Outline

Overview

This unit of study will build on and expand the knowledge, skills and attributes developed in the first year of study by introducing more complex cases and utilising a variety of social contexts and clinical settings. Evidence-based practice and comprehensive application of foundational knowledge of anatomy, physiology, exercise physiology and biomechanics will be applied to physiotherapy-based assessment and interventions. Module topics will include primary care of musculoskeletal conditions, exercise, acute cardiorespiratory care including patients in high dependency/intensive care, neurodegenerative conditions, oncology and disability. Classes will include interactive seminars, tutorials and simulations, where students will further develop skills in critical thinking, clinical reasoning and patient-centred care. Students will continue to explore the social determinants of health and, in this context, further develop their professional identity and cultural capabilities through simulations, role plays and reflective practice.

Unit details and rules

Academic unit	Movement Sciences
Credit points	18
Prerequisites ?	PHTY5500 and PHTY5501
Corequisites ?	PHTY6501
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Paula Beckenkamp, paula.beckenkamp@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Q&A following presentation, submission or placement	AT12: Q&A following Group Exercise Presentation Questions after presentation, relating to theoretical knowledge within the exercise module	0%	Formal exam period	5 minutes	AI prohibited
Outcomes assessed:
Out-of-class quiz	AT4: Weekly Quizzes Weekly quizzes due Sunday 23:59 (1, 11-19)	0%	Ongoing	20-30 minutes each quiz	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	AT7: Skills-Based Assessment (Week 16) Clinical Skills Based Assessment with Viva	0%	Progressive	10 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	AT13: Skills-Based Assessment with Viva (Week 19) Skills-Based Assessment with Viva	0%	Progressive	15 minutes	AI prohibited
Outcomes assessed:
Written work	AT3: Written Assignment Reflective task about clinical placement and use of AI (MSB/Week 11 depending on which 5-week block of foundational placement students are in).	0%	Progressive	800 words + AI output	AI allowed
Outcomes assessed:
Portfolio or journal	AT14: Skills Portfolio Submission (Week 19) A record of students skill development across all areas of Physiotherapy	0%	Progressive	NA	AI allowed
Outcomes assessed:
Written work	AT10: Oncology Rehabilitation Written Proposal (Week 18) Written Proposal	0%	Progressive	750 words	AI allowed
Outcomes assessed:
Presentation	AT8: Paired Treatment Video + ISBAR handover (Week 17) Develop skills in working in the intensive care environment	0%	Progressive	15 minutes	AI allowed
Outcomes assessed:
Presentation	AT11: Exercise Prescription Presentation (Week 19) Exercise prescription presentation	0%	Progressive	10 minutes	AI allowed
Outcomes assessed:
Evaluation	AT9: Peer Feedback on AT8 (Week 18) Peer Feedback on AT7, Group Work	0%	Progressive	100 words	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	AT6: Q/A following Group presentation (AT5) Questions after the presentation, relating to theoretical knowledge within the Disability Module.	0%	STUVAC	5 minutes	AI prohibited
Outcomes assessed:
Presentation	AT5: NDIS Planning Meeting Presentation (Week 14) Students present a NDIS request to a local area-coordinator- in class presentation	0%	STUVAC	9 minutes	AI allowed
Outcomes assessed:
Interactive oral	AT2: Skills-Based Assessment (Interactive Oral Assessment) Interactive Oral Assessment for a Musculoskeletal Case Study.	0%	Week 01	5 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	AT1: Skills-Based Assessment Communication and practical (manual handling) skills	0%	Week 01	10 minutes	AI prohibited
Outcomes assessed:
= group assignment ? = early feedback task ?

Assessment summary

AT1: Skills-Based Assessment which aims to assess manual handling skills in a scenario with some complexity.

AT2: In this Viva assessment, students will have a simulated conversation with a clinical educator who works in clinical practice.

AT3: Students will use the Gibbs reflective cycle as well as an AI tool to reflect on their experiences while on clinical placement.

AT4: Weekly quizzes employ assessment for learning and enable students to assess their own understanding, identify knowledge gaps, and enhance their grasp of course material.

AT5: This group work assignment simulates a real-world scenario where students present a National Disability Insurance Scheme request to a Local Area Co-ordinator on behalf of an individual with a disability

AT6: Skills-Based Assessment that will require students to demonstrate a task-specific exercise that is appropriate for a person living with Motor Neuron Disease, Multiple Sclerosis, or Parkinson's Disease

AT7: This paired video assessment will assist students to develop skills for working in the intensive care environment. Students will submit a video of themselves providing a treatment for a 'patient' (i.e. simulated mannequin) and include a verbal ISBAR handver based on the case and treatment provided.

AT8: Students will be allocated a video from AT7 to provide their Peer Review

AT9: Students will be assessed on their clinical reasoning and literature evaluation in the development of a proposal to support a rehabilitation concern in an oncology population

AT10: Students will be assessed on their exercise prescription skills related to commonly seen sporting injuries. This will also assess students' ability to interact and communicate with people in the community who are not necessarily health professionals.

AT 11: This Skill-Based Assessment with Viva will evaluate student's knowledge and clinical reasoning based on musculoskeletal patient scenarios.

AT12: Students will submit a comprehensive e-portfolio demonstrating their skill development and practical experiences over the semester.

Assessment criteria

Assessment grading

Result name

Mark range

Description

Satisfied requirements

The learning outcomes of the unit of study have

been met to a satisfactory standard.

See Progression Rules for PHTY6500 on the Learning Management System for further information.

Failed requirements

The learning outcomes of the unit of study have not

been met to a satisfactory standard.

See Progression Rules for PHTY6500 on the Learning Management System for further information.

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". No Final Exam No In-Semester Test

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
-	Neurodegen: Falls prevention in early to mid stage neurodegenerative conditions; Management in late stage neurodegenerative conditions (palliative care, carer support/training and quality of life) (week 15)	Seminar (2 hr)
	Neurodegen: Management in mid to late stage neurodegenerative conditions: carer training (including transfers, bed mobility, STS) (week 15)	Tutorial (2 hr)
	Neurodegen: Lived experience guest speakers: Parkinson's disease and Multiple Sclerosis; Assessment task Q&A (week 16)	Seminar (2 hr)
	Inpatient Acute: Acute trauma to the lung and thorax, acute lung injury and acute respiratory distress Syndrome; Weaning from ventilatory support: Implications for physiotherapy intervention (week 15)	Seminar (2 hr)
	Inpatient Acute: Intubated patient: complex case study (week 15)	Tutorial (2 hr)
	Disability: Lived experience guest speakers: Clinician specialist and a First Nations persons with a disability (week 15)	Seminar (2 hr)
	Disability: Disability and Sports (week 15)	Tutorial (2 hr)
	Primary care MSK: Assessment of a patient with non-specific low back pain (week 15)	Seminar (2 hr)
	Primary care MSK: Assessment of a patient with spinal pain: Palpation and manual therapy (week 15)	Tutorial (2 hr)
	Primary care MSK: Management of non-specific low back pain (week 16)	Seminar (2 hr)
	Primary care MSK: Assessment of a patient with spinal pain: Sacro-iliac joints (SIJ) involvement and motor control and management of a patient with spinal nerve compromise (SNC) (week 16)	Tutorial (2 hr)
	Primary care MSK: Lumbar spine radiculopathy (week 17)	Seminar (2 hr)
	Primary care MSK: Management of a patient with spinal pain: Advice/education and exercise (week 17)	Tutorial (2 hr)
	Primary care MSK: Differentiation of complex lower back and lower limb conditions (week 18)	Seminar (2 hr)
	Primary care MSK: Review of clinical reasoning and Management of a patient with spinal pain: Manual therapy and exercise (week 18)	Tutorial (2 hr)
	Primary care MSK: Consolidation of lumbar spine and hip/groin musculoskeletal conditions (week 19)	Seminar (2 hr)
	Exercise: Progressing knowledge of exercise prescription (week 16)	Seminar (2 hr)
	Exercise: Exercise prescription for a novice practitioner for patients with musculoskeletal conditions (week 16)	Tutorial (2 hr)
	Exercise: Building a program with exercise prescription and advancing exercise prescription (week 17)	Seminar (2 hr)
	Exercise: Aligning exercise with patient's goals and the ICF framework (week 17)	Seminar (2 hr)
	Exercise: Developing and growing an exercise toolkit (week 17)	Tutorial (2 hr)
	Exercise: Exercise prescription for an intermediate practitioner for patients with a musculoskeletal condition (week 17)	Tutorial (2 hr)
	Exercise: Aquatic Physiotherapy (week 18)	Seminar (2 hr)
	Exercise: Putting exercise prescription together in a sport and work specific context (week 18)	Seminar (2 hr)
	Exercise: Balance and challenging postural control (week 18)	Tutorial (2 hr)
	Exercise: Clinical Pilates (week 18)	Tutorial (2 hr)
	Exercise: Biomechanics of running, hopping and jumping (week 19)	Seminar (2 hr)
	Exercise: Physical activity, exercise and sports in people with neurological impairments, including use of feedback-based technologies in neurorehabilitation (week 19)	Seminar (2 hr)
	Exercise: Exercise prescription for recreational athletes - weekend warriors (week 19)	Tutorial (2 hr)
	Rehab oncology: Introduction to oncology and the role of Allied Health (week 16)	Seminar (2 hr)
	Rehab oncology: Working as part of a multidisciplinary team in oncology rehabilitation (week 16)	Tutorial (2 hr)
	Rehab oncology: Major side effects of oncology treatment: fatigue and deconditioning (week 17)	Seminar (2 hr)
	Rehab oncology: Exercise during oncology rehabilitation (week 17)	Tutorial (2 hr)
	Rehab oncology: Major side effects of oncology treatment: lymphoedema (week 18)	Seminar (2 hr)
	Rehab oncology: Lymphoedema education & basic assessment (week 18)	Tutorial (2 hr)
	Rehab oncology: Major side effects of oncology treatment: pain and neural changes (week 19)	Seminar (2 hr)
	Rehab oncology: Cancer and culture (week 19)	Tutorial (2 hr)
Week -01	Ageing: Aged care in Australia, discharge planning, community services and guardianship	Seminar (2 hr)
	Ageing: Revision on common conditions of ageing (frailty, pressure injury, wound care) and physiotherapy management	Seminar (2 hr)
	Clinical Simulation: Aged Care Case study with focus on manual handling and communication.	Practical (4 hr)
	Ageing and Musculoskeletal revision: case study with focus on discharge planning	Tutorial (2 hr)
	Musculoskeletal revision: clinical decision making and management of common upper and lower limb conditions	Tutorial (2 hr)
Week -02	Introduction to PHTY6500 and preparation for placement	Seminar (2 hr)
	Musculoskeletal revision: clinical decision making and assessment of common musculoskeletal conditions of the upper and lower limb	Seminar (2 hr)
	Overview of physiotherapy private practice in Australia	Seminar (2 hr)
	Musculoskeletal revision: clinical decision making and assessment of common upper limb conditions	Tutorial (2 hr)
	Musculoskeletal revision: clinical decision making and assessment of common lower limb conditions	Tutorial (2 hr)
	Clinical Simulation: Primary care of a patient with musculoskeletal condition	Practical (2 hr)
Week 01	Ethical considerations on placement and the use of AI in physiotherapy	Seminar (2 hr)
	Preparation for placement: Professional behaviour, use of social media and self care.	Seminar (2 hr)
	Cardiopulmonary and Neurological Physiotherapy revision: case study	Tutorial (2 hr)
	Clinical Simulation: Culturally safe communication: Clinical yarning experience	Practical (2 hr)
Week 11	Neurodegen: Pathophysiology of Parkinson's Disease, Multiple Sclerosis and Motor Neuron Disease; Disease staging for neurodegenerative conditions and role of physical activity in early stages	Seminar (2 hr)
	Neurodegen: Early stage management of neurodegenerative conditions: self management and promotion of optimum physical activity	Tutorial (2 hr)
	Inpatient Acute: Respiratory failure and use of intubation; Hypoxaemic respiratory failure and modes of ventilatory support	Seminar (2 hr)
	Inpatient Acute: Arterial blood gas interpretation; Hypoxaemic respiratory failure in the non-intubated patient	Tutorial (2 hr)
	Disability: Introduction to Disability in society and healthcare	Seminar (2 hr)
	Disability: Disability awareness, inclusive practices and adaptive communication	Tutorial (2 hr)
	Primary care MSK: Musculoskeletal injuries and conditions of the hip and groin - Part 1: Focus on assessment	Seminar (2 hr)
	Primary care MSK: Assessment of acute and gradual onset musculoskeletal conditions of the hip and groin	Tutorial (2 hr)
Week 12	Neurodegen: Motor impairments in Parkinson's Disease: nature of the impairments and clinical implications of research findings (exercise/motor training)	Seminar (2 hr)
	Neurodegen: Assessment of Parkinson's Disease: impairment, activity, participation and revision of relevant outcome measures	Tutorial (2 hr)
	Inpatient Acute: Managing acute respiratory failure	Seminar (2 hr)
	Inpatient Acute: Hypercapnic respiratory failure in the non-intubated patient	Tutorial (2 hr)
	Disability: Insurance: iCare and the NDIS: the role of physiotherapy	Seminar (2 hr)
	Disability: NDIS based case study: Referral pathways and NDIS application	Tutorial (2 hr)
	Primary care MSK: Musculoskeletal injuries and conditions of the hip and groin - Part 2: Focus on older adults and management	Seminar (2 hr)
	Primary care MSK: Management of acute and gradual onset musculoskeletal conditions of the hip and groin	Tutorial (2 hr)
Week 13	Neurodegen: Task-specific training in neurodegenerative conditions and considerations for telehealth; Strength training for Motor Neuron Disease and ethical considerations in research	Seminar (2 hr)
	Neurodegen: Motor training in Parkinson's disease: understanding underlying impairments and rationale/ EBP for training	Tutorial (2 hr)
	Clinical Simulation: Peer patient training for neurodegenerative conditions	Practical (2 hr)
	Inpatient Acute: Monitoring and equipment in the intensive care unit: implications for assessment and physiotherapy intervention; Effects of intubation and mechanical ventilation on the respiratory system	Seminar (2 hr)
	Inpatient Acute: Introduction to assessment of the intubated/ventilated patient (case studies)	Tutorial (2 hr)
	Primary care MSK: Spinal pain triage and risk assessment	Seminar (2 hr)
	Primary care MSK: Assessment of a patient with spinal pain with identification of yellow and red flags	Tutorial (2 hr)
Week 14 (STUVAC)	Neurodegen: Motor impairments in Multiple Sclerosis: nature of the impairments and clinical implications of research findings (exercise/motor training)	Seminar (2 hr)
	Neurodegen: Multiple Sclerosis case study: physiotherapy assessment and treatment	Tutorial (2 hr)
	Inpatient Acute: Physiotherapy in the intensive care unit	Seminar (2 hr)
	Inpatient Acute: Physiotherapy interventions in intensive care: Strategies to improve gas and secretion movement impairments	Tutorial (2 hr)
	Disability: Community physiotherapy scope and practice: supporting independent living for people with a disability	Seminar (2 hr)
	Primary care MSK: Assessment of a patient with spinal pain	Seminar (2 hr)
	Primary care MSK: Assessment of a patient with spinal pain: Neurological examination	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%.

