This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit will present the gross anatomy, functional histology, physiology and pathophysiology of the cardiovascular, respiratory and renal systems. Specific diseases of these systems that are commonly encountered in health care practice will be described. The unit will also cover the characteristics of the body's fluids and the concept of acid-base balance within the body. This unit includes laboratory classes at which human cadaveric material is studied; attendance at such classes is strongly encouraged. Students who achieve a pass will have a basic working knowledge of professionally relevant aspects of anatomy and physiology. Students who achieve higher grades will be better able to integrate various aspects of the unit, and to apply their knowledge to solve problems or explain higher level phenomena.

This unit is an introduction to areas of psychology and sociology relevant to health and wellbeing. The unit provides sociological tools (covering both theory and method) useful for understanding and practicing in health and wellbeing. It is also an introduction to the principles and applications of psychology as they pertain to these areas. The unit aims to develop a 'sociological imagination', a quality of mind that will be used to prompt students to question common-sense assumptions regarding health and wellbeing. Students will also gain familiarity with the major paradigms and methodological approaches of contemporary psychology and will develop the applications of psychological theory to specific health issues in their major area of study.

This unit sets the context of physiotherapy professional practice through an introduction to the issues and practices in healthcare delivery affecting physiotherapists, including relevant professional, state and federal policies and laws related to professional conduct. The unit also examines the observation and measurement of normal movement using methods that are suitable for clinical application, including biomechanical analyses. The importance of measurement is emphasised and the validity and reliability of different procedures are studied. Students are taught and practice a number of basic therapeutic techniques, including general musculoskeletal screening, observation of normal movement, manual handling, soft tissue massage and the use of heating and cooling. The importance of communication, documentation and respect for cultural differences in professional practice is addressed. Students are introduced to the concepts and principles of evidence-based practice.

This unit of study examines the detailed gross, radiological and surface anatomy of the lower limb, trunk and neck. Included are the anatomical analyses of functional activities which involve the lower limb, back and neck. Material will be presented in lectures, practical and tutorial sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit of study includes fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand the cortical and subcortical pathways as well as integrating centres that control movements and posture. The physiology component introduces students to mechanisms of signal generation and transmission, basic mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

The determinants of maximal active muscle force and power production are examined in terms of the crossbridge cycle, sarcomere arrangement, myosin isoforms and the extent of muscle activation. Evidence for neural adaptations to high resistance training is examined and the practical significance of these adaptations is discussed. The responses of skeletal muscle to high-resistance training are discussed in terms of i) the control of protein synthesis, ii) sarcomere remodelling and myofibril assembly, and iii) whole muscle hypertrophy and fibre type shifts. An evidence-based approach is used to examine the dose-response relationship between high-resistance variables (load, number of sets, training, frequency, rest interval) and hypertrophy. Muscle structural and functional adaptations to disuse (bed rest, non-weight bearing, immobilization) are examined, as well as the effects of re-ambulation and re-training. The determinants of muscle range of motion and passive stiffness are discussed. The response of muscle to long term stretching (e.g. bone elongation) is examined. This is contrasted to the relative lack of muscle structural adaptation to short-term static stretch interventions.

The unit builds upon the material covered and the skills learned during PHTY1023. In this unit, measurement is extended to include muscle function and is coordinated with EXSS1029. The principles and application of therapeutic exercise for mobility, strength and coordination are explored and practised and the students extend their knowledge and application of therapeutic skills to include regional musculoskeletal examination, manual therapy and electrical stimulation. The unit also explores the physiology, psychology, measurement and management of pain. Students are introduced to searching the scientific literature and evaluating randomised controlled trials.

