Definitive Programme Document & Syllabus - Department of ...

TABLE OF CONTENTSPART APROGRAMME INFORMATIONSECTION TOPIC PAGE1. Programme Information A12. Host Department 13. Pattern of Attendance 14. Mode of Study 25. Mode of Assessment 26. Programme Structure and Curriculum 2Figure 1 - Programme Sequence 5Table 1 - Programme Progression Pattern 6Table 2 - Credit Allocation by Required Subject Category 87. Programme: Aims and Intended Learning Outcomes 10 Definition of Physiotherapy 10 Programme Aims 10 Programme Intended Learning Outcomes 118. Overview of Curriculum 14Figure 2 – Factors impacting an individual’s performance – a holistic view 16Figure 3 – ICF Model 17Figure 4 – Physiotherapy–Specific Approach 189. Entrance Requirements 1910. Regulations for Assessment, Progression and Award 2011. Departmental Policy Guideline on Student Misconduct 31APPENDICES – PART AAppendix 1 Curriculum Map 33Appendix 2 Summary of General University Requirements (GUR) 36Appendix 3 References / Resource Reading 40PART BSYLLABI OF SUBJECTSSUBJECT CODE SUBJECT TITLE PAGEYear I: Semester IABCT2326 Human Physiology B1HSS1010 Freshman Seminar for Broad Discipline in Health Science 4HSS2011 Human Anatomy 8CBS/ELCxxxx Language & Communication Requirements (LCR) 10GUR Healthy Lifestyle 11GUR Leadership and intra-personal Development 12Year I: Semester IIRS2040 Functional Anatomy 13RS2660 Movement Science 15CBS/ELCxxxx Language & Communication Requirements (LCR) 17GUR Cluster-Area Requirements (CAR) 1 18GUR Service Learning 19Year II: Semester IABCT2330 Pharmacology in Rehabilitation 22RS2050 Research Methods and Statistics 22RS2690 Principles of Physiotherapy Practice 25RS2700 Orthopaedics and Traumatology 28RS2780 Human Development Across Lifespan 31GUR Cluster-Area Requirements (CAR) 331 Students may opt to take CAR subject in semester one/two.i

Year II: Semester IIRS2670 Electrophysical Therapy I 34RS2730 Musculoskeletal Physiotherapy I 36RS3030 Clinical Neurology & Neuroscience 40RS3660 Exercise Science 42RS3830 Rehabilitation Psychology 48GUR Cluster-Area Requirements (CAR) 49Year II: Summer PeriodRS27100 Clinical Education I 50Year III: Semester IRS3580 Musculoskeletal Physiotherapy II 52RS3730 Neurological Physiotherapy I 56RS3770 Cardiopulmonary Physiotherapy I 60RS3780 Electrophysical Therapy II 64GUR Cluster-Area Requirements (CAR) 2 67Year III: Inter-Semester PeriodRS37500 Clinical Education II 68Year III: Semester IIRS3060 Fundamentals of Traditional Chinese Medicine for Physiotherapy Practice 70RS3680 Musculoskeletal Physiotherapy III 73RS3731 Neurological Physiotherapy II 77RS3771 Cardiopulmonary Physiotherapy II 82RS3790 Paediatric Neurology and Developmental Disabilities 86RS4050 Capstone Project 90Year III: Summer PeriodRS47100 Clinical Education III-1 93RS47200 Clinical Education III-2 96Year IV: Semester IRS4050 Capstone Project 99RS4060 Aging and Geriatrics 102RS4740 Primary Health and Community Care 104RS4790 Musculoskeletal Physiotherapy IV 106RS4910 Acupuncture for Physiotherapy Practice 109Year IV: Semester IIRS47300 Clinical Education III-3 111RS47400 Clinical Education III-4 114RS47500 Clinical Education III-5 117KEYWORDS INDEX 120FACULTY MEMBERS LIST 1272 Students may opt to take CAR subject in semester one/two.ii

