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Unit of study_

PHTY3082: PT in Neurological Conditions B

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

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

Unit code PHTY3082
Academic unit Movement Sciences
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
PHTY2061
Corequisites
? 
None
Assumed knowledge
? 

Biomechanics of normal movement, neuroanatomy, anatomy

Available to study abroad and exchange students

No

Teaching staff

Coordinator Serene Paul, serene.paul@sydney.edu.au
Type Description Weight Due Length
Final exam (Record+) Type B final exam Written exam
Written examination containing multiple choice and short answer questions.
50% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Skills-based evaluation Prac/Viva exam
Demonstration of practical skills and oral response to set questions.
20% Formal exam period 9 minutes
Outcomes assessed: LO4 LO7
Assignment group assignment Exercise design assignment
Design and record 2 exercises in a group. Individual peer review of 1 video
25% Week 07 2 x 4 minute videos
Outcomes assessed: LO6 LO7
Participation Clinical Reasoning assessment
Clinical reasoning participation in-class in small groups.
5% Week 10 2-hour tutorial in Week 10
Outcomes assessed: LO2 LO9
group assignment = group assignment ?
Type B final exam = Type B final exam ?

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 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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

WK Topic Learning activity Learning outcomes
Week 01 1. Overview: framework for physiotherapy intervention in chronic neurological conditions; 2. Impairment: motor impairments arising from basal ganglia lesions (bradykinesia, tremor, rigidity, dyskinesia) Lecture (2 hr) LO1 LO2 LO5
Health conditions: mechanisms and management of degenerative conditions which require adaptation over time (PD, multiple sclerosis, motor neuron disease) Tutorial (2 hr) LO1 LO2
Week 02 1. Impairment: motor impairments arising from cerebellar lesions (ataxia, tremor); 2. Evidence based practice: Parkinson's disease Lecture (2 hr) LO2 LO5 LO7
Impairment and activity: assessment of degenerative conditions which require adaptation over time (PD, multiple sclerosis, motor neuron disease) Tutorial (2 hr) LO3
Week 03 1. Impairment: overwork weakness – nature of the impairment and clinical implications of research finding; 2. Impairment: fatigue - nature of the impairment and clinical implications of research findings Lecture (2 hr) LO5 LO7
Impairment: promotion of optimum physical activity, positive psychosocial adjustment and prevention of secondary impairments and in early the early stages of a neurodegenerative disease Tutorial (2 hr) LO1 LO9
Week 04 1. Evidence based practice: multiple sclerosis; 2. Activity: falls prevention and management in degenerative neurological conditions Lecture (2 hr) LO7
Impairment and activity: reducing bradykinesia, freezing, tremor, and dyskinesia, training turning in bed and walking in middle stage PD Tutorial (2 hr) LO6
Week 05 1. Impairment, activity, participation: measurement in degenerative conditions which require adaptation over time; 2. Self-management in chronic neurological conditions Lecture (2 hr) LO3 LO10
Impairment and activity: overcoming and adapting to cerebellar ataxia Tutorial (2 hr) LO6
Week 06 1. Activity and biomechanics: community mobility – uneven surfaces, curbs and stairs; 2. Activity and participation: factors influencing community mobility Lecture (2 hr) LO5 LO7
Self-management in rehabilitation Tutorial (2 hr) LO10
Week 08 1. Use of technology in rehabilitation; 2. Participation: living with a neurodegenerative condition, role of self-help organizations Lecture (2 hr) LO11
The use of technology/exergames in rehabilitation Tutorial (2 hr) LO11
Week 09 1. Physiotherapy management of people with SCI 1-2. Lecture (2 hr) LO1 LO5 LO7
Activity: maintaining mobility (aids prescription – hoisting, chairs, wheelchairs, falls prevention) in late neurodegenerative conditions Tutorial (2 hr) LO8
Week 10 1. Physiotherapy management of people with SCI 3-4. Lecture (2 hr) LO1 LO5 LO7
Impairment, activity, participation: neurodegenerative conditions - case study (MS) Tutorial (2 hr) LO2 LO9
Week 11 1. Physiotherapy management of people with SCI 5-6. Lecture (2 hr) LO1 LO5 LO7
Impairment and activity: assessment of acute conditions that do not recover and require adaptation (SCI) Tutorial (2 hr) LO4
Week 12 1. Secondary impairments in SCI; 2. Evidence based practice: spinal cord injury case study A. Lecture (2 hr) LO5 LO7 LO9
Activity: training supine to long sitting and wheelchair to bed transfers (SCI) Tutorial (2 hr) LO4 LO5 LO6
Week 13 1. Living with SCI - guest speaker; 2. Evidence Based Practice: spinal cord injury case study B. Lecture (2 hr) LO5 LO7 LO9
Activity: training wheelchair transfers and wheelchair mobility (SCI) Tutorial (2 hr) LO4 LO5 LO6

Attendance and class requirements

Attendance: Students are expected to attend a minimum of 80% of online or face to face tutorials for an unit of study, unless granted exemption by the Program Director or Head of Discipline. Additional assessment items may be set where attendance is lower than 80%. Under exceptional circumstances, swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinator. Class numbers may be limited by available tutorial capacity.

Study commitment

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

Required readings

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 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Physiotherapy Practice Threshold Statements - APC
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
LO2
Physiotherapy Practice Threshold Statements - APC
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
LO3
Physiotherapy Practice Threshold Statements - APC
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
LO4
Physiotherapy Practice Threshold Statements - APC
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
LO5
Physiotherapy Practice Threshold Statements - APC
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
LO6
National Standard of Competency for Architects - AACA
3.1. Design response integrates the objectives of brief, user intent and built purpose.
LO7
Physiotherapy Practice Threshold Statements - APC
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
LO8
Physiotherapy Practice Threshold Statements - APC
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
LO9
Physiotherapy Practice Threshold Statements - APC
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 - APC
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 - APC
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 A plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.2 A 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 A comply with legal, professional, ethical and other relevant standards, codes and guidelines
2.2 A make and act on informed and appropriate decisions about acceptable professional and ethical behaviours
3.1 A 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 A record and effectively communicate physiotherapy assessment findings, outcomes and decisions
3.3 A deal effectively with actual and potential conflict in a proactive and constructive manner
4.1 A assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.3 A efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
5.1 A engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
7.1 A organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member

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

In-class clinical reasoning tutorial held in person to address more clinical reasoning and case-based learning. Prac/viva exam held in person to enable prac component.

Disclaimer

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