Introduction In recent years, the Master’s Degree in Rehabilitation Sciences of Health Professions (LM/SNT2) has been the subject of increasing reflection regarding its educational identity and the professional role of its graduates. Historically this programme has been primarily oriented toward the development of managerial, educational, and research skills. However, recent innovations introduced in other healthcare professions as well as the evolution in the health needs of the population have made necessary a debate on possible developments of the Master's Program, increasingly targeted at advanced clinical practice. Objectives The aim of the present work is to analyse the educational models adopted by the Master’s Degree Programmes in Rehabilitation Sciences of Health Professions across Italy, with particular focus on the distribution of the main educational areas and the organization of clinical training. The findings were compared with the educational model of the University of Padua and with the perceptions of academic representatives, students, and graduates in order to explore how current Master's-level education responds to emerging professional needs and to the growing demand for advanced clinical competencies. A secondary objective was to develop a proposal for updating the curriculum of the LM/SNT2 Master’s Degree Programme at the University of Padua based on the evidence collected. Materials and Methods A documentary analysis was conducted on the curricula of 25 Italian Master's Degree Programmes belonging to the LM/SNT2 class. Single courses were classified into the areas of management, research, education, clinical practice, and other educational activities. In parallel, two online questionnaires were developed using Google Forms: the first targeted at programme directors, coordinators, directors of professional training activities, and faculty members. The second was targeted at graduating students and recent graduates - within five years of having obtained their degree. The data collected were analysed using descriptive quantitative and qualitative methods. Results The analysis revealed substantial heterogeneity among educational models across the country. The managerial area was, on average, the most represented within curricula, confirming the traditional orientation of the programme toward organizational and managerial functions. Research and educational areas showed greater variability, while the clinical area emerged as the most heterogeneous domain. Qualitative analysis of the clinical component identified three main educational models: an interprofessional cross-cutting model, a needs- or population-oriented model, and a profession-specific model. Conclusions The findings suggest that Master's-level education in rehabilitation health professions is currently undergoing a phase of progressive transformation, characterized by the coexistence of different educational models and an increasing focus on advanced clinical competencies. In particular, the classification of clinical educational models developed through this study represents an original contribution to understanding the current national landscape. Based on the collected evidence, several potential development strategies are proposed, including greater curriculum personalization through differentiated tracks based on competency areas, population needs, or profession-specific pathways. Such approaches may contribute to making educational programmes more responsive to the needs of professionals, healthcare services, and emerging population health demands.
Introduzione Negli ultimi anni il Corso di Laurea Magistrale in Scienze Riabilitative delle Professioni Sanitarie (LM/SNT2) è stato oggetto di crescenti riflessioni riguardanti la propria identità formativa e il ruolo professionale del laureato magistrale. Se storicamente tale percorso è stato orientato principalmente allo sviluppo di competenze manageriali, formative e di ricerca, l'evoluzione dei bisogni di salute della popolazione e le recenti innovazioni introdotte in altri ambiti delle professioni sanitarie hanno riacceso il dibattito sul possibile sviluppo di percorsi maggiormente orientati alla clinica avanzata. Obiettivi Lo studio si è proposto di analizzare i modelli formativi dei Corsi di Laurea Magistrale in Scienze Riabilitative delle Professioni Sanitarie presenti sul territorio nazionale, con particolare attenzione alla distribuzione delle principali aree formative e all’organizzazione della formazione clinica. I risultati sono stati confrontati con il modello dell’Università di Padova e con le percezioni di referenti universitari, studenti e laureati, al fine di comprendere come l’attuale formazione magistrale risponda alle nuove esigenze professionali e alle emergenti richieste di sviluppo delle competenze cliniche avanzate. Obiettivo secondario dello studio è stato elaborare una proposta di aggiornamento del piano di studi del Corso di Laurea LM/SNT2 dell’Università di Padova sulla base delle evidenze raccolte. Materiali e metodi È stata condotta un'analisi documentale dei piani di studio di 25 Corsi di Laurea Magistrale italiani appartenenti alla classe LM/SNT2. Gli insegnamenti sono stati classificati nelle aree del management, della ricerca, della formazione, della clinica e delle altre attività formative. Parallelamente sono stati realizzati due questionari online mediante Google Moduli: il primo rivolto a Presidenti di Corso di Laurea, Coordinatori, Direttori delle Attività Didattiche Professionalizzanti e docenti dei CdLM; il secondo destinato a studenti laureandi e laureati entro cinque anni dal