What knowledge will tomorrow’s physiotherapists need? A qualitative analysis of the programme plan for a bachelor’s degree education in physiotherapy in Norway

Aim: To investigate how different types of knowledge are articulated and emphasised in the programme plan for the bachelor’s degree education in physiotherapy at OsloMet – Oslo Metropolitan University. Methods: A qualitative document analysis in which the coding was conducted by means of a predetermined conceptual framework consisting of four categories of knowledge: interaction, personal competencies, professional demands and scientific areas. Findings: Theoretical knowledge from scientific areas held a predominant position in the programme plan and took precedence over the other knowledge categories. At the same time, emphasis was placed on the personal competencies of and professional demands towards the prospective physiotherapist, which were evident many places. Nevertheless, practical knowledge was predominately outlined as the application of theory. The interaction and collaborative relationship between patient and physiotherapist were scarcely articulated and received limited attention. Conclusion: Considering that good communication and a trusting collaborative relationship between patient and physiotherapist constitute essential components of the treatment, it appears to be a shortcoming that interaction was given little emphasis in the programme plan.