Objectives

Physical therapy graduates must possess:

  • A solid knowledge of the basic preparatory disciplines (physics, statistics, computer science, sociology, general and social pedagogy, experimental pedagogy) and of the biological sciences (biochemistry, human anatomy, biology, physiology, pathology);
  • An in-depth understanding of the core subjects characterizing the physiotherapy profession (nursing sciences, neuropsychiatric and rehabilitation techniques, physical and rehabilitative medicine, neurology, musculoskeletal disorders, cardiovascular and respiratory diseases, rheumatology);
  • Knowledge in the fields of human and psycho-pedagogical sciences, healthcare management, and interdisciplinary and clinical sciences;
  • Familiarity with the scientific method and the ability to apply clinical guidelines in practical situations, with a solid understanding of regulations, ethical, and bioethical issues;
  • Comprehension and relational skills with patients and service users;
  • The ability to work in a multidisciplinary team, to interact with colleagues and other healthcare and non-healthcare professionals, to operate with defined levels of autonomy, and to adapt quickly to workplace environments;
  • Knowledge necessary to use tools and methodologies for quality control, assessment, and review;
  • The ability to assess and appropriately prepare the rehabilitation setting for therapy or therapeutic exercise, ensuring the best possible conditions for both patient and physiotherapist;
  • The skills to participate in various forms of professional development and research activities across different application areas;
  • The ability to use English in their specific field and for general communication purposes;
  • Appropriate communication and information management skills;
  • The ability to write technical and scientific reports.

The core of the educational project focuses on the theoretical and practical study of Physical therapy Sciences, delivered through lectures, exercises, practical laboratories, and professional internships in key areas such as the functional recovery of the musculoskeletal, neuromotor, cardiorespiratory, and visceral systems across all age groups, within a holistic approach to patient care typical of rehabilitation.
Relational skills and the ability to interact with patients, caregivers, institutions, and professionals are developed through human sciences and psycho-pedagogical teaching, aimed at acquiring attitudes and behaviors essential for effective interaction.
Courses are structured into modules and delivered through lectures, classroom activities, and lab exercises. Learning outcomes are evaluated through interim self-assessments and a final exam (oral, practical, or written) for each course, required for credit acquisition.
All exams, including internships, are graded on a 30-point scale. Only the English language course is evaluated on a pass/fail basis. Professional activities and internships are aligned with the Physical therapist's Professional Profile, detailed in the Internship Record and approved by the Degree Program Council.
Students are assigned 6 credits (CFU) for preparing the final examination, to be completed at designated training facilities.
At the end of the degree program, the graduate must demonstrate to have acquired knowledge and skill in these particular areas:

1. PROFESSIONAL RESPONSIBILITY
This area refers to the assumption of responsibility by the physiotherapist in all aspects of professional practice, through the achievement of the following competencies:
- Demonstrate a consistent commitment to the well-being of individuals, respecting citizens and communities, cultural sensitivity, and individual autonomy through a person-centered approach;
- Uphold professional conduct that, in compliance with the ethical code and current legislation, safeguards the profession and its image, and ensures transparency in interprofessional (interpersonal) relationships and intervention areas, as required by current regulations.

2. CARE AND REHABILITATION
This competency area refers to the application of the physiotherapy process. By the end of the degree program, the student must be able to:
-  Collect, analyze, and interpret significant data related to the needs of the individual; conduct functional assessments accurately;
- Apply the categories described within the ICF framework and define objectives and prognostic hypotheses based on the functional diagnosis, considering not only the extent of the impairment but also the indicators of recovery (recovery potential);
- Plan and implement care and rehabilitation interventions aimed at specific functional outcomes through a person-centered approach;
- Deliver the intervention in a safe and effective manner, making any necessary adjustments to the treatment plan along the way;
- Evaluate the outcomes of the treatment plan, verifying its overall effectiveness based on assessment results and feedback derived from the implemented intervention;
- Provide specific technical advice to the individual, other professionals, and third parties (e.g., institutions) on environmental adaptations, handling techniques, or other relevant aspects.

3. THERAPEUTIC EDUCATION
This involves healthcare activities that aim to develop awareness, responsibility, and self-management skills in individuals or groups regarding disability, its treatment, adaptation, and management. It is an integral part of the rehabilitation process.