PART AINTRODUCTION

4. MODE OF STUDY4.1 This is a 4-year full-time programme, comprising of 108 credits for the academic component in TheHong Kong Polytechnic University and 23 credits for the clinical education component conducted inhealth care settings in Hong Kong, including clinical placements in Years II, III and IV (Figure 1).4.2 For subjects that have practical components, theoretical knowledge is presented in lectures, seminarsand tutorials which normally precede practical classes. We use small group teaching to facilitatelearning and clinical reasoning. The programme also emphasizes critical thinking, integratinglearned knowledge into clinical decision making and evidence-based practice.4.3 The clinical education placements are an integral and required component of the overall programme.Clinical experiences and placements are progressive in the development of a student’s professionaldemeanor and acquisition of clinical skills throughout the seven full-time clinical placement blocks(29 weeks total) of the four-year programme. All graduates must undertake all clinical educationplacements during the physiotherapy course.5. MODE OF ASSESSMENT5.1 Coursework or continuous assessment continues to be the primary mode of assessment for theprogramme.5.2 Five examinations are planned within the programme. Year I, Semester I: Human Anatomy (HSS2011), Human Physiology (ABCT2326) Year I, Semester II: Functional Anatomy (RS2040) Year II, Semester I: Orthopaedics and Traumatology (RS2700), Pharmacology inRehabilitation (ABCT2330)6. PROGRAMME STRUCTURE AND CURRICULUM6.1 The duration of the physiotherapy educational programme, including both academic (Universitybased)and clinical education (i.e. based in health care settings) components, spans four academicyears. The programme comprises four main groups of subjects - General Education andLanguage, Sciences, Professional Studies and Clinical Education under the General UniversityRequirements (GUR) and Discipline Specific Requirement (DSR). A systems approach (i.e.,musculoskeletal, cardiopulmonary, neurological, multiple-systems) is used in the presentation ofcontent knowledge and professional skills as listed in Table 2.6.2 To be considered eligible to practice, a graduate must successfully complete a minimum of 1000contact hours in health care settings. This is consistent with the requirement for internationalrecognition of the programme, which allows the graduate reciprocal registration or to apply forlicensure examinations in other countries.6.3 The clinical education component provides an environment for the application of skills inspecific practice environments and further professional skill development. The clinicalplacement blocks are coordinated with the educational focus and are identified by body systemsand/or practice settings:A2

Clinical Education IClinical Education IIClinical Education III-1Clinical Education III-2Clinical Education III-3Clinical Education III-4Clinical Education III-5IntroductoryPrimary Health CareMusculoskeletal SystemCardiopulmonary SystemNeurological SystemMulti-systems in a variety of settings (Acute Care,Ambulatory Care, Extended Care and/or RehabilitationCentre)Community-Based Placement in a variety of settings(Primary health care centres, community centres,geriatric, paediatric or other settings)Or Overseas placement to be held in various countriesthat have established affiliation agreements with ourdepartmentClinical placements in successive years require progressively more integrated work bythe students. The first placement, Clinical Education I consists of a longer orientation tothe hospital setting and the majority of the work by the students is in the form ofobservation and paired or group work, which is heavily supervised by the clinicaleducator. As the placements progress to senior years, there is an increase in student-ledtutorials and case-presentations. As well, the patient caseload becomes more complexand more independent work is expected from the students.Throughout the clinical placement blocks, clinical attachments in community-basedsettings (e.g. home-based rehabilitation, community centres, homes for the elderly) willbe arranged. If resources allow, students will be provided with the opportunity to gainexposure to different physiotherapy services in non-governmental organization (NGO)settings (e.g. special schools and other community settings). There is a quota forattending overseas placements, which facilitate a global outlook for students.6.4 Integration between the Clinical Education component and the University-basededucation is based on the rationale that education of health care professionals reflects‘theory in practice’.Theory is developed and validated by practitioners by reflecting critically in an informedway on what is happening in practice. And by then engaging in informed debate anddialogue with relevant others. Practice then is fundamental to theory. It is throughreflecting analytically and critically with others as to what is happening in practice, thattheory develops (Carter et al., 1992).Applying the principles of physiotherapy practice under the guidance of a clinicaleducator and within specifically designed clinical learning experiences assists in thetransition of the student therapist to an entry-level practitioner. By progressing throughthe series of clinical placements, the student acquires entry-level ‘clinical experience’.This clinical experience is acquired through the progressive application and integrationof professional skills to the assessment and management of a range of patients whoA3

eflect different ages (life span) and different levels of physical activity (e.g. sedentary toathletic).6.5 The clinical education component consists of 29 weeks of full-time study. The summerperiods between Years II and III and between Years III and IV, in addition to thesemester break between Semester 1 and Semester 2, are used for clinical educationblocks. The sequencing of the academic and clinical components is illustrated in Figure1. Each year begins with the start of the University calendar and the final year endsaccording to the University calendar:6.5.1 Year 2 consists of two University-based semesters followed by a 2-week, full-timeblock of clinical education (Clinical Education I), which occurs in the summer period.6.5.2 Year 3 consists of two University-based semesters, and three blocks of clinicaleducation. The first block is a 2-week equivalent block of clinical education (ClinicalEducation II). The subsequent two blocks are 5-week, full-time blocks of clinicaleducation (Clinical Education III-1 and 2), which occur in the summer period.6.5.3 Year 4 consists of one academic block followed by three full-time clinical blocks(Figure 1). The final 15 weeks of full-time clinical education is organized into three 5-week clinical time blocks (Clinical Education III-3,4, 5). The educational programme inPhysiotherapy is designed to be completed in accordance with the proposed Universitytimetable.A4

