Physiotherapy Postgraduate Programme: Learning Objectives and Assessment Strategy, Schemes and Mind Maps of Physiotherapy

Download Physiotherapy Postgraduate Programme: Learning Objectives and Assessment Strategy and more Schemes and Mind Maps Physiotherapy in PDF only on Docsity!

THE PROGRAMME SPECIFICATION

**1. Programme title and designation Physiotherapy (Pre registration)

2. Final award**

Award Title Credit value ECTS equivalent

Any special requirement

MSc Physiotherapy (Pre registration)

90 at levels 4 and 5 (compulsory but do not contribute to the final award) 180 level 7 (Masters)

90 N/A

3. Nested awards

Award Title Credit value ECTS equivalent

Any special requirement

N/A N/A N/A N/A N/A

4. Exit awards

Award Title Credit value ECTS equivalent

Any special requirement

PG Dip Health Sciences 120 - level 7 60 N/A

PG Cert Health Sciences 60 - level 7 30 N/A

5. Level in the qualifications framework M 6. Attendance

Full-time Part-time Distance learning Mode of attendance Full (^) N/A N/A

Minimum length of programme 2 Years

Maximum length of programme 4 Years

7. Awarding institution/body King’s College London 8. Teaching institution King’s College London 9. Proposing department Academic Department of Physiotherapy, School of Biomedical and Health Sciences 10. Programme organiser and contact details

Ros Hilton Academic Department of Physiotherapy School of Biomedical and Health Sciences 020 7848 6331 [email protected]

**11. UCAS code (if appropriate)

12. Relevant QAA subject benchmark/ professional and statutory body guidelines**
    1. Healthcare programmes – Physiotherapy
    2. Chartered Society of Physiotherapy
    3. The Health Professions Council 13. Date of production of specification Originally produced 2001 converted to Credit Framework March 2006 14. Date of programme review 2018/

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

16. Educational aims of the programme The primary aim of the MSc programme is to educate physiotherapists who are prepared for work in today’s NHS and who are able to provide patient-centred, responsive services where patient choice is paramount. Integral is extension of graduate students’ scientific orientation to permit rigorous and systematic critical and evaluative approaches to practice. A blend of college and practice based learning aims to prepare students for: a) cross agency working in the health and social care partnerships crucial to client centred service provision in these fields b) clinical leadership in areas where their expertise is paramount c) work with people with chronic and often complex conditions, frequently in the context of primary care d) practice in NHS organisations that are accountable for continually improving the quality of their services and safeguarding high standards of care. e) appropriate understanding and application of the ethical and safety issues surrounding clinical practice in physiotherapy and in conducting a research project.

As a result, the programme aims to equip students with the skills to consistently identify and analyse clients’ needs and associated clinical and theoretical problems; develop collaboratively a strategy to address these issues implementing knowledge of both existing and potential treatments; evaluate the outcome incorporating perspectives of clients, carers and other team members. The importance of and ability to access, retrieve, assimilate and rigorously critically evaluate information and research from a variety of sources is emphasized in pursuit of these primary programme aims. The programme aims also to provide a stimulating environment in which the intellectual and creative abilities of the student are optimised, producing competent, reflective, sensitive and innovative practitioners who are able to contribute to the health of the individual and of society. The learning environment nurtures attitudes and skills conducive to continuing professional development, lifelong leaning and critical reflective practice, and are evidenced by students in a reflective diary portfolio.

17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas:

The Learning Outcomes of the Programme are matched to the four headings, taken from the current ‘Physiotherapy Benchmark’ document:

Scientific basis of physiotherapy

1. A critical and analytical understanding of the biological, physical and behavioural sciences which underpin clinical decision making in physiotherapy practice
2. A well developed capacity for the consistent and critical evaluation and synthesis of this knowledge in a variety of practice and academic contexts

Contexts of service delivery

1. An ability to critically evaluate the complexity of the health care system within which physiotherapy is delivered thereby maximising professional effectiveness
2. An understanding of and reflective application to ethical, moral and legal issues resulting in change and development of their physiotherapy, interdisciplinary practice and research
3. An ability to understand, evaluate and contribute to the development of the performance framework and quality assurance mechanisms within physiotherapy practice