4. PREVENTION
The physiotherapist must:
- Perform prevention activities for individuals and communities, whether healthy or experiencing health issues or disabilities;
- Promote health maintenance, focusing on ergonomic principles, healthy lifestyle guidance, and encouraging patients to take active responsibility for their well-being;
- Identify needs related to health and disability prevention, promote appropriate actions for health preservation and disability reduction, and prevent the worsening of existing disabilities.

5. MANAGEMENT/ADMINISTRATION
This includes the management of resources, data, and economic aspects necessary for effective physiotherapy practice:
- Apply quality standards, manage privacy, mitigate clinical risks, and make informed decisions through proper problem analysis.
These skills are essential both in private practice and within simple or complex healthcare units. This area includes:
- Knowledge of deontology, healthcare legislation, planning and organizing treatment programs, social competencies, interprofessional collaboration, and networking.

6. EDUCATION/SELF-LEARNING
The physical therapist must:
- Design personal training programs based on self-assessment and take responsibility for professional growth;
- Reflect on clinical practice as a method of continuous learning.

7. EVIDENCE BASED PRACTICE (EBP)/RESEARCH
Following international and national healthcare guidelines (e.g., National Health Plan), physiotherapists must base their practice on evidence of efficacy, ensuring high-quality, useful, and cost-effective services.
The graduate must:
- Identify informational needs from clinical encounters;
- Translate needs into defined clinical questions;
- Evaluate the impact of evidence on clinical decision-making, considering patient preferences and the social, organizational, and economic context;
- Efficiently find the best evidence in literature and critically interpret its internal and external validity to inform therapy.

8. COMMUNICATION AND RELATIONSHIPS
Communication is a core element of healthcare and social life. It plays a fundamental role in building the therapeutic alliance with the patient, and in relations with other professionals, families, and caregivers.
Graduates must:
- Establish effective communication and build constructive relationships with patients and caregivers;
- Collaborate effectively with professionals;
- Handle and resolve interpersonal conflicts.

ACADEMIC PATH OVERVIEW
The degree comprises 180 CFU credits, offering the necessary cultural, scientific, and relational foundation to fully address rehabilitative and therapeutic interventions. Learning occurs through lectures, lab exercises, practical activities in equipped classrooms, along with personal study (libraries, databases).
The curriculum spans from biochemical, physical, statistical, anatomical, physiological, pathological, clinical, psychological, and sociological competencies—equipping graduates to understand integrated biological systems, statistical methodology for individual and social phenomena, and emergency-first aid principles.
Additionally, students develop specific professional competencies in neurology, orthopedics, pediatric neuropsychiatry, radiology, pedagogy, rehabilitative medicine, and physiotherapy techniques—alongside training in human sciences, ethics, deontology, physiopathology of physical activity, musculoskeletal diseases, treatment methods, etiology, pathogenesis, clinical practice, neurological conditions, sensory organ diseases, obstetric and maternal‑child medicine.
Professional management and organizational skills are also developed to prepare graduates for career advancement. The curriculum ensures an integrated and interdisciplinary educational vision, avoiding fragmentation and supporting meaningful credit allocation. Active learning methods—such as seminars, group work, case-based discussions, and simulations—are supported by modern teaching tools.
Guided internship at specialist public healthcare services and scientifically accredited facilities (national or international) allows students to progressively acquire responsibility and professional autonomy. Internships include evaluating pediatric rehabilitation issues, developing individualized treatment plans, and collaborating with multidisciplinary teams. All internships and lab activities are supervised by communication‑skilled professional tutors and overseen by a highly qualified teaching faculty.
The study plan allows for up to 20 exams or final evaluations, often integrating multiple modules. Assessment includes oral or written exams plus in‑course evaluations like self‑assessments and interim discussions. Written assessments may include:

  1. Multiple‑choice or short‑answer tests on interdisciplinary problems, assessing competencies;
  2. Written assignments on assigned topics, analysis of field or lab work, and evaluation of the final project based on predefined criteria.

The educational pathway is continuously structured, monitored, validated, and optimized to ensure the achievement of competencies defined by current regulations and the specific degree course objectives. A dedicated faculty ensures use of institutional quality‑accreditation tools to measure educational performance across all stages—through course progress, exams, student-perceived quality, and the acquisition of professional competencies aligned with program goals.