Outline

Overview

This unit will expand upon the knowledge gained in the first semester by delving deeper into professional development, communication, and reflective practices. Models of healthcare and social determinants of health and disease will be revisited in different contexts and emphasise the application of health promotion models to facilitate health-enhancing change at the individual and community levels. Further, students will learn about communicating with people with disabilities and individuals with special needs. Students will expand on their knowledge of biomedical sciences using case and problem-based learning. Utilising more complex patient scenarios, students will learn a range of assessment, treatment, and safe manual handling skills through integrated themes of musculoskeletal, cardiopulmonary, and neurological physiotherapy with a focus on adult patients and older adults. The unit emphasises patient-centred practice using the WHO ICF-Framework and advanced clinical reasoning tools. Students will continue learning about key pharmacological interventions that may interfere or assist with their management plan for presented clinical scenarios. The course highlights the importance of active patient engagement, exercise, and physical activity in preventing primary and secondary health issues. It also covers the role and application of technology in healthcare. Students' knowledge and skills will be further consolidated via regular simulated clinical practice.

Unit details and rules

Academic unit	Movement Sciences
Credit points	24
Prerequisites ?	PHTY5500
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Justin Sullivan, justin.sullivan@sydney.edu.au
Lecturer(s)	Justin Sullivan, justin.sullivan@sydney.edu.au
	Sonia Cheng, sonia.cheng@sydney.edu.au
	Edward Gorgon, edward.gorgon@sydney.edu.au
	Belinda Judd, belinda.judd@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	AT13: Skills-Based Assessment (D) with Practical Viva Practical viva exam for a primary care musculoskeletal case study.	0%	Formal exam period	20 minutes
Outcomes assessed:
Skills-based evaluation	AT14: Skills-Based Assessment (E) with Practical Viva Practical viva exam for a complex case study.	0%	Formal exam period	20 minutes
Outcomes assessed:
Assignment	AT15: Skill Portfolio Students will submit a record of their practical skills and activities.	0%	Formal exam period Due date: 24 Nov 2024 at 23:59	NA
Outcomes assessed:
Small continuous assessment	AT1: Weekly Quizzes Weekly quizzes due Sunday 23:59 of each week (Weeks 1-14).	0%	Ongoing	20-30 minutes
Outcomes assessed:
Assignment	AT12: Virtual Care Video Assignment Students will prescribe exercise in a simulated virtual care interaction.	0%	STUVAC Due date: 10 Nov 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	AT2: Explain Pain Recording Students will explain chronic pain to a patient with clarity and empathy.	0%	Week 03 Due date: 18 Aug 2024 at 23:59	3 minutes
Outcomes assessed:
Skills-based evaluation	AT3: Skills-Based Assessment (A) Selected objective assessments in a primary care musculoskeletal setting.	0%	Week 04	8 minutes
Outcomes assessed:
Assignment	AT4: Reflection on Skills-Based Assessment (A) Students will reflect on their performance in Skills-Based Assessment (A).	0%	Week 04 Due date: 22 Aug 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	AT5: Evidence-Based Appraisal and Synthesis Students will summarise and critically appraise a research article.	0%	Week 06 Due date: 08 Sep 2024 at 23:59	1000 words
Outcomes assessed:
Skills-based evaluation	AT6: Skills-Based Assessment (B) with Practical Viva Practical viva exam for a neurological rehabilitation case study.	0%	Week 08	25 minutes
Outcomes assessed:
Assignment	AT7: Peer Assessment for Skills-Based Assessment (B) Students will observe and provide feedback on the performance of a peer.	0%	Week 08 Due date: 19 Sep 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	AT8: Health Promotion Campaign Brochure/Poster Students will design a health promotion poster or brochure.	0%	Week 10 Due date: 13 Oct 2024 at 23:59	A4 brochure/poster + 500 word report
Outcomes assessed:
Assignment	AT9: Health Promotion Campaign Co-Design Report and Reflection Students will consider AT8 in context of a First Nations Community.	0%	Week 10 Due date: 13 Oct 2024 at 23:59	750 words
Outcomes assessed:
Skills-based evaluation	AT10: Skills-Based Assessment (C) with ISBAR Handover ISBAR handover and selected interventions for a cardiopulmonary case study.	0%	Week 12	20 minutes
Outcomes assessed:
Assignment	AT11: Professional Notes for Skills-Based Assessment (C) Students will document their treatment from Skills-Based Assessment (C).	0%	Week 12 Due date: 24 Oct 2024 at 23:59	10 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

AT1, Weekly Quizzes: Weekly quizzes employ assessment for learning and enable students to assess their own understanding, identify knowledge gaps, and enhance their grasp of the course material.

