link the health issue, the deficiencies, the activity limitations, the participation constraints, as well as the contextual factors. Beyond the serious game, we have decided to create two other tools or "intellectual outputs". An evaluation tool enabling the serious game users to quantify and qualify their clinical reasoning skills. After a deeper analysis of the literature review, which has put the emphasis the clinical reasoning assessment should be multimodal, we have identified a process which belongs to the serious game - created during the initial PETRHA project - and a validated scale (DTI). A MOOC, essential complement to the serious game and with an ultimate goal of giving support to the users, lecturers and learners, to get more familiar with the game to create clinical cases and play. We have defined the goal - train the students to physiotherapy clinical reasoning - and have wished through this MOOC to put the emphasis on the physiotherapy clinical reasoning specificities. After an international literature review on this topic, we have identified the key authors and important concepts. From these data, we have structured the MOOC in various modules and worked on its structure to present a coherent approach. The realization of these three intellectual outputs has been made possible through the massive commitment of all the partners, the most experienced as the new ones. In the end, the serious game represents today the most achieved part of the project as far as possible his application scope is more extended and his game central process has been reinforced. We have been able to test it on a limited scale during the "summer class" (which gathered a few student from each partner and organised on a remote basis) and on a larger scale during the Petrha+ Cup (with students from external partners) and it enabled us to confirm the attractivity and pedagogical components at stake through our intellectual productions. Numerous Higher Education institutions have shown interest in joining PETRHA+ adventure while creating their on clinical cases and the students develop a guaranteed apprenticeship desire thanks to this numerical tool. The sustainability of the PETRHA+ project is going forward and the PETRHAS association - gathering all the living strength ready to contribute to the enrichment of clinical cases - is already its cornerstone.