Outline

Overview

This unit comprises two modules. The neurodegenerative module examines the pathology, impairments, activity limitations and participation restrictions arising from neurodegenerative conditions which require adaptation (such as Parkinson's disease, multiple sclerosis and motor neuron disease) and the physiotherapy management of these conditions, including self-management principles to increase physical activity and using technology in rehabilitation. The spinal cord injury module of this unit focuses on the physiotherapy management of spinal cord lesions. All modules incorporate evidencebased practice and integrated patientcentered healthcare. Students learn to promote, assess and train or prescribe appropriate aids to enable activity performance and promote participation.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	PHTY2061
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Serene Paul, serene.paul@sydney.edu.au
Lecturer(s)	Lina Goh, lina.goh@sydney.edu.au
	Leanne Hassett, leanne.hassett@sydney.edu.au
	Serene Paul, serene.paul@sydney.edu.au
	Joanne Glinsky, joanne.glinsky@sydney.edu.au
Tutor(s)	Natalie Allen, natalie.allen@sydney.edu.au
	Lydia Chen, lche3980@sydney.edu.au
	Keira Tranter, kral0000@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Written exam Written examination containing multiple choice and short answer questions.	45%	Formal exam period	1.5 hours
Outcomes assessed:
Skills-based evaluation	Prac/Viva exam Demonstration of practical skills and oral response to set questions.	20%	Formal exam period	9 minutes
Outcomes assessed:
Assignment	Exercise design assignment Design 1 exercise in a group. Individual written report & peer review video	30%	Week 07 Due date: 03 Apr 2023 at 23:59	2.5 mins video + 600-word report
Outcomes assessed:
Participation	Clinical Reasoning assessment Clinical reasoning participation in-class in small groups.	5%	Week 10	2-hour tutorial in Week 10
Outcomes assessed:
= group assignment ?

Assessment summary

Exercise design assignment: Work in a group to design and record 2 exercises, and explain their rationale. Individual peer review of an assigned video.
Clinical reasoning participation assessment: Work in a group to develop an assessment and intervention plan for a person with a neurodegenerative condition, and share this plan with your classmates.
Prac/viva exam: Demonstration of practical skills and oral response to set questions.
Written exam: Written exam consisting of multiple-choice and short-answer questions. This exam will cover all material covered in lectures, tutorials, and essential readings.

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.

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. Health conditions: mechanisms and management of degenerative conditions which require adaptation over time; 2. Impairment: motor impairments arising from Parkinson's disease	Lecture (2 hr)
Week 01	Impairment and activity: Assessment of degenerative conditions which require adaptation over time (Part 1 - PD, MS, MND)	Tutorial (2 hr)
Week 02	1. Impairment: motor impairments arising from cerebellar lesions (ataxia, tremor); 2. Evidence based practice: Parkinson's disease	Lecture (2 hr)
Week 02	Impairment, activity and participation: Assessment of ataxia; and positive psychosocial adjustment and prevention of secondary motor impairments in the early stages of a neurodegenerative disease disease	Tutorial (2 hr)
Week 03	1. Impairment: Weakness in neurodegenerative conditions; 2. Impairment: fatigue - nature of the impairment and clinical implications of research findings	Lecture (2 hr)
Week 03	Impairment and activity: overcoming and adapting to cerebellar ataxia	Tutorial (2 hr)
Week 04	1. Activity and biomechanics: community mobility, uneven surfaces, curbs and stairs; 2. Evidence based practice: Multiple scelerosis	Lecture (2 hr)
Week 04	Impairment and activity: reducing bradykinesia, freezing, tremor, and dyskinesia, training turning in bed and walking in middle stage PD	Tutorial (2 hr)
Week 05	1. Activity: falls prevention and management in degenerative neurological conditions; 2. Self-management in chronic neurological conditions	Lecture (2 hr)
Week 05	Impairment, activity and participation: Promotion of optimum physical activity in early the early stages of a neurodegenerative disease	Tutorial (2 hr)
Week 06	1. Use of technology in rehabilitation; 2. Participation: living with a neurodegenerative condition, role of self-help organizations; 3. Live Q&A (mid-semester check-in).	Lecture (3 hr)
Week 06	Self-management for people with chronic neurological conditions	Tutorial (2 hr)
Week 08	1. Physiotherapy management of people with SCI 1-2.	Lecture (2 hr)
Week 08	The use of technology/exergames in rehabilitation	Tutorial (2 hr)
Week 09	1. Physiotherapy management of people with SCI 3-4.	Lecture (2 hr)
Week 09	Activity: maintaining mobility (falls prevention, prescribing alternative mobility aids and accessing services) in late neurodegenerative conditions	Tutorial (2 hr)
Week 10	1. Physiotherapy management of people with SCI 5-6.	Lecture (2 hr)
Week 10	Impairment, activity, participation: neurodegenerative conditions - case study (MS)	Tutorial (2 hr)
Week 11	1-2. Impairment: Secondary impairments in SCI - risk assessment, prevention and management	Lecture (2 hr)
Week 11	Impairment and activity: Identifying optimal outcomes for, and analysing transfers in, individuals with complete SCI	Tutorial (2 hr)
Week 12	1-2. Evidence based practice: Spinal Cord Injury case study (part 1 – inpatient management)	Lecture (2 hr)
Week 12	Activity: training supine to long sitting and wheelchair to bed transfers (SCI)	Tutorial (2 hr)
Week 13	1. Living with SCI - guest speaker; 2. Evidence based practice: Spinal Cord Injury case study (part 2 – discharge planning/NDIS); 3. Live Q&A (ahead of exam period).	Lecture (3 hr)
Week 13	Activity: training wheelchair transfers and wheelchair mobility (SCI)	Tutorial (2 hr)
Week 14 (STUVAC)	Supervised practice: SCI whole task transfers in preparation for prac/viva exam	Practical (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend a minimum of 80% of in person 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 are 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

