Outline

Overview

This unit expands on the knowledge gained in the first semester by continuing to develop a range of foundational physiotherapy skills. Models of healthcare and social determinants of health and disease will be revisited in different contexts with emphasis on the application of health promotion models to facilitate health-enhancing change at the individual and community levels. Students will expand on their knowledge of biomedical sciences using case and problem-based learning. Students will also learn a range of assessment, treatment, and safe manual handling skills applicable to the inpatient and primary care settings. Modules include health promotion and chronic disease management, inpatient medical and surgical care, neurological rehabilitation, aged care, exercise and musculoskeletal physiotherapy. The unit emphasises patient-centred practice, communication skills, evidence-based practice and clinical reasoning. Students will continue learning about key pharmacological interventions that may interfere or assist with their management plan for presented clinical scenarios. Students' knowledge and skills will be further consolidated via regular simulated clinical practice.

Unit details and rules

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

Teaching staff

Coordinator	Allan Fu, allan.fu@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Practical exam ?	AT13: Skills-Based Assessment (D) with Practical Viva Practical viva exam for a primary care musculoskeletal case study. AT13 preparation time: 13 minutes + 2 minutes changeover AT13 viva and skill demonstration: 13 minutes + 2 minutes changeover	0%	Formal exam period	30 minutes	AI prohibited
Outcomes assessed:
Practical exam ?	AT14: Skills-Based Assessment (E) with Practical Viva Practical viva exam for a complex case study. AT14 reading time: 13 minutes AT14 viva and skill demonstration: 13 minutes	0%	Formal exam period	30 minutes	AI prohibited
Outcomes assessed:
Portfolio or journal	AT15: Skill Portfolio Students will submit a record of their practical skills and activities.	0%	Formal exam period Due date: 30 Nov 2025 at 23:59	NA	AI allowed
Outcomes assessed:
Out-of-class quiz	AT1: Weekly Quizzes Weekly quizzes due Sunday 23:59 of each week (Weeks 1-14).	0%	Ongoing	20-30 minutes	AI allowed
Outcomes assessed:
Presentation	AT12: Virtual Care Video Assignment Students will prescribe exercise in a simulated virtual care interaction.	0%	STUVAC Due date: 16 Nov 2025 at 23:59	10 minutes	AI allowed
Outcomes assessed:
Presentation	AT2: Explain Pain Recording Students will explain chronic pain to a patient with clarity and empathy.	0%	Week 03 Due date: 24 Aug 2025 at 23:59	3 minutes	AI allowed
Outcomes assessed:
Practical test ?	AT3: Skills-Based Assessment (A) Selected objective assessments in a primary care musculoskeletal setting. AT3: 8 minutes + 2 minutes changeover	0%	Week 04	30 minutes	AI prohibited
Outcomes assessed:
Practical test ?	AT4: Reflection on Skills-Based Assessment (A) Students will reflect on their performance in Skills-Based Assessment (A). AT4: 10 minutes	0%	Week 04	30 minutes	AI prohibited
Outcomes assessed:
Written work	AT5: Evidence-Based Appraisal and Synthesis Students will summarise and critically appraise a research article.	0%	Week 06 Due date: 14 Sep 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Practical test ?	AT6: Skills-Based Assessment (B) with Practical Viva Practical viva exam for a neurological rehabilitation case study. AT6 preparation time: 13 minutes + 2 minutes changeover AT6 viva and skill demonstration: 13 minutes + 2 minutes changeover	0%	Week 08	30 minutes	AI prohibited
Outcomes assessed:
Practical test ?	AT7: Peer Assessment for Skills-Based Assessment (B) Students will observe and provide feedback on the performance of a peer. AT7: 13 minutes	0%	Week 08	30 minutes	AI prohibited
Outcomes assessed:
Creative work	AT8: Health Promotion Campaign Brochure/Poster Students will design a health promotion poster or brochure.	0%	Week 10 Due date: 19 Oct 2025 at 23:59	A4 brochure/poster + 500 word report	AI allowed
Outcomes assessed:
Written work	AT9: Health Promotion Campaign Co-Design Report and Reflection Students will consider AT8 in context of a First Nations Community.	0%	Week 10 Due date: 19 Oct 2025 at 23:59	750 words	AI allowed
Outcomes assessed:
Practical test ?	AT10: Skills-Based Assessment (C) with ISBAR Handover ISBAR handover and selected interventions for a cardiopulmonary case study. AT10 reading time: 13 minutes + 2 minutes changeover AT10 ISBAR handover and skill demonstration: 13 minutes + 2 minutes changeover	0%	Week 12	30 minutes	AI prohibited
Outcomes assessed:
Practical test ?	AT11: Professional Notes for Skills-Based Assessment (C) Students will document their treatment from Skills-Based Assessment (C). AT11: 15 minutes	0%	Week 12	30 minutes	AI prohibited
Outcomes assessed:
= early feedback task ?

