Outline

Overview

This unit of study, along with its companion unit PHTY2059 builds on competencies around professional identity, technical skills, communication and patient centred care that were acquired and demonstrated in the foundation musculoskeletal units. Students will develop competencies in clinical reasoning, problem-solving and critical thinking supported by the use of case studies that focus on assessment and management of commonly occurring musculoskeletal conditions of the lumbar spine and lower limbs in a primary care setting. Students will use a framework for management of musculoskeletal conditions that is consistent with widely endorsed clinical practice guidelines and uses a pragmatic evidence based approach to patient care. Focused learning modules in this unit include principles of epidemiology, diagnosis, reassurance and education as frontline interventions, and management of musculoskeletal injuries will be applied in the cases in this and the companion unit of study.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	PHTY1024 and BIOS1168 and BIOS1169
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Paula Beckenkamp, paula.beckenkamp@sydney.edu.au
Lecturer(s)	Justin Sullivan, justin.sullivan@sydney.edu.au
	Debra Shirley, debra.shirley@sydney.edu.au
	Paula Beckenkamp, paula.beckenkamp@sydney.edu.au
	Milena Simic, milena.simic@sydney.edu.au
	James Elliott, james.elliott@sydney.edu.au
	Paulo Ferreira, paulo.ferreira@sydney.edu.au
Tutor(s)	Claire Hiller, claire.hiller@sydney.edu.au
Tutor(s)	Vincent Paramanandam, vincent.paramanandam@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Written examination MCQ, short answer and clinical scenarios	60%	Formal exam period	2 hours
Outcomes assessed:
Skills-based evaluation	Practical Examination Practical skill and clinical reasoning assessment	20%	Formal exam period	8 minutes (plus 8 minutes preparation)
Outcomes assessed:
Skills-based evaluation	Practical Examination Practical skill and clinical reasoning assessment	20%	Week 07	8 minutes (plus 8 minutes preparation)
Outcomes assessed:

Assessment summary

Practical examination 1: Practical skill and clinical reasoning (assessment and management of a patient with lower back pathologies) assessed through a case study (role play: one student will act as a ‘patient’ for one of their peers).
Practical examination 2: Practical skill and clinical reasoning (assessment and management of a patient with lower limb pathologies) assessed through a case study (role play: one student will act as a ‘patient’ for one of their peers).
Written examination: All learning outcomes covered in the unit will be assessed. The types of questions are multiple choices, short answers and clinical scenarios.

You must attend all the assessment tasks to pass the entire unit.

Attendance of at least 80% is required for tutorials. Under exceptional circumstances, swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinator. Class numbers may be limited by available tutorial capacity.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assessments must be attempted, not attempting the assessment is considered as an AF mark. For the Mid-semester and Final Written Exams, the exam must be attempted and finished within the allocated time. Exams submitted later than the allocated time may have a mark deduction penalty. For the Final Practical Exam, the exam must be attempted at the allocated time. If you arrive late to your exam and your allocated time has passed, you will not be assessed and it is marked AF. If you do not finish your exam within your allocated time, marks will be deducted depending on the remaining content of your assessment.

