General Information
In this subject students will integrate and extend their knowledge of clinically related musculoskeletal anatomy and tissue response to disease and trauma. The physiotherapist’s role in enhancing normal tissue healing and repair will be introduced. The impact of different conditions (rheumatological, degenerative, acute and repetitive trauma) upon the upper and lower limb and vertebral column will be explored. Students will develop their ability to assess clients encountered in the inpatient orthopaedic and outpatient settings. Using sound clinical reasoning and evidence based approaches students will construct, evaluate and modify treatment to meet short- and long-term client goals.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY71-402 Subject title: Physiotherapy: Musculoskeletal 1 Subject level: Postgraduate Semester/Year: May 2023 Credit points: 20.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Tutorial: x10 (Total hours: 25) - Tutorial (PBL)
- Workshop: x30 (Total hours: 105) - Resource sessions - hours per week
- Personal Study Hours: x16 (Total hours: 110) - Recommended study hours
Attendance and learning activities: LEARNING ACTIVITIES Learning activities include a combination of Problem Based Learning (PBL) tutorials / Small Group Learning (SGL) resource (practical) sessions, independent self-directed learning and student led seminars and projects. PBL /SGL tutorials are central to the learning process in this subject. Students in small groups (7-10 students per group) will have opportunity, guided by a facilitator, to plan learning experiences, gain knowledge and use clinical reasoning to apply and integrate that knowledge in a relevant context. This approach to learning is designed to facilitate development of self-directed learning, ability to work effectively in groups and professionalism. Specific practically based resource sessions will provide students with the opportunity to acquire psychomotor skills needed to complement the knowledge base developed in the problem-based learning / small group learning tutorials. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will engage in problem- based learning tutorials and will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly in PBL and resource sessions. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions and resource sessions and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1) Respect – demonstrated through attitude to Self / Peers / Educators 2) Responsibility – you are required to: attend all learning activities – all absences require a Leave of Absence form to be completed and submitted to the Course Co-ordinator*: be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative and be accountable for your behaviours and actions. 3) Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients and clinical educators in the clinical setting) 4) Self-awareness and capacity to reflect and self-evaluate need to be displayed *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: - Implement a mentoring program - Give an informal warning - Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention The outcomes of these steps may result in: - An informal warning and monitor progress - A formal warning - Grade penalties - Marks which could impact on Grades - Referral to the Dean / Faculty for disciplinary procedures. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY71-402 |
| Subject title: | Physiotherapy: Musculoskeletal 1 |
| Subject level: | Postgraduate |
| Semester/Year: | May 2023 |
| Credit points: | 20.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | LEARNING ACTIVITIES Learning activities include a combination of Problem Based Learning (PBL) tutorials / Small Group Learning (SGL) resource (practical) sessions, independent self-directed learning and student led seminars and projects. PBL /SGL tutorials are central to the learning process in this subject. Students in small groups (7-10 students per group) will have opportunity, guided by a facilitator, to plan learning experiences, gain knowledge and use clinical reasoning to apply and integrate that knowledge in a relevant context. This approach to learning is designed to facilitate development of self-directed learning, ability to work effectively in groups and professionalism. Specific practically based resource sessions will provide students with the opportunity to acquire psychomotor skills needed to complement the knowledge base developed in the problem-based learning / small group learning tutorials. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will engage in problem- based learning tutorials and will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly in PBL and resource sessions. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions and resource sessions and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1) Respect – demonstrated through attitude to Self / Peers / Educators 2) Responsibility – you are required to: attend all learning activities – all absences require a Leave of Absence form to be completed and submitted to the Course Co-ordinator*: be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative and be accountable for your behaviours and actions. 3) Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients and clinical educators in the clinical setting) 4) Self-awareness and capacity to reflect and self-evaluate need to be displayed *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: - Implement a mentoring program - Give an informal warning - Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention The outcomes of these steps may result in: - An informal warning and monitor progress - A formal warning - Grade penalties - Marks which could impact on Grades - Referral to the Dean / Faculty for disciplinary procedures. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Pre-requisites:There are no pre-requisites Co-requisites: |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain the pathogenesis and common clinical signs and symptoms of upper and lower limb conditions across the life span (using knowledge of anatomy, physiology, and the mechanisms of healing and repair in different musculoskeletal tissues including muscle, tendon, cartilage, ligament, bone, and nerve), with consideration to the impact that biopsychosocial factors have on a patient's presentation.
- Conduct a simulated patient / client interview, incorporating a structured clinical reasoning framework that includes informed consent, analyse findings and development of a provisional diagnosis for musculoskeletal conditions of the vertebral column, and peripheral systems.
- Plan and perform an appropriate physical examination safely, based on the provisional diagnosis for patients / clients with vertebral, upper and lower limb musculoskeletal conditions (including fractures in the immobilisation or post immobilisation phase, spinal surgery, rheumatological, degenerative, overuse or traumatic conditions and pre and post joint replacement).
- Interpret and prioritise assessment results to confirm the primary provisional diagnosis and design an appropriate treatment intervention using evidence based rationale to meet short- and long-term client goals.
- Perform, analyse and modify treatment interventions safely, efficiently and effectively with informed consent. These interventions may include one or a combination of the following; manual therapy, exercise therapy, electrophysical modalities, prescription of mobility and assistive devices, health maintenance and promotion, and behavioural interventions to maximise treatment compliance.
- Select appropriate outcome measures to evaluate treatment intervention effectiveness and where necessary modify the intervention using clinical reasoning and knowledge of the evidence for practice.
- Accurately document physiotherapy assessment, treatment, patient goals, handover notes and discharge plans in the legal format required by relevant institutions (hospital inpatient and out patient, community and private practice settings).
- Effectively communicate in a culturally appropriate manner with peers, educators and simulated clients.
- Describe the mechanisms of action for pharmacological agents commonly used to treat musculoskeletal acute, subacute and persistent pain conditions for inpatient orthopaedic patient/clients.
- Describe and contrast the indications and interpretation of current medical imaging techniques for different musculoskeletal pathologies.
- Discuss and compare current musculoskeletal orthopaedic surgical procedures for the vertebral column, upper and lower limbs.
- Demonstrate effective collaborative leadership and teaching skills with a commitment to learning and evidence based practice in the context of a healthcare team.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed OSCE^ OSCE 1 - 1x10 minute station 15.00% Week 9 1,2,3,4,5,6,8,11,12 Portfolio Portfolio Part A - 1000 words 10.00% Week 9 1,4,6,7,9,10,11 Portfolio Portfolio Part B - 2000 words 15.00% Week 12 1,4,6,7,9,10,11 Paper-based Test (Closed) Test - 60-minute test comprising multiple choice and short answer questions 25.00% Week 13 1,4,6,9,10,11 OSCE^ OSCE 2 - 2 x 10 minute stations 35.00% Week 14* 1,2,3,4,5,6,8,11,12 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must achieve a 50% pass or better for the OSCE stations If a student does not pass a specific OSCE station, they will be required to attend remedial training and/or demonstrate their competence in this area. The student must achieve a cumulative mark of 50% or more in order to achieve a pass in these assessments: Portfolio and Test. If a student fails a mandatory assessment item/subject, a resit opportunity will be scheduled and conducted as soon as practicable.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| OSCE^ | OSCE 1 - 1x10 minute station | 15.00% | Week 9 | 1,2,3,4,5,6,8,11,12 |
| Portfolio | Portfolio Part A - 1000 words | 10.00% | Week 9 | 1,4,6,7,9,10,11 |
| Portfolio | Portfolio Part B - 2000 words | 15.00% | Week 12 | 1,4,6,7,9,10,11 |
| Paper-based Test (Closed) | Test - 60-minute test comprising multiple choice and short answer questions | 25.00% | Week 13 | 1,4,6,9,10,11 |
| OSCE^ | OSCE 2 - 2 x 10 minute stations | 35.00% | Week 14* | 1,2,3,4,5,6,8,11,12 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must achieve a 50% pass or better for the OSCE stations If a student does not pass a specific OSCE station, they will be required to attend remedial training and/or demonstrate their competence in this area. The student must achieve a cumulative mark of 50% or more in order to achieve a pass in these assessments: Portfolio and Test. If a student fails a mandatory assessment item/subject, a resit opportunity will be scheduled and conducted as soon as practicable.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject aims to address the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand. (Please refer to the subject supplement guide for mapping of the subject Learning Outcomes to the Physiotherapy Roles and Key Competencies outlined in the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand).
Subject curriculum
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Introduction
Introduction to general principles of physiotherapy musculoskeletal assessment of clients in the outpatient, community and inpatient hospital environment.
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Foot and Ankle
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Knee and Lower Leg
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Hip
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Wrist and Hand
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Elbow
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Shoulder
Assessment and treatment strategies for clients with common musculoskeletal disorders.
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Vertebral Column
Assessment and treatment strategies for clients undergoing spinal surgery.
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Musculoskeletal Injury and Repair
Physiotherapy management of bone, tendon, muscle and nerve injury.