Assessment summary

AT1, Weekly Quizzes: Weekly quizzes employ assessment for learning and enable students to assess their own understanding, identify knowledge gaps, and enhance their grasp of the course material.

AT2, Explain Pain Recording: Students will create a video of themselves explaining chronic pain to a patient, demonstrating empathy and an awareness of the impact of chronic pain on the patient’s life.

AT3, Skills-Based Assessment (A): Students will demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected objective assessments in a primary care musculoskeletal setting.

AT4, Reflection on Skills-Based Assessment (A): Students will submit a reflection following their skill performance.

AT5, Evidence-Based Appraisal and Synthesis: Students will search for, summarise, and critically appraise a research article from a list of intervention topics.

AT6, Skills-Based Assessment (B) with Practical Viva: Students will answer viva questions related to a neurological rehabilitation case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a neurological rehabilitation case.

AT7, Peer Assessment for Skills-Based Assessment (B): Students will observe and provide constructive feedback on the skill performance of one of their peers.

AT8, Health Promotion Campaign Brochure/Poster: In groups of three, students will design an A4 brochure or poster as part of a health promotion campaign aimed at preventing a specific health condition. The rationale behind the health promotion campaign will be outlined in an accompanying report.

AT9, Health Promotion Campaign Co-Design Report and Reflection: Students will reflect on how and why they would adapt their AT8 brochure or poster to better suit the needs and cultural context of an Australian First Nations Community.

AT10, Skills-Based Assessment (C) with ISBAR Handover: Students will deliver an ISBAR handover related to a cardiopulmonary case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a cardiopulmonary case.

AT11, Professional Notes for Skills-Based Assessment (C): Students will document the treatment performed following their skill performance.

AT12, Virtual Care Video Assignment: In pairs, students will demonstrate exercise prescription via virtual care during a simulated physiotherapist-patient consultation video. Students will reflect on their performance in the final two minutes of the video.

AT13, Skills-Based Assessment (D) with Practical Viva: Students will answer viva questions related to a primary care musculoskeletal case study. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected objective assessments and/or interventions for a primary care musculoskeletal case.

AT14, Skills-Based Assessment (E) with Practical Viva: Students will answer viva questions related to a complex case study, which will draw on knowledge from the Inpatient Surgical, Ageing and Exercise modules. Students will then demonstrate professional communication, gaining informed consent, and adhering to infection control practices while performing selected interventions for a complex case.

AT15, Skill Portfolio: Students will submit a comprehensive e-portfolio demonstrating their skill development and practical experiences over the semester.

Assessment criteria

To pass this unit of study, students must demonstrate competency in all physiotherapy competency criteria. Detailed information regarding the progression rules can be found on the Canvas homepage.

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.

