Outline

Overview

This UOS is the capstone unit of the Graduate Entry Masters program in which students undertake a major individual piece of scholarly work (a structured dissertation) on a complex case of a common condition/disease. Skills (both written and oral) that underpin effective communication of advanced clinical reasoning will be practised in tutorials and will be drawn upon in the assessment tasks. Lectures will comprise evidence-based practice, clinical reasoning, ethical practice, ethical dilemmas and cultural competency, and Master classes presenting complex cases. In tutorials, students will practice evidence-based physiotherapy skills and present their clinical reasoning (orally and written) . There will be also be opportunity during a tutorial for feedback on aspects of the dissertation.

Unit details and rules

Unit code	PHTY5209
Academic unit	Movement Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	PHTY5206 and PHTY5197
Corequisites ?	PHTY5208
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anita Amorim, anita.amorim@sydney.edu.au

Type	Description	Weight	Due	Length
In-semester test (Record+)	Online In-Semester MCQ Online In-Semester MCQ	30%	Week 06 Due date: 22 Nov 2021 at 09:00 Closing date: 22 Nov 2021	50 minutes
Outcomes assessed:
Dissertation	Dissertation Dissertation	70%	Week 07 Due date: 01 Dec 2021 at 15:00 Closing date: 01 Dec 2021	3000 words
Outcomes assessed:
= Type B in-semester exam ?

Assessment summary

Quiz: This assessment allows students to demonstrate their understanding of lecture material in order to inform the writing of the dissertation and to practise using clinical reasoning skills and evidence-based practice skills.
Dissertation: In the first week of the unit, students will select from one of four case studies of patients with common conditions. The dissertation will contain a critique of an original paper that addresses qualitative evidence related to the common condition, critique of a systematic review or high quality therapy trial related to the common condition, and discussion of choice of main therapies and any modifications required.

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.

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:

In accordance with University policy, these penalties apply when written work is submitted after 3pm 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.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	1. Introduction; 2. Assessments; 3 - 5. Evidence-based practice (EBP) I: Qualitative studies I, II & III; 6. Evidence-based practice: Advanced PEDro searching	Lecture (6 hr)
Week 01	7 & 8. Evidence-based practice II: Therapy I and II; 9 & 10. Complex cases master class 1: Chronic pain	Lecture (4 hr)
Week 01	Evidence-based practice skills 1: Qualitative studies	Tutorial (3 hr)
Week 02	11 & 12. Complex cases master class 2: Neurology; 13 & 14. Complex cases master class 3: Peripheral neuropathy	Lecture (4 hr)
Week 02	Evidence-based practice skills 2: Quantitative studies of therapy	Tutorial (3 hr)
Week 03	15 & 16. Complex cases master class 4: Musculoskeletal; 17 & 18. Complex cases master class 5: Cancer and exercise	Lecture (4 hr)
Week 03	Online Q&A	Online class (1 hr)
Week 04	19-21. Ethical dilemmas; 22. Cultural competency	Lecture (4 hr)
Week 04	Dissertation writing: feedback I	Tutorial (3 hr)
Week 05	23 & 24. Evidence-based practice III: JOSPT Linking to evidence; 25. Writing skills 26. EBP - prognosis and diagnosis	Lecture (4 hr)
Week 05	Dissertation writing: feedback II	Tutorial (3 hr)

Attendance and class requirements

Attendance: There are 24 hours of lectures and 12 hours of supervised tutorials across the 7 weeks. Students are expected to attend a minimum of 80% of tutorials 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%. Students are expected to attend all lectures in this unit of study. Lecture recordings will be made available with the possible exception of the ethical dilemmas lecture.

Under exceptional circumstances, swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinator. However, this may be limited if the tutorial is already at 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

Textbooks

Sections on qualitative research and effects of therapy from:

Herbert RD, Jamtvedt G, Hagen KB, Mead J. (2011) 2nd ed. Practical Evidence-Based Physiotherapy. Oxford: Elsevier.

Two further suggested resources are:

Straus SE, Glasziou P, Richardson WS, Haynes, RB (2011) Evidence-Based Medicine. How to Practice and Teach it (4th edition). Edinburgh: Churchill Livingstone.

Hoffmann T, Bennett S & Del Mar, C. (Eds.) (2010) Evidence-Based Practice Across the Health Professions. Sydney: Churchill Livingstone Elsevier.

Journal articles

Detailed information on weekly readings will be provided on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. apply understanding of evidence-based practice in relation to complex conditions in terms of a qualitative approach (attitudes, thoughts, feelings of patients) and evaluation of therapeutic interventions
LO2. demonstrate understanding of complex ethical dilemmas and determine a professional and ethical course of action
LO3. apply the principles of cultural competency training to the management of patients with complex health problems
LO4. demonstrate evidence in the capstone dissertation of integration of skills required for evidence-based practice, advanced clinical reasoning and reflective practice applied to a prevalent and complex health condition.

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 - 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 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 - 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 3.3. 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 4.4. 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 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 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
	Physiotherapy Practice Threshold Statements - 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 3.2. 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. 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks

Responding to student feedback

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

Overall, the feedback from the students who responded to the USS in 2020 was very positive and reflected mature thinking and appreciation of the value of knowing how to use and apply EBP for patients and clinicians. Students reported enjoying the tutorials and the mix of online live and pre-recorded lectures. Students felt the content was intellectually stimulating and that it developed their ability to think independently about problems. In 2020, a new Master Class was added to the Master Class series addressing the complex clinical presentations of fractured NOF (providing content previously not covered in the unit and allowing a new dissertation topic to be offered). Further, a clinically important lecture on polyneuropathy was added. These were both well-received. In 2020, we also offered two individual dissertation feedback sessions, rather than one, and presented the qualitative lectures prior to the quantitative lectures based on previous feedback. This provided more time for students to prepare the qualitative aspect of their dissertation. One student suggested that we provide an example answer for the dissertation. We have considered this and consulted an educational specialist. However, the specialist suggested that this may limit flexible thinking so an example answer for the dissertation will not be provided. However, detailed rubrics and dissertation template and guidelines are provided. Moving forward, we will continue to offer a mix of online live and pre-recorded lectures. A minimum of two tutors will co-teach tutorials, affirming consistency across the teaching team. Two individual dissertation feedback sessions will continue to be offered via zoom in 2021.

Additional information

Canvas:

Work, health and safety

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PHTY5209: Advanced Clinical Reasoning

Intensive November, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect