General Information
This subject will introduce the student to neurological physiotherapy. Students will review and build upon their anatomical and physiological knowledge relevant to the central and peripheral nervous system. Application of medical and surgical management procedures are investigated as a basis for the physiotherapy management of clients with acute and chronic neurological disorders, including relevant pharmacological and diagnostic imaging considerations. Students will acquire knowledge and skills related to the assessment and management of clients with neurological disorders, vestibular deficits and activity limitations related to ageing. In addition to this, students will acquire knowledge and skills related to the assessment and management of amputee and ortho-geriatric clients within a rehabilitation environment. An evidence based approach will form the basis for this subject.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY71-405 Subject title: Physiotherapy: Neurological and Rehabilitation Subject level: Postgraduate Semester/Year: January 2023 Credit points: 15.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Tutorial: x8 (Total hours: 16) - PBL Tutorial
- Workshop: x30 (Total hours: 101) - Resource sessions
- Workshop: x1 (Total hours: 3) - Simulation
- Personal Study Hours: x6 (Total hours: 60) - Recommended study hours
Attendance and learning activities: LEARNING ACTIVITIES Learning activities include a combination of Problem Based Learning /Case study based tutorials, resource (practical) sessions, lectures, screencasts, self-directed learning and simulation experiences. Tutorials will be provided in small groups (7-10 students per group) and will allow students 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 development of self-directed learning, ability to work effectively in groups and professionalism. The practical resource sessions will provide students with the opportunity to acquire psychomotor skills needed to complement the knowledge base developed in the problem-based tutorials and lectures. The simulation experience will provide students with the opportunity to engage in a life-like experience within a controlled environment, further consolidating knowledge and skills taught within resource sessions and 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, resource sessions, off-site visits) 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 compulsory teaching sessions – 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 online learning environment at Bond University and is used to provide access to subject materials, lecture 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 primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY71-405 |
| Subject title: | Physiotherapy: Neurological and Rehabilitation |
| Subject level: | Postgraduate |
| Semester/Year: | January 2023 |
| Credit points: | 15.000 |
| 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 /Case study based tutorials, resource (practical) sessions, lectures, screencasts, self-directed learning and simulation experiences. Tutorials will be provided in small groups (7-10 students per group) and will allow students 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 development of self-directed learning, ability to work effectively in groups and professionalism. The practical resource sessions will provide students with the opportunity to acquire psychomotor skills needed to complement the knowledge base developed in the problem-based tutorials and lectures. The simulation experience will provide students with the opportunity to engage in a life-like experience within a controlled environment, further consolidating knowledge and skills taught within resource sessions and 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, resource sessions, off-site visits) 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 compulsory teaching sessions – 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 online learning environment at Bond University and is used to provide access to subject materials, lecture 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 primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Pre-requisites:There are no pre-requisites Co-requisites: |
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| 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 a working knowledge of the theoretical foundations of neurological and rehabilitative physiotherapy including neuro-anatomical features and functional organisation of the central nervous systems, principles of experience-dependent neuroplasticity, motor control and motor skill acquisition and physiology/pathophysiology of the sensori-neuro-motor systems.
- Summarise the changes that present in the sensori-motor systems with ageing and when neurological or vestibular disorders present.
- Perform an assessment of an individual with a neurological condition, a vestibular dysfunction or an amputation safely, effectively and efficiently; jointly construct appropriate goals with the patient; analyse relevant motor tasks and associated physical examination; identify impairments contributing to activity limitation; and select and justify relevant outcome measures to benchmark recovery.
- Interpret and categorise assessment findings to formulate a reasonable neurological physiotherapy diagnosis, recognising the factors to consider when predicting recovery for people with neurological, vestibular and/or ageing disorders.
- Select and justify appropriate intervention strategies considering the client, evidence-based practice, cost effectiveness, time management, indications and contraindications for core treatments and the underlying physiological basis.
- Perform basic interventions in a safe and effective manner.
- Critique selected current neurological rehabilitation strategies using effective problem solving and research strategies.
- Apply concepts of health maintenance, conditioning and promotion of physical activity for adults (including older adults) with a neurological condition, vestibular dysfunction, or an amputation across the continuum of care in acute, rehabilitation and community environments.
- Explain the role of the physiotherapist and other healthcare providers involved in the patient-centred and holistic management of neurological, vestibular or amputee clients in adult and aged populations.
- Prepare and provide documentation according to legal requirements and accepted procedures within neurological and rehabilitative physiotherapy in acute and community settings.
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 Computer-aided Test (Closed)^ Treatment plan related to Semester 222 and 231 subject content. Semester 231 20.00% Week 11 1,3,4,5,8 OSCE^ OSCE - Semester 231 50.00% Week 12 1,2,3,5,6,7,8,9,10 Computer-aided Test (Limited Open)^ iLearn test. Semester 222, Bond Week 14 30.00% Week 14* 1,2,3,4,5,7,8,9,10 - ^ 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 Pass grade or better in all assessment items to pass this subject.
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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 |
|---|---|---|---|---|
| Computer-aided Test (Closed)^ | Treatment plan related to Semester 222 and 231 subject content. Semester 231 | 20.00% | Week 11 | 1,3,4,5,8 |
| OSCE^ | OSCE - Semester 231 | 50.00% | Week 12 | 1,2,3,5,6,7,8,9,10 |
| Computer-aided Test (Limited Open)^ | iLearn test. Semester 222, Bond Week 14 | 30.00% | Week 14* | 1,2,3,4,5,7,8,9,10 |
- ^ 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 Pass grade or better in all assessment items to pass this subject.
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
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
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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Principles of Neurological Physiotherapy
The principles guiding current practice in Neurological Physiotherapy including: Models of Rehabilitation; The role of the neurological physiotherapist; Clinical anatomy / Clinical physiology / Clinical pathophysiology; Motor control concepts and Motor skill acquisition; Principles of neuroplasticity; Principles of effective coaching; Neurological physiotherapy within the ICF framework.
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Conducting a Neurological Assessment
The physiotherapy assessment of a client with a neurological injury including: The identification of relevant material from medical chart; How to perform a subjective and objective assessment including: the sensory system, the visual system, cranial nerves, muscle length, tone and spasticity, muscle strength, quality of movement and functional movements; The interpretation of assessment findings; Outcome measures to measure impairments and function after neurological injury.
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Physiotherapy Assessment and Retraining of Functional Movements
The observation and identification of movement components and muscle activation of bridging, rolling, sitting up, standing up and sitting down, sitting and standing balance, gait and upper limb function; Common movement deviations after neurological injury and their causes; Retraining functional skills including evidence based interventions; Outcome measures associated with functional movements; Prevention and management of secondary complications.
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Physiotherapy Assessment and Retraining of High-Level Mobility and Community Ambulation
The role of the physiotherapist in assessment and management of the patients with neurological injury or conditions preventing them from community ambulation and high- level mobility tasks. Outcome measures for high level mobility and community ambulation, biomechanics and movement analysis of high-level mobility tasks. Assessment and management of impairments contributing to reduced high-level mobility.
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Physical Activity and Exercise with neurological conditions.
The role of the physiotherapists working with neurological populations in maximising physical activity and returning neurological patients to physical activity and exercise. Assessment and management of cardiovascular exercise tolerance, physical function and adaptation of exercise programs for patients with neurological conditions. Use of outcome measures and assessment tools/ technology to measure physical activity.
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Assessment and Management of Sensory, Perceptual and Cognitive Deficits after Acquired Brain Injury
Physiotherapy assessment and management of sensory, perceptual and cognitive deficits after acquired brain injury including: Sensory and visual impairments; Contraversive pushing; Unilateral spatial neglect; Motor dyspraxia; Impaired perception of verticality and its' influence on postural control.
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Assessment and Management of Muscle Overactivity, Spasticity and Dystonia
The role of the physiotherapist in the assessment and management of muscle overactivity, spasticity and dystonia including: Clinical definitions of hypertonicity, muscle overactivity, dystonia and spasticity. Use of outcome measures and assessment tools such as Modified Ashworth Scale, Tardieu and Modified Tardieu scales. Interpretation of spasticity angles and the clinical reasoning principles behind selection of appropriate management options for patients with muscle overactivity and spasticity.
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Stroke and Physiotherapy Management
Review of stroke including pathophysiology, mechanism of cell damage, mechanisms of recovery and prognostic factors; Comparison of clinical presentation of vascular lesions depending on location; Clinical signs and symptoms presenting after stroke and their functional impact; Acute care management of persons following stroke; The physiotherapy management during rehabilitation post stroke and the evidence based interventions.
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Traumatic Brain Injury and Physiotherapy Management
Introduction to Traumatic Brain Injury (TBI) including; Mechanisms of injury; Behavioural and cognitive issues associated with TBI; Acute presentation; Prognostic Indicators; Use of specific assessment tools; Physiotherapy interventions, management strategies and the evidence base supporting them; The role of the multi-disciplinary team and when to refer; Community programs/supports available for the TBI client and their family.
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Role of the physiotherapist in the geriatric rehabilitation environment
The role of the physiotherapist working with the geriatric population within the rehabilitation environment including: Possible causes of falls in the elderly; Physiotherapy assessment of a patient who has fallen; Assessing the home environment; Community services; Effects of ageing on vestibular, visual and somatosensory systems; Outcome measures for the ‘faller’ population.
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Role of the Physiotherapist in Neurodegenerative Disorders - Multiple Sclerosis
Multiple Sclerosis (MS) including; Pathophysiology, diagnosis, prognosis, classification and natural history of the disease; Medical management; Psychosocial aspects, fatigue and complex movement disorders associated with MS; Physiotherapy assessment including standardised assessment tools; Physiotherapy management along the clinical course of the disease; Specific physiotherapy interventions and the supporting evidence; Quality of life issues; The role of Physiotherapy aides and family.
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Parkinson's Disease and Physiotherapy
The role of the physiotherapist in the management of Parkinson's disease (PD) including: Neuro-anatomy and physiology; Clinical signs and symptoms; Practical skills and techniques used in the management of patients with PD and their evidence base; Appropriate outcome measures; Falls prevention; Consulting, referring and communicating with multi-disciplinary team members (including community groups) in the management of the client in the community with a chronic condition.
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Functional Neurological Disorder and Physiotherapy Management
The role of the physiotherapist in the management of Functional Neurological Disorder (FND) including: Description of FND within a biopsychosocial framework; Diagnosis, prognosis and clinical presentations of FND; Physiotherapy assessment and Interventions including the evidence base; Role of the multi-disciplinary team.
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Polyneuropathies and Physiotherapy Management
The role of the physiotherapist in the assessment and management of polyneuropathies including: Anatomy, physiology and causes of neuropathy; Types of neuropathy; Physiotherapy assessment and rehabilitation approaches to people with polyneuropathies.
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Physiotherapy Assessment and Management of Spinal Cord Injury
The role of the physiotherapist in Spinal Cord Injury (SCI) including: The American Spinal Injury Association (ASIA) Classification; Assessment and training of functional skills for clients with paraplegia and tetraplegia; Safety considerations when training mobility skills; Emergency management of autonomic dysreflexia; Respiratory care; Principles of pressure care; Management of the pressure area/pressure ulcer; Shoulder pain in persons with SCI; SCI in ageing; and Equipment prescription.
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Physiotherapy Assessment and Management of Amputees
The role of the physiotherapist in amputee management including: Identifying co-morbidities of vascular amputees; Components of an amputee physiotherapy assessment; Acute post-operative amputee management including measurement for stump shrinker; Composing a physiotherapy management plan for an amputee in the acute and rehabilitation stages; Identify basic amputee gait abnormalities; Identify different parts of a transtibial and transfemoral prosthesis.
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Physiotherapy Assessment and Management of Vestibular Disorders
The assessment and management of vestibular disorders including: Anatomy and physiology of the vestibular system; Key components of a vestibular assessment including client interview and objective assessment; Common peripheral and central vestibular problems; Mechanisms of recovery post injury to the vestibular system; The principles of vestibular and balance rehabilitation including adaptation, habituation, substitution strategies and canalith repositioning techniques.