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:

For submitted works, 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 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	Introduction to PHTY5501 and technology in health	Seminar (2 hr)
	Triage, risk assessment, and diagnosis of musculoskeletal pain	Seminar (2 hr)
	Part 1. Delivery of rehabilitation: principles to enhance motor learning and skill. Part 2. Loss of coordination	Seminar (2 hr)
	Chronic pain	Seminar (2 hr)
	Consolidation of musculoskeletal clinical skills and further testing	Tutorial (2 hr)
	Clinical reasoning and goal setting in neurological rehabilitation, and training of bed mobility	Tutorial (2 hr)
	Chronic pain	Tutorial (2 hr)
	Introduction to differential diagnosis in musculoskeletal conditions	Tutorial (2 hr)
Week 02	Analysis and effective training of sitting, sit to stand and standing in neurological conditions	Seminar (2 hr)
	Preventative health and lifestyle behaviours: part 1	Seminar (2 hr)
	Preventative health and lifestyle behaviours: part 2	Seminar (2 hr)
	Acute onset musculoskeletal conditions	Seminar (2 hr)
	Assessment and reasoning for acute onset musculoskeletal conditions	Tutorial (2 hr)
	Training of sitting and standing	Tutorial (2 hr)
	Training of sit to stand	Tutorial (2 hr)
	Anatomy laboratory: cardiac anatomy	Tutorial (2 hr)
Week 03	Health promotion and changing behaviour	Seminar (2 hr)
	Gradual onset musculoskeletal conditions	Seminar (2 hr)
	Analysis and effective training of walking and high level mobility in people with neurological conditions	Seminar (2 hr)
	Self management and self determination	Seminar (2 hr)
	Assessment and clinical reasoning for gradual onset musculoskeletal conditions	Tutorial (2 hr)
	Training of walking: part 1	Tutorial (2 hr)
	Training of walking: part 2	Tutorial (2 hr)
	Traumatic brain injury and aged care	Simulation laboratory (4 hr)
Week 04	Lifestyle and chronic disease risk	Seminar (2 hr)
	Assessment and management of acute knee conditions	Seminar (2 hr)
	Analysis and training of effective reaching and manipulation in people with neurological conditions	Seminar (2 hr)
	Medical investigations and issues in hospital	Seminar (2 hr)
	Assessment and clinical reasoning for acute knee conditions	Tutorial (2 hr)
	Training of reaching and manipulation: part 1	Tutorial (2 hr)
	Training of reaching and manipulation: part 2	Tutorial (2 hr)
Week 05	Prevention and management of type 2 diabetes and obesity	Seminar (2 hr)
	Assessment and management of gradual onset knee injuries	Seminar (2 hr)
	Spasticity	Seminar (2 hr)
	Overview of cardiovascular disease	Seminar (2 hr)
	Training for people with ataxia	Tutorial (2 hr)
	Assessment and clinical reasoning for gradual onset knee conditions	Tutorial (2 hr)
	Cardiopulmonary skills refresher and heart failure	Tutorial (2 hr)
	Knee conditions: intervention delivery	Tutorial (2 hr)
Week 06	Prevention and management of type 2 diabetes and obesity: case study	Seminar (2 hr)
	Assessment and management of acute ankle and foot conditions	Seminar (2 hr)
	Secondary impairments: impairments and clinical implications of research findings in people with neurological conditions	Seminar (2 hr)
	Clinical reasoning and intervention for cardiopulmonary medical case 1	Seminar (2 hr)
	Assessment and clinical reasoning for acute ankle and foot conditions	Tutorial (2 hr)
	Development of person-centred assessment, clinical reasoning, and intervention for neurological case 1	Tutorial (2 hr)
	Clinical reasoning and intervention for cardiopulmonary medical case 2	Tutorial (2 hr)
	Anatomy laboratory: abdominal anatomy	Tutorial (2 hr)
Week 07	Health campaigns, digital health, and virtual rehabilitation	Seminar (2 hr)
	Assessment and management of gradual onset ankle and foot conditions	Seminar (2 hr)
	Non-motor impairments	Seminar (2 hr)
	Respiratory load, pump efficiency, and mechanics of breathing	Seminar (2 hr)
	Assessment and clinical reasoning in gradual onset ankle and foot conditions	Tutorial (2 hr)
	Development of person-centred assessment, clinical reasoning and intervention for neurological case 2	Tutorial (2 hr)
	Clinical reasoning and intervention for cardiopulmonary medical case 3	Tutorial (2 hr)
	Anatomy laboratory: lower limb revision	Tutorial (2 hr)
	COPD and motivational interviewing	Simulation laboratory (4 hr)
Week 08	Consolidation of principles of health promotion and chronic disease management	Seminar (2 hr)
	Ankle and foot conditions: intervention delivery	Seminar (2 hr)
	Lived experience of neurological conditions: TBI, stroke (Q and A session)	Seminar (2 hr)
	Dyspnoea	Seminar (2 hr)
	Ankle and foot conditions: intervention delivery	Tutorial (2 hr)
	Revision and consolidation of assessment and management of neurological conditions	Tutorial (2 hr)
	Revision for inpatient cardiopulmonary medical module	Tutorial (2 hr)
Week 09	Clinical rationale for exercise	Seminar (2 hr)
	Consolidation of assessment and management for lower limb conditions	Seminar (2 hr)