Profession specific skills

1. An ability to understand, evaluate and contribute to the development of the performance framework and quality assurance mechanisms within physiotherapy practice
2. A consistent ability to select from, justify and apply a range of appropriate techniques, extracting information from assessments results in order to plan optimum interventions and critically evaluate the outcome in re-assessment processes

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

3. Safe effective use of exercise therapy demonstrating a scientific basis for selection and progression of exercise with critical analysis of the outcome. Ability to adapt programmes from acute injury to long-term injury and resettlement
4. Justification for the efficient use of electrotherapeutic modalities with evidence based decision making and application

Generic and Enabling

1. An extensive range of communication skills and an ability to choose and use these appropriately.
2. Willingness to engage in reflective appraisal of critical incidents in the process of continuing professional development (CPD).
3. The ability in the assessment process to gain information regarding the patient’s needs from a variety of sources, taking into account physical, psychological and cultural needs. Critical analysis of the validity and reliability of this information
4. An ability to effectively synthesise information from the patients assessments sufficient to develop and select from a choice of treatments options, using critical, evaluative and reflective skills, working collaboratively with patients and carers wherever possible
5. On reflection of professional clinical practice to identify specific areas where scientific evidence is lacking and formulate research questions and conduct key activities of the research processes
6. The application of the educational and reflective processes and the critical analysis of personal learning styles in order to identify appropriate and realistic personal and professional goals for CPD and lifelong learning
7. The use of numerical skills sufficient to gather, analyse, manage and present more complex data in an intelligible manner
8. The use of IT and information management systems sufficient to maintain patient records and departmental data
9. The ability to work effectively as both an independent practitioner and as a member of a team, using initiative and self-management skills as well as demonstrating the ability to work as an equal member of an inter-disciplinary team and to be able to judge when each style of working is most appropriate.
10. To develop and critique a research question, select, plan and implement a research strategy to investigate it, systematically review findings and disseminate appropriately.

Knowledge and understanding The programme provides a knowledge and understanding of the following:

Scientific basis of physiotherapy:

1. Bio-psychosocial approaches to assessment and interpretation of client problems
2. Human anatomy of the lower and upper limbs and trunk and client problems resulting from structural change
3. Human physiological systems (nervous, cardio- respiratory) and client problems resulting from alterations in physiological function
4. Pathological changes and clinical features of conditions experienced by clients referred to/accessing physiotherapy services
5. The impact of such changes on functional ability and quality of life
6. Human growth and psychosocial development across the lifespan
7. Issues/models of health, illness and disablement
8. Human responses to illness, disability and activity limitation

These are achieved through the following teaching/learning methods and strategies :

The students have academic study interspersed with blocks of professional clinical practice. Time for reflection and independent study is integrated into the entire programme, which is broadly timetabled over a four-day week. During college-based studies the students are encouraged and expected to draw on their previous (including clinical) experiences in order to facilitate debate and critical analysis of practice.

The majority of teaching on the programme will be in small groups (discussion, seminar, tutorial, reflective practice sessions, problem based case study work, literature presentation, review and critique). However there are PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

9.Theories of movement, exercise, movement control, movement analysis and therapeutic exercise

10. Principles underpinning the various aspects of physiotherapy intervention – drawing upon measurement theory, biomechanics, applied exercise science, biophysics and electrophysics.
11. Psychosocial aspects of health and implications for physiotherapy practice
12. Health services research, clinical audit, evidence- based practice and the ethical framework in which this and individual student research projects are conducted.

Context of service delivery This includes: the health care systems, ethical, moral and legal issues pertaining to clinical practice and research, and quality assurance mechanisms within practice. Specifically: 1.The importance of client focussed service provision and exemplary communication with clients, their families/carers and with colleagues