This unit provides students with a broad overview of motor control and learning with the aim of stimulating students to think about the mechanisms of normal human movement. Both a behavioural and a neurophysiological approach are taken to understand the acquisition and execution of skilled motor actions. The behavioural approach is directed at the structures and processes underlying movement without considering their physical basis, while the neurophysiological approach is directed at the neuromuscular machinery and the functional neural connections that govern movement.
The unit consists of a motor control strand and a motor learning strand. The motor control strand examines the information processing and energetic capacities of the learner that underpin motor performance; that is, characteristics of the perceptual-motor system such as memory, attention, reaction time, speed-accuracy trade-off, force control, economy of energy, coordination, and automaticity. The motor learning strand examines features of the learning environment that can be manipulated to promote motor learning such as individual differences (e.g., motivation), methods of instruction, practice conditions, and the structuring of feedback. Implications for, and applications to, teaching motor skills, coaching and rehabilitation are drawn. The unit includes a group project in which a motor skill is trained, thereby enabling students to apply the principles of motor control and learning.

The aim of this unit is to provide students with a broad understanding of the physiological responses and adaptations to physical activity and inactivity. The unit has a primary focus on the physiological responses to exercise, and the application of exercise as a treatment modality.. The unit describes the basic metabolic, cardiovascular and respiratory responses and adaptations to exercise training in healthy, asymptomatic individuals (children, adults and the elderly). Attention is given to special populations who are often in need of increased exercise training (eg. overweight, obese, elderly). Two class experiments are included during lecture hours to add practical experience and to develop critical thinking.

The purpose of this unit is to provide students with the bases of assessment, and treatment planning and application for uncomplicated musculoskeletal conditions affecting the lower limbs and lumbar region of the spine. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. Emphasis will be given to the systematic structuring and recording of the physical examination and to the application of anatomy, physiology and pathology to these clinical problems.

This unit of study provides a framework for exploring the role of physiotherapy in the prevention of chronic disease andinjury. Preventative health issues specific to the importance of physical activity to prevent obesity and chronic disease, physical activity in the context of ageing and falls prevention, use of walking aids and manual handling techniques to prevent injury and women's health. Students will examine the social determinants of heath and disease and will apply health promotion models and develop communication skills to facilitate health-enhancing behaviour change in a range of populations and settings.

The purpose of this unit is to provide students with the bases of assessment and treatment planning and application for uncomplicated musculoskeletal conditions affecting the upper limbs and cervical and thoracic regions of the spine. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. Students will also consider the impact of surgical intervention on physiotherapy management of musculoskeletal conditions.

This unit aims to develop students' ability to apply relevant theoretical and data-based 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 coordination, 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 and Guillain-Barré Syndrome). Students will learn to assess, train and measure outcome of everyday activities integrated within the rehabilitation team.

This unit of study 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 the patho-physiological and functional consequences of surgery (abdominal, thoracic and cardiac); infective, inflammatory; restrictive; and obstructive pulmonary disorders, and coronary artery disease. Students will learn the practical skills and develop treatment strategies to effectively manage respiratory problems.

The purpose of this unit is to provide an introduction to the application of foundation physiotherapy skills within a clinical setting. Students will interview patients and record a comprehensive history of their clinical conditions, apply assessment, measurement and treatment techniques under direction and participate in the planning and decision-making processes within the clinic.

This unit will integrate knowledge from earlier units of study and develop the skills required for primary care management of musculoskeletal conditions with a more complex presentation. Students learn to distinguish patients with non-specific pain from those suspected of having underlying disease/pathology. The unit covers the epidemiology of acute and chronic spinal pain (risk factors, clinical course, prognostic factors) and degenerative joint disease (osteoarthritis) and the assessment of treatment outcomes for such conditions. 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. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. Students will also consider the implementation of management guidelines for work-related injuries, including whiplash, soft tissue injury and musculoskeletal injury of the low back, neck and upper limb.

The first module of this unit focuses on the physiotherapy management of spinal cord lesions incorporating scientifically-derived and evidence-based practice and integrated patient-centred healthcare. The second 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.

This unit of study aims to prepare the student for practice in the area of paediatric physiotherapy. Emphasis is given to students developing a clear understanding of typical development and the potential influences upon a child's development. The student will become aware of the changes which occur from infancy to maturity in the neuro-motor, musculoskeletal and cardiopulmonary body systems, and the impact of congenital or acquired conditions, or lifestyle diseases causing dysfunction in one or more of these systems. The emphasis of the teaching approach will be on clinical and ethical reasoning within the WHO ICF (International Classification of Function) to promote health and well-being for children within a family-centred practice framework. Paediatric clinical scenarios are designed to help students self-direct their learning in order to problem-solve assessment and management strategies for children with dysfunction, and/or are at risk of poor health and well-being. The approach will also emphasise the role of physiotherapy within broader health care teams/services to prepare students for the variety of health care settings/contexts in which paediatric physiotherapists may work. The unit is designed to facilitate students to integrate prior learning from other units of study with the content of this unit.

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 acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning evidence-based interventions for patients with multi-system and/or complex problems. Students will integrate material from core areas of musculoskeletal, cardiopulmonary, neurological and paediatric physiotherapy as well as background sciences. Overall, this unit examines the scientific basis for clinical intervention and examines a range of complex clinical issues organised on a case-basis including multi-system dysfunction (physiological, psychological and social). Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of current physiotherapy interventions in relation to the case studies.

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. Clinical Practicum B is a five-week placement which require full-time attendance (37 hours per week) at clinical facilities. In addition, it 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. Clinical Practicum C is a five-week placement which require full-time attendance (37 hours per week) at clinical facilities. In addition, the placements may be in a rural or regional setting.

In this unit, students will explore common clinical conditions in which the primary problem is complicated by the co-existence of other pathologies, involvement of other physiological systems or where environmental, psychological or socio-economic factors are of primary significance. Students will examine management and interventions for conditions such as cervicogenic headache, whiplash, amputation, diabetes, facial nerve disorders, burns, preganancy and post birth and a range of multisystem problems,. Students will also consider the impact of mental health problems on patient responses and will investigate other complex clinical cases involving health, psycho-social and socio-economic factors, particularly in older people. The unit will provide the student with an understanding of the roles of other health workers in the multidiscilpinary management of patients and of the legislation and social services relevant to the care of people within the community and in rural and remote areas.

This unit consists of two integrated modules which together develop advanced manual therapy and clinical reasoning skills of students, and explore complex clinical problems by applying evidence-based practice to prevention and management of soft issue injuries including those related to the work environment. In the first module students will practise the application of advanced physiotherapy procedures, including manipulation, to selected regions. Students will use case based learning and advanced clinical reasoning skills to explore complex musculoskeletal impairments and treatments using manipulation. In the second module students will explore the evidence basis for the prevention of work-related musculoskeletal disorders using ergonomic, exercise, screening and wellness approaches. Students will also apply an understanding of the WHS regulatory framework and evidenced-based guidelines underpinning the management of work-related soft tissue injuries, focussing on the low back, neck and upper limb regions. Case studies will provide the background for students to apply and evaluate a range of strategies to manage pain and improve function. Physiotherapy service delivery in a range of settings will be explored including the community, workplace and the clinic.

This clinical practicum unit of study involves clinical placements which provide a wide range of practical experience in the following areas: rehabilitation, acute care, ambulatory care/outpatients, as well as one advanced general unit in specialised areas, eg, paediatrics or hand therapy or in specific settings, such as private practice and community health setting. Across the clinical program students will be provided with opportunities to apply their skills in musculoskeletal, cardiopulmonary and neurological physiotherapy to a wide variety of patients and conditions. Students will be required to demonstrate competence in 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 programs. Clinical Practicum D is a five week placement which requires full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements may be in a rural or regional setting.

This clinical practicum unit of study will utilise a service learning placement model which aims to develop in students a better understanding of the health care system and an appreciation of the diversity of health care delivery. The unit enables students to engage in an independent learning module in a health care setting. The placement is scheduled to occur concurrently with two on-campus academic units in semester 1, year 4. The placement must be in an area of health care and normally will have a community focus. The purpose of this unit of study is not to develop hands on skills as a physiotherapist, but to broaden the student's perspective on current and future roles and scope of physiotherapy practice within the broader spectrum of health. The placement will provide opportunities for students to experience emerging areas of practice for physiotherapists for example mental health and opportunities to work interprofessionally. The students will be offered the opportunity to develop independent learning skills by the fulfilment of a learning contract specific to a situation, as well as work independently with guidance from practicum mentors and academic advisors. Independent study via a learning contract has been incorporated into this unit of study as a mode of offering greater flexibility and diversity in the place and pace of study. It is envisaged that skills such as negotiation, time management, accountability, and meeting deadlines will be enhanced. Students will also be required to reflect upon, and critically review the process and outcomes of their learning contract.

This unit provides students with opportunities to explore, in depth, complex clinical problems involving selection of intervention, referral to other professionals and determination of short, medium and long-term management strategies. The potential case-load will include patients with injuries and diseases of the wrist and hand region, respiratory/cardiac disorders, children in acute care, rehabilitation or community setting, older patients with multisystem disorders, and patients with less common neurological conditions (Huntington¿s disease, Friedrich¿s Ataxia, Charcot Marie Tooth disease). Students will explore the historical context, current evidence and future directions of management of neurological, cardiopulmonary and musculoskeletal physiotherapy.

The aim of this unit of study is for participants to apply the knowledge, skills and reasoning gained during coursework and clinical practica to sport and recreational activities. Participants will integrate this knowledge with advanced instruction in the biomechanics and physiology of sports activities to design injury prevention/screening programs for participants in recreational activities, to develop injury management programs for all recreation groups to facilitate their return to sport and to plan and implement activity modification programs for those who are unable to participate in standard recreational activities. The relationship of public health issues, e.g., osteoporosis and childhood obesity, to recreation will also be explored.

This clinical practicum unit of study involves clinical placements which provide a wide range of practical experience in the following areas: rehabilitation, acute care, ambulatory care/outpatients, as well as one advanced general unit in specialised areas, eg, paediatrics or hand therapy or in specific settings, such as private practice and community health setting. Across the clinical program students will be provided with opportunities to apply their skills in musculoskeletal, cardiopulmonary and neurological physiotherapy to a wide variety of patients and conditions. Students will be required to demonstrate competence in 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 programs. Clinical Practicum F is a five week placement which requires full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements may be in a rural or regional setting.

Cancer has been listed as one of the top priorities by the Australian Institute of Health and Welfare due to the commonality of this disease and its impact. In this unit of study, students will be introduced to a range of issues related to prevention, detection and interventions for cancer. Breast cancer will be used as the exemplar, but we will also draw examples from other cancer. Topics to be covered will include an overview of the pathophysiology of cancer and the medical management of this condition, detection of cancer (imaging), role of exercise in prevention through palliation, prevention and interventions for psychosocial and physical impairments arising from treatments, communication strategies for persons with cancer and their families, and an overview of services for the cancer community, including the patient. One of the focuses of intervention strategies will be patient-centred care, informed by current evidence.

This unit of study aims to provide senior students with a range of eHealth experiences on which they can make evidence-based decisions. In particular, this unit will provide students with opportunities to examine: how emerging technologies affect patient-centred, interdisciplinary communication and healthcare; strategies for interacting with patients and clients using different technologies; how technology affects health care in different Australian health contexts by drawing upon their clinical experiences and research literature; issues surrounding eHealth practice; innovations in eHealth including designing health apps for mobile devices; the role of technology in healthcare management. Students will develop skills identified as key for future clinicians and create an ePortfolio to showcase their learning to potential employers. This unit will also enhance students as learners by providing them with reflective learning skills, interdisciplinary health experiences and opportunities to integrate their clinical and university learning experiences through case-based learning.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

