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 (e.g. online video tutorials and practice quizzes) to supplement the lectures and practicals. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is compulsory.

This unit will present the gross anatomy, functional histology, physiology and pathophysiology of the cardiovascular, respiratory and urinary 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. Specific diseases of these systems that are commonly encountered in health care practice will be described. This unit includes laboratory classes in which human cadavers are studied. Attendance at practical classes is compulsory. 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.

Why do people make the health decisions they do, even though they sometimes seem like the wrong ones? How do social and psychological factors affect people¿s health outcomes? This unit introduces you to key areas of psychology and sociology relevant to health and wellbeing that will be important tools for understanding and practicing in health and wellbeing, by helping you to understand the lives of those people you will help through your work. The unit aims to develop a 'sociological imagination', which is a quality of mind that will be used to prompt you to question common­sense assumptions regarding health and wellbeing. You will also gain familiarity with some key areas of contemporary psychology.

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 reliable assessment/measurement is emphasised, and the validity and reliability of different procedures are studied. Students are taught and practice several basic but significantly important assessment techniques, including history taking (focused on musculoskeletal patients), general musculoskeletal screening, observation of normal movement, assessment of joint range of motion t, muscle strength/weakness , and joint passive accessory movements. The importance of communication, documentation and respect for cultural differences in professional practice is addressed. Students are introduced to the concepts and principles of evidence­based 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 compulsory.

This unit of study introduces 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 sensory systems 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. Successful completion of practical class pre-tutorial quizzes is compulsory.

The purpose of the unit is to provide students with a comprehensive understanding of skeletal muscle function and how muscle adapts to increased use, specifically how muscle responds to high-resistance training (HRT, also know as strength training) and to disuse. Students will gain an understanding of muscle force development in terms of myosin function and organization (sarcomeres, myofibrils, muscle fibers) and the neural processes involved in maximal voluntary contractions. Students will then apply this knowledge to understand how HRT works in terms of hypertrophy and neural adaptations, the process of muscle atrophy during disuse and the effects of retraining after disuse. Students will integrate this biological understanding with an evidence-base approach to HRT prescription. Students apply and integrate these approaches gain skills in the real-world prescription of HRT through participation in HRT program in practical session, and then gain skills in data analysis via interpretation of their own responses to training. Students will gain skills in the ability to critically evaluate, and communicate applications of evidence-base research in healthy and clinical populations. Finally the unit examines concepts on muscle energy balance in terms of methods and control of ATP production and use, and these concepts are used to understand the concepts of peripheral and central fatigue.

The unit builds upon the material covered and the skills learned during PHTY1023. It continues the context of physiotherapy professional practice on issues and practices in healthcare delivery affecting physiotherapists. As pain and muscle weakness are among the main complaints of most people seeking physiotherapy management, understanding and providing interventions to address these symptoms will be a focus. These interventions include, but are not limited to, patient education and exercise prescription. Several patient case studies will be introduced, and tools enabling students to find and determine current evidence for potential therapeutic interventions specific for these case studies will be provided and practiced. At the end of the unit, the students will be expected to be able to devise appropriate treatment plans for these simple case studies. The importance of communication, documentation and respect for cultural differences in profession practice is continued throughout this unit.

"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 motivation,feedback, strategies of instruction, structuring practice,, mental rehearsal, and conscious versus implicit learning/performance. 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.

This unit of study, along with its companion unit PHTY2059 builds on competencies around professional identity, technical skills, communication and patient centred care that were acquired and demonstrated in the foundation musculoskeletal units. Students will develop competencies in clinical reasoning, problem-solving and critical thinking supported by the use of case studies that focus on assessment and management of commonly occurring musculoskeletal conditions of the lumbar spine and lower limbs in a primary care setting. Students will use a framework for management of musculoskeletal conditions that is consistent with widely endorsed clinical practice guidelines and uses a pragmatic evidence based approach to patient care. Focused learning modules in this unit include principles of epidemiology, diagnosis, reassurance and education as frontline interventions, and management of musculoskeletal injuries will be applied in the cases in this and the companion unit of study.

This unit of study provides a framework for exploring the role of physiotherapy in the prevention of chronic disease and injury. 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 including health coaching and motivational interviewing to facilitate health-enhancing behaviour change in a range of populations and settings.

This unit of study, along with its companion unit PHTY2058 builds on competencies around professional identity, technical skills, communication, and patient centered care that were acquired and demonstrated in the foundation musculoskeletal units. Students will develop competencies in clinical reasoning, problem-solving and critical thinking supported by the use of case studies that focus on assessment and management of commonly occurring musculoskeletal conditions of the cervical spine and upper limbs in a primary care setting. Students will use a framework for management of musculoskeletal conditions that is consistent with widely endorsed clinical practice guidelines and uses a pragmatic evidence-based approach to patient care. In-depth learning modules in this unit include principles of risk stratification, guideline-based management planning, and epidemiology

This unit aims to develop students' 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 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 health conditions of acute onset (stroke, traumatic brain injury and Guillain­Barré 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. 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. 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 (clinical simulation combined with an onsite clinical placement). Students will be required to perform subjective and objective assessments specific to each patient. Analysis of the assessment findings, development and implementation of interventions (including discharge planning and interprofessional involvement) and application of outcome measures will occur in consultation with the Clinical Educator. Assessment, interpretation, intervention and re-assessment skills are graded according to a 'basic' standard of practice (appropriate to this stage of student learning). A major focus of this unit is the development of generic, professional skills such as clinical reasoning, reflection, information gathering, communication and professionalism, which will form the foundation for subsequent clinical placements.

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 differential diagnosis, clinical course and prognostic factors of common musculoskeletal conditions. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. Emphasis will be placed on imaging studies, pharmacology, the assessment and treatment of patients recovering from orthopaedic surgery, as well as the biomechanical principles of exercise prescription and interventions that reduce joint load.

This unit comprises two modules. The neurodegenerative module examines the pathology, impairments, activity limitations and participation restrictions arising from neurodegenerative conditions which require adaptation (such as Parkinson's disease, multiple sclerosis and motor neuron disease) and the physiotherapy management of these conditions, including self-management principles to increase physical activity and using technology in rehabilitation. The spinal cord injury module of this unit focuses on the physiotherapy management of spinal cord lesions. All modules incorporate evidence­based practice and integrated patient­centered healthcare. Students learn to promote, assess and train or prescribe appropriate aids to enable activity performance and promote participation.

This unit of study is designed to prepare the student for practice in the area of paediatric physiotherapy. Emphasis is given to students developing anunderstanding of typical development and the potential influences upon a child's development. The student will develop understanding 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 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-CY (International Classification of Functioning, Disability and Health Children) to promote health and well-being for children within a family-centred practice framework. Paediatric clinical scenarios are designed to promoteself-directed 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 and services to prepare students for the variety of health care settings andcontexts 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.

This unit of study builds on and expands the knowledge, skills and attributes developed in Physiotherapy in Respiratory and Cardiac Conditions (PHTY2062). Three modules are included: cardiopulmonary physiotherapy in the acute care environment, physiotherapy in acute neurological/neurosurgical care, and cardiopulmonary advanced clinical reasoning. 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 non­intubated patients. The acute neurological 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 evidence­based interventions for patients with multi­system 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 multi­system 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, 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 placement which will give students the opportunity to learn and demonstrate competency in the generic skills and attributes of physiotherapy professionals as well as the specific clinical skills across the core areas of physiotherapy in managing clients across the lifespan in a range of environments and settings. During practicum placements there will be opportunities such as participation in quality improvement projects and 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 five­week placement which requires full­time attendance (40 hours per week). Students can expect to undertake at least one clincal placement in a rural or regional setting being delivered at clinical facilities or online (e.g. telehealth services).

This unit of study involves clinical placement which will give students the opportunity to learn and demonstrate competency in the generic skills and attributes of physiotherapy professionals as well as the specific clinical skills across the core areas of physiotherapy in managing clients across the lifespan in a range of environments and settings. During practicum placements there will be opportunities such as participation in quality improvement projects and 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 five­week placement which require full­time attendance (40 hours per week). Students can expect to undertake at least one clincal placement in a rural or regional setting being delivered at clinical facilities or online (e.g. telehealth services).

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 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 management of musculoskeletal disorders in various settings. Students will develop more advanced manual therapy, exercise prescription and clinical reasoning skills. They will explore complex clinical problems by applying evidence based practice to prevention and management of soft t issue injuries, in different settings including primary care, compulsory third party and the work environment. In the first module students will practice the application of advanced physiotherapy procedures, including manipulation, and mechanical diagnoses and treatment to selected regions and cases. In the second module, students will use case based learning and advanced clinical reasoning skills to explore complex musculoskeletal impairments and their management. 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 evidence based guidelines underpinning the management of work-related soft tissue injuries, focusing on the low back, neck and upper limb regions.

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 such as participation in quality improvement projects and interprofessional learning.. In addition, students will be responsible for individual and group training sessions such as strength andfitness programs.Clinical Practicum D is a five week placement which requires full attendance (40 hours per week). In addition, at least one of the placements may be in a rural or regional setting being delivered at clinical facilities or online (e.g. telehealth services).

The purpose of Clinical Practicum E is to extend student's perspectives on the role and scope of physiotherapy practice within the broader spectrum of health.It is not intended to develop or reinforce hands on physiotherapy skills but to develop project management and service analysis and improvement skills.. Students will be allocated to a community organisation or health service (in groups) to undertake an organisation specific Quality Improvement Project which aims to develop evidence based solutions to real life service delivery problems. Students will undertake both independent and group learning, and will work collaboratively with an allocated community organisation or health service, and a designatedacademic to develop and then fulfil an agreed Project Plan. Clinical Practicum E also aims to develop University of Sydney graduate qualities to promote work readiness e.g. communication, cultural competence, Inventiveness, information and digital literacy and influence.

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 complex clinical problems for which neurological, cardiopulmonary and/ or musculoskeletal Physiotherapy is indicated. Content will cover at an advanced level issues such as selection of intervention, referral to other professionals and determination of short, medium, and long term management strategies. Using a case-based approach, students will study injuries and diseases of the wrist and hand, respiratory/ cardiac disorders, chronic traumatic brain injury, oncology and complex regional pain syndrome. Management will address issues relating to rehabilitation in community settings, and patients with multisystem disorders, while addressing psychosocial issues that can significantly affect management

The aim of this unit of study is for participants to apply the knowledge, skills and reasoning gained during coursework and clinical practice 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 including advanced exercise prescription 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. Participants will expand their knowledge regarding the management of common injuries to include serious and catastrophic injuries in both on-field and long-term situations.

This unit of study involves clinical placement which will give students the opportunity to learn and demonstrate competency in the generic skills and attributes of physiotherapy professionals as well as thespecific clinicalskillsacross thecoreareas of physiotherapyin managing clients across the lifespan in a range of environments and settings. During practicum placements there will beopportunities such as participation in quality improvement projects and interprofessional learning.. In addition, students will be responsibleforindividual and grouptrainingsessionssuch as strength and fitness sessions. Clinical Practicum F is a five­week placement which require full­time attendance (40 hours per week. Students can expect to undertake at least one clinical placement in a rural or regional setting being delivered at clinical facilities or online (e.g. telehealth services).

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.