In the middle of an active war, Sumy State University in Ukraine is undertaking a rigorous, internationally guided review of its physiotherapy master’s programme to ensure the next generation of clinicians meets global standards. Supported by Physiopedia Plus through the IRETT framework, the collaboration offers a compelling model for universities worldwide seeking to strengthen rehabilitation education.
In the midst of one of the most demanding periods in its history, Sumy State University in Ukraine is doing something remarkable. Rather than simply surviving the pressures of wartime education, its Department of Physical Therapy, Occupational Therapy and Sports Medicine has embarked on a rigorous, internationally guided review of its master’s programme, actively seeking to strengthen the quality of physiotherapy education for a new generation of clinicians who will be essential to Ukraine’s recovery.
The process is being supported by Physiopedia Plus through the International Rehabilitation Education and Training Toolkit (IRETT), a structured framework developed to help universities align their programmes with international standards and build long-term rehabilitation capacity. Working with mentors Dr Larisa Hoffman, Associate Dean and DPT Programme Director at Regis University in the United States, and Dr Olha Kovalchuk, Physiopedia workforce development consultant, the IRETT’s Academic Program Reflection Tool (APRT) has been used to examine every dimension of their programme, from philosophy and learning outcomes to faculty responsibilities, student assessment and clinical education.
“Education of physical therapists is a complex task. The lack of a nationally recognised information base that corresponds to modern international approaches makes Physiopedia Plus an invaluable resource for ensuring educational quality.” – Professor Yurii Ataman, Head of the Department
What has emerged from this collaboration is a programme philosophy that is striking in both its ambition and its clarity. The revised master’s programme articulates a vision of the physical therapist not merely as a clinician, but as an agent of change, prepared to work with veterans, internally displaced persons, and civilian survivors of war, and equipped to help restore active life through movement, care, and respect for human dignity. The curriculum has been aligned with the World Physiotherapy Education Framework, with learning outcomes mapped across domains including evidence-based practice, clinical reasoning, ethical practice, interprofessional teamwork and leadership.
“Online courses on Physiopedia Plus are constantly used for educating students and teachers. The main reason is modern evidence-based information on physical therapy, which is available to all participants in the educational process today, and a significant number of online courses in Ukrainian.” – Professor Olga Yezhova from the department
Physiopedia Plus courses are woven throughout this curriculum with remarkable specificity. Students studying rehabilitation of war injuries draw on courses covering gunshot injury rehabilitation, amputation in disasters and conflicts, and trauma-informed care. Students and teachers who want to support soldiers in the hospital use resources from the Intensive Care Physiotherapy Programme. Those in neurological rehabilitation access the Neurology Assessment for Rehabilitation Professionals Programme. Students in obstetrics and gynaecology modules use the Women’s Pelvic Health Programme, while foundational research training is supported by evidence-based practice courses available in Ukrainian. The depth of integration goes well beyond supplementary reading, Plus content is mapped directly to specific learning outcomes and used in flipped classroom approaches, independent study and formal assessment.
The APRT process itself has been transformative in ways that extend beyond curriculum content. The university has clarified its programme philosophy, mission and vision; strengthened the alignment between learning outcomes and World Physiotherapy standards; and identified areas for further development, including new disciplines in intensive care rehabilitation and higher education pedagogy. Faculty are being encouraged to draw on Plus resources to ease workload pressures while maintaining educational rigour. Plans are already in place to incorporate Physiopedia’s AI Assistant, PAI, into independent study tasks from the 2025/2026 academic year.
This collaboration illustrates what becomes possible when a university partnership with Physiopedia moves beyond access to resources and becomes a genuine process of programme development. For universities worldwide, whether navigating significant national challenges or simply seeking to align more closely with international rehabilitation standards, the Sumy model offers a compelling example of what structured, mentor-supported curriculum review can achieve.
Universities interested in exploring Physiopedia Plus institutional partnerships and how the IRETT framework could support their own programme development are welcome to get in touch.
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