Recommended textbooks:

Carr JH and Shepherd RB (2010) Neurological rehabilitation: optimizing motor performance (2nd ed). Edinburgh: Churchill Livingstone.

Harvey L (2008) Management of Spinal Cord Injuries. Edinburgh; New York: Butterworth-Heinemann.

All weekly readings (required and recommended) may be found on the Leganto Reading list, available via Canvas.

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. describe the mechanisms and management of neurodegenerative conditions and spinal cord injuries
LO2. identify the motor and non-motor impairments arising from neurodegenerative conditions, and their impact on activity and participation
LO3. demonstrate methods of assessment of motor impairments and activity limitations in neurodegenerative conditions, and explain the rationale of assessment techniques
LO4. demonstrate and explain in lay language how people with motor complete spinal cord lesions move from supine to long sitting and perform transfers
LO5. analyse the contribution of primary and secondary, and motor and non-motor impairments to activity limitations and participation restrictions
LO6. demonstrate methods of reducing specific motor impairments (or adapting to these impairments) and training motor performance to reduce activity limitations
LO7. outline the rationale for physiotherapy interventions designed to maximise activity and minimise secondary disability, and identify the evidence-base for these interventions
LO8. prescribe aids for reducing activity limitations and increasing participation
LO9. devise and evaluate physiotherapy intervention programs for people with neurodegenerative conditions and spinal cord injuries that minimise secondary impairments and maximise quality of life, as well as meet the patient’s goals, taking into account personal factors, motor and non-motor impairments, activity limitations, participation restrictions, environmental context, and contributions of the interprofessional health team
LO10. discuss the role of patient self-management strategies and describe the implementation of these strategies, particularly for increasing physical activity
LO11. prescribe technology-based assessments and interventions

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 - 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 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 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
	Physiotherapy Practice Threshold Statements - 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 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 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
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 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
	Physiotherapy Practice Threshold Statements - 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 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
	National Standard of Competency for Architects - 3.1. Design response integrates the objectives of brief, user intent and built purpose.
	Physiotherapy Practice Threshold Statements - 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 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
	Physiotherapy Practice Threshold Statements - 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 2.2. 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 4.3. 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
	Physiotherapy Practice Threshold Statements - 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 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 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
	Physiotherapy Practice Threshold Statements - 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 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 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.
	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 2.2. 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 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge

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
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
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
4.3		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
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member

Responding to student feedback

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

Improved quizzes to provide more formative feedback. Assessments better scaffolded and will be explained in more detail to provide better formative feedback.

Additional information

Work, health and safety

All bags to be left outside tutorial room D18.203. Bags allowed into seminar rooms for clinical reasoning tutorials.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PHTY3082: PT in Neurological Conditions B

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect