Outline

Overview

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by biomechanical and sensory motor impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	BIOS1168 or BIOS5090
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Musculoskeletal anatomy knowledge
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Weihong Zhang, weihong.zhang@sydney.edu.au
Lecturer(s)	Judy Ranka, judy.ranka@sydney.edu.au
Lecturer(s)	Weihong Zhang, weihong.zhang@sydney.edu.au

Type	Description	Weight	Due	Length
Small continuous assessment	Quizzes Fortnightly in-class quizzes	15%	Ongoing	10 questions each, Wk 2-10, Sat 11:59pm
Outcomes assessed:
Skills-based evaluation	Skill demonstration and discussion Skill demonstration and discussion of an assessment or intervention	40%	Week 09 Due date: 27 Sep 2024 at 23:59	10 minutes (dates in week 9 TBA)
Outcomes assessed:
Assignment	Discharge report Written assessment	45%	Week 13 Due date: 03 Nov 2024 at 23:59	2000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Quizzes: Five online quizzes on lecture and tutorial content. Students must complete the quiz by the Saturday following the relevant lecture. Questions will be randomly assigned to each student from a question bank. Students must complete the quizzes individually.
Viva: Practical assessment of theory and practical skills taught during the lectures and tutorials. A selection of written case studies and the category of skill to be demonstrated will be provided to students 3 weeks before the Viva. Students will be randomly allocated one of these case studies at the commencement of the viva, and told the specific skill to be demonstrated. 100% tutorial attendance (or completion of make-up activities) required to sit Viva. A second attempt is permitted following a failed Viva, with a maximum score of 50%. Barrier/hurdle task: must be passed to pass the unit of study.
Discharge report: Students are to imagine they are an occupational therapist who has just finished working with a case study client. Students to submit a discharge report outlining their input (using the template on Canvas).

All assessments must be attempted.

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 sydney.edu.au/students/guide-to-grades.

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.

Support for students

The Support for Students Policy 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. 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
Week 01	1. Unit overview; 2. Occupational performance: focused practice; 3. Movement analysis	Lecture and tutorial (4 hr)
Week 02	1. Biomechanical and sensorimotor impairments; 2. Assessing ROM	Lecture and tutorial (4 hr)
Week 03	Assessment and management of sensory impairment	Lecture and tutorial (4 hr)
Week 04	Progressive neurological conditions	Online class (1 hr)
	Orthotics intervention	Lecture (1 hr)
	Orthotic intervention	Tutorial (2 hr)
Week 05	Conditions affecting muscle tone	Online class (1 hr)
	Analysing abnormal movement	Lecture (1 hr)
	Orthotic intervention	Tutorial (2 hr)
Week 06	1. Spinal cord injury, 2. Orthopaedic conditions	Online class (2 hr)
Week 06	Analysing abnormal movement	Tutorial (2 hr)
Week 07	Assessing arm use, dexterity and strength	Lecture and tutorial (4 hr)
Week 08	1. Assessment and management of dysphagia, 2. Goal setting, roles of MDT	Lecture (2 hr)
Week 08	Assessing ROM & strength	Tutorial (2 hr)
Week 09	1. Burns, 2. Cardiopulmonary conditions	Online class (2 hr)
Week 10	Other motor training interventions - asynchronous module	Online class (4 hr)
Week 11	1. Stroke, 2. Functional electrical stimulation	Lecture and tutorial (4 hr)
Week 12	Task-specific motor training	Lecture and tutorial (4 hr)
Week 13	Compensatory/adaptive techniques and assistive technology	Lecture (2 hr)
Week 13	Extra practice session	Tutorial (2 hr)

Attendance and class requirements

Attendance: OCCP5208 is one of the ‘toolbox’ units of study in which you will learn specific assessment and intervention methods. These methods may cause harm if administered incorrectly. While it may be possible to learn about these methods from reading the professional literature, skill development requires that you have an opportunity to practise under the supervision of an experienced professional. For this reason, you are required to attend ALL scheduled classes for the entirety of each session. Attendance includes participation in on-line tutorials. If unable to attend face-to-face you will be required to complete activities in lieu of attendance (and/or an on campus workshop). Failure to attend 100% of the scheduled tutorials without complying with these amendments for absence will result in a Fail grade. Attendance will be recorded at tutorials.

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

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

The key textbook (and requried reading) is Dirette, D. P., & Gutman, S. A. (2021). Occupational therapy for physical dysfunction (Eighth edition.). Wolters Kluwer.

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 describe the major upper limb impairments that impact on occupational performance, and personal experience in adults and children
LO2. measure upper limb range of motion, strength, sensation, coordination, and arm/hand use using informal methods, structured observation, and standardised assessments
LO3. interpret assessment data, establish therapy aims, and set hypothetical occupational performance goals for selected case histories
LO4. identify, describe, and develop skill in applying methods used by occupational therapists to increase or preserve range of motion, strength, coordination, and endurance capacities that enable arm and hand use
LO5. demonstrate knowledge and skill in embedding upper limb strategy application training techniques within the performance of daily life occupations
LO6. articulate supporting rationales for therapy programs developed that take into consideration client preferences, critiques of evidence, and core theories
LO7. synthesise learning by developing and justifying occupational therapy programs for selected clients whose occupational performance is compromised by upper limb impairment.

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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.10		Practises within limits of her/his own level of competence and expertise
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.8		Adheres to all work health and safety, and quality requirements for practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.9		Maintains knowledge of relevant resources and technologies, and
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11		Evaluates client and service outcomes to inform future practice
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

The unit has run smoothly for several years now, there were only few changes have been recommended. This year, we will condense the weekly quizzes to fortnightly quizzes to reduce the demands on students as recommended. We will also provide assessment-related materials earlier, along with additional resources, to facilitate students' learning and preparation for the assessments.

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Student Administration Manual on the Faculty of Health Sciences

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

OCCP5208: Motor and Sensory Strategies

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links