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Unit outline_

EXSS3075: Exercise Physiology in Clinical Cases 1

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

The unit will develop and understanding of the scope of practice, knowledge, clinical decision making and practical skills for the assessment, design and delivery of evidence-based exercise interventions for target conditions in the cardiovascular and metabolic AEP pathology domains. Clinical scenarios will be used to develop understanding of the pathological and pathophysiological bases for disease, diagnostic procedures, medical and allied health interventions, including surgery and medications. This will require the student to integrate prior knowledge, skills and experiences with new learning in the context of cardiometabolic disease management. Emphasis will be placed on the evaluation of the evidence based for exercise prescription, the fundamental determinants of behaviour change, and how to identify and respond appropriately to contraindications to exercise, or changes in clinical status. By the end of the unit, students will have developed the capacity for appropriate assessment, monitoring, prescription and implementation of exercise for cardiometabolic disease clientele, to ultimately design and deliver safe and effective physical activity management plans that are individualised and evidence-based

Unit details and rules

Academic unit Movement Sciences
Credit points 6
Prerequisites
? 
EXSS3070
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Yorgi Mavrou, yorgi.mavros@sydney.edu.au
Lecturer(s) Maria Fiatarone Singh, maria.fiataronesingh@sydney.edu.au
Yorgi Mavrou, yorgi.mavros@sydney.edu.au
Tutor(s) Cal Baker, callum.baker@sydney.edu.au
Chloe Trevor, chloe.trevor@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Supervised exam
? 
Final exam
Final examination
35% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4
Small test ECG Exam
ECG exam on the identification of heart rate, rhythm and abnormalities
20% Week 06
Due date: 02 Sep 2024 at 12:00
90 minutes
Outcomes assessed: LO1 LO5 LO3 LO2
Assignment group assignment Case report: Obesity, metabolic syndrome and type 2 diabetes
Using AI, synthesise case notes into a GP letter and annotate the output.
15% Week 10
Due date: 11 Oct 2024 at 23:59
3 pages
Outcomes assessed: LO1 LO2 LO3
Assignment group assignment Case report: Cardiovascular Disease
Synthesise information into SOAP notes, client assessment and report
25% Week 13
Due date: 01 Nov 2024 at 23:59
5 pages
Outcomes assessed: LO1 LO2 LO3
Skills-based evaluation hurdle task ECG placement and clinical skills
12-lead ECG
5% Week 13 20 minutes
Outcomes assessed: LO2 LO4 LO5
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

1. ECG Exam - ECG exam on identification of heart rate, rhythm and abnormalities including but not limited to arrhythmias, ischaemic signs and acute myocardial infarction. Students will be required to make clinical decisions about appropriate exercise intensity and safety to commence/continue exercise.

2. Case report: Obesity and metabolic syndrome -

Students will be given subjective and objective history regarding a change in clinical status of a patient. Students will be required to write a letter to the GP documenting the incident. To complete this task, students will be asked to provide prompts to generative AI to compile the letter. Students will then annotate the AI generated letter, pointing out mistakes or areas for improvement. Students will submit the AI prompts, annotated letter and their final GP letter for marking (3 pages in total maximum).

3.  Case report: Cardiovascular Disease - students will be provided a video recording of a client interview, along with some objective assessments. They will use this (along with referral letter and other relevant records) to complete their SOAP notes, GP letter and EMP with justification. Generative AI will not be allowed for this assessment.

4. OSCE: ECG placement  - Practical assessment of 12-lead ECG placement (the client is a peer)

Students must show clinical competency in this assessment. For students who do not show competency on the first attempt, a remediation session will be held.

5. End-Semester Exam – Written exam that will cover the theory from the whole semester, including all cognitive learning outcomes. Students must achieve 45% in the exam to pass the unit

All assessments must be attempted in order to pass the unit of study

 

Assessment criteria

Result name Mark range Description
High distinction 85 - 100 Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction 75 - 84 Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit 65 - 74 Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass 50 - 64 Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail 0 - 49 When you don’t meet the learning outcomes of the unit to a satisfactory standard.

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Pre-exercise assessment for Cardioetabolic Dsease Lecture (2 hr) LO1 LO2 LO3
Pre-exercise assessment and goal setting in cardiometabolic disease Tutorial (2 hr) LO1 LO2 LO3
Week 02 Clinical Exercise Testing and Electrocardiography Lecture (2 hr) LO1 LO2 LO4 LO5
ECG practical Practical (2 hr) LO1 LO2 LO3 LO5
Week 03 Evidence-based practice Lecture (2 hr) LO2 LO3
ECG Tutorial I Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Person-centred care Lecture (2 hr) LO1 LO2 LO3 LO4
ECG Tutorial II Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Exercise programming in overweight and obesity Lecture (2 hr) LO1 LO2 LO3 LO4
Evidence-based practice Tutorial (2 hr) LO1 LO2 LO3
Week 07 Exercise in metabolic syndrome and polycystic ovarian syndrome Lecture (2 hr) LO1 LO2 LO3 LO4
Exercise in overweight/obesity, metabolic syndrome and polycystic ovarian syndrome Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 08 Exercise in type II and gestational diabetes Lecture (2 hr) LO1 LO2 LO3 LO4
Exercise in diabetes Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 09 Exercise in CVD I: Exercise in ischaemic heart disease and following an acute MI Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
Exercise in diabetes Practical (2 hr) LO1 LO2 LO3 LO4
Week 10 Background to CHF, valvular heart disease and in arrhythmias Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
Case studies of CVD Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Exercise in CVD II: Exercise in CHF, valvular heart disease and in arrhythmias Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
Exercise in CHF and valvular heart disease Practical (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Peripheral Arterial Disease Lecture (2 hr) LO1 LO2 LO3 LO4
Peripheral Arterial Disease Practical (2 hr) LO1 LO2 LO3 LO4
Week 13 Obstructive Sleep Apnoea Lecture (2 hr) LO1 LO2 LO3 LO4
ECG revision and assessment Practical (2 hr) LO1 LO2 LO3 LO4

Attendance and class requirements

Lectures: Lectures will be live on campus unless otherwise directed. All lectures will be recorded and made available on canvas.

Tutorials and practicals: These are interactive activities that are live on campus. 

 

Attendance: Students are encouraged to attend all learning activities to optimise their engagement and learning experience. Attendance at practical classes is not mandatory but strongly encouraged so students can gain mastery over their skills in preparation for their OSCE examination, which is compulsory. 

 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Understand the pathological and pathophysiological bases for cardiometabolic disease to identify relative and absolute contraindications for exercise, and assess and identify barriers to exercise and physical activity
  • LO2. Understand management of cardiometabolic disease including; diagnostic procedures (e.g. biochemistry, imaging procedures, 12-lead ECG); therapeutic interventions (e.g. medications, surgery, allied health interventions); exercise testing and prescription, including the scope of practice, core principles of case management, and professional conduct of the AEP in cardiometabolic disease
  • LO3. Apply existing knowledge of exercise testing and prescription to safely design exercise management plans for cardiometabolic disease, including; safe and appropriate screening and assessment tools (including point of care testing) in order to risk stratify and assess clinical status before, during and after exercise in complex cases with multiple chronic diseases; setting appropriate goals that are SMART; design safe and effective evidence-based exercise and physical activity interventions with appropriate selection of mode, intensity and frequency in cardiometabolic disease using available scientific evidence and guidelines that consider client treatment goals and relevant medical history.
  • LO4. Show adaptability to changes in clinical status (acute and chronic) such as adverse events (including first aid and emergency responses), co-morbidities, or changes in functional capacity in complex cases with multiple chronic diseases
  • LO5. Be able to set up a client with a 12-lead ECG (at rest and for an exercise stress test), and be able to identify and describe and appropriately respond to common and aberrant changes in ECG waveforms that are indicative of: changes in heart rate, arrhythmias (benign and malignant), ischaemia/infarction, electrolyte imbalances, digitalis toxicity, conduction blocks etc.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Accredited Exercise Physiologist Professional Standards (2023) - ESSA
2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
LO2
Accredited Exercise Physiologist Professional Standards (2023) - ESSA
1.2.1. Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
1.2.2. Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.4. Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
1.2.8. Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care.
2.2.4. Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum.
2.2.7. Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings.
3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
LO3
Accredited Exercise Physiologist Professional Standards (2023) - ESSA
1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.4. Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
2.2.2. Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
2.2.5. Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation.
2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes.
2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions.
3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.5. Evaluate and record assessment outcomes in a timely and accurate manner to inform practice and communicate outcomes and relevance to goals effectively to clients and relevant others.
3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely.
4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.
4.2.2. Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities.
4.2.3. Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
4.2.8. Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.
LO4
Accredited Exercise Physiologist Professional Standards (2023) - ESSA
1.2.4. Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
4.2.3. Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
LO5
Accredited Exercise Physiologist Professional Standards (2023) - ESSA
1.2.1. Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
1.2.2. Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely.
Accredited Exercise Physiologist Professional Standards (2023) -
Competency code Taught, Practiced or Assessed Competency standard
1.2.1 A Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
1.2.2 A Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
1.2.3 A Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.4 A Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
1.2.5 A Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
1.2.6 A Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
1.2.8 A Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care.
2.2.1 A Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
2.2.2 A Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
2.2.3 A Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
2.2.4 A Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum.
2.2.5 A Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation.
2.2.6 A Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes.
2.2.7 A Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings.
2.2.8 A Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions.
3.2.1 A Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.2 A Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
3.2.3 A Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.4 A Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
3.2.5 A Evaluate and record assessment outcomes in a timely and accurate manner to inform practice and communicate outcomes and relevance to goals effectively to clients and relevant others.
3.2.7 A Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
3.2.8 A Choose and use relevant technology and equipment efficiently, effectively, and safely.
4.2.1 A Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.
4.2.2 A Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities.
4.2.3 A Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
4.2.8 A Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.

This section outlines changes made to this unit following staff and student reviews.

After review of the assessments and in response to student feedback, we have reduced the amount of work required in Case report 1, and have also allowed the use of generative AI for this assessment.

Work, health and safety

Students should follow COVID-19 directions from staff or the University for on-campus attendance. 

Disclaimer

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