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Clinical reasoning and musculoskeletal physical examination 2. Lumbar spine: triage and identification of serious spinal pathology	Lecture (2 hr)
Week 01	1. Low back pain: Diagnostic triage and physical examination (Focus: Movement assessment)	Tutorial (2 hr)
Week 02	3. Lumbar spine: epidemiology, aetiology and natural history 4. Lumbar spine: impairments and management (manual therapy)	Lecture (2 hr)
Week 02	2. Low back pain: Physical examination (Focus: Assessment of neurological function and passive spinal motion)	Tutorial (2 hr)
Week 03	5. Lumbar spine: management of nerve root compromise 6. Imaging of the musculoskeletal system	Lecture (2 hr)
Week 03	3. Low back pain: Physical examination and management (Focus: Passive physiological intervertebral movement and treatment of spinal nerve compromise)	Tutorial (2 hr)
Week 04	7. Lumbar spine management (motor control) 8. Lumbar spine management (advice and exercise)	Lecture (2 hr)
Week 04	4. Low back pain management (Focus: Sacroiliac joint, active straight leg raise and motor control)	Tutorial (2 hr)
Week 05	9. Putting it together: lumbar case study 10. Putting it together: lumbar case mechanism	Lecture (2 hr)
Week 05	5. Low back pain: management (Focus: Advice and revision)	Tutorial (2 hr)
Week 06	11. Groin musculoskeletal conditions: assessment and intervention 12. Hip musculoskeletal conditions: assessment and intervention	Lecture (2 hr)
Week 06	6. Physical examination of the hip and groin	Tutorial (2 hr)
Week 08	13. Tendinopathy: aetiology and interventions (part 1) 14. Tendinopathy: aetiology and interventions (part 2)	Lecture (2 hr)
Week 08	7. Physical examination and interventions of the hip and groin	Tutorial (2 hr)
Week 09	15. & 16. Assessment and Intervention of Acute and Chronic knee musculoskeletal conditions	Lecture (2 hr)
Week 09	8. Physical examination of the knee	Tutorial (2 hr)
Week 10	17. & 18. Bone injuries: diagnosis, classification and healing	Lecture (2 hr)
Week 10	9. Physical examination and interventions of the knee	Tutorial (2 hr)
Week 11	19. Ankle musculoskeletal conditions: assessment and intervention 20. Foot musculoskeletal conditions: assessment and intervention	Lecture (2 hr)
Week 11	10. Physical examination of the foot and ankle	Tutorial (2 hr)
Week 12	21. Evidence based practice: Diagnostic validity 22. Evidence Based Practice: Psychometric properties of rating scales/questionnaires as outcome measures	Lecture (2 hr)
Week 12	11. Physical examination and interventions of the foot and ankle	Tutorial (2 hr)
Week 13	23. Putting it together: lower limb clinical case study 1 and mechanism for case study 1 24. Putting it together: lower limb clinical case study 2 and mechanism for case study 2 25. Putting it together: lower limb clinical case study 3 and mechanism for case study 3 (online lecture/activity)	Lecture (2 hr)
Week 13	12. Physical examination and interventions of the hip, knee and ankle/foot – Revision	Tutorial (2 hr)

Attendance and class requirements

Attendance:

Students are expected to attend a minimum of 80% of online or face to face tutorials for an unit of study, unless granted exemption by the Program Director or Head of Discipline.

Additional assessment items may be set where attendance is lower than 80%. Under exceptional circumstances, swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinator. Class numbers may be limited by available tutorial capacity.

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.

Required readings

Books

Bogduk N. Clinical and radiological anatomy of the lumbar spine. 2012; 5th ed. Edinburgh; New York: Elsevier/Churchill Livingstone.

Brukner and Khan's clinical sports medicine: Injuries. 2016; 5th ed. Sydney: McGraw-Hill.

Cleland JA. Netter's Orthopaedic Clinical Examination. 2022; 4th ed. Philadelphia: Elsevier.

Franklyn-Miller A. Clinical sports anatomy. 2011; 1st ed. North Ryde, NSW: McGraw-Hill Australia.

Hengeveld E. Maitland's Vertebral Manipulation: Management of Neuromusculoskeletal Disorders - Volume 1. 2013; 8th ed. London: Elsevier Health Sciences UK.

Hengeveld E. Maitland's Peripheral Manipulation: Management of Neuromusculoskeletal Disorders - Volume 2. 2013; 5th ed. London: Elsevier Health Sciences UK.

Magee DJ. Orthopedic Physical Assessment. 2021; 7th ed.

St. Louis, Missouri: Elsevier.

Petty NJ. Neuromusculoskeletal examination and assessment: a handbook for therapists. 2018; 5th ed. Edinburgh: Elsevier.

Petty NJ. Principles of Neuromusculoskeletal Treatment and Management: A handbook for therapists. 2018; 3rd ed. Edinburgh: Elsevier.

Refshauge & Gass. Musculoskeletal physiotherapy clinical science and evidence-based practice. 2004; 2nd ed. Butterworth Heinemann.

Manuscripts/Peer-reviewed resources

Bogduk. On the definitions and physiology of back pain, referred pain, and radicular pain. Pain 2009; 147: 17-19.

Buchbinder R et al. Low back pain: a call for action. Lancet 2018; 391: 2384-2388.

Crossley et al. Physical therapy for patellofemoral pain: a randomized, double-blinded, placebo-controlled trial. Am J Sports Med2002; 30(6): 857-65.

Delahunt et al. Clinical assessment of acute lateral ankle sprain injuries (ROAST): 2019 consensus statement and recommendations of the International Ankle Consortium. Br J Sports Med 2018; 52: 1304-1310.

Doherty et al. Treatment and prevention of acute and recurrent ankle sprain: an overview of systematic reviews with meta-analysis. Br J Sports Med 2017;51:113-125.

Dick, Houghton & Bankes. An approach to hip pain in a young adult. BMJ 2018; 361:k1086.

Falvey, Franklyn-Miller & McCrory. The groin triangle: a patho-anatomical approach to the diagnosis of chronic groin pain in athletes. British J Sports Med 2009;43(3):213-220.