Students are expected to attend a minimum of 80% of tutorials, anatomy lab sessions, 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 18 credit point unit, this equates to roughly 360-450 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
Brukner & Khan's Clinical Sports Medicine: The Medicine of Exercise 5th Ed 2019. By Peter Brukner, Karim Khan
BookBersten, Andrew D., editor.; Handy, Jonathan M., editor.; Oh, T. E., Eighth Edition., Oxford, U.K, Elsevier, 2019

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. LO1. Apply comprehensive understanding of foundational knowledge of anatomy, physiology, pathology, and biomechanics to inform clinical reasoning in physiotherapy practice across life-span.
LO2. LO2. Demonstrate emerging competencies of a physiotherapy practitioner (based on Physiotherapy Practice Thresholds) in cases with increasing complexity of diagnosis, presentation, and contexts.
LO3. LO3. Demonstrate effective written and verbal enabling and advocacy skills as a future physiotherapist that could effectively contribute to patient wellbeing and health promotion.
LO4. LO4. Identify, create, facilitate, and implement evidence-based strategies to prevent or mitigate the progression of health conditions in the short, medium, and long-term.
LO5. LO5. Integrate technology in improving management of an individual or a patient group.
LO6. LO6. Contribute to one’s own personal and professional development by reflection on personal practice, values, beliefs, culture, and attitudes.

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 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 3.2. 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 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 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.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 1.4. 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 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 4.3. 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 7.2. 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.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 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 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 4.5. 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. 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 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.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 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 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 4.3. 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 7.2. 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 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 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 4.3. 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 7.2. 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.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 - 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 4.3. 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

Responding to student feedback

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

Thank you for your thoughtful feedback on the Doctor of Physiotherapy program. We are very appreciative of your kind comments about the coordination team (Nicole, Sarah, and Paula) and that the recent improvements in MSK, including the use of checklists and additional feedback, that have supported your learning. It is also great to hear the positive response to the IP acute and Disability modules, and your enthusiasm for developing clinical skills this semester. We also appreciate your constructive feedback. We recognise that timetabling challenges and the clustering of assessments have created pressure, and we will continue working to improve the balance of workload across the semester. In addition, we acknowledge your suggestions regarding the neurological content and will work with the relevant teaching teams. Your feedback is invaluable in helping us shape the program to support your learning and professional development, and we thank you for engaging with this process. All the best with your future studies!

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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

Disclaimer

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PHTY6500: Physiotherapy Core Clinical Practice I

Semester 1, 2026 [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

Disclaimer

On this page

Useful links