Outline

Overview

This unit will introduce students to the physiotherapy profession starting with a week-long Professional Immersion. Students will meet staff, clinicians, researchers, and peers and attend workshops and activities to promote a sense of community and professional identity. Topics such as communication, building a learning portfolio, reflective practice, and the importance of familiarising oneself with regulatory agencies and professional bodies are covered. The unit places a strong emphasis on case and problem-based learning, evidence-based practice, and patient-centred care. Models of healthcare as well as social determinants of health and disease are explored, and WHO ICF-Framework is used to promote patient-centred care. Through problem-based learning and simple patient scenarios, students develop skills in clinical reasoning, critical thinking, safe clinical and practical skills, and evidence appraisal. Further, their understanding of biomedical sciences such as functional anatomy, biomechanics, and physiology will be strengthened. Students will gain foundation knowledge and clinical skills in integrated themes of musculoskeletal, cardiopulmonary, neurological, and other body systems with an emphasis on the role of exercise and physical activity in preventing health issues. They will also be introduced to pharmacological interventions that may impact patient management plans. Students' knowledge and skills will be further consolidated via regular simulated clinical practice.

Unit details and rules

Unit code	PHTY5500
Academic unit	Movement Sciences
Credit points	24
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Fereshteh Pourkazemi, fereshteh.pourkazemi@sydney.edu.au
Lecturer(s)	Fereshteh Pourkazemi, fereshteh.pourkazemi@sydney.edu.au
	Sonia Cheng, sonia.cheng@sydney.edu.au
	Justine Dougherty, justine.dougherty@sydney.edu.au
	Marita Dale, marita.dale@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Skills-Based Assessment (D) Practical viva of selected assessment and intervention skills	0%	Formal exam period	10-15 minutes
Outcomes assessed:
Assignment	Paired Video Assignment Students will educate a patient on using a walking aid and record.	0%	Formal exam period Due date: 07 Jun 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	Professional Notes for Skills-Based Assessment (D) Students will document their intervention from Skills-Based Assessment (D).	0%	Formal exam period Due date: 11 Jun 2024 at 23:59	5 minutes
Outcomes assessed:
Assignment	Peer Assessment for Skills-Based Assessment (D) Students will observe and provide feedback on the performance of a peer.	0%	Formal exam period Due date: 11 Jun 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	Skill Portfolio Submission Students will submit a record of their clinical skills and activities.	0%	Formal exam period Due date: 14 Jun 2024 at 23:59	NA
Outcomes assessed:
Skills-based evaluation	Introductory Interprofessional Learning (IPL) Module Pre-work, 3 activity stations in workshop, post-workshop peer evaluation	0%	Multiple weeks	2 hours
Outcomes assessed:
Small continuous assessment	Weekly quizzes Weekly quizzes due Friday 23:59 of each week (Weeks 2-16)	0%	Ongoing	20-30 min
Outcomes assessed:
Assignment	Reflective Task on Professional Identity Students will reflect on their emerging professional identity.	0%	Week 01 Due date: 23 Feb 2024 at 23:59	500 words
Outcomes assessed:
Skills-based evaluation	Skills-Based Assessment (A) Assessment of palpation and surface anatomy	0%	Week 04	10 minutes
Outcomes assessed:
Assignment	Reflection on Skills-Based Assessment (A) Students will reflect on their performance in Skills-Based Assessment (A).	0%	Week 04 Due date: 12 Mar 2024 at 23:59	Up to 300 words
Outcomes assessed:
Assignment	Evidence-Based Appraisal Students will engage in the evidence-based practice process.	0%	Week 06 Due date: 28 Mar 2024 at 23:59	500 words
Outcomes assessed:
Skills-based evaluation	Skills-Based Assessment (B) Selected objective assessments	0%	Week 08	10 minutes
Outcomes assessed:
Assignment	Reflective Task on Cultural Capabilities Students will reflect on a First Nations Elder’s lived experience.	0%	Week 08 Due date: 19 Apr 2024 at 23:59	800 words
Outcomes assessed:
Assignment	Professional Notes for Skills-Based Assessment (B) Students will document their findings from Skills-Based Assessment (B).	0%	Week 08 Due date: 16 Apr 2024 at 23:59	5 minutes
Outcomes assessed:
Assignment	Peer Assessment for Skills-Based Assessment (B) Students will observe and provide feedback on the performance of a peer.	0%	Week 08 Due date: 16 Apr 2024 at 23:59	10 minutes
Outcomes assessed:
Assignment	Mini Research Report Students will conduct a small-scale research project in a group.	0%	Week 10 Due date: 03 May 2024 at 23:59	1000 words
Outcomes assessed:
Assignment	Reflection on Mini Research Report Students will reflect on their group performance and writing skills.	0%	Week 10 Due date: 03 May 2024 at 23:59	200 words
Outcomes assessed:
Skills-based evaluation	Skills-Based Assessment (C) Selected objective assessments and manual handling skills	0%	Week 12	10 minutes
Outcomes assessed:
Assignment	Professional Notes for Skills-Based Assessment (C) Students will document their findings from Skills-Based Assessment (C).	0%	Week 12 Due date: 15 May 2024 at 23:59	5 minutes
Outcomes assessed:
Assignment	Peer Assessment for Skills-Based Assessment (C) Students will observe and provide feedback on the performance of a peer.	0%	Week 12 Due date: 15 May 2024 at 23:59	10 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Between Week3-5, Introductory Interprofessional Learning (IPL) Module: Students will participate in a workshop to gain an introductory understanding of the concept of teamwork and its impact on providing patient care, the different roles of members of the health care team, and the importance of communicating effectively and professionally with others.

Week 1, Reflective Task on Professional Identity: Students will contemplate their professional identity and the ethical responsibilities they will uphold as a future physiotherapist.

Week 2 onwards, weekly quizzes: Starting from Week 2 and continuing through Week 16, students will engage in a series of weekly quizzes. These quizzes serve as both pre-assessment tools and opportunities for self-improvement.

Week 4, Skill-based Assessment (A) and Reflection: Students will demonstrate professionalism, communication, gaining informed consent, and adhering to infection control practices while performing palpation and surface anatomy on selected structures (lower limb, upper limb, and chest). Students will submit a reflection following their skill performance.

Week 6, Evidence-Based Appraisal: Students will select a specific clinical question related to physiotherapy, conduct a literature search, manage their references, and create an annotated bibliography

Week 8, Reflective Task on Cultural Capability: Students will critically examine the experiences, insights, and reflections gained from a day of truth telling and sharing of a First Nations Elder’s lived experience.

Week 8, Skill-Based Assessment (B), Professional Notes and Peer Assessment: Students will demonstrate professional communication, ethical conduct, gaining informed consent, and adhering to infection control practices while performing selected objective assessments. Students will document their assessment findings following their skill performance. Lastly, students will observe and provide constructive feedback on the skill performance of one of their peers.

Week 10, Mini Research Report and Reflection: In a group, students will collect data and conduct statistical analyses related to joint range measurement, then submit their findings in the form of a peer-reviewed journal article. Students will individually submit a reflection on their performance and scientific writing skills.

Week 12, Skill-Based Assessment (C), Professional Notes and Peer Assessment: Students will demonstrate professional communication, ethical conduct, gaining informed consent, and adhering to infection control practices while performing selected objective assessments and manual handling skills. Students will document their assessment findings following their skill performance. Lastly, students will observe and provide constructive feedback on the skill performance of one of their peers.

Week 14, Paired Video Assignment: In a pair, students will demonstrate how they will educate a patient on using walking aids during a simulated physiotherapist-patient consultation video. Students will reflect on their performance in the final two minutes of the video.