Figure 1. Programme Sequence (2013 Intake) – TentativeWk PT - Year 1 PT - Year 2 PT - Year 3 PT - Year 41.2.3.4.5.6.7.8.9.10.11.12.13.14.University Class(14 weeks)University Class(14 weeks)University Class(13 weeks)University Class(13 weeks)Examination/Marking15.Examination/16. Examination/Marking17. Marking18. Clinical Education II19.(2 weeks)^20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.Examination36.ExaminationExamination37.38. Clinical Education39.III-1/2/3/4/540.(5 weeks) #41.42.43. Clinical Education44.45.46.47.48. Clinical Education I49.(2 weeks)III-1/2/3/4/5(5 weeks) #Examination/MarkingClinical EducationIII-1/2/3/4/5(5 weeks) #Clinical EducationIII-1/2/3/4/5(5 weeks) #Clinical EducationIII-1/2/3/4/5(5 weeks) #*Week 1 usually begins on the first week of September in each academic year.^For CEII, students are required to participate in different types of accredited activities in various primary healthcare settings over the study period in year 3 or 4.# For CEIII-1/2/3/4/5, students are required to complete five 5-week placement, one in each of the five specializedclinical blocks with a focus on Musculoskeletal, Cardiopulmonary, Neurology, Multi-systems, Community-BasedSettings/overseas placement respectively (all 4 credits). The sequence of CEIII-1/2/3/4/5 clinical blocks isinterchangeable without any progression model.A5

Year III – Semester IYear III – Semester IISubject Title Code Cr Subject Title Code Cr GUR(CAR)(either Sem1/2)GUR 3 3 Fundamentals of TraditionalChinese Medicine ForPhysiotherapy PracticeRS3060 3 Musculoskeletal Physiotherapy II RS3580 3 Musculoskeletal Physiotherapy III RS3680 3 Neurological Physiotherapy I RS3730 3 Neurological Physiotherapy II RS3731 3 Cardiopulmonary Physiotherapy I RS3770 3 Cardiopulmonary Physiotherapy II RS3771 2 Electrophysical Therapy II RS3780 2 Paediatric Neurology andRS3790 3Developmental Disabilities (Minor options/Free electives) Capstone Project RS4050 Cont’ (Minor options/Free electives)TOTAL CREDITS(Range 14-21)14 TOTAL CREDITS(Range 14-21)Inter-semester PeriodSummer Period Clinical Education II RS37500 [2] Clinical Education III-1RS47100 Clinical Education III-2RS4720014[4][4]Year IV – Semester IYear IV – Semester IISubject Title Code Cr Subject Title Code Cr Capstone Project RS4050 3 Clinical Education III-3 RS47300 [4] Aging and Geriatrics RS4060 2 Clinical Education III-4 RS47400 [4] Primary Health and Community RS4740 3 Clinical Education III-5 RS47500 [4]Care Musculoskeletal Physiotherapy IV RS4790 2 Acupuncture for PhysiotherapyPractice (Minor options/Free electives)RS4910 3TOTAL CREDITS(Range 13-21)13 TOTAL CREDITS 12BSc (Honours) in PhysiotherapyAcademic subjects (108 credits) + Clinical Education (23 credits)Total 1313 Student may opt to take CAR subject in semester one or two.Note #: Students can opt for a minor programme or free electives. The upper limit for credit requirementfor a Minor is 18 Credits. The maximum total number of credits allowed for graduation with minoroption or free elective is 150 credits.A7

CategoriesSubjectCodeSubject TitleCreditRS3060RS4060RS4740RS4910Fundamentals of Traditional Chinese MedicineFor Physiotherapy PracticeAging and GeriatricsPrimary Health and Community CareAcupuncture for Physiotherapy Practice3233University Based Education (Subtotal) 108CategoriesCLINICAL EDUCATION(Compulsory)Total = 23 creditsSubjectCodeRS27100RS37500RS47100RS47200RS47300RS47400RS47500Subject Title Clinical Education I Clinical Education II Clinical Education III-1 Clinical Education III-2 Clinical Education III-3 Clinical Education III-4 Clinical Education III-5Credit1244444Clinical Setting Based Education (Subtotal) 23BSc (Hons) in PHYSIOTHERAPY TOTAL CREDITS 5 131Abbreviations: Cr = credits; PT = Physiotherapy.Note:1. Student should fulfill the LCR (English) and LCR (Chinese) requirements within the first two academic years.2. Student is expected to fulfill the requirement in Leadership and intra-personal Development within the firstacademic year.3. The earliest possible time for a student to take a Service Learning subject is semester two/summer term of Year 1.4. Student is expected to complete a Healthy Lifestyle programme within the first two academic years.5. Students can choose to take a minor programme or free electives. The upper limit for the credit requirementfor a Minor is 18 credits. The maximum total credits allowed for graduation with minor option or freeelective is 150 credits.A9