2. Roles and responsibilities of individual members of the various health and social care teams; the value and importance of interprofessional and collaborative practice;
3. The changing and diverse context in which physiotherapy is delivered
4. Physiotherapy in primary, secondary, tertiary, intermediate care and health promotion
5. Work with client groups who may present to various specialist services or whose management and care comes under the auspices of the various community teams i.e. - musculo-skeletal conditions, including orthopaedics, rheumatology, trauma, sports injuries; cardiorespiratory conditions including medical, surgical and intensive care; neuro-rehabilitation; cardiopulmonary rehabilitation; community practice; care of the young; care of the older adult; cancer and palliative care; work with clients with learning disability; health promotion; promotion of women’s and men’s health and fitness; promotion of mental health

some opportunities for shared learning with physiotherapy undergraduate students in lectures presented in foundation modules and in multiprofessional student teamwork activities associated with the college- based interprofessional learning programme. In addition there is small group work for anatomical dissection, physiology laboratory practical sessions and practical physiotherapy practice sessions. When possible, students are placed in pairs for professional clinical practice to facilitate peer learning and reflective practice.

Assessment : The assessment strategy for the programme is to devise assignments that require students to (1) integrate understanding of knowledge, intellectual, practical, professional and generic skills and (2) develop postgraduate skills for critical reflective practice. The assessment methods utilised include the following: Written (unseen, open book and prior disclosure), OSCE and practical examinations Single and group oral presentations Reflective diary assignments Researched Essays and Case Histories Research Project (literature review and research paper) Continual Professional Clinical Practice Assessments

Skills and other attributes Intellectual skills:

1. Critical evaluation of physiotherapy interventions in the context of current evidence based practice and scientific research and selectively and appropriately integrate this information into practice
2. Synthesis of information from the subjective and objective patient assessment and evaluate any conflicting findings to reach justified conclusions
3. Ability to select from, justify and apply a range of appropriate physiotherapy techniques, extracting information from assessment results in order to

These are achieved through the following teaching/learning methods and strategies :

The teaching and learning of these intellectual skills is integrated in most small group situations (described in the box above) where the students are able to openly debate, discuss, critically appraise and reflect on contemporary physiotherapy practice issues.

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

plan optimum interventions and critically evaluate the outcome in re-assessment processes

4. Reflect on professional clinical practice to identify specific areas where scientific evidence is lacking and formulate research questions and conduct key activities of the research process Develop and critique research questions, select, plan and implement a research strategy to investigate, systematically review findings and disseminate appropriately
5. Ability to evaluate the ethical challenges presented by clinical practice and research in Physiotherapy

Assessment : Intellectual skills are assessed via the following:

• OSCE
• Practical examinations: where the student has to synthesise and reflect on clinical material and justify a specific treatment programme.
• Single and group oral presentations
• Reflective diary assignments
• Researched Essays and Case Histories
• Research Project (literature review and research paper)
• Continual Professional Clinical Practice Assessments

Practical skills : These are primarily physiotherapy specific skills taught in the physiotherapy practice sessions and complemented with the professional clinical practice in a health care setting. All should be informed by the available evidence based, which the student should evaluate and use selectively to inform their practice. Additional practical skills are required and practiced during the research project activity. The following skills are developed specifically:

1. Select and adapt style of communication to clients’ needs
2. Demonstrate effective teaching skills and evaluate their efficacy
3. Provide constructive, evidence based feedback to clients/peers; work proactively within a multiprofessional team
4. Assess and plan appropriate physiotherapeutic intervention integrating observation, communication, examination skills and techniques with the evidence base; implement and evaluate the intervention
5. Construct specific, client-centred programmes of therapeutic movement and exercise designed to have a positive therapeutic or health enhancing effect for both individual clients and groups
6. Select, apply and perform strengthening, mobilisation, respiratory physiotherapy, neuro- therapeutic handling techniques utilising the full range of underpinning concepts in the process
7. Facilitate the restoration of movement and function
8. Select and apply a range of modalities based on the utilisation of electrical, thermal, light, sonic and magnetic energy based on knowledge of their postulated therapeutic effects
9. Carry out and rationalise the physiotherapy

These are achieved through the following teaching/learning methods and strategies :

Though acquisition of physiotherapy specific skills is at foundation level, every opportunity is utilised to encourage critical review and evaluation of their use and provided in the following:- practical classes professional clinical practice placements collection of data for research project

Assessment :

• OSCE Practical Examinations
• Professional Clinical Practice Assessments
• Research project process and product

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

techniques utilised in the treatment of patients with musculoskeletal disorders; conditions of neurolological and cardiorespiratory origin

10. Work positively with people with disabilities, their carers and other team members

Generic/transferable skills:

1. Demonstrate high level self-directed learning skills by use of information gathering and appraisal, problem-solving, information technology and learning resources (e.g. databases, statistical packages)
2. Identify personal learning needs in college and practice-based education and take initiative in developing learning
3. Appraise academic progress and own performance, accept constructive criticism of performance and recognise when to seek assistance
4. Generate research questions; plan and implement a protocol for their investigation
5. Identify, review and appraise profession specific role within a multiprofessional team and the need for collaborative practice
6. Integrate principles of evidence based practice, clinical governance and lifelong learning into professional practice from the outset

These are achieved through the following teaching/learning methods and strategies :-

Independent learning undertaken in preparation for written and group work assignments Professional clinical practice placements and work in a multi-professional setting Research project activity

Assessment :

• Oral and written presentations
• Professional Clinical Practice Assessments
• Research Project 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional and statutory body guidelines The programme was referenced to the ‘Physiotherapy Benchmark’ document and other guidelines on Masters level programmes published by the Chartered Society of Physiotherapy

The Chartered Society of Physiotherapy (CSP) was consulted throughout the development of the course, and preparatory proposals were reviewed and sanctioned by the Joint Validation Panel (with representation from of the Councils for Professions Supplementary to Medicine (CPSM) in October

• Also consultation occurred with the DoH (funding body), practice-based physiotherapists and managers and Professors Dylan Wiliam and Gill Nichols Heads of the Education Department and Kings Institute for Learning and Teaching at King College, London respectively.

Prior to further programme modernisation and re-development in 2005 (occurring simultaneously with BSc (Hons) in Physiotherapy programme initiatives), documentation itemising minor programme structure and assessment change was presented to the Health Professions Council. All stakeholders were represented on the programme re-development steering group.

19. Programme structure and award requirements (where relevant the information should also differentiate the particular requirements of pathways within a programme or linked/exit awards)

(a) numbers of compulsory and optional units to be taken in each year of the programme All modules are core

Year 1 Four Introductory (Foundation) academic modules taken and assessed

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

Professional Clinical Practice placements (X 2). One Masters level module taken and assessed One Masters level module partially taken (commences June)

Year 2 Four Masters level modules taken and assessed. Professional Clinical Practice placements (X 4).

(b) range of credit levels permitted within the programme 7 (excludes Introductory (Foundation) modules, which are levels 4 and5)

(c) maximum number of credits permitted at the lowest level 180 level 7 (excludes introductory modules, which are levels 4 and 5)

(d) minimum number of credits required at the highest level 180 level 7

(e) progression and award requirements (if different from the standard) Students must pass all Introductory (Foundation) modules (levels 4-5 to value of 90) for progression but only level 7 modules (180 level 7) contribute to final award. In addition all clinical placements must be passed.

Where an element of assessment associated with an activity is defined as “core competency” then candidates are required to demonstrate a minimum acceptable standard in that activity as part of their professional portfolio. In such instances candidates will be allowed a prescribed number of attempts at achieving the minimum acceptable standard, with a numerical mark only being awarded once the minimum acceptable standard has been achieved. Where the minimum acceptable standard is achieved at the first attempt the numerical mark awarded for that core competency will be in accordance with the published marking scheme. Where the minimum acceptable standard is achieved at anything other than the first attempt, the numerical mark awarded for that core competency will be capped at the pass mark of 40 or 50%

(f) maximum number of credits permitted with a condoned fail (core modules excluded) None

(g) are students permitted to take a substitute module, as per regulation A3, 20.7? N/A

(h) other relevant information to explain the programme structure

The MSc in Physiotherapy (pre-registration) runs over 2 calendar years. The programme consists of 1 academic year equivalent at introductory level (90 credits at levels 4 and 5) and 1 academic year equivalent at masters level (180 credits at level 7) and a minimum of 1000 hours of compulsory professional clinical practice.

The programme is divided into eight College based modules and complemented by six periods of professional clinical practice throughout the 2 years.

