As the field is continuously growing dramatically, job opportunities do exist for well-trained physiotherapists. There is a high demand for the professionals than the existing supply in the region. Thus, has a good opportunity to be developed as a training hub. The programme had covered special areas which are essential for effective health care delivery and practice. These are the communication skills, leadership, ethics, problem solving, critical thinking, research methodology, health economics, health care management and lifelong learning.

Several curricular and non-curricular activities are being regularly conducted by the College throughout the academic year to enhance the student’s knowledge and practical/community-related skills which is required by the job market. The ‘College Seminar Programme’ at which faculty provide presentations/discussion on their field of interest and research are being offered for the students and staff of Ahlia University. The College of Medical and Health Sciences in cooperation with the University Student Council and Directorate of Student Activities, organises extra-curricular activities such as health and wellness-related events, World Health Day Events, medical missions, Career day, Bahrain Physical Therapy Association Events and off-site public and industrial visits.

Significant majority of Ahlia University Physiotherapy Programme students had passed the Bahrain Physiotherapy Licensure Examination from the first attempt which made the Ahlia University Physiotherapy graduates the top choice in job recruitment.

• Qualification: Bachelors of Science in Physiotherapy
• Type: Undergraduate
• Duration: 4 years
• Qualification name: Science in Physiotherapy
• College: College of Medical & Health Sciences
• Language of offering: English

Teaching and learning methods corresponds with the discrete set of Intended Learning Outcomes (ILOs) imparted by the course. Methods to enhance student participation on, for example, pre-clinical and early stage clinical courses span: individual or group presentations, exploration of anatomy models in laboratory classes, and practice of basic clinical skills in the laboratory with peer and instructor feedback. Students receive clinical orientation in second year (pre-clinical) during the courses in Basic Clinical Practice and Electrotherapy with opportunities to observe and practice these skills and related documentation. In clinical courses students’ skills in patient assessment, treatment, documentation and application of knowledge are being practiced through small group teaching (4-6 students) across each specialty through exposure to clinical cases.

Student responsibility for learning and independent learning is first emphasized early in the programme during the Student Induction/Orientation of first year and then subsequently through the use of student-led presentations and case studies at the pre-clinical stage and then clinical stage. Finally all students are required to complete a final year research project PHTH 499 [Research Project in Physiotherapy] which requires the students to choose a research topic and to conduct data collection and report writing under supervision.

Independent learning is further enhanced by opportunities for e-learning available, 24-7 on- and off-site, through platforms (the Moodle, Medline and Access Physiotherapy) giving students access to education and research material.  Several Course Syllabus Specifications make use of one or more of these platforms.

Formative and summative course assessment methods are carefully selected to develop learning and to objectively evaluate the academic performance of the students regarding their knowledge/skills in relation to the course aims and ILOs.  These are communicated to students through the Course Syllabus/Specification, which is given and explained to students at the beginning of the course, and which contains details on ILOs, assessment methods and marking criteria.  The mechanisms for grading students’ achievements are transparent and clearly explained to students in instructions, including the marking scheme, in each course assessment used by an instructor. In addition, instructors are required to provide model answers/marking rubrics for final examinations.

All assessments with the exception of the final examination (which is purely summative) are promptly returned to students along with their test scores (as per University Regulations). Students are free to discuss their performance with the Instructor. Final written examinations are being verified and moderated by internal and external assessors. Students can challenge their final grade as per University regulations if they feel their grade is not transparent.