Ford et al. An evidence-based review of hip-focused neuromuscular exercise interventions to address dynamic lower extremity valgus. Open Access J Sports Med 2015; 6: 291-303.

Foster NE et al. Prevention and Treatment of Low Back Pain: Evidence, Challenges, and Promising Directions. Lancet 2018; 391: 2368-2383.

Garber et al. Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory, Musculoskeletal, and Neuromotor Fitness in Apparently Healthy Adults: Guidance for Prescribing Exercise. Med Sci Sports Exerc 2011; 43: 1334-1359.

Gribble et al. 2016 consensus statement of the International Ankle Consortium: prevalence, impact and long-term consequences of lateral ankle sprains. Br J Sports Med 2016; 50: 1493-1495.

Hartvigsen J et al. What low back pain is and why we need to pay attention. Lancet 2018; 391: 2356-2367.

Hill et al. Comparison of stratified primary care management for low back pain with current best practice (STarT Back): a randomised controlled trial. Lancet 2011; 378: 1560-1571.

Laslett M. Evidence-based diagnosis and treatment of the painful sacroiliac joint. J Man Manip Ther 2008; 16(3): 142-52

Maher C et al. Non-specific low back pain. Lancet 2017; 386: 736-747.

Moffett & Frost. Back to fitness programme: The manual for physiotherapists to set up the classes. Physiotherapy 2000; 86(6): 295-305.

New Zealand acute low back pain guide: Incorporating the guide to assessing psychological yellow flags in acute low back pain. Accident Compensation Corporation (ACC). Wellington, 2004.

NICE guideline. Low back pain and sciatica in over 16s: assessment and management, 2016 (updated Dec 2020).

NSW Agency for Clinical Innovation. Model of care for the

management of low back pain - Summary. 2022.

Rabey et al. Reconceptualising manual therapy skills in contemporary practice. Musculoskelet Sci Pract 2017; 29: 28-32.

Saragiotto BT et al. Motor Control Exercise for Nonspecific Low Back Pain: A Cochrane Review. Spine 2016; 41(16): 1284-1295.

Wheeler LP, Karran EL, Harvie DS. Low back pain: Can we mitigate the inadvertent psycho-behavioural harms of spinal imaging? Aust J Gen Pract 2018; 47(9): 614-617.

Learning outcomes

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. Demonstrate effective communication skills (verbal, non-verbal and written) to enhance information gathering, rapport and management of clients
LO2. Explain the pathophysiology of common musculoskeletal conditions of the lower limb and lumbar spine
LO3. Apply clinical reasoning skills to assess, interpret findings, identify impairments and plan management strategies related to non-specific low back pain and common musculoskeletal conditions of the lower limb with respect to pathology, stage of healing and goals of rehabilitation
LO4. Screen for patients with suspected serious pathology (e.g. cancer, infection, fracture) and outline an appropriate course of action for those who screen positive
LO5. Apply research skills to identify, access, evaluate and apply research findings to the management of non-specific low back pain and common musculoskeletal conditions of the lower limb
LO6. Apply biomechanics concepts to assess, analyse and manage impairments of the lower limb.
LO7. Explain the concept of diagnostic validity and relate diagnostic accuracy to common musculoskeletal physical examination findings
LO8. Conduct simple physiotherapy interventions effectively, efficiently, skilfully, accurately and sensitively
LO9. Identify and implement outcome measures to evaluate the treatment effect.

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.4. proactively apply principles of quality improvement and risk management to practice 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4.4. proactively apply principles of quality improvement and risk management to practice 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations

Physiotherapy Practice Threshold Statements -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.2		involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making
1.3		review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life
1.4		advocate for clients and their rights to health care
2.1		comply with legal, professional, ethical and other relevant standards, codes and guidelines
2.2		make and act on informed and appropriate decisions about acceptable professional and ethical behaviours
2.3		recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience
3.1		use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others
3.2		record and effectively communicate physiotherapy assessment findings, outcomes and decisions
3.3		deal effectively with actual and potential conflict in a proactive and constructive manner
4.1		assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.2		evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review
4.3		efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
4.4		proactively apply principles of quality improvement and risk management to practice
4.5		recognise situations that are outside their scope of expertise or competence and take appropriate and timely action
5.1		engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
5.2		engage in safe, effective and collaborative interprofessional practice
6.1		use education to empower themselves and provide knowledge to themselves and others.
6.2		seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
8.A		knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.D		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
8.E		competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
8.F		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

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PHTY2058: PT in Musculoskeletal Conditions A

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

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Assessment

Assessment

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Late submission

Academic integrity

Learning support

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Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

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Responding to student feedback

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