AT2, Explain Pain Recording: Students will create a video of themselves explaining chronic pain to a patient, demonstrating empathy and an awareness of the impact of chronic pain on the patient’s life.

AT3, Skills-Based Assessment (A): Students will demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected objective assessments in a primary care musculoskeletal setting.

AT4, Reflection on Skills-Based Assessment (A): Students will submit a reflection following their skill performance.

AT5, Evidence-Based Appraisal and Synthesis: Students will search for, summarise, and critically appraise a research article from a list of intervention topics.

AT6, Skills-Based Assessment (B) with Practical Viva: Students will answer viva questions related to a neurological rehabilitation case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a neurological rehabilitation case.

AT7, Peer Assessment for Skills-Based Assessment (B): Students will observe and provide constructive feedback on the skill performance of one of their peers.

AT8, Health Promotion Campaign Brochure/Poster: In groups of three, students will design an A4 brochure or poster as part of a health promotion campaign aimed at preventing a specific health condition. The rationale behind the health promotion campaign will be outlined in an accompanying report.

AT9, Health Promotion Campaign Co-Design Report and Reflection: Students will reflect on how and why they would adapt their AT8 brochure or poster to better suit the needs and cultural context of an Australian First Nations Community.

AT10, Skills-Based Assessment (C) with ISBAR Handover: Students will deliver an ISBAR handover related to a cardiopulmonary case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a cardiopulmonary case.

AT11, Professional Notes for Skills-Based Assessment (C): Students will document the treatment performed following their skill performance.

AT12, Virtual Care Video Assignment: In pairs, students will demonstrate exercise prescription via virtual care during a simulated physiotherapist-patient consultation video. Students will reflect on their performance in the final two minutes of the video.

AT13, Skills-Based Assessment (D) with Practical Viva: Students will answer viva questions related to a primary care musculoskeletal case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected objective assessments and/or interventions for a primary care musculoskeletal case.

AT14, Skills-Based Assessment (E) with Practical Viva: Students will answer viva questions related to a complex case study, which will draw on knowledge from the Inpatient Surgical, Ageing and Exercise modules. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a complex case.

AT15, Skill Portfolio: Students will submit a comprehensive e-portfolio demonstrating their skill development and practical experiences over the semester.

Assessment criteria

To pass this unit of study, students must demonstrate competency in all physiotherapy competency criteria. Detailed information regarding the progression rules can be found on the Canvas homepage.

Overall Grade	Grading Descriptions
Exceptional	Outstanding performance, demonstrating a high level of competence, and understanding.
Proficient	Proficient performance meeting expectations with a strong grasp of concepts.
Competent	Satisfactory performance meeting baseline expectations.
Needs Improvement	Performance requires significant improvement to meet expectations.
Unsatisfactory	Performance is unsatisfactory and does not meet expectations.

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:

For submitted works, a progressive deduction in the grading standard will be applied for each calendar day after the due date. All weekly quizzes must be completed by the due date. Incomplete quizzes will be graded as "Unsatisfactory".

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.

