Module overview
This module builds on the assessment, treatment and clinical reasoning skills taught in Clinical Assessment and Treatment (MSc). It will give you the opportunity to rehearse these skills, learn new management strategies and apply them to new case studies with varied and more complex conditions. You will further develop your knowledge and understanding of respiratory, cardiac, neurological, and musculoskeletal pathologies. In the special client group component, the principles of assessment and treatment will be applied to conditions involved in specialist areas of practice. These conditions are those that affect client populations across the life-span e.g. paediatrics and elderly care.
You will further develop and refine your critical evaluation of the effectiveness of practice, to enable you to manage more complex cases and develop your clinical reasoning.
As far as possible, service users (patients) will contribute to your learning, through demonstration of assessment and treatment techniques, and/or by discussing their lived experiences of their condition. You will acquire skills to support self-management strategies for patients that would be observed across primary (GP practices), secondary (Hospital) and community-based care. This module will enable you to plan and deliver contemporary high quality healthcare in order to meet the challenging and complex needs of individuals and populations.
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Select and explain how you collate and interpret the essential information in a systematic assessment for more complex musculoskeletal, cardiorespiratory, special client groups and neurological case studies.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Critically analyse, evaluate and make informed judgments of EBP and identify the relevance of how it contributes to the management of the patient.
- Critically evaluate methodologies and methods so as to interpret EBP and apply to the management of more complex case studies.
Disciplinary Specific Learning Outcomes
Having successfully completed this module you will be able to:
- Identify, select and demonstrate the application and modification of clinical management skills appropriate to the presentation and needs of more complex musculoskeletal, cardiorespiratory, neurological and special client groups case studies.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- As a self-motivated learner, you will appraise your own learning and contribute effectively to working in small study groups to refine your clinical reasoning and expand your knowledge of the management of more complex musculoskeletal, neurological and cardiorespiratory conditions.[re1]
Syllabus
This module will use the following content to meet your learning outcomes: Application of the clinical sciences to more complex and varied clinical case studies; development and refinement of assessment procedures to incorporate more diverse patient groups; development of clinical reasoning skills and the exercise of informed clinical judgement; use and application of a range of physiotherapeutic treatment and rehabilitation modalities/strategies; practice writing clinical records; communication skills across the spectrum of patient care in a variety of settings developing greater awareness of psychosocial factors that influence the management of the patient; and reflecting on prior learning to develop self-awareness and future learning needs.
Learning and Teaching
Teaching and learning methods
You will attend lectures and practical teaching sessions shared with the BSc students for the specific subject areas: neurological, musculoskeletal, cardiorespiratory and special client groups. This module will use a blended approach to learning including case based learning, key-note lectures, flipped classroom, taught and facilitated practical sessions, group work, video resources, patient demonstrations and simulated practice.
In addition, using the guided discovery learning approach, you will work independently in small groups on additional case studies of more complex patients that present with a combination of problems. These case studies will have separate masters level learning outcomes and will be used to facilitate student debate of the ‘best management’ approach for these patients and will support your ongoing development in critiquing the literature so that they can justify their treatment approach with the current evidence base. You will present your work to the rest of the group in plenary sessions and the materials produced by your cohort will become a shared resource for the group.
Examples of such cases used at this level to guide the learning might include:
- Janet Brown is a 45 year-old woman with recent whiplash associated disorder who is suing the other driver and has a history of litigious behaviour.
- John Hammond is a 12 year-old child athlete who has exercise induced asthma with a dominant parent.
- Michael Scott is a 60 year-old who is facing problems at work following his recent diagnosis of Parkinson’s disease
- Tessa Frampton has come for a total hip replacement because her head of femur became necrosed following her fall. She developed sciatica following her surgery.
- Dave Hart is now 59 years old. He is admitted with a myocardial infarct. He has to make many lifestyle changes to improve his health
| Type | Hours |
|---|---|
| Preparation for scheduled sessions | 100 |
| Tutorial | 12 |
| Wider reading or practice | 40 |
| Seminar | 18 |
| Lecture | 50 |
| Revision | 55 |
| Practical | 100 |
| Total study time | 375 |
Resources & Reading list
Textbooks
Harden, B. (Ed) (2004). Emergency Physiotherapy. An on-call survival guide. Churchill Livingstone.
Petty, N.J. and Moore, A.P. (2001). Neuromusculoskeletal Examination & Assessment. Edinburgh: Churchill Livingstone.
(2002). Chest X rays Made Easy. Churchill Livingstone.
Mary Anne Broad, Mathew Quint, Sandy Thomas, Paul Twose (2012). Cardiorespiratory Assessment of the Adult Patient, A clinicians guide. Churchill Livingstone.
Sue Raine, Linzi Meadows, Mary Lynch-Ellerington (Editors) (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. Wiley-Blackwell.
Lennon S & Stokes M (Eds.) (2008). Pocketbook of Neurological Physiotherapy. Churchill Livingstone.
Hough, A (2014). Physiotherapy in Respiratory Care: An evidence based approach to respiratory and cardiac management. Nelson Thornes.
Stokes M Stack E (Ed.) (2013). Physical Management for Neurological Conditions [Formerly Physical Management in Neurological Rehabilitation]. Elsevier.
Low J & Reed A (1999). Electrotherapy Explained. Oxford: Butterworth Heinemann.
Aehlert , B. (2002). ECG’s made easy, pocket reference. Mosby.
Hengeveld, E and Banks, K. (2013). Maitlands Peripheral Manipulation. Edinburgh: Churchill Livingstone.
Edwards S (Ed.) (2002). Neurological Physiotherapy: a problem solving approach. Churchill Livingstone.
Higgs J., Jones M., Loftus S., and Christensen N. (2008). Clinical reasoning in the health professions. Oxford: Butterworth-Heineman.
Shumway-Cook A and Woollacott MH (2012). Motor control : translating research into clinical practice. Lippincott Williams & Wilkins.
Sim J (1997). ‘Ethics and Moral decision making’ in French S ed (1997) Physiotherapy: a psychosocial approach. Oxford: Butterworth Heinemann.
Carr J & Shepherd R (2010). Neurological Rehabilitation: Optimizing motor performance. Churchill Livingstone.
Hengeveld, E and Banks, K. (2013). Maitlands Vertebral Manipulation. Edinburgh: Churchill Livingstone.
Assessment
Assessment strategy
There are three assessments for this module: Objective Structured Clinical Examination - Two OSCE exams randomly allocated from the three subject areas (MSK, Neuro and CVR) and each must be passed at 50%; a presentation on a critical reflection about one of the case studies undertaken in the OSCE exams so as to discuss clinical reasoning for the assessment or treatment approach with reference to a critical review of the evidence (you will be allocated the case study to present); and a case study report based on an SCG case. All components (including all OSCE’s) must be passed; no component can compensate for any other.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Mock exam
- Assessment Type: Formative
- Feedback: Feedback from peers and staff examiner on the day of the exam.
- Final Assessment: No
- Group Work: No
Case study report
- Assessment Type: Formative
- Feedback: During a facilitated small group session, elements needed for a case study report including critical appraisal will be explored and feedback by peers and module lead will be given on your 1 page summary.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Case study report | 50% |
| Presentation | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Presentation | 50% |
| Case study report | 50% |
Repeat Information
Repeat type: External