conseguimento del titolo. I dati raccolti sono stati analizzati attraverso metodologie descrittive quantitative e qualitative. Risultati L'analisi ha evidenziato una significativa eterogeneità dei modelli formativi presenti sul territorio nazionale. L'area manageriale risulta mediamente la più rappresentata nei piani di studio, confermando il tradizionale orientamento del corso di laurea magistrale verso funzioni organizzative e gestionali. Le aree della ricerca e della formazione mostrano una distribuzione più variabile, mentre la clinica rappresenta l'ambito caratterizzato dalla maggiore eterogeneità. L'analisi qualitativa della componente clinica ha consentito di identificare tre principali modelli formativi: un modello trasversale-interprofessionale, un modello orientato alle aree di bisogno o alle popolazioni target e un modello professione-specifico. Conclusioni I risultati dello studio evidenziano come la formazione magistrale nelle professioni sanitarie della riabilitazione stia attraversando una fase di progressiva evoluzione, caratterizzata dalla coesistenza di differenti modelli formativi e da una crescente attenzione verso la dimensione clinica avanzata. In particolare, la classificazione dei modelli clinici emersa dall'analisi rappresenta un contributo originale alla comprensione dell'attuale panorama nazionale. Alla luce delle evidenze raccolte, vengono proposte possibili strategie di sviluppo del percorso magistrale, basate su una maggiore personalizzazione degli studi attraverso curricula differenziati per aree di competenza, aree di bisogno o percorsi professione-specifici. Tali prospettive potrebbero contribuire a rendere la formazione maggiormente coerente con le esigenze dei professionisti, dei servizi sanitari e dei bisogni emergenti della popolazione.
Evoluzione della formazione magistrale in Scienze Riabilitative delle Professioni Sanitarie: un’analisi dei modelli formativi nazionali e delle nuove tendenze cliniche
TONZAR, SERENA
2025/2026
Abstract
Introduction In recent years, the Master’s Degree in Rehabilitation Sciences of Health Professions (LM/SNT2) has been the subject of increasing reflection regarding its educational identity and the professional role of its graduates. Historically this programme has been primarily oriented toward the development of managerial, educational, and research skills. However, recent innovations introduced in other healthcare professions as well as the evolution in the health needs of the population have made necessary a debate on possible developments of the Master's Program, increasingly targeted at advanced clinical practice. Objectives The aim of the present work is to analyse the educational models adopted by the Master’s Degree Programmes in Rehabilitation Sciences of Health Professions across Italy, with particular focus on the distribution of the main educational areas and the organization of clinical training. The findings were compared with the educational model of the University of Padua and with the perceptions of academic representatives, students, and graduates in order to explore how current Master's-level education responds to emerging professional needs and to the growing demand for advanced clinical competencies. A secondary objective was to develop a proposal for updating the curriculum of the LM/SNT2 Master’s Degree Programme at the University of Padua based on the evidence collected. Materials and Methods A documentary analysis was conducted on the curricula of 25 Italian Master's Degree Programmes belonging to the LM/SNT2 class. Single courses were classified into the areas of management, research, education, clinical practice, and other educational activities. In parallel, two online questionnaires were developed using Google Forms: the first targeted at programme directors, coordinators, directors of professional training activities, and faculty members. The second was targeted at graduating students and recent graduates - within five years of having obtained their degree. The data collected were analysed using descriptive quantitative and qualitative methods. Results The analysis revealed substantial heterogeneity among educational models across the country. The managerial area was, on average, the most represented within curricula, confirming the traditional orientation of the programme toward organizational and managerial functions. Research and educational areas showed greater variability, while the clinical area emerged as the most heterogeneous domain. Qualitative analysis of the clinical component identified three main educational models: an interprofessional cross-cutting model, a needs- or population-oriented model, and a profession-specific model. Conclusions The findings suggest that Master's-level education in rehabilitation health professions is currently undergoing a phase of progressive transformation, characterized by the coexistence of different educational models and an increasing focus on advanced clinical competencies. In particular, the classification of clinical educational models developed through this study represents an original contribution to understanding the current national landscape. Based on the collected evidence, several potential development strategies are proposed, including greater curriculum personalization through differentiated tracks based on competency areas, population needs, or profession-specific pathways. Such approaches may contribute to making educational programmes more responsive to the needs of professionals, healthcare services, and emerging population health demands.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/108793