Week 16, Skill Portfolio Submission: Students will submit a comprehensive e-portfolio demonstrating their skill development and practical experiences over the semester.

Week 16, Skill-Based Assessment (D), Professional Notes and Peer Assessment: Based on patient scenarios, students will demonstrate clinical reasoning, problem-solving, and basic intervention skills during a practical viva. Students will document their intervention following their skill performance. Lastly, students will observe and provide constructive feedback on the skill performance of one of their peers.

Assessment criteria

To pass this unit of study, students must receive at least an overall grade of "Competent".

Overall Grade	Grading Descriptions
Exceptional	Outstanding performance, demonstrating a high level of competence, and understanding.
Proficient	Proficient performance meeting expectations with a strong grasp of concepts.
Competent	Satisfactory performance meeting baseline expectations.
Needs Improvement	Performance requires significant improvement to meet expectations.
Unsatisfactory	Performance is unsatisfactory and does not meet expectations.

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:

Late submissions will be recorded on students' assessment portfolios. For assignments, a progressive deduction in the grading standard will be applied for each calendar day after the due date. All weekly quizzes must be completed by the due date. Incomplete quizzes will be graded as "Unsatisfactory".

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.

Support for students

The Support for Students Policy 2023 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 2023. 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 14: Physiotherapy interventions: clinical reasoning Physiotherapy interventions: first-line care	Seminar (2 hr)
	Week 14: Physiotherapy interventions: evidence-based practice	Seminar (2 hr)
	Week 14: Physiotherapy interventions: introduction to exercise	Seminar (2 hr)
	Week 15: Physiotherapy interventions: evidence-based clinical yarning	Seminar (2 hr)
	Week 15: Physiotherapy interventions: introduction to manual therapy	Seminar (2 hr)
	Week 15: Physiotherapy interventions: Introduction to cardiopulmonary treatments	Seminar (2 hr)
	Week 16: Assessment and treatment: case-based learning 1	Seminar (2 hr)
	Week 16: Assessment and treatment: case-based learning 2	Seminar (2 hr)
	Week 16: Assessment and treatment: case-based learning 3	Seminar (2 hr)
	Week 17: Cultural immersion day	Field trip (7.5 hr)
	Week 14 Session 1: Physiotherapy interventions: exercise to improve muscle strength. Session 2: Physiotherapy interventions: exercise to improve range of motion	Tutorial (4 hr)
	Week 14 Session 3: Physiotherapy interventions: exercise for strengthening paralysed to very weak muscles. Session 4: Physiotherapy interventions: ESTIM	Tutorial (4 hr)
	Week 15: Session 1: Physiotherapy interventions: manual therapy. Session 2: Physiotherapy interventions: strategies to improve gas movement	Tutorial (4 hr)
	Week 15: Session 3: Physiotherapy interventions: strategies to improve gas movement Session 4: Physiotherapy interventions: strategies to improve secretion movement	Tutorial (4 hr)
	Week 16: Session 1: Physiotherapy interventions: electrophysical agents. Session 2: Physiotherapy interventions: supervised practice session	Tutorial (4 hr)
	Week 17 Clinical simulation day 1 Pulling it together: Assessment and treatment of 2 simulated patients	Simulation laboratory (8 hr)
	Week 17 Clinical simulation day 2 Pulling it together: Assessment and treatment of 2 simulated patients	Simulation laboratory (8 hr)
	Week 17 Clinical simulation day 3: Simulation Masterclass	Simulation laboratory (8 hr)
Ongoing	Independent online learning activities - see Canvas for weekly details (weeks 1-17)	Independent study (8 hr)
Ongoing	Weekly Anatomy Wet/Dry Lab Sessions (Weeks 2-15). See canvas for further weekly details	Practical (2 hr)
Week 01	Professional Immersion - Day 1	Seminar (8 hr)
	Professional Immersion - Day 2	Seminar (8 hr)
	Professional Immersion - Day 3	Seminar (8 hr)
	Introduction to Australian First Nations Culture - Part 1	Seminar (2 hr)
	Introduction to Models of Healthcare	Seminar (2 hr)
	Presentation of patient scenarios - introduction and orientation	Seminar (2 hr)
Week 02	Introduction to assessments and outcome measures	Seminar (2 hr)
	Assessments and outcome measures: Introduction to observation	Seminar (2 hr)
	Assessments and outcome measures: Introduction to observation part 2	Seminar (2 hr)
	Session 1: Introduction and communication Session 2: Preparation for simulation	Tutorial (4 hr)
	Meeting a person with a health condition and practicing person-centred communication	Simulation laboratory (4 hr)
Week 03	Introduction to Australian First Nations Culture - Part 2	Seminar (2 hr)
	Assessments and outcome measures: Vital signs	Seminar (2 hr)
	Assessments and outcome measures: Assessments of typical movements	Seminar (2 hr)
	Session 1: Introduction to assessments and outcome measures: observation Session 2: Introduction to assessments and outcome measures: palpation	Tutorial (4 hr)
	Meeting a person with a health condition and practicing person-centred communication in the context of the ICF Framework	Simulation laboratory (4 hr)
Week 04	Assessment feedback and reflection	Seminar (2 hr)
	Assessments and outcome measures: Measurement of pulmonary function	Seminar (2 hr)
	Assessments and outcome measures: Assessments of typical movements	Seminar (2 hr)
	Session 1: Assessments and outcome measures: observation of vital signs, auscultation Session 2: Assessments and outcome measures: observation of activity	Tutorial (4 hr)
Week 05	Assessments and outcome measures: Assessment of typical movements	Seminar (2 hr)
	Assessments and outcome measures: Activity-based measures	Seminar (2 hr)
	Assessments and outcome measures: Impairments - muscle strength	Seminar (2 hr)
	Session 1: Assessments and outcome measures: pulmonary function Session 2: Assessments and outcome measures: assessment of gait	Tutorial (4 hr)
	Application of 'Between the Flags' to simulated patients	Simulation laboratory (2 hr)
Week 06	Assessments and outcome measures: Impairments - joint range of motion	Seminar (2 hr)
	Assessments and outcome measures: Impairments - passive accessory movements	Seminar (2 hr)
	Q&A: practical examination preparation	Seminar (2 hr)
	Session 1 & 2: Assessments and outcome measures: muscle strength/ weakness	Tutorial (4 hr)
	Application of assessment skills to simulated patients	Simulation laboratory (2 hr)
Week 07	Truth Telling 1	Seminar (2 hr)
	Part 1: Lived experience and Q&A Part 2: Introduction to the reflection task	Seminar (2 hr)
	Social determinants of health	Seminar (2 hr)
	Session 1 & 2: Assessments and outcome measures: joint range of motion	Tutorial (4 hr)
	Application of exercise tests to simulated patients	Simulation laboratory (2 hr)
Week 08	Session 1 & 2: Supervised review of practical skills	Tutorial (4 hr)
Week 09	Introduction to subjective assessment	Seminar (2 hr)
	Subjective assessment in different health conditions 1	Seminar (2 hr)
	Subjective assessment in different health conditions 2	Seminar (2 hr)
	Session 1 & 2: Case-based learning: planning and practicing subjective assessment for a person with a health condition	Tutorial (4 hr)
	Follow principles of clinical reasoning to perform a subjective assessment on 2 simulated patients; Practice documentation of findings using the SOAP format	Simulation laboratory (4 hr)
Week 10	Communicating with people from culturally and linguistically diverse backgrounds	Seminar (2 hr)
	Motivational interviewing	Seminar (2 hr)
	Introduction to manual handling	Seminar (2 hr)
	Session 1: Manual handling Session 2: Walking aids	Tutorial (4 hr)
	Follow principles of clinical reasoning to perform a subjective assessment on 2 simulated patients; Practice manual handling skills with simulated patients	Simulation laboratory (4 hr)
Week 11	Racism, Unconscious bias	Seminar (2 hr)
	Introduction to objective assessment	Seminar (2 hr)
	Objective assessment: analysis of varied movement 1	Seminar (2 hr)
	Session 1: Case-based learning: planning & practicing objective assessment Session 2: Objective assessment of function: analysis of varied movement	Tutorial (4 hr)
	Follow principles of clinical reasoning to perform an objective assessment on 2 simulated patients. Practice documentation of findings using the SOAP format	Simulation laboratory (4 hr)
Week 12	Objective assessment: Clinical reasoning	Seminar (2 hr)
	Objective assessment: analysis of varied movement 2	Seminar (2 hr)
	Objective assessment: analysis of varied movement 3	Seminar (2 hr)
	Session 1: Case-based learning: planning & practicing objective assessment Session 2: Objective assessment of function: analysis of varied movement	Tutorial (4 hr)
	Follow principles of clinical reasoning to perform an objective assessment on a simulated patient	Simulation laboratory (4 hr)
Week 13	Objective assessment: analysis of varied movement 4	Seminar (2 hr)
	Objective assessment: Case-based learning	Seminar (2 hr)
	Aging and frailty	Seminar (2 hr)
	Session 1: Case-based learning: planning & practicing objective assessment Session 2: Objective assessment of function: analysis of varied movement	Tutorial (4 hr)
	Follow principles of clinical reasoning to perform an objective assessment on a simulated patient; Practice reflection and making sense of feedback	Simulation laboratory (4 hr)

Attendance and class requirements

Students are expected to attend 80% of seminars in this 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 seminar attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Seminars will not be recorded.

Students are expected to attend a minimum of 80% of tutorials and simulation session 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%. Under exceptional circumstances, swapping to alternate tutorials or simulation sessions on one-off occasions is possible only by prior agreement with the unit of study coordinators. However, this may be limited if the tutorial or simulation session is already at capacity or if there are no other tutorials or simulation sessions available.

Students are expected to independently engage in all flexible online learning activities in this unit of study and to be prepared for all in-person sessions. Engagement with flexible online learning activities is monitored.

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 24 credit point unit, this equates to roughly 480-600 hours of student effort in total.

Required readings

Neurological rehabilitation: optimizing motor performance 2nd Ed 2010

By Janet H. Carr and Roberta B. Shepherd

Cardiorespiratory physiotherapy: Adults and Paediatrics 5th Ed 2016

By Eleanor Main, Linda Denehy, Barbara Webber, Jennifer A. Pryor, Ammani Prasad

Pharmacology Handbook for Physiotherapists 2017

By Jacqueline Reznik, Ofer Keren, Joanne Morris and Iftah Biran

Dutton's Introduction to Physical Therapy and Patient Skills 2nd Ed 2020

By Mark Dutton

Therapeutic Modalities in Rehabilitation 5th Ed 2018

By William E Prentice

A Physiotherapist’s Guide to Clinical Measurement 2009

By John Fox and Richard Day

Brukner & Khan's Clinical Sports Medicine: The Medicine of Exercise 5th Ed 2019

By Peter Brukner, Karim Khan

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. Discuss and contrast different models of health care and explain their potential impacts in the context of the social determinants of health.
LO2. Identify and describe regulatory requirements for physiotherapy in Australia and comply with the standards of practice and professional behaviour of an AHPRA registered physiotherapy student.
LO3. Demonstrate adequate and developing communication skills that seek to develop rapport, trust, and empathy while maintaining professional boundaries tailored to individuals.
LO4. Identify and describe the concept of cultural capability and embed principles of cultural safety in interactions with peers and educators.
LO5. Recognise and affirm the historical context, culture, and diversity which impact healthcare for Aboriginal and Torres Strait Islander people.
LO6. Describe and apply foundational knowledge of anatomy, physiology, pathology, and biomechanics in simple clinical scenarios in physiotherapy practice.
LO7. Analyse and describe biomechanics for a variety of activities in healthy populations and in people with health conditions.
LO8. Describe and apply the principles of safety and quality in healthcare, and care of self and others.
LO9. Safely and professionally plan and conduct a basic physiotherapy assessment.
LO10. Demonstrate novice/emerging clinical reasoning skills and identify theoretical and practical models informing reasoning.
LO11. Formulate appropriate, patient-centred management plans for simple clinical scenarios and demonstrate relevant treatment techniques.
LO12. Identify and describe the impact of sedentary behaviour and physical inactivity on health, in order to develop safe and effective exercise and physical activity interventions.
LO13. Describe evidence-based philosophy including components of evidence-based practice (EBP) and demonstrate information gathering skills to assist in informed clinical decision making.

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. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 3. Communicator 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. Reflective practitioner and self-directed learner 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5. Collaborative practitioner 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
	Physiotherapy Practice Threshold Statements - 2. Professional and ethical practitioner 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 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3. Communicator 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 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 5. Collaborative practitioner 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 7. Manager/leader 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 2. Professional and ethical practitioner 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 3. Communicator 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 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 5. Collaborative practitioner 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. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 7. Manager/leader 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 2. Professional and ethical practitioner 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 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3. Communicator 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 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.4. proactively apply principles of quality improvement and risk management to practice 5. Collaborative practitioner 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. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 7. Manager/leader 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 3. Communicator 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. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.4. proactively apply principles of quality improvement and risk management to practice 5. Collaborative practitioner 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 3. Communicator 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 8. Foundational abilities 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 3. Communicator 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4. Reflective practitioner and self-directed learner 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 8. Foundational abilities 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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. Professional and ethical practitioner 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 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3. Communicator 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3. deal effectively with actual and potential conflict in a proactive and constructive manner 4. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 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 5. Collaborative practitioner 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. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 7. Manager/leader 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 - 1. Physiotherapy practitioner 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 2. Professional and ethical practitioner 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. Communicator 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. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 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 5. Collaborative practitioner 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 8. Foundational abilities 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 2. Professional and ethical practitioner 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 3. Communicator 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. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5. Collaborative practitioner 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 8. Foundational abilities 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 1.4. advocate for clients and their rights to health care 2. Professional and ethical practitioner 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 3. Communicator 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. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5. Collaborative practitioner 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6. Educator 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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. Professional and ethical practitioner 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 3. Communicator 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. Reflective practitioner and self-directed learner 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 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 5. Collaborative practitioner 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 8. Foundational abilities 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1. Physiotherapy practitioner 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 4. Reflective practitioner and self-directed learner 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.4. proactively apply principles of quality improvement and risk management to practice 5. Collaborative practitioner 5.2. engage in safe, effective and collaborative interprofessional practice 6. Educator 6.1. use education to empower themselves and provide knowledge to themselves and others. 8. Foundational abilities 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice

Responding to student feedback

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

This is a new unit of study. Student feedback will be used to inform future improvements and changes.

Additional information

Please note that human anatomy and physiology are assumed knowledge for the DPT program.

Additional costs

You will be required to purchase a stethoscope, goniometer, lab coat, and clinical uniform at the start of semester.

Work, health and safety

Please refer to current COVID-19 safety protocols.

Students must be able to fulfil the list of Inherent Requirements stated in this document (https://www.sydney.edu.au/content/dam/students/documents/enrolment/course-requirements/inherent-requirements/physiotherapy-inherent-requirements.pdf).

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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.

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Academic integrity

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Learning support

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Special consideration

Using AI responsibly

Support for students

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Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

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Alignment with Competency standards

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Responding to student feedback

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PHTY5500: Foundations of Physiotherapy Practice I

Semester 1, 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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect