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Dr. Rose Galvin



Rose graduated from Trinity College Dublin with a BSc (hons) in Physiotherapy. She worked clinically before undertaking a PhD in the Discipline of Physiotherapy at Trinity College. The focus of her PhD thesis was around the provision of additional exercise therapy to people with acute stroke through the involvement of their families in the delivery of exercises to them. She has also worked as a research physiotherapist on two pan-European projects that evaluated the impact of novel technologies in the assessment and treatment of people with a range of neurological disabilities. Rose undertook a post-doctoral research fellowship at the HRB Centre for Primary Care Research at the Royal College of Surgeons in Ireland. She was appointed as Director of the Centre in 2013 and joined the Department of Clinical Therapies in March 2015 to take up a Lectureship in Physiotherapy.

Research Interests

Rose's research interests lie in the areas of gerontology and neurology and include the evaluation of novel methods of optimising exercise and motivation to exercise in older people and people with neurological disabilities. She has a particular interest in the prediction of adverse events in older adults through the use of clinical prediction rules. In addition, she is currently involved in several systematic reviews with meta-analysis, and in medicine management studies of the elderly, particularly in relation to opioids and inappropriate prescribing. In 2014, Rose was accepted onto the International Primary Care Research Leadership Programme, hosted by the University of Oxford. Her research outputs reflect the diverse range of interdisciplinary national and international research collaborations.Rose is a practising member of the Irish Society of Chartered Physiotherapists ( and a member of the clinical interest group, Chartered Physiotherapists in Neurology and Gerontology (CPNG). She is also the Vice President of the Irish Gerontological Society ( and a member of the Society for Academic Primary Care (SAPC).

Teaching Interests

My teaching philosophy is based on a constructivist paradigm in which I recognise that the learning experience for each student is individual. My role as an educator is to help students to construct their own knowledge and develop their own professional identity as healthcare practitioners, by facilitating and guiding their learning through experience and reflection. I have experience in a broad range of enquiry based learning approaches including problem-based learning, case-based reasoning, small group work and research projects. I strive to actively engage students in learning by incorporating clinically relevant case scenarios into my modules that increase in complexity as the semester progresses. This ensures that there is vertical integration and consolidation of learning throughout the module so that as students' progress through the semester, they can build on their acquired clinical skills, knowledge and critical appraisal skills. I use an array of teaching and learning methods to facilitate learning and reflection around these case studies including patient stories, online resources (blogs, patient websites), discussion forums, books, relevant research articles, clinical guidelines, engagement with relevant community support groups (e.g. the Volunteer Stroke Scheme), and practical skills labs.