Outline

Overview

This UOS is the capstone unit of the Graduate Entry Masters program in which students undertake major individual pieces of scholarly work (Case study with extended answers part 1 & Case study with extended answers part 2) on a complex case of a common condition/disease. Skills that underpin effective communication of advanced clinical reasoning and evidence-based practice will be practised in tutorials and will be drawn upon in the assessment tasks. Lectures will comprise evidence-based practice, ethical practice, ethical dilemmas and cultural competency, and Master classes presenting complex cases that require advanced clinical reasoning. In tutorials, students will practice evidence-based physiotherapy skills and present their clinical reasoning. There will also be opportunity during two tutorials for feedback on aspects of the two assessments (Case study with extended answers part 1 & Case study with extended answers part 2).

Unit details and rules

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

Teaching staff

Coordinator	Anita Amorim, anita.amorim@sydney.edu.au
Lecturer(s)	Alison Harmer, alison.harmer@sydney.edu.au
	Sarah Dennis, sarah.dennis@sydney.edu.au
	Susan Coulson, susan.coulson@sydney.edu.au
	Mi-Joung Lee, mi-joung.lee@sydney.edu.au
	Anita Amorim, anita.amorim@sydney.edu.au
	Emma Walke, emma.walke@sydney.edu.au
	Mark Elkins, mark.elkins@sydney.edu.au
	Marie March, marie.march@sydney.edu.au
	Tania Gardner, tania.gardner@sydney.edu.au
	Vincent Paramanandam, vincent.paramanandam@sydney.edu.au
Tutor(s)	Paulo Ferreira, paulo.ferreira@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case Study with extended answers Part 1 Qualitative and quantitative paper critique for your case study	40%	Week 05 Due date: 02 Nov 2022 at 15:00	1500 words
Outcomes assessed:
Assignment	Case Study with extended answers Part 2 Clinical reasoning, complexity identification & treatment for case study	60%	Week 08 Due date: 23 Nov 2022 at 15:00	2000 words
Outcomes assessed:

Assessment summary

Case study with extended answers parts 1 and 2: In the first week of the unit, students will select from one of four case studies of patients with common conditions. Case study with extended answers part 1 will contain a critique of an original paper or systematic review that addresses qualitative evidence related to the common condition and critique of a systematic review or high quality clinical trial of therapy (quantitative evidence) related to the common condition. Case study with extended answers part 2 will be a detailed and scholarly discussion of the case’s impairments, activity limitations and participation restrictions, the complexities of the case, 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 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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction & Assessments; 2. Evidence-based practice: Importance of EBP and Advanced PEDro searching; 3 - 5. Evidence-based practice (EBP) I: Qualitative studies I, II & III;	Lecture (5 hr)
Week 01	Evidence-based practice skills 1: Qualitative studies	Tutorial (3 hr)
Week 02	6 & 7. Evidence-based practice II: Therapy I and II; 8 & 9. Complex cases master class 1: Neurology	Lecture (4 hr)
Week 02	Evidence-based practice skills 2: Quantitative studies of therapy	Tutorial (3 hr)
Week 03	10 & 11. Complex cases master class 2: Peripheral Neuropathy; 12 & 13. Complex cases master class 3: Musculoskeletal (fractured NOF)	Lecture (4 hr)
Week 04	14 & 15. Complex cases master class 4: Chronic pain; 16 & 17. Complex cases master class 5: Cancer and exercise	Lecture (4 hr)
Week 04	Dissertation writing: feedback 1	Online class (3 hr)
Week 05	Online Q&A	Online class (1 hr)
Week 05	18 & 19. Complex cases master class 6: Low Back Pain	Lecture (2 hr)
Week 06	20-22. Ethical dilemmas; 23-24. Cultural Competency	Lecture (5 hr)
Week 06	Dissertation writing: feedback 2	Online class (3 hr)
Week 07	25. EBP - Prognosis; 26. EBP - Diagnosis	Lecture (2 hr)

Attendance and class requirements

Attendance: There are 26 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 or if there are no other tutorials available.

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 is 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 major individual pieces of scholarly work 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.

The feedback from the students who respond to the USS is positive reflecting an appreciation for how to apply EBP in clinical practice. This year we have approval to remove the multiple-choice quiz from the unit’s assessment schedule and the assessments are now Case study with extended answers part 1 and Case study with extended answers part 2. The word count for the scholarly pieces of work has increased. We will be offering a new master class on low back pain. We will maintain recent unit changes which have received positive feedback - two individual dissertation feedback sessions offered via zoom and co-teaching of tutorials affirming consistency across the teaching team.

Additional information

Canvas:

Work, health and safety

Please refer to current COVID-19 safety protocols.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

PHTY5209: Advanced Clinical Reasoning

Intensive October - November, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links