International specialisation in COPD care at respiratory physiotherapy BIP

8 June 2026 Reading time Minutes

Saxion physiotherapy students and lecturers participated in a Blended Intensive Programme (BIP) on respiratory physiotherapy for COPD patients. The international programme started with virtual learning sessions in preparation for the meet-up week at the University of Antwerp. Lincy Broekhuis and Ellen Wilmink-Mentink, both physiotherapy lecturers, organised the programme along with lecturers from Portugal, Spain and Belgium.

Why did you set up the international respiratory physiotherapy programme?

The programme enables us to increase students’ knowledge and awareness in the field of respiratory physiotherapy for COPD patients. In doing so, we look at the entire care path: from acute to chronic, from intensive care to home treatment.

It is precisely the international aspect that provides a unique learning experience. Students and lecturers from different European educational institutions get to work together. This lets students learn about new models and treatment strategies. They find out what options are available in other countries and how this can be applied in their own professional environment.

The collaboration was also enriching for lecturers. Whenever possible, the lecturers involved were also present in Antwerp. Everyone was able to contribute their own knowledge and skills during the sessions. This helped make the programme strong and versatile in terms of content, say Lincy and Ellen.

How was the programme structured?

An Erasmus+ Blended Intensive Programme (BIP) always consists of virtual and in-person components. First, students attended three virtual sessions in preparation of their week together in Antwerp. The virtual phase was intended to help create a common base. This gave students an understanding of the prevalence and intervention for COPD for each country. There was also a theoretical knowledge transfer.

During the live week in Antwerp, students attended morning lectures and workshops given by a variety of international lecturers. In the afternoon, they worked on a group project in international teams. They presented this project on the final day.

Who do you collaborate with in the BIP?

We organise the BIP in collaboration with a strong European partner network: the University of Antwerp, Escola Superior de Saúde do Alcoitão in Portugal, Ramon Llull University and University of Deusto in Spain and Utrecht University of Applied Sciences and ourselves as Saxion, in the Netherlands.

This mix of universities and applied universities ensures a rich exchange of knowledge, educational views and practical experiences. Each partner brings their own expertise and national context. Prior to the BIP, we had several virtual meetings so we could jointly develop the programme and optimise lessons.

The cooperation went exceptionally well. There is a pleasant, open atmosphere with room for discussion and sharing. It really felt like working together, for both students and lecturers.

Students see the available physiotherapy treatment options in other countries and they see how they may be able to apply them in their own professional environment.

What do you see as the biggest learning effect for students?

Students get a considerably more international view of physiotherapy treatment. They not only see the options available in other countries and how they may be able to apply them in their own professional environment, but also gain more knowledge on skills sometimes used by other disciplines here in the Netherlands.

Lincy and Ellen explain further: “In the final online sessions, for example, students presented to one another what they had found out about COPD care and treatment in their own country. That immediately led to a first international comparison and interesting discussions.”

Students become more aware of differences in study and work culture and learn how to relate to them.

Furthermore, we also see clear personal development. Students become more aware of differences in study and work culture and learn how to relate to them. This is an important step towards working professionally in an international context.

Which competences did students develop as a result of this international experience?

Students work on multiple competences included in the Physiotherapy course profile. Examples include demonstrating international commitment and expertise, collaborating with other physiotherapists and healthcare professionals, and developing an intercultural attitude and skills.

The collaboration with students from other countries is generally regarded as very positive. Students get to know each other's perspectives and are challenged to look beyond the Dutch context. We have actively promoted working together in international groups.

How did you experience this BIP yourself?

We found this BIP extremely fun and educational, both for students and ourselves. The international collaboration, the in-depth knowledge of COPD and the enthusiasm of students made it a highly valuable experience.

We don't think the experience makes students look differently at their future role as physiotherapists, but we do see that interest in COPD has increased, Lincy and Ellen explain. Students have studied both the theory and practice of COPD care in terms of content, which increases their involvement in this field of study.