	Part 1. Ageing: concepts, ageing in Australia and different cultures, First Nations concepts of ageing. Part 2. Healthy ageing	Seminar (2 hr)
	Effects of anaesthesia and surgery on lung function	Seminar (2 hr)
	Consolidation for lower limb conditions	Tutorial (2 hr)
	Clinical rationale and exercise testing - why and how	Tutorial (2 hr)
	Overview of post-operative management	Tutorial (2 hr)
	Anatomy laboratory: upper limb revision	Tutorial (2 hr)
Week 10	Exercise prescription: overview	Seminar (2 hr)
	Assessment and management of elbow conditions	Seminar (2 hr)
	Physiological effects of ageing and effects of exercise on older adults	Seminar (2 hr)
	Types of surgery, clinical pathways, pre-operative assessment and education	Seminar (2 hr)
	Assessment and clinical reasoning in acute elbow conditions	Tutorial (2 hr)
	Clinical rationale and exercise testing - how and so what, interpreting results, prescription	Tutorial (2 hr)
	Preoperative assessment and education for all surgeries; general discharge planning	Tutorial (2 hr)
	Assessment and clinical reasoning in gradual onset elbow conditions	Tutorial (2 hr)
Week 11	Overview of acute trauma, assessment and management principles, and role of physiotherapy; surgical complications; respiratory complications	Seminar (2 hr)
	Exercise prescription in specific conditions: respiratory disease	Seminar (2 hr)
	Assessment and management of wrist conditions: part 1	Seminar (2 hr)
	Frailty in older people: background, pathophysiology, risk factors, management across the spectrum	Seminar (2 hr)
	Assessment and clinical reasoning in wrist conditions	Tutorial (2 hr)
	Exercise prescription: pulmonary rehabilitation	Tutorial (2 hr)
	Clinical reasoning and treatment for surgical case study	Tutorial (2 hr)
	Pre-operative assessment and patient education (laparotomy)	Simulation laboratory (4 hr)
Week 12	Exercise prescription in specific conditions: cardiac disease	Seminar (2 hr)
	Assessment and management of wrist conditions: part 2	Seminar (2 hr)
	Dementia	Seminar (2 hr)
	Common traumatic injuries	Seminar (2 hr)
	Exercise prescription: cardiac rehabilitation	Tutorial (2 hr)
	Management of chronic wrist conditions	Tutorial (2 hr)
	Plaster application	Tutorial (2 hr)
Week 13	Exercises for the knee	Seminar (2 hr)
	Consolidation of assessment and management for upper limb conditions	Seminar (2 hr)
	Falls in older people: epidemiology, physiology, assessment/prediction	Seminar (2 hr)
	Elective surgeries part 1: upper limb	Seminar (2 hr)
	Consolidation of assessment and management for upper limb conditions	Tutorial (2 hr)
	Falls management: assessment	Tutorial (2 hr)
	Post-operative management of elective surgical procedures: upper limb	Tutorial (2 hr)
	Musculoskeletal assessment and intervention (ankle)	Simulation laboratory (4 hr)
Week 14 (STUVAC)	Consolidation on exercise module and managing exercise group classes	Seminar (2 hr)
	Consolidation for primary care module and revision for exam	Seminar (2 hr)
	Falls prevention and management	Seminar (2 hr)
	Elective surgeries part 2: lower limb	Seminar (2 hr)
	Revision practice and practical exam preparation	Tutorial (2 hr)
	Falls management: prevention	Tutorial (2 hr)
	Post-operative management of elective surgical procedures: lower limb	Tutorial (2 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. Identify and outline the role of technology in health care and discuss and demonstrate the use of electronic medical records in the context of regulatory requirements, safety, and quality in healthcare.
LO2. Describe and apply the principles of safety and quality in healthcare in the context of care for Aboriginal and Torres Strait Islander people and reflect on the influence of one’s own culture.
LO3. Demonstrate and reflect on communication skills that seek to develop rapport, trust, and empathy while maintaining professional boundaries tailored to individuals.
LO4. Identify and embed principles of cultural safety in roles with peers, colleagues, clients, and relevant others.
LO5. Describe and apply foundational knowledge of anatomy, physiology, pathology, and biomechanics in physiotherapy practice.
LO6. Analyse and describe biomechanics for a variety of activities in healthy populations and in people with health conditions.
LO7. Safely and professionally plan and conduct assessment techniques that are client centred and culturally responsive.
LO8. Demonstrate novice/emerging clinical reasoning skills and implement theoretical and practical models informing reasoning.
LO9. Formulate appropriate patient-centred management plans for basic clinical scenarios and demonstrate relevant treatment techniques.
LO10. Identify, critique, and synthesise research evidence related to health care and physiotherapy practice.
LO11. Critically discuss and reflect on the role of physiotherapy in the context of public health, health promotion, and social justice in relation to client groups from diverse backgrounds.