All modules are core and are designated either ‘Introductory’ which covers modules at levels 4 and 5 for the purposes of this programme - or ‘Masters’ which covers modules at level 7. All modules must be passed but only performance on the level 7 Modules contribute to the Masters Degree Award. In addition to the academic modules each of the 6 Physiotherapy Clinical Practice placements must be passed independently and a minimum total of 1038 hours completed. The clinical hours are embedded across the range of modules. These do not contribute to the Master’s Degree award calculation.

Introductory modules: The introductory component of the programme model has been developed to permit merger of disciplinary-based learning in order to achieve improved integration between what is taught in the classroom and experienced by students in practice. These are undertaken with the BSc (Hons) in

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

Physiotherapy students and integrate learning from biomedical and professional studies. They are as follows PMPTF0107 Movement and Exercise, PMPTF0108 Understanding musculoskeletal problems, PMPTF Understanding cardiorespiratory problems, PMPTF0110 Understanding neurological problems. Masters modules: are as follows - 7MPTM041 Reflection on Current Practice 1; 7MPTM042 Reflection on Current Practice 2; 7MPTM043 Physiotherapy Practice; 7MPTM044 Rehabilitation & Exercise; 7MPTM Research Project.

Programme Structure

Introductory (Foundation) modules and Professional Clinical Practice (feint) Masters modules (bold)

YEAR 1

Reflection on current practice 1

Professional Clinical Practice Movement and exercise

Understanding Understanding Understanding musculoskeletal cardiorespiratory neurological problems problems problems

YEAR 2

Reflection on current practice 2

Professional Clinical Practice Rehabilitation and Exercise

Physiotherapy Practice Research Project

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

20. Marking criteria

All modules will be marked in accordance with the School’s marking criteria where such exist, or else in accordance with the College’s generic marking criteria.

Title Credit level

Credit value

Status (I, C, O) for each type of programme

Progression Assessment

SH JH M/M Single honours

Joint honours

Major/ minor

Introductory (Foundation) modules – 90 total value (do not contribute to final award)

PMPTF0108 Understanding musculoskeletal problems 4 30 Cr Yes Written Exam/Coursework

PMPTF0110 Understanding neurological problems 4 15 Cr Yes Written Exam/Coursework

PMPTF0109 Understanding cardiorespiratory problems 4 15 Cr Yes Written Exam/Coursework

PMPTF0107 Movement and exercise 4 30 Cr Yes Written Exam/Coursework

Masters modules – 180 total value 7 MPTM041 Reflection on Current Practice 1 7 15 Cr Yes Coursework, Oral Exam

7 MPTM042 Reflection on Current Practice 2 7 30 Cr Yes Coursework

7 MPTM043 Physiotherapy Practice 7 45 Cr Yes Written Exam, Practical Exam

7 MPTM044 Rehabilitation & Exercise 7 45 Cr Yes Coursework, Individual Presentation

7MPTM020 Research Project 7 45 Cr Yes Coursework

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010

PROGRAMME APPROVAL FORM

SECTION 2 – SUPPLEMENTARY INFORMATION

**1. Programme name MSc in Physiotherapy (Pre registration)

2. If the programme is a joint award with an institution outwith the University of London has the necessary approval been sought from Academic Board?**

Yes No Not applicable

3. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic

N/A

4. If the programme involves time outside the College longer than a term, please indicate how the time will be spent, the length of time out and whether it is a compulsory or optional part of the programme Year abroad Year in employment Placement Other (please specify)

Time spent ……………1038 Hours….. Compulsory ……………………….

5. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional or statutory body Requirement of professional body 6. Please give details if the programme requires validation or accreditation by a professional or statutory body

Health Professions Council (HPC) Park House, 84 Kennington Park Road, London, SE11 4BU

Date of commencement of validation/accreditation: 2002

Date of last validation/accreditation Annual monitoring has since commenced and March 2011 was the last confirmation from HPC that the programme meets requirements.

Frequency of validation/ accreditation Date of next validation/ accreditation 5 years (approx)

7. In cases where parts or all of the programme (other than those in box 4 above) are delivered either away from one of the College campuses and/or by a body or bodies external to the College please provide the following details N/A

√

*

PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010