This unit will introduce students to the knowledge, skills and clinical decision making processes necessary for effective assessment and treatment of patients across the age spectrum with acute and chronic respiratory and cardiac dysfunction. In particular, students will evaluate pathophysiological and functional consequences of surgery (abdominal, thoracic and cardiac), infective, inflammatory, restrictive and obstructive pulmonary disorders and cardiac artery disease. Students will learn the practical skills and develop treatment strategies to effectively manage respiratory problems. Additionally this unit will develop the student's knowledge of exercise and aims to apply the principles of exercise testing, prescription and training to patients who have cardiac and pulmonary limitations and other co-morbidities to exercise. The unit will provide students with an opportunity to apply, integrate and extend knowledge at a postgraduate level based on their previous degree.

The overall aim of this unit of study is to develop the skills required to safely and effectively apply a selection of electrophysical agents and to assess and prescribe exercise-based rehabilitation at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation science. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study complements Musculoskeletal Physiotherapy 2 (MS2) and lays the foundation for MS3, MS4, MS5 and Physiotherapy, Healthcare and Society which will further develop skills in the management of disorders of the spine and periphery and more complex musculoskeletal conditions.

The overall aim of this unit of study is to develop the skills required to assess, diagnose and manage common musculoskeletal disorders of the lower extremity incurred by patients of all ages at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation sciences. Students will develop the ability to select and safely implement interventions based on clinical reasoning and principles of evidence based practice. This unit of study complements Musculoskeletal Physiotherapy 1 (MS1) and together they lay the foundation for MS3, MS4, MS5 and the musculoskeletal component of Physiotherapy, Healthcare and Society which will further develop skills in the management of disorders of the spine, upper extremity and more complex musculoskeletal conditions.

Neurological physiotherapy aims to develop in students an ability to apply relevant theoretical and databased scientific findings to clinical practice in the area of disease and trauma to the nervous system. This unit examines the pathology, impairments (weakness, loss of dexterity, loss of sensation and spasticity as well as adaptations such as contracture), activity limitations (difficulty standing up, sitting and standing, walking, reaching and manipulating objects with the hand, rolling over and getting out of bed) and participation restrictions arising from conditions of acute onset (stroke, traumatic brain injury, cerebral palsy and Guillain-Barre Syndrome). Students will learn to assess, train and measure outcome of everyday activities integrated within the rehabilitation team.

This unit of study comprises of two areas that relate to professional and scientific physiotherapy practice. Module A (Professional Practice) overviews the regulation of physiotherapy practice in health care delivery. This module addresses communication, consent and respect for cultural differences in professional practice. Students examine policies related to professional conduct promoted by the Physiotherapy Board of Australia (PBA) (and the pre-existing NSW Physiotherapy Registration Board), and the Professional Codes of Conduct of the PBA and learn to apply this code and guidelines in ethical and clinical decision-making. Module B (Evidence-based Practice) supports students to develop the skills required to practise evidence-based physiotherapy. The students learn how to ask clinical questions about effects of therapy, patient prognosis or the utility of diagnostic instruments. Students learn to locate and critically evaluate published evidence so as to make a sound clinical decision regarding the applicability of evidence to patients.

This unit of study builds on and expands the knowledge, skills and attributes developed in Cardiopulmonary Physiotherapy 1 and Neurological Physiotherapy 1. Three modules are included: cardiopulmonary physiotherapy in the acute care environment, physiotherapy for neurodegenerative conditions and acute neurological/neurosurgical care. The acute care module focuses on assessment and treatment of patients with acute pulmonary dysfunction. In addition students examine specific clinical and professional issues relating to the intensive care and acute care environment. The emphasis is on appropriate assessment, safe and effective management of intubated and non-intubated patients. The neurodegenerative conditions module examines the pathology, impairments, activity limitations and participation restrictions arising from neurodegenerative conditions which require adaptation (such as Parkinsonism, multiple sclerosis, and motor neuron disease). Students learn to assess and train or prescribe appropriate aids to enable activities such as rolling over, sitting, walking, transferring, wheelchair mobility and reaching and manipulating objects to be carried out. The acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions.

This unit of study develops the skills required for assessment and management of low back pain at a level to commence a musculoskeletal practicum. Students learn to 'triage' patients to distinguish patients with non-specific pain from those suspected of having underlying disease/pathology. The unit covers the basic epidemiology of spinal pain (risk factors, clinical course, prognostic factors) and the assessment of treatment outcome. The evidence base for management options is explored and students learn to apply a range of treatments such as education and advice, manual therapy, exercise, McKenzie therapy, etc. This unit will integrate knowledge from earlier foundation science and physiotherapy subjects. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study builds on skills and knowledge learned in Musculoskeletal Physiotherapy 1 and Musculoskeletal Physiotherapy 2, complements that learned in Musculoskeletal Physiotherapy 4 and lays the foundation for Musculoskeletal Physiotherapy 5 and Physiotherapy, Healthcare and Society which will further develop skills and reasoning in more complex musculoskeletal conditions.

This unit of study is part of the musculoskeletal curriculum that develops knowledge and skills required by a graduate physiotherapist in the primary care management of musculoskeletal disorders in the general population. This unit focuses on management of musculoskeletal conditions of the upper limbs. At the completion of this unit student will have demonstrated theoretical knowledge, clinical reasoning and competency in assessment and treatment at a level sufficient to commence student practicum.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

The overall aim of this unit of study is to provide a detailed approach to assessment (including history taking and performing the physical examination) and management of patients with cervical spine or thoracic spine disorders. Students will be taught to diagnose, triage and manage patients with symptoms arising from the cervical spine or thoracic spine who present to primary and secondary care by integrating communication skills with sound physical testing procedures and clinical reasoning. In addition, students will be able to determine appropriate evidence-based practice (EBP) management strategies for patients with dysfunction of the cervical spine or thoracic spine and monitor the outcomes of treatment. This unit of study builds on skills and knowledge gained in Musculoskeletal Physiotherapy 1 and Musculoskeletal Physiotherapy 2, complements Musculoskeletal Physiotherapy 3 and Musculoskeletal Physiotherapy 4 and lays the foundations which will develop further skills in the management of more complex conditions in Physiotherapy Healthcare and Society.

This unit of study comprises five integrated modules consisting of the delivery of preventative and rehabilitative physiotherapy services across the lifespan in selected populations and settings. Specifically, the delivery of physiotherapy services will be addressed in: paediatrics; sport and recreation; occupational health; community health; and ageing and health. In the paediatrics module students will become aware of the changes which occur from infancy through to maturity in neuromotor, musculoskeletal and cardiopulmonary development and will address issues related to physiotherapy intervention in children with potential dysfunction in those systems. The emphasis of this module will be on problem solving relevant clinical scenarios via an approach of clinical reasoning. In physiotherapy in sport and recreation, students will assess sports related injury and design programs to prevent and manage complex injuries sustained during sport and recreational activities. The occupational health module will apply a risk management approach to the role of physiotherapy in work injury prevention and occupational rehabilitation. The community health module will address the contribution of physiotherapy to the management of particular population groups who receive health care in community settings; e.g. indigenous populations and rural/remote populations. In considering the older population, students will explore strategies to maintain and improve the health of older people and to support them within their community if they do develop illness or disease. Specifically, they will look at topics such as falls screening and prevention and the coordination of health, social and other services to assist older people. This area will integrate closely with the community health physiotherapy module.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

This unit of study involves clinical placement in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients, community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum IV is a five week placement which requires full-time attendance (37 hours per week) at clinical facilities. In addition, this placement may be in a rural or regional setting.

This unit of study will include two modules: an advanced musculoskeletal module and an advanced clinical reasoning module addressing complex patient-centred healthcare in society. The musculoskeletal module will focus on the development of advanced manual therapy assessment, treatment and clinical reasoning skills. Skills taught will include high velocity manipulative techniques. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning management of patients with multi-system and/or complex problems. Students are required to source and integrate material from core areas of musculoskeletal, cardiopulmonary and neurological physiotherapy as well as background sciences. Specific emphasis will be placed on fostering development of independent and eLearning skills as well as development of a deeper understanding of the role of lifelong learning in improving societal health. Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of physiotherapy interventions within the context of interprofessional team care and global health priorities.

This unit introduces students to basic statistical principles relevant to the manipulation and analysis of clinical data. Students will be exposed to concepts of sampling, distributions of scores, summaries of data, and treatment of categorical and quantitative data. This last topic will include chi square analysis, calculation of confidence intervals, tests for differences in the locations of samples (including t-tests and tests for non-normally distributed data), correlation and regression, sample size estimation and an introduction to survival analysis. It is expected that at the conclusion of the unit students will be able to: appraise published statistical analyses; perform simple statistical tests by hand and with the assistance of a computer package SAS or SPSS; and present statistical data.

This unit focuses on qualitative research methodologies, including the disciplinary traditions that contribute to qualitative methodologies and the construction of knowledge using qualitative methods. The implications of methodology for research design will be examined, as will approaches to data collection and analysis. Activities to build skills in research design, data collection and data analysis will be included. Students will work on a research project of their choice throughout the semester.

This unit provides an overview of the research process and focuses on the formulation of a proposal for a small research project. It provides students with an opportunity to learn about (or update their knowledge of) research methods at the introductory level and acts as an introduction to the research electives which concentrate on a particular methodology or aspect of the research process. Students explore quantitative and qualitative approaches to research with their own specific research question in mind. Basic research designs are considered (including interview, observation, longitudinal and cross-sectional designs, experiment, single case study, survey) together with their suitability for investigating different types of research questions. Students also learn about ethics in research, sampling, validity and reliability of measures and descriptive statistics.

This unit studies human ageing from biological perspectives. The unit is designed to address issues relevant to health care service provision and the promotion of quality of life in ageing. It is not directed at a specific professional group. And addresses issues related to ageing in a generalist way. The emphasis is on understanding the main features of 'normal' ageing or senescence as distinct from disease processes and the contribution of environmental factors to ageing. It has three modules: first addresses the processes underlying the process fo ageing, the second addresses how health service interventions can modify the reponse to ageing in beneficial and detrimental ways; and the third focuses on the roles of nutrition and exercise in improving the wellbeing of the ageing population.

This unit of study will extend the student's undergraduate knowledge of functional musculoskeletal anatomy by applying functional anatomy principles to the prescription and analysis of exercises. Relevant research and advanced knowledge of functional musculoskeletal anatomical concepts will be used to explore exercises designed to: strengthen and lengthen specific muscles; improve functional muscle coordination; develop dynamic stability including functional core stability; and prevent the development of muscle imbalances that may contribute to musculoskeletal injury. The application of musculoskeletal anatomy principles to increase the difficulty, functional relevance and variety of exercises will be explored. This unit will include laboratory classes in which human cadavers are studies; attendance at such classes is strongly encouraged.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to work with non-government organisations in a developing country for up to six weeks. Countries where students can be placed include Vietnam, Cambodia, India and Nepal. As part of the unit students will be expected to participate in local development programs, live within the community that they are visiting, and document key health and development issues facing local populations. The unit will require that students illustrate project management skills; develop an awareness of cultural issues facing individuals and organisation in your host country; and, illustrate your capacity to document and report on local health issues.

This unit is concerned with the sensory processes that underlie perception of one's own body, its' states and motor action. It aims to develop a broad knowledge about sensory function and an understanding of theory and research approaches. Sensory functioning in both healthy and disease states will be considered. Topics covered include: proprioception or sense of position and movement of body parts, vestibular system or sense of balance and motion relative to gravity, touch, vision, brain plasticity, disorders of sensory processing (agnosias, neglect, chronic pain, phantom limbs, vertigo), pain and recent experimental developments in sensomotor rehabilitation, and alleviation of pain. The unit will also examine the use of technology as an extension of one's impaired body (e.g., brain-computer interface). Tutorial assessment includes in-depth analysis of a topic of your choice and running your own experiments. NB: This unit does not teach about standard treatments taught in the core units of professional courses. You will not be instructed directly what to do with patients, but will gain a broad knowledge that allows you to better understand the complexity of their states. This knowledge will develop your ability to reflect on the current health practice, understand its future developments and personally contribute to them.

To introduce participants to the problem of pain within a multidisciplinary team framework and to highlight the extent of the problem in the community. The unit provides an overview of historical and philosophical models of pain and its management methods over time. Current classifications of pain are examined and the interrelationship between various paradigms of health and illness are outlined. Participants also begin to consider the principles of research design and biostatistics, and explore professional and ethical issues.

To introduce and develop participants understanding about the basic neuroscience of pain and the interrelationship between psychological, physiological and environmental processes in pain. Neuro-anatomical, physiological, pharmacological, and biochemical mechanisms involved in nociception, including peripheral and central sensitisation are discussed. Theoretical bases are introduced and the ways in which psychological and environmental factors modify or maintain pain perception and behaviour are explored.

To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.

The unit provides an introduction to a range of pain conditions. Participants are encouraged to integrate and apply previous learning to specific pain problems, acute, chronic and cancer pain. Recent advances in pain relief techniques are introduced and specific issues in the management of pain in children and older people are considered.

Orofacial pain is frequently reported in the general population and is severe. It encompasses several conditions that involve medical, dental and psychological variables such as neuralgia, neuropathic pain, and temporomandibular disorder and related headache syndromes. The purpose of this unit is to explore the principles of orofacial pain mechanisms, symptomatology and treatments. Topics include orofacial pain assessment, diagnostic tests including local anaesthetic blocks, specific pharmacology for orofacial pain, and multidisciplinary treatment approaches.

This unit is primarily focused on the influence of psychological variables in the implementation of all treatments, both somatic and psychological. The bio-psychosocial model of chronic pain is revisited and the implications for interdisciplinary interventions are discussed. The evidence for interventions based on psychological principles is critically examined and implementation of these interventions in a range of clinical settings is explored.

The interface between pain assessment and treatment and the system of compensation for workplace-related injury and disability is the focus of this subject. Accordingly the role of pain management in rehabilitation following occupational injury or illness is addressed, together with the medical, legal, insurer, employer, trade union and rehabilitation provider perspectives and roles in providing protection, advocacy, compensation and treatment. Legislative and attitudinal changes in the social environment relating to occupational injury and treatment are considered together with challenges for pain management arising from dysfunction in the system of rehabilitation following injury.

This unit provides an opportunity for students to understand the developmental physiology and psychology of infants and children, together with the pharmacology (particularly with reference to dose and route of administration) of pain management in children. Particular attention is given to management of acute pain in children, both post-operative and procedure-related pain, to methods of pain assessment in children of various ages, to non-pharmacological pain management strategies and to chronic pain presentations in children.