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 - 1.1. 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 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 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 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 - 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 2.1. 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 3.1. 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 5.2. engage in safe, effective and collaborative interprofessional practice 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 - 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 2.1. 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 3.1. 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 4.1. 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 5.1. 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. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 1.4. advocate for clients and their rights to health care 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 3.1. 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 4.1. 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 5.1. 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. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 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.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 - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 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 - 1.1. 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 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 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 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 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 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 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks 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 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	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 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.4. 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 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 7.2. lead others effectively and efficiently within relevant professional, ethical and legal frameworks 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 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	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 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 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based 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 1.4. advocate for clients and their rights to health care 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 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 -

Competency code	Taught, Practiced or Assessed	Competency standard
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
2.1		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
3.1		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
4.1		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
5.1		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.
6.2		seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
7.2		lead others effectively and efficiently within relevant professional, ethical and legal frameworks
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
8.E		competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
8.F		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

Responding to student feedback

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

Students were generally positive about the modular design of this unit and reported satisfaction with most modules, especially the Ageing module and the Inpatient Rehabilitation (Neurological) and Inpatient Medical (Cardiopulmonary) modules, where their learning was supported by engaging staff, well-structured learning activities, helpful resources and sufficient time for practical skills. Students were mostly happy with the assessment items and timing of assessments, and were generally appreciative of the level of feedback provided on these. Students reported some content being uploaded late and would have liked some of the assessment information made available earlier. The Primary Care module was reported as being less organised and consistent in delivery. Students found it difficult to complete online learning prior to seminars due to workload, which impacted the seminar experience, and they would have liked more structured tutorials with more practice time and more consistent messages. Running this unit for the second time next year should help with some of the issues around late information and content, but we will review the Primary Care module carefully to address the common concerns reported by students.

Additional information

Please note that human anatomy and physiology are assumed knowledge for the Doctor of Physiotherapy program.

Work, health and safety

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).

Please refer to current COVID-19 safety protocols.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

Work, health and safety

Disclaimer

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PHTY5501: Foundations of Physiotherapy Practice II

Semester 2, 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

Work, health and safety

Disclaimer

On this page

Useful links