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

Weekly schedule

WK	Topic	Learning activity
Formal exam period	Simulated Clinical Placement day	Simulation laboratory (8 hr)
Week 01	Introduction to PHTY5501 and technology in health	Seminar (2 hr)
	Part 1. Delivery of rehabilitation: principles to enhance motor learning and skill. Part 2. Loss of coordination	Seminar (2 hr)
	Chronic pain	Seminar (2 hr)
	Triage and, risk assessment and diagnosis of musculoskeletal pain	Seminar (2 hr)
	Clinical reasoning and goal setting in neurological rehabilitation.	Tutorial (2 hr)
	Chronic pain	Tutorial (2 hr)
	Review of foundations skills in musculoskeletal practice, regional screening and stressful procedures.	Tutorial (2 hr)
	Introduction to differential diagnosis in musculoskeletal pain	Tutorial (2 hr)
Week 02	Analysis and effective training of sitting, sit to stand and standing in neurological conditions	Seminar (2 hr)
	Health promotion and lifestyle: Part 1	Seminar (2 hr)
	Health promotion and lifestyle: Part 2	Seminar (2 hr)
	Acute onset musculoskeletal conditions	Seminar (2 hr)
	Training of sitting and standing	Tutorial (2 hr)
	Training of sit to stand	Tutorial (2 hr)
	Assessment and reasoning for acute onset musculoskeletal conditions	Tutorial (2 hr)
	Anatomy lab tutorial: cardiac anatomy	Tutorial (2 hr)
Week 03	Analysis and effective training of walking and high level mobility in people with neurological conditions	Seminar (2 hr)
	Health promotion and changing behaviour	Seminar (2 hr)
	Self management and self determination	Seminar (2 hr)
	Gradual onset musculoskeletal conditions	Seminar (2 hr)
	Training of walking: part 1	Tutorial (2 hr)
	Training of walking: part 2	Tutorial (2 hr)
	Assessment and clinical reasoning in gradual onset musculoskeletal conditions	Tutorial (2 hr)
	Traumatic Brain Injury and Aged Care	Simulation laboratory (4 hr)
Week 04	Medical Investigation in hospital and differential diagnosis of chest pain	Seminar (2 hr)
	Analysis and training of effective reaching and manipulation in people with neurological conditions	Seminar (2 hr)
	Lifestyle and chronic disease risk	Seminar (2 hr)
	Assessment and management of acute knee conditions	Seminar (2 hr)
	Training for people with ataxia	Tutorial (2 hr)
	Training of reaching and manipulation	Tutorial (2 hr)
	Assessment and clinical reasoning for acute knee injuries	Tutorial (2 hr)
Week 05	Overview of cardiovascular disease	Seminar (2 hr)
	Spasticity	Seminar (2 hr)
	Prevention and management of type 2 diabetes and obesity	Seminar (2 hr)
	Assessment and management of gradual onset knee injuries	Seminar (2 hr)
	Recognising a deteriorating patient: exacerbation of heart failure mini case	Tutorial (2 hr)
	Development of person-centred assessment, clinical reasoning and intervention for a person with a neurological condition.	Tutorial (2 hr)
	Assessment and clinical reasoning for gradual onset knee conditions	Tutorial (2 hr)
	Knee conditions: intervention delivery	Tutorial (2 hr)
Week 06	Clinical reasoning and treatment for medical case study 1	Seminar (2 hr)
	Secondary impairments: explaining impairments and clinical implications of research fingings in people with neurological conditions	Seminar (2 hr)
	Prevention and management of type 2 diabetes and obesity: Case study	Seminar (2 hr)
	Assessment and management of acute foot and ankle conditions	Seminar (2 hr)
	clinical reasoning and treatment for medical case study 2	Tutorial (2 hr)
	Anatomy lab tutorial: abdominal anatomy	Tutorial (2 hr)
	Assessment and management of secondary impairments	Tutorial (2 hr)
	Assessment and clinical reasoning for acute foot and ankle injuries	Tutorial (2 hr)
Week 07	Respiratory load, altered mechanics of breathing and CO2	Seminar (2 hr)
	Non-motor impairments	Seminar (2 hr)
	Health campaigns, digital health and virtual rehab	Seminar (2 hr)
	Assessment and management of gradual onset foot and ankle conditions	Seminar (2 hr)
	Clinical reasoning and treatment for medical case study 3	Tutorial (2 hr)
	Development of person-centred assessment, clinical reasonong and intervention for a person with a neurological condition	Tutorial (2 hr)
	Assessment and clinical reasoning in gradual onset foot and ankle conditions	Tutorial (2 hr)
	COPD and motivational interviewing	Simulation laboratory (4 hr)
Week 08	Dyspnoea	Seminar (2 hr)
	Lived experience of TBI, stroke, and Guillain Barre syndrome. Q and A session	Seminar (2 hr)
	Consolidation of prrinciples of health promotion and chronic diesease	Seminar (2 hr)
	Management of foot and ankle conditions: intervention delivery	Seminar (2 hr)
	Revision of cardioulmonary principles, including focus on secretion removal	Tutorial (2 hr)
	Revision and consolidation of assessment and management principles for people with neurological conditions	Tutorial (2 hr)
	Foot and ankle conditions: intervention delivery	Tutorial (2 hr)
Week 09	Effects of surgery on respiratory system and predictors of postoperative pulmonary complications; general surgery	Seminar (2 hr)
	Clinical rationale for exercise	Seminar (2 hr)
	Part 1. Ageing: concepts, ageing in Australia and different cultures, First Nations concepts of ageing. Part 2. Healthy ageing	Seminar (2 hr)
	Consolidation of assessment and management for lower limb conditions	Seminar (2 hr)
	Clinical reasoning case study and revision of skills to improve gas and secretion movement	Tutorial (2 hr)
	Clinical rationale and exercise testing - why and how	Tutorial (2 hr)
	Anatomy lab tutorial: lower limb revision	Tutorial (2 hr)
	Practice of lower limb case studies	Tutorial (2 hr)
Week 10	Cardiothoracic surgery and clinical pathway	Seminar (2 hr)
	Exercise prescription: overview	Seminar (2 hr)
	Physiological effects of ageing and effects of exercise on older adults	Seminar (2 hr)
	Assessment and management of elbow conditions	Seminar (2 hr)
	Preoperative assessment and education for all surgeries; general discharge planning	Tutorial (2 hr)
	Clinical rationale and exercise testing - how and so what, interpreting results, prescription	Tutorial (2 hr)
	Assessment and clinical reasoning in acute elbow conditions	Tutorial (2 hr)
	Assessment and clinical reasoning in gradual onset elbow conditions	Tutorial (2 hr)
Week 11	Overview of acute trauma, assessment and management principles, and role of physiotherapy; surgical complications; respiratory complications	Seminar (2 hr)
	Exercise prescription in specific conditions: respiratory disease	Seminar (2 hr)
	Frailty: background, pathophysiology, risk factors, management across the spectrum	Seminar (2 hr)
	Assessment and management of wrist conditions: Part 1	Seminar (2 hr)
	Interpretation of medical record for surgical case; discharge planning	Tutorial (2 hr)
	Exercise prescription: pulmonary rehabilitation	Tutorial (2 hr)
	Assessment and clinical reasoning in wrist conditions	Tutorial (2 hr)
	Pre-op Assessment and patient education (laparotomy)	Simulation laboratory (4 hr)
Week 12	Common traumatic injuries	Seminar (2 hr)
	Exercise prescription in specific conditions: cardiac disease	Seminar (2 hr)
	Dementia	Seminar (2 hr)
	Assessment and management of wrist conditions: Part 2	Seminar (2 hr)
	Plasters, casts, x-ray interpretation; splinting	Tutorial (2 hr)
	Exercise prescription: cardiac rehabilitation	Tutorial (2 hr)
	Practice of wrist case studies	Tutorial (2 hr)
Week 13	Elective surgeries part 1: lower limbs	Seminar (2 hr)
	Exercises for the knee: protocol-driven exercises	Seminar (2 hr)
	Falls in older people: epidemiology, physiology, assessment/prediction	Seminar (2 hr)
	Consolidation of assessment and management for upper limb conditions	Seminar (2 hr)
	Pre-, peri-, and post-operative assessment and management of joint replacements	Tutorial (2 hr)
	Falls management: assessment	Tutorial (2 hr)
	Consolidation of assessment and management for upper limb conditions	Tutorial (2 hr)
	Anatomy lab tutorial: upper limb revision	Tutorial (2 hr)
Week 14 (STUVAC)	Elective surgeries part 2: upper limbs	Seminar (2 hr)
	Consolidation on exercise and managing group classes	Seminar (2 hr)
	Falls prevention and management	Seminar (2 hr)
	Consolidation and preparation for viva exam	Seminar (2 hr)
	Pre-, peri-, and post-operative assessment and management of rotator cuff repair, subacromial decompression, and elbow release	Tutorial (2 hr)
	Falls management: intervention	Tutorial (2 hr)
	Practice and practical exam preparation	Tutorial (2 hr)
	Musculoskeletal assessment and treatment - ankle	Simulation laboratory (4 hr)

