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 2026 Credit points: 20.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Forum: x7 (Total hours: 46) - Forum
- Tutorial: x6 (Total hours: 15) - Tutorial (PBL)
- Workshop: x9 (Total hours: 91.5) - Workshop 1
- Workshop: x2 (Total hours: 4) - Workshop 2
- Personal Study Hours: x16 (Total hours: 83.5) - 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 the 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 the development of self-directed learning, the 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 (ADSASQ) 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
Class recordings: The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy.
Students are encouraged to attend all sessions as these recordings will not be available for revision purposes.
For further information please contact the subject coordinator.
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY71-402 |
| Subject title: | Physiotherapy: Musculoskeletal 1 |
| Subject level: | Postgraduate |
| Semester/Year: | May 2026 |
| Credit points: | 20.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| 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 the 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 the development of self-directed learning, the 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 (ADSASQ) 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 |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| 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:
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
- Explain the physiotherapist’s role within the interprofessional team, with consideration to how physiotherapists practice safe, effective and ethical management of patients with musculoskeletal presentations across the health and lifespan.
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 AI category Computer-Aided Examination (Closed)^ Exam multiple choice and short answer questions 40.00% Final Examination Period 1, 2, 3, 4, 5, 6, 7, 8 Performance Test^ Inpatient performance test 20.00% Week 10 1, 2, 3, 4, 5 OSCE^ Outpatient OSCE 40.00% Week 13 1, 2, 3, 4, 5 - ^ 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Pass requirement
Students must attempt all assessment items. Students must achieve a minimum of 50% overall in Performance Tests. Students must achieve a minimum of 50% overall in the Exam. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a re-sit as per the DPHTY Rules of Assessment and Progression. If eligible, a re-sit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
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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 | AI category |
|---|---|---|---|---|---|
| Computer-Aided Examination (Closed)^ | Exam multiple choice and short answer questions | 40.00% | Final Examination Period | 1, 2, 3, 4, 5, 6, 7, 8 | |
| Performance Test^ | Inpatient performance test | 20.00% | Week 10 | 1, 2, 3, 4, 5 | |
| OSCE^ | Outpatient OSCE | 40.00% | Week 13 | 1, 2, 3, 4, 5 |
- ^ 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Pass requirement
Students must attempt all assessment items. Students must achieve a minimum of 50% overall in Performance Tests. Students must achieve a minimum of 50% overall in the Exam. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a re-sit as per the DPHTY Rules of Assessment and Progression. If eligible, a re-sit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
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 the total marks available for the 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
This introductory topic establishes the foundational principles of physiotherapy musculoskeletal assessment across the healthspan and lifespan, orientating students to the outpatient, community, and inpatient hospital environments. Students will systematically assess relevant patient information and current evidence to develop a whole-person, patient-centred focus that is framed by the bio-psycho-social model of healthcare. Students will demonstrate advanced and integrated understanding of frameworks for clinical reasoning, assessment and treatment options. Students will draw on contemporary pain science theory to inform their developing professional practice. Skills within this topic will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
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Foot and Ankle
Within this topic, students will investigate the most common clinical presentations of the foot and ankle across the lifespan. Students will apply targeted, individualised assessment and treatment strategies grounded in current evidence. Emphasis is placed on developing diagnostic and clinical reasoning frameworks based on common clinical signs and symptoms, with practical consolidation supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
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Knee and Lower Leg
Across this topic students focus on the assessment and management of common musculoskeletal disorders of the knee and lower leg, an emphasis on inpatient presentations, such as total joint replacements will be evident. Students will develop skills in the use of current pain science theory, including graded exposure and pacing strategies, into individualised patient care. Practical consolidation skills will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
- Explain the physiotherapist’s role within the interprofessional team, with consideration to how physiotherapists practice safe, effective and ethical management of patients with musculoskeletal presentations across the health and lifespan.
