Abstract:

The transformation of the Diplomatura (old Spanish three-year degree) into Grado de Fisioterapia (new four-year degree in Physiotherapy) within the context of the European Space for Higher Education, has posed a big challenge in the planning and implementation of an integrated training project. Opposing the traditional paradigm which focuses the core of the teaching-learning process on the teacher’s job, the European Space for Higher Education upholds a theory based on the assumption that effective learning is only possible when it is the student him/herself who takes the responsibility in the organization and development of his/her academic project. Accepting this principle necessarily involves approaching the teaching-learning processes from a different perspective, since the focus of the activity shifts from the teacher to the student. Besides, in addition to all the changes introduced to the academic, professional and legal profile of the profession, there is also an important change in the conceptual dimension of Physiotherapy which directly affects the criteria governing the basis of its foundation as a scientific and academic discipline. The incorporation of statistics as a subject in the new Degree, will mean a step forward in the conformation of a solid and methodologically rigorous body of knowledge in the field of Physiotherapy.

The purpose of this study is to evaluate whether there are differences -and what is the extent of these differences- in the perception of the acquisition of knowledge, skills and attitudes, after having implemented the subject of Statistics. For this purpose, a survey was given to the students (year 2010-2011), at the beginning and at the end of the course. In this paper we also present the teaching methodology used in the subject of Statistics and the reinforcement of its weak points by taking into account the experience and viewpoint of the students from previous year.