Attendance and class requirements

Students are expected to attend 80% of seminars in this unit of study unless granted exemption by the Dean, Head of School, or Professor most concerned. The Dean, Head of School, or Professor most concerned may determine that a student fails a unit of study because of inadequate seminar attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Seminars will not be recorded.

Students are expected to attend a minimum of 80% of tutorials and simulation session for a unit of study, unless granted exemption by the Dean, Head of School, or Professor most concerned. The Dean, Head of School, or Professor most concerned may determine that a student fails a unit of study because of inadequate tutorial attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Under exceptional circumstances, swapping to alternate tutorials or simulation sessions on one-off occasions is possible only by prior agreement with the unit of study coordinators. However, this may be limited if the tutorial or simulation session is already at capacity or if there are no other tutorials or simulation sessions available.

Students are expected to independently engage in all flexible online learning activities in this unit of study and to be prepared for all in-person sessions. Engagement with flexible online learning activities is monitored.

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 24 credit point unit, this equates to roughly 480-600 hours of student effort in total.

Required readings

Neurological rehabilitation: optimizing motor performance 2nd Ed 2010. By Janet H. Carr and Roberta B. Shepherd
Cardiorespiratory physiotherapy: Adults and Paediatrics 5th Ed 2016. By Eleanor Main, Linda Denehy, Barbara Webber, Jennifer A. Pryor, Ammani Prasad
Pharmacology Handbook for Physiotherapists 2017. By Jacqueline Reznik, Ofer Keren, Joanne Morris and Iftah Biran
Dutton's Introduction to Physical Therapy and Patient Skills 2nd Ed 2020. By Mark Dutton
Therapeutic Modalities in Rehabilitation 5th Ed 2018. By William E Prentice
A Physiotherapist’s Guide to Clinical Measurement 2009. By John Fox and Richard Day
Brukner & Khan's Clinical Sports Medicine: The Medicine of Exercise 5th Ed 2019. By Peter Brukner, Karim Khan

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. Identify and outline the role of technology in health care and discuss and demonstrate the use of electronic medical records in the context of regulatory requirements, safety, and quality in healthcare.
LO2. Describe and apply the principles of safety and quality in healthcare in the context of care for Aboriginal and Torres Strait Islander people and reflect on the influence of one’s own culture.
LO3. Demonstrate and reflect on communication skills that seek to develop rapport, trust, and empathy while maintaining professional boundaries tailored to individuals.
LO4. Identify and embed principles of cultural safety in roles with peers, colleagues, clients, and relevant others.
LO5. Describe and apply foundational knowledge of anatomy, physiology, pathology, and biomechanics in physiotherapy practice.
LO6. Analyse and describe biomechanics for a variety of activities in healthy populations and in people with health conditions.
LO7. Safely and professionally plan and conduct assessment techniques that are client centred and culturally responsive.
LO8. Demonstrate novice/emerging clinical reasoning skills and implement theoretical and practical models informing reasoning.
LO9. Formulate appropriate patient-centred management plans for basic clinical scenarios and demonstrate relevant treatment techniques.
LO10. Identify, critique, and synthesise research evidence related to health care and physiotherapy practice.
LO11. Critically discuss and reflect on the role of physiotherapy in the context of public health, health promotion, and social justice in relation to client groups from diverse backgrounds.

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 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 4.1. 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 5.2. engage in safe, effective and collaborative interprofessional 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
	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 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 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
	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 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.4. proactively apply principles of quality improvement and risk management to practice 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 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks
	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 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.4. proactively apply principles of quality improvement and risk management to practice 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 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks
	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 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
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 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
	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 2.3. 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 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 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 1.3. 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 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 4.4. 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. 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 1.3. 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 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 4.4. 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. 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 - 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 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 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.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based 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 1.4. advocate for clients and their rights to health care 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. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting

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
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
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

Responding to student feedback

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

This is a new unit of study. Student feedback will be used to inform future improvements and changes.

Additional information

Please note that human anatomy and physiology are assumed knowledge for the Doctor of Physiotherapy program.

Work, health and safety

Students must be able to fulfil the list of Inherent Requirements stated in this document (https://www.sydney.edu.au/content/dam/students/documents/enrolment/course-requirements/inherent-requirements/physiotherapy-inherent-requirements.pdf).

Please refer to current COVID-19 safety protocols.

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.

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Study commitment

Required readings

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Learning outcomes

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PHTY5501: Foundations of Physiotherapy Practice II

Semester 2, 2024 [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

Support for students

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