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Hip
Wrapping up the lower extremity topic, students will explore assessment and treatment strategies for common hip pathologies, integrating a whole-person approach that moves beyond pathology-focused models to address the cognitive, behavioural, and psychosocial dimensions of patient presentations. Students will practise and consolidate clinical reasoning skills relevant to hip conditions across paediatric, adult, and older adult populations. Students will critically reflect on the extent of surgical intervention required during hip surgery and appreciate the significance of falls on hip function. Practical consolidation skills will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
- Explain the physiotherapist’s role within the interprofessional team, with consideration to how physiotherapists practice safe, effective and ethical management of patients with musculoskeletal presentations across the health and lifespan.
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Wrist and Hand
This topic provides students with the knowledge and skills to assess and manage common wrist and hand disorders, utilising the most current evidence-based approaches across the health span and lifespan. Students will critically appraise and develop effective strategies for patient handling, exercise prescription, and manual therapy selection specific to the wrist and hand, incorporating patient centred management strategies to support optimal patient outcomes. Practical consolidation skills will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
- Explain the physiotherapist’s role within the interprofessional team, with consideration to how physiotherapists practice safe, effective and ethical management of patients with musculoskeletal presentations across the health and lifespan.
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Elbow
Within this topic students will examine the assessment and treatment of common elbow conditions across the lifespan. Focus will include emergency room assessment integrating radiology and advanced diagnostic modalities. Practical consolidation through the video resource library will support the development of clinical reasoning and diagnostic frameworks and inform the selection of uniquely tailored exercise and manual therapy interventions.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
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Shoulder
This topic engages students in assessment and management of common shoulder musculoskeletal disorders, with a focus on applying current evidence-based clinical reasoning frameworks to presentations across the lifespan. Specialist orthopaedic surgeons will share their clinical assessment and surgical approaches to shoulder management. Students will consolidate their capacity to develop individualised treatment prescriptions that incorporate pain education, exercise-based rehabilitation, and targeted manual therapy approaches. Practical consolidation skills will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
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Vertebral Column
This topic provides students with an opportunity to demonstrate advanced and integrated understanding of the pathway patients undertake before undergoing spinal surgery. Specific surgical hardware and various approaches to surgery will be explained. This topic emphasises the integration of pain science theory, including graded exposure and pacing, within an individualised, whole-person framework, developing students' skills in clinical reasoning.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).
- Explain the physiotherapist’s role within the interprofessional team, with consideration to how physiotherapists practice safe, effective and ethical management of patients with musculoskeletal presentations across the health and lifespan.
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Musculoskeletal Injury and Repair
Embedded across all topics is an underlying theme of student’s developing skills, knowledge and ability to synthesise clinical presentations, utilise high level clinical reasoning in order to design patient-centred, precision management plans. Specifically, students will learn a full range of assessment and treatment modalities encountered throughout the subject to effectively manage pathology of bone, skin, tendon, muscle, ligament and nerve injury. Concurrently, students will apply a bio-psycho-social philosophy enabling them to effectively manage presentations within outpatient, community, and inpatient hospital environments. Practical consolidation skills will be supported through the subject's comprehensive video resource library.
SLOs included
- Demonstrate an understanding of patient presentation and progression of relevant musculoskeletal, medical, and surgical conditions (using knowledge of anatomy and pathophysiology) across the health and life span.
- Apply knowledge of physiotherapy consultation and clinical reasoning skills to the musculoskeletal physiotherapy interview, including informed consent, analysis of findings, and development of a provisional diagnosis for musculoskeletal conditions of the peripheral joints.
- Critically apply and synthesise knowledge, considering the evidence base, to select, plan, explain, demonstrate and evaluate appropriate safe assessment techniques (including imaging) for musculoskeletal patient/client presentations across the lifespan to support diagnosis.
- Adapt knowledge to select, plan, explain, demonstrate and evaluate safe appropriate treatment and surgical techniques for relevant musculoskeletal patient/client presentations across the health and lifespan.
- Create efficient, effective, client-centred goals using a collaborative approach, for peripheral musculoskeletal conditions, and take into account eco-psycho-social, cultural, funding and employment considerations.
- Develop methods of recording examination findings and treatment interventions that are understood by peers and meet legislative requirements for physiotherapy practice.
- Justify common pharmacological agents prescribed for patients/clients with a medical or surgical musculoskeletal condition (including mechanism of action, delivery methods, indications for use, and¿safety considerations).