This unit of study provides students with an opportunity to develop an up-to-date critical understanding of the role of physical activity for the health of the population as well as the most promising principles that underpin mass-level physical activity interventions. Students will examine in detail the population¿s participation patterns and barriers to be physically active and has a primary focus on every-day incidental (non-sporting) physical activity for the prevention of physical and mental chronic disease. The unit is largely multi-disciplinary and it goes beyond disease prevention, to explore themes like positive wellbeing/happiness and maintenance of functional ability and independence to an older age.This unit takes a lifespan approach and actively promotes an understanding of the direct and distal implications of physical inactivity at each life stage. Particular acknowledgement is given to physical activity as a behaviour that is not merely a lifestyle 'choice' as it is often thought by medicine and other individual-centred disciplines; but rather the outcome of a complex web of societal, cultural, economic, political and individual circumstances that lead to the formation of personal habits across the lifespan. The entire unit will be largely interactive and will encourage students to disuss, debate, and critically evaluate the evidence. At the start of the unit the students will be provided with an accessible and user-friendly set of skills and tools (e.g. statistics, physical activity measurement) to enable them to make the most of their learning experience.

This unit of study provides students with both theoretical knowledge and first-hand experience (through laboratory practicals) of how the human body responds to extreme environmental stressors (i.e. high altitude, hyperbaria, extreme heat, extreme cold), and how these conditions alter the capacity of humans to perform physical and mental tasks. Special attention will also be given to the theoretical basis of how these stressors can lead to decrements to human health in the form of injury (e.g. frostibite, heat exhaustion) and illness (e.g. pulmonary/cerebral oedema, actue mountain sickness, 'the bends'). This unit will also focus on how this information can be used to develop therapeutic, pharmacological, and/or technological interventions to improve human functioning in extreme environments and reduce the risk of illness and injury. Teaching and learning strategies include lectures, case studies and short practical assignments.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

This unit of study will integrate functional musculoskeletal and pathoanatomical knowledge with biomechanical analysis and principles of exercise prescription to address musculoskeletal clinical scenarios. Relevant current research and advanced knowledge of functional musculoskeletal anatomical concepts will be used to justify targeted prescription of preventative, rehabilitative and performance-enhancing exercise across the lifespan. Major emphasis will be placed on developing critical analysis of research and current practice in exercise prescription, on maximizing patient compliance with exercise programs and considering the specific needs of varying populations (eg. Athletes, performing artists, occupational and injured individuals). Students will hone their skills in designing and progressing a range of whole body and regional exercises aimed to address patient impairments and goals. This unit will include both laboratory sessions with human cadavers to extend undergraduate functional anatomy, and surface anatomy palpation classes to consolidate identification of anatomical structures learned in musculoskeletal physiotherapy.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

Sensory input allows us to connect to the world and experience varied states of our own body. Understanding how senses work is important for basic science, esp. neuroscience and psychology, and applied areas such as health and engineering. This unit focuses on the sensory processes that underlie perception of one's own body and its actions. Sensory functioning in both healthy and disease states are considered, including the following topics: proprioception or sense of position and movement of body parts, vestibular system, touch, role of vision, brain plasticity, disorders of sensory processing (agnosias, neglect , phantom limbs, vertigo) and most recent experimental developments in rehabilitation and 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 treatments taught in the core units of professional health science degrees.

This unit will integrate knowledge from earlier units of study and develop the skills required for primary care management of musculoskeletal conditions with a more complex presentation. Students learn to distinguish patients with non-specific pain from those suspected of having underlying disease/pathology. The unit covers the epidemiology of acute and chronic spinal pain (risk factors, clinical course, prognostic factors) and degenerative joint disease (osteoarthritis) and the assessment of treatment outcomes for such conditions. 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. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. Students will also consider the implementation of management guidelines for work-related injuries, including whiplash, soft tissue injury and musculoskeletal injury of the low back, neck and upper limb.

