Department of
Obstetrics & Gynaecology Physiotherapy

The Department of Obstetrics & Gynaecology Physiotherapy at SGT University is devoted to the advancement of women’s health through holistic physiotherapeutic care, education, and research. The department empowers students with in-depth knowledge and clinical competence in managing physical and functional health challenges specific to women.
A strong focus is placed on simulation-based learning, with birthing mannequins, pelvic floor rehabilitation simulators, and postpartum assessment models used to replicate real-life clinical encounters. Our students are exposed to blended pedagogies—including role-play, community immersion, reflective journals, and interdisciplinary case conferences—that encourage deep, reflective, and active learning beyond traditional lectures.
The curriculum equips students to manage a wide range of conditions, including prenatal discomforts, labour-related musculoskeletal issues, postnatal diastasis recti, pelvic organ prolapse, urinary incontinence, and post-surgical rehabilitation after gynaecological procedures.
Clinical training is provided in collaboration with the Department of Obstetrics & Gynaecology at SGT Hospital, where students gain hands-on exposure to antenatal and postnatal wards, labour rooms, and women’s health OPDs. Outreach initiatives further enhance student learning by engaging in rural maternal health programs and women’s wellness camps.

    Department Objectives:
  • To provide specialized education in physiotherapy for women’s health, focusing on prevention, treatment, and wellness across the lifespan.
  • To develop practical skills through simulation tools, including pelvic floor biofeedback units, birthing models, and postpartum rehabilitation kits.
  • To expose students to real-time clinical environments through structured clinical rotations in maternity hospitals and women’s health centres.
  • To train students in the management of conditions such as pregnancy-related musculoskeletal issues, postnatal recovery, urinary incontinence, and pelvic floor dysfunction.
  • To foster out-of-classroom learning through community visits, public health awareness drives, and adolescent health promotion programs.
  • To incorporate learner-centred pedagogies such as role-play, OSCEs (Objective Structured Clinical Examinations), e-learning modules, and research projects in women’s health.

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