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

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	Tiffany Dwyer, tiffany.dwyer@sydney.edu.au
Lecturer(s)	Sarah Dennis, sarah.dennis@sydney.edu.au
Lecturer(s)	Milena Simic, milena.simic@sydney.edu.au
Tutor(s)	Joshua Zadro, joshua.zadro@sydney.edu.au
Tutor(s)	Marita Dale, marita.dale@sydney.edu.au

Assessment

The census date for this unit availability is 22 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Case study with extended answers Part 1: First draft 5% mark penalty to Case study with extended answers part 1 if unsubmitted	0%	Week 03 Due date: 22 Aug 2025 at 16:00	N/A	AI allowed
Outcomes assessed:
Written work	Case study with extended answers Part 1: Second draft 5% mark penalty to Case study with extended answers part 1 if unsubmitted	0%	Week 04 Due date: 29 Aug 2025 at 16:00	N/A	AI allowed
Outcomes assessed:
Written work	Case Study with extended answers Part 1 Qualitative and quantitative paper critique for your case study	40%	Week 05 Due date: 05 Sep 2025 at 16:00	1500 words	AI allowed
Outcomes assessed:
Written work	Case study with extended answers Part 2: First draft 5% mark penalty to Case study with extended answers part 2 if unsubmitted	0%	Week 06 Due date: 12 Sep 2025 at 16:00	N/A	AI allowed
Outcomes assessed:
Written work	Case study with extended answers Part 2: Second draft 5% mark penalty to Case study with extended answers part 2 if unsubmitted	0%	Week 07 Due date: 19 Sep 2025 at 16:00	N/A	AI allowed
Outcomes assessed:
Written work	Case Study with extended answers Part 2 Clinical reasoning, complexity identification & treatment for case study	60%	Week 08 Due date: 26 Sep 2025 at 16:00	2000 words	AI allowed
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 five 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 sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 16:00 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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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. 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 case master class 1: Cancer and Exercise	Lecture (4 hr)
Week 02	Evidence-based practice skills 2: Quantitative studies of therapy	Tutorial (3 hr)
Week 03	10 & 11. Complex case master class 2: Chronic pain; 12 & 13. Complex case master class 3: Fractured NOF	Lecture (4 hr)
Week 04	14 & 15. Cultural capabilities 16. Complex case master class 4: Indigenous lung health	Lecture (4 hr)
Week 04	Dissertation writing: feedback 1	Online class (3 hr)
Week 05	Online Q&A	Online class (1 hr)
Week 05	17 & 18. Complex case master class 5: Low Back Pain; 19 & 20 Complex case master class 6: Neurology	Lecture (4 hr)
Week 06	21-23. Ethical dilemmas; 24-25. Complex case master class 7: Peripheral neuropathy	Lecture (5 hr)
Week 06	Dissertation writing: feedback 2	Online class (3 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%. Lectures are pre-recorded.

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.

We will maintain recent unit changes which have received positive feedback - two individual dissertation feedback sessions offered via zoom and a master class on Indigenous lung health. We will also introduce three new classes: drop-in session with a librarian to assist with literature searching; seminar with the Academic Integrity team; and an online Q&A session for each case study group.

Additional information

Canvas:

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

Use of generative artificial intelligence (AI)

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

Disclaimer

On this page

Useful links

PHTY5209: Advanced Clinical Reasoning

Semester 2a, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Disclaimer

On this page

Useful links