The first module of this unit focuses on the physiotherapy management of spinal cord lesions incorporating scientifically-derived and evidence-based practice and integrated patient-centred healthcare. The second 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.

This unit of study aims to prepare the student for practice in the area of paediatric physiotherapy. Emphasis is given to students developing a clear understanding of typical development and the potential influences upon a child's development. The student will become aware of the changes which occur from infancy to maturity in the neuro-motor, musculoskeletal and cardiopulmonary body systems, and the impact of congenital or acquired conditions, or lifestyle diseases causing dysfunction in one or more of these systems. The emphasis of the teaching approach will be on clinical and ethical reasoning within the WHO ICF (International Classification of Function) to promote health and well-being for children within a family-centred practice framework. Paediatric clinical scenarios are designed to help students self-direct their learning in order to problem-solve assessment and management strategies for children with dysfunction, and/or are at risk of poor health and well-being. The approach will also emphasise the role of physiotherapy within broader health care teams/services to prepare students for the variety of health care settings/contexts in which paediatric physiotherapists may work. The unit is designed to facilitate students to integrate prior learning from other units of study with the content of this unit.

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 acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning evidence-based interventions for patients with multi-system and/or complex problems. Students will integrate material from core areas of musculoskeletal, cardiopulmonary, neurological and paediatric physiotherapy as well as background sciences. Overall, this unit examines the scientific basis for clinical intervention and examines a range of complex clinical issues organised on a case-basis including multi-system dysfunction (physiological, psychological and social). Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of current physiotherapy interventions in relation to the case studies.

This unit provides the conceptual framework and theoretical knowledge and some practical skills required to understand how scientific research is conducted and interpreted. The core content is fundamental for researchers and clinicians alike for evidence-based-practice and life-long learning. Content and skills are taught/learned via a series of web-based and class-based activities.

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. Clinical Practicum B is a five-week placement which require full-time attendance (37 hours per week) at clinical facilities. In addition, it 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. Clinical Practicum C is a five-week placement which require full-time attendance (37 hours per week) at clinical facilities. In addition, the placements may be in a rural or regional setting.

In this unit, students will explore common clinical conditions in which the primary problem is complicated by the co-existence of other pathologies, involvement of other physiological systems or where environmental, psychological or socio-economic factors are of primary significance. Students will examine management and interventions for conditions such as cervicogenic headache, whiplash, amputation, diabetes, facial nerve disorders, burns, preganancy and post birth and a range of multisystem problems,. Students will also consider the impact of mental health problems on patient responses and will investigate other complex clinical cases involving health, psycho-social and socio-economic factors, particularly in older people. The unit will provide the student with an understanding of the roles of other health workers in the multidiscilpinary management of patients and of the legislation and social services relevant to the care of people within the community and in rural and remote areas.

This unit consists of two integrated modules which together develop advanced manual therapy and clinical reasoning skills of students, and explore complex clinical problems by applying evidence-based practice to prevention and management of soft issue injuries including those related to the work environment. In the first module students will practise the application of advanced physiotherapy procedures, including manipulation, to selected regions. Students will use case based learning and advanced clinical reasoning skills to explore complex musculoskeletal impairments and treatments using manipulation. In the second module students will explore the evidence basis for the prevention of work-related musculoskeletal disorders using ergonomic, exercise, screening and wellness approaches. Students will also apply an understanding of the WHS regulatory framework and evidenced-based guidelines underpinning the management of work-related soft tissue injuries, focussing on the low back, neck and upper limb regions. Case studies will provide the background for students to apply and evaluate a range of strategies to manage pain and improve function. Physiotherapy service delivery in a range of settings will be explored including the community, workplace and the clinic.

This clinical practicum unit of study involves clinical placements which provide a wide range of practical experience in the following areas: rehabilitation, acute care, ambulatory care/outpatients, as well as one advanced general unit in specialised areas, eg, paediatrics or hand therapy or in specific settings, such as private practice and community health setting. Across the clinical program students will be provided with opportunities to apply their skills in musculoskeletal, cardiopulmonary and neurological physiotherapy to a wide variety of patients and conditions. Students will be required to demonstrate competence in 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 programs. Clinical Practicum D is a five week placement which requires full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements may be in a rural or regional setting.

This clinical practicum unit of study will utilise a service learning placement model which aims to develop in students a better understanding of the health care system and an appreciation of the diversity of health care delivery. The unit enables students to engage in an independent learning module in a health care setting. The placement is scheduled to occur concurrently with two on-campus academic units in semester 1, year 4. The placement must be in an area of health care and normally will have a community focus. The purpose of this unit of study is not to develop hands on skills as a physiotherapist, but to broaden the student's perspective on current and future roles and scope of physiotherapy practice within the broader spectrum of health. The placement will provide opportunities for students to experience emerging areas of practice for physiotherapists for example mental health and opportunities to work interprofessionally. The students will be offered the opportunity to develop independent learning skills by the fulfilment of a learning contract specific to a situation, as well as work independently with guidance from practicum mentors and academic advisors. Independent study via a learning contract has been incorporated into this unit of study as a mode of offering greater flexibility and diversity in the place and pace of study. It is envisaged that skills such as negotiation, time management, accountability, and meeting deadlines will be enhanced. Students will also be required to reflect upon, and critically review the process and outcomes of their learning contract.

Honours students undertake a supervised research project in a health discipline area within the Faculty. Students will contribute to designing and/or implementing an approved research project and submit a thesis describing the project and its implications. in designing the methodology the student will work closely with academic staff/mentor who will supervise their research activities. Students will meet regularly with their supervisor; attend seminars and workshops that contribute to the research process and their thesis.

This unit provides students with opportunities to explore, in depth, complex clinical problems involving selection of intervention, referral to other professionals and determination of short, medium and long-term management strategies. The potential case-load will include patients with injuries and diseases of the wrist and hand region, respiratory/cardiac disorders, children in acute care, rehabilitation or community setting, older patients with multisystem disorders, and patients with less common neurological conditions (Huntington¿s disease, Friedrich¿s Ataxia, Charcot Marie Tooth disease). Students will explore the historical context, current evidence and future directions of management of neurological, cardiopulmonary and musculoskeletal physiotherapy.

The aim of this unit of study is for participants to apply the knowledge, skills and reasoning gained during coursework and clinical practica to sport and recreational activities. Participants will integrate this knowledge with advanced instruction in the biomechanics and physiology of sports activities to design injury prevention/screening programs for participants in recreational activities, to develop injury management programs for all recreation groups to facilitate their return to sport and to plan and implement activity modification programs for those who are unable to participate in standard recreational activities. The relationship of public health issues, e.g., osteoporosis and childhood obesity, to recreation will also be explored.

This clinical practicum unit of study involves clinical placements which provide a wide range of practical experience in the following areas: rehabilitation, acute care, ambulatory care/outpatients, as well as one advanced general unit in specialised areas, eg, paediatrics or hand therapy or in specific settings, such as private practice and community health setting. Across the clinical program students will be provided with opportunities to apply their skills in musculoskeletal, cardiopulmonary and neurological physiotherapy to a wide variety of patients and conditions. Students will be required to demonstrate competence in 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 programs. Clinical Practicum F is a five week placement which requires full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements may be in a rural or regional setting.

Honours students complete a supervised research project in a health discipline area within the Faculty. In completing the research, the student will work closely with academic staff/mentor who will supervise their research activities. Honours students learning and teaching activities will largely be driven by the nature of their research project. Likely learning and teaching activities include the production of written work that may be suitable for submission to a relevant refereed journal for publication or equivalent. These activities necessitate a collaborative relationship between supervisor and student.