7. PROGRAMME: AIMS AND INTENDED LEARNING OUTCOMES7.1 Definition of PhysiotherapyPhysiotherapy is the art and science of rehabilitation, preventing injuries anddisabilities, restoring independence and promoting a maximal level of function toindividuals with physical and psychological disorders. Physiotherapists make use ofmultiple physical means to provide patient care. Examples are cryotherapy,electrotherapy, exercise therapy, heat therapy, hydrotherapy, manual therapy andtraction, as well as assistive devices and artificial limbs to help individuals regainmaximal functional potential. The physiotherapist contributes to the multidisciplinaryteam through patient evaluation, treatment planning and delivery, education, researchand consultation in hospitals, clinics, industry and the community. (Department ofRehabilitation Sciences, The Hong Kong Polytechnic University, 1997, p.8).7.2 Programme AimsThe programme aims to produce qualified professionals who provide physiotherapyservices to promote the health of the client as well as to meet the health care needs ofsociety. Graduates possess the knowledge, skills and professional attitudes required forthe reliable, ethical and effective practice of physiotherapy. Graduates, as lifelonglearners and active consumers of the professional and scientific literature, are able tomeet their roles in developing the profession through continuing education and/orparticipating in investigative and evaluative projects. Their sense of social andprofessional responsibility is further recognized by their efforts to educate clients, thepublic and the next generation of therapists. (Prospectus for Full-time Bachelor’sDegree and Sub-Degree Programmes, The Hong Kong Polytechnic University,1998/99, p. 198).In order to achieve the above educational outcome, the faculty seeks to educate‘generalist’ practitioners in physiotherapy (Jensen et al., 1990, 1992) who engage in a‘reflective’ approach to their practice (Shepard & Jensen, 1990). This is achievedthrough structured clinical placements from subjects Clinical Education I to ClinicalEducation III-5. These physiotherapists will provide evidence-based physiotherapyservices for the spectrum of patients/clients in a variety of settings, e.g., home andwork settings, schools, hospitals, care & attention homes, community centres.Maximising the opportunities for the students to make choices and decisions within theprofessional programme is an educational goal of the faculty. Our expectation is that amore active and self-directed learning style will facilitate the future development of thestudents progressing to entry-level practitioners, as well as that of the profession.A10

7.3 Programme Intended Learning Outcomes (ILOs)Programme intended learning outcomes refer to the intellectual abilities, knowledge,skills and attributes that an all-round preferred graduate from the Bachelor of Science(Honours) in Physiotherapy programme should possess. To attain the goal ofdeveloping all-round students with professional competence, the programme intendedlearning outcome statements are encompassed in the following two categories oflearning outcomes:7.3.1 Professional/academic knowledge and skillsOn successful completion of the programme, a student will have shown that heor she can…• Appraise the health and social care needs of clients (individuals, groupsand communities), including screening, prevention, and wellnessprogrammes appropriate to physiotherapy.• Practice physiotherapy safely and effectively:i. Assess the physical, mental, environmental and cultural factorsinfluencing the patient/client, and formulate a diagnosis on the basisof physiotherapy assessment.ii. Analyze, synthesize knowledge and prioritize assessment findingsto establish functional goals with the patient/client that areachievable within a specified time period and within resourceconstraints.iii. Collaborate with patients/clients, family members, and otherprofessionals to determine a plan of care and strategies for meetingthe needs of clients that are realistic and acceptable to thepatient/client, family and therapist.iv. Implement a physiotherapy plan of care which is safe, efficient andcost-effective.v. Monitor and adjust the plan of care in response to patient/clientstatus.vi. Evaluate the outcomes(s) of all levels of physiotherapy service:individual treatment, plan of care and/or intervention programme.• Recognize his/her responsibility to deliver service and practice inaccordance with current legislation applicable to physiotherapy, tomaintain and promote the highest professional and ethical standards andto contribute to the development of the profession.• Critically evaluate published research evidence on techniques/technology and apply relevant findings to physiotherapy practice,research and education.• Demonstrate clinical decision-making skills including clinical reasoning,clinical judgment, and reflective practice to solve professional andclinical problems.A11

• Demonstrate a holistic approach to patient/client care (i.e. patient/clientcenteredcare) by drawing on an awareness of the global economic,cultural and sociological factors which may influence the context ofphysiotherapy practice.7.3.2 Attributes for all-roundednessPolyU aspires to have all students develop as all-round graduates withprofessional competence, and has identified a set of highly valued graduateattributes as the learning goals for students. While many of these graduateattributes can be developed through the curricular activities of thisprogramme, some (e.g. language proficiency, interpersonal skills,entrepreneurship, leadership and team-work, social and civic responsibility,and global outlook) are primarily addressed through co-curricular activitiesoffered by faculties, departments, and various teaching and learning supportunits of the University. Students are encouraged to make full use of suchopportunities to develop these attributes.On successful completion of the programme, a student will have shown that heor she can…Language Proficiency – Bilingualism & Professional-based Language• Use English/Chinese to articulate, analyze and evaluate information andideas.• Write (English/Chinese) reports and documents (using professionalvocabulary) with appropriate references and citations following thestandards outlined in accepted professional manuals and practiceguidelines.Communication & Interpersonal Skills• Interact effectively (active listening, speaking, body language), withclarity and cultural sensitivity, when communicating information, advice,instruction and professional opinion to patients/clients, caregivers,colleagues and the public.• Handle interpersonal situations (personal and professional issues) in anappropriate manner to reduce misunderstanding and conflict.• Demonstrate computer literacy and use current information technology inthe preparation of reports and presentations, and use visual aidseffectively to support a written/oral presentation.Problem-solving ability• Recognize and define problems (personal, professional and clinical),gather and evaluate information, analyze data, generate and implementcreative solutions, and evaluate outcomes.• Demonstrate logical and systematic thinking and draw reasonedconclusions and sustainable judgments.Personal and Professional ethics• Recognize his/her personal values and beliefs, and internalizeA12

professional ethics and values as personal beliefs.• Translate theoretical and ethical principles into responsible andaccountable professional and social behavior and conduct.Entrepreneurship, Leadership and Team-work• Supervise and manage support personnel to whom tasks have beendelegated in the workplace.• Recognize the roles and contributions of other health team members anddemonstrate the ability to adapt, to work with colleagues, and to lead.• Formulate marketing strategies to enhance service opportunities, andunderstand the concept of quality assurance for achieving qualitypracticeLife-long learning attitudeFormulate and implement a self-directed plan for personal andprofessional career development based upon self-assessment, reflectionand feedback from others.Social and Civic ResponsibilityAct responsibly as citizens fulfilling social and civic duties to promotethe quality of life in the society:i. Engage in community services, health education and promotionprojects.ii. Articulate the needs and act as an advocator for client-groups.iii. Provide consultation and education to others on physiotherapyservices using methods that meet the needs of the group.Global OutlookDemonstrate an awareness of local and international public health trendsthat may influence the context of physiotherapy practice.7.3.3 Curriculum MappingA curriculum map is presented in Appendix 1. This helps to clarify learninggoals for students and gives them an overall picture of the programmeintended outcomes. It also enables students to learn about the opportunitiesavailable in the programme through which they can develop academically,professionally and personally, so that they can better manage their learning. Itis important to emphasize that students are expected to be active andmotivated participants in the achievement of these learning outcomes as listedin sections 7.3.1 & 7.3.2.A13

8. OVERVIEW OF CURRICULUMA broader educational experience is provided to students with the inclusion of subjects in thefields of Arts and Sciences (i.e., General Education and Languages). Enhancing the overall educationalfoundation of the Physiotherapy programme provides a knowledge base that will allow the student tounderstand theory, to recognize the values of an individual or culture, to think independently andcritically and to develop communication skills.Within the educational programme, the role of the student is envisioned to change. Year Ifocuses on language and communication, leadership and intra-personal development. The Freshmanseminar serves to introduce students to the profession and the health care environment in Hong Kong, aswell as to bring them into contact with students from other health care disciplines and professional rolemodels. Year I also introduces foundation science knowledge such as functional anatomy andphysiology. Year II focuses on the unique features of professional education, as well as on the relevanceof individual subjects to the students’ professional development and practice. In subsequent subjects,instructors highlight the progression in content knowledge and skills across the cognitive, affective andpsychomotor domains. The ‘student’ role is expected to progress to that of ‘student-therapist’ by thesecond semester of Year II in preparation for the first clinical placement in the summer. In Year III,opportunities are provided for the student-therapist to practice the role of an entry-level therapist bymaking presentations to peers and professional colleagues(i.e., stimulating an interest in continuingeducation). The development of the student’s clinical decision making ability is facilitated throughphysiotherapy clinical science subjects. Guest lecturers from other professions will be invited tocontribute to the subject and serve as role-models to the collegial and collaborative nature of health care.Identifying the professional approach, and the themes and important factors underlyingthe educational programme will provide a framework upon which the students can build using theirown self-directed learning. The educational programme prepares the students to consider two principlesin their practice of Physiotherapy. The first principle reflects a holistic approach to health. The secondprinciple is focused on what occurs when the physiotherapist receives a referral for treatment. Using casestudies throughout the programme, students are given opportunities to integrate these two principles ofpractice prior to their clinical placements. These two principles are introduced in year 1, and reinforcedin professional-specific subjects, clinical placements and capstone project throughout the years of study.A holistic approach (Figure 2) to viewing the individual, i.e., patient or client, within his/herenvironment serves to highlight multiple factors which may influence the success of an intervention.Identifying the collective effort of all parties (e.g., patients/clients, professionals, caregivers, family andfriends) in the intervention process assists the students to recognize their collaborative role in providingpatient/client-centered care. Based on the patient’s/client’s needs, the therapist’s role may shift fromdirect care to that of a teacher or consultant. The World Health Organization’s (WHO) definition ofhealth and model of health status, i.e., the International Classification of Functioning, Disability andHealth (ICF) provides one framework for discussion. Exercise, in addition to remediating specificclinical problems, is presented as a means for health promotion, and injury/disease prevention for‘normal’ and special populations, including people with chronic conditions (Figure 3).The second principle of ‘PT-specific approach’ highlights what occurs when the physiotherapistreceives a referral for treatment (Figure 4). The steps in the decision-making process (Wolf, 1985;Jones, 1992) are identified in order to determine whether there are clinical problems to treat within thescope of physiotherapy and, if so, how to proceed to ensure effective, accountable practice. Objectivemeasures of outcome are used to establish a functional baseline before treatment. Interventions areselected based on the scientific and professional evidence (i.e., evidence-based practice) forA14

effectiveness. This selection requires the critical appraisal of information in order to identify testimonialversus scientific evidence. Reading to critically evaluate information is introduced as a professional skillin the first term. Throughout the professional subjects students read the scientific and professionalliterature in order to interpret and apply relevant research findings to physiotherapy practice. Aseducated consumers of the professional and scientific literature, students will be capable of applyingrelevant findings to physiotherapy practice and of selecting credible continuing education programmes.A focused development of the students’ critical appraisal skills is provided in the Critical Inquiry subjectseries (i.e., Research methods and Statistics). The development of a Capstone project allows students toengage in critical thinking and problem solving activities, creativity and innovation, global outlook,leadership and teamwork skills and entrepreneurship. The instruction and assessment of the final writtenreport on the project is carried out in Year IV and in collaboration with the English LanguageDepartment. To ensure competency in discipline-specific Chinese language, the instruction andassessment of a subject “Chinese Therapeutics in PT” is also carried out in collaboration with theChinese Language DepartmentIn summary, the following factors are highlighted in the PT-specific approach tophysiotherapy practice: the concept of international classification of functioning, disability andhealth, the use of measures, the focus on functional status, the role of critical appraisal in evidencebasedpractice, clinical reasoning, the PT as educator and communicator and the transfer ofknowledge and skills to the clinical environment. This emphasis reflects the development within theprofession as well as within the field of rehabilitation sciences (Thomas-Edding, 1987; Shepard &Jensen, 1990; Chartered Society of Physiotherapy, 1991; Commission on Accreditation in PhysicalTherapy Education, 1992; American Physical Therapy Association, 1995; Hui-Chan, 1996; WorldConfederation for Physical Therapy 2007; World Health Organisation 2002).The educational programme in physiotherapy makes use of different “themes” for theorganisation of content knowledge and specific skills, with the overall aim to prepare the graduates tomeet the competencies of an entry-level physiotherapist. Themes include: a life span perspective,health promotion for all populations, and the organization of content by body systems.A15

Figure 2. Factors Impacting an Individual’s performance – A Holistic View(Adapted from Cech & Martin, 1995)EnvironmentSocial AspectsFunctionalPerformancePersonal ProfileA16

Figure 3. ICF ModelHealth Condition(disorder/disease)BodyFunction & Structure(Impairment)Activities(Limitation)Participation(Restriction)EnvironmentalFactorsPersonalFactorsAdapted from:Towards a Common Language for Functioning, Disability and Health ICF, World Health Organization, Geneva 2002A17

Figure 4. Physiotherapy-Specific ApproachReferral“Chief Functional Complaint”----------------------------------------------Review History & Patient Report----------------------------------------Combine with Holistic Approach---Perform/Review Multidisciplinary Measures(e.g., Barthel Index; FIM: Functional Independence Measure; Quality of Life: SF-36, WHOQOL)Physiotherapy Examinationinterview / assessment procedures(global vs. focused)Determine Clinical Problems thatRefer / Consultare within the scope of PT practice with other(= PT Diagnosis) ProfessionalsSet Measurable, Functional Goals(include expected timeframe)Discharge Plan / Follow-upInfer Cause (implications: course of disease; prognosis)Prioritize GoalsChoose Methods to Measure Change(e.g., progress)Choose Methods of Intervention(Treatment)Select based on evidence = *‘Evidence-based Practice’Perform Treatment(Monitor & Adjust, as needed)If using: Exercise/Activity/Task /FunctionDetermine role of Feedback, Practice, EnvironmentMeasurement of Outcome*NOTE: Identify Level of Evidence supporting a particular intervention. Requires critical appraisal of information to identifytestimonial versus scientific evidence.Adapted from:WOLF, S.L. Clinical Decision Making in Physical Therapy. F.A. Davis, 1985, p.174.A18

9. ENTRANCE REQUIREMENTS9.1 General Entrance Requirements:* Hong Kong Diploma of Secondary Education (HKDSE) Examination with 4 coresubjects and 1 elective subject in:Level 3: English Language and Chinese Language; ANDLevel 2: Mathematics, Liberal Studies and one elective subject.9.2 Additional Entrance Requirements:* Preferred HKDSE Subjects: Biology/Combined Science with a Biology component;AND* Applicants must be able to communicate effectively in Cantonese/Putongua andEnglish; AND* Applicants should be normally fit and able to fulfill the physical requirements ofprofessional practice.A19

10. REGULATIONS FOR ASSESSMENT, PROGRESSION AND AWARD10.1 General Assessment Regulations10.1.1 Introduction The General Assessment Regulations shall govern the Bachelor of Science(Honours) Physiotherapy programme which leads to a University award.The BSc (Hons) PT programme shall, in addition, have its own programme -specific regulations, formulated within the framework of the GeneralAssessment Regulations, and students shall be advised of these regulations atthe commencement of an academic year.In this programme students progress by credit accumulation i.e. allowingcredits earned by passing individual subjects to be accumulated toward thefinal award.For the purpose of these Regulations, a subject is defined as a discrete sectionof the programme which is assigned a separate assessment. A list of subjects,together with their credit value, is shown in Table 2.10.1.2 Admission, subject registration and related regulationsAdmission and subject registrationStudent registration will be carried out only at the start of the academic year.Students are required to progress through the programme in which they haveregistered in accordance with the specified pattern.Full-time regular students are expected to complete subject registration beforethe commencement of each semester.Deferment of studyDeferment of study is granted in exceptional circumstances to those who havea genuine need to extend the maximum period of registration. Approval fromthe Department offering the programme is required. The deferment periodwill not be counted towards the maximum period of registration.Subject exemptionIf a student is exempted from taking a specified subject, the credits associatedwith the exempted subject will not be counted towards the awardrequirements. It will therefore be necessary for the student to take anotherrelevant subject in order to satisfy the credit requirement for the award. Thissubject shall be chosen in consultation with the programme leader.Credit transferIn the case of a credit transfer, students will be given credit for recognizedprevious study and the assigned credit will be counted towards meeting therequirement of the award.Credit transfer may take place with or without the grade being carried; theformer should normally occur only when the credits to be transferred havebeen gained from PolyU.Normally, not more than 50% of the credit requirement for the award may betransferred from approved institutions outside the University.For transfer of credit from programmes offered by PolyU, normally not morethan 67% of the credit requirement for the award can be transferred.A20

In the cases where both types of credits are transferred (i.e. from programmesoffered by PolyU and from approved institutions outside the University), notmore than 50% of the credit requirement for the award may be transferred.The validity period of credits previously earned, is 8 years after the year ofattainment.10.2 Regulations for assessment, progression and awardAssessment10.2.1 Assessment of learning and assessment for learning are both important forassuring the quality of student learning. Assessment of learning is to evaluatewhether students have achieved the intended learning outcomes of thesubjects that they have taken and have attained the overall learning outcomesof the academic programme at the end of their study at a standard appropriateto the award. Appropriate methods of assessment that align with the intendedlearning outcomes will be designed for this purpose. The assessment methodswill also enable the teacher to differentiate students’ different levels ofperformance within the subject. Assessment for learning is to engage studentsin productive learning activities through purposefully designed assessmenttasks.Purpose of assessment10.2.2 The purpose of assessment within this programme is consistent with thatoutlined in the University guidelines. The faculty seek to ensure that thestudent has met the objectives and intended learning outcomes of individualsubjects as well as the aims and intended learning outcomes of the programmeoverall. Within a given subject, assessment serves a dual purpose: to providefeedback to the student, and to determine whether the student has met theobjectives and intended learning outcomes of the subject. Assessment goesbeyond the recall of information, to include methods which recognise thestudent’s ability to seek information, and to analyse, interpret and criticallyapply this information. Timely feedback should be provided to students sothat they are aware of their progress and attainment for the purpose ofimprovement.Assessment rationale10.2.3 Assessment methods adopted in this programme are appropriate for theachievement of the subject aims and intended learning outcomes, andultimately, the programme aims and intended learning outcomes.10.2.4 Students are required to demonstrate their knowledge and comprehension ofthe required subjects. The acquisition of factual information is essential sothat students can analyze, assimilate and apply this knowledge in both thephysiotherapy-specific subjects and in the clinical education subjects. Thestudents' grasp of concepts is assessed by oral and written presentations ofvarious types. The development of skills is assessed through such means aspractical work, reports, laboratory reports and tests.10.2.5 The achievement of programme aims related to the acquisition of attributessuch as independent thought/action and communication skills is assessed in arange of work modes throughout the programme, e.g., oral case presentations.A21

The acquisition of these professional attributes is further reinforced in theclinical education component. The intellectual skills required of a competentpractitioner are assessed through project work, assignments and essaysrequiring background reading.10.2.6 Achievement of the programme aims relating to the development of skills ofinquiry and the development of a critical and analytical approach is assessedthrough the subjects of Research Methods and Statistics, Capstone Project andClinical Education.10.2.7 The assessment of the programme aims and objectives specific to the practiceof Physiotherapy depends on the integration of theory and practice in theapplication of clinical problem solving skills.10.2.8 The assessment methods adopted for Clinical Education subjects are designedto ensure that the student's ability in clinical reasoning develops as theacademic programme progresses. As Clinical Education is an integral part ofthe programme, the assessment takes a holistic view of the Physiotherapyprocess.Methods of assessment10.2.9 Throughout the programme, a subject is assessed on the basis of courseworkand, in some subjects, a final examination.Continuous assessment10.2.10 Students in their first year spend more time learning theory and knowledgeand less time learning application. The majority of the subjects in theprogramme are assessed by means of continuous assessment, which isconsidered to encourage the student to work steadily and progressivelythroughout the semester. It is therefore essential for the achievement ofhorizontal integration and vertical development of subjects within eachsemester/ year and progressively through the programme.10.2.11 Continuous assessment may be in the form of tests, assignments, laboratorywork, practical work, essays, case studies, project work or field work. Theformat and the relative weighting allocated for each subject is specifiedclearly in the subject syllabi. Continuous Assessment assignments whichinvolve group work should nevertheless include some individual componentstherein. The contribution made by each student in continuous assessmentinvolving a group effort shall be determined and assessed separately, and thiscan result in different grades being awarded to students in the same group.Examination10.2.12 Examinations may take place at the end of Semester I or Semester II or at theend of the academic year, or both. All examinations planned for thisprogramme are in written form. Questions may be essay-type, short answer,multiple choice, etc., the details of which are set out in the syllabi of theindividual subjects. Students will be informed in advance of the format of theexamination paper.A22

10.2.13 It will be the responsibility of each subject examiner to compile allexamination question papers which will be checked by the programme leader.Timing of continuous assessment and examination10.2.14 This may take many different forms, as stated above, and occur at intervalsthroughout the year. A calendar with the timing and nature of the assessmentsfor each subject is presented to the students at the start of the academic year.One of the responsibilities of the subject examiner is to spread the programmeworkload evenly throughout the year and to maximize the advantages of thisform of assessment. Students will be notified in advance of the timing of theassessments/examinations.10.3 Grading10.3.1 A student’s overall performance in a subject shall be assessed as follows:GradeDescriptionA+ Exceptionally OutstandingAOutstandingB+ Very GoodBGoodC+ Wholly SatisfactoryCSatisfactoryD+ Barely SatisfactoryDFBarely AdequateInadequate10.3.2 A numeral grade point is assigned to each subject grade, as follows:Grade Grade PointA+ 4.5A 4.0B+ 3.5B 3.0C+ 2.5C 2.0D+ 1.5D 1.0F 010.3.3 At the end of each semester, a Grade Point Average (GPA) will be computedas follows, and based on the grade point of all the subjects: Subject Grade Point x Subject Credit ValuenGPA = _______________________________________ Subject Credit ValuenA23

Where n = number of all subjects (inclusive of failed subjects) taken by thestudent up to and including the latest semester. For subjects which have beenretaken, only the grade point obtained in the final attempt will be included in theGPA calculation.In addition, the following subjects will be excluded from the GPA calculation:• Exempted subjects• Ungraded subjects• Incomplete subjects• Subjects for which credit transfer has been approved without any gradeassigned #• Subjects from which a student has been allowed to withdraw (i.e. those withthe grade “W”)# Subjects taken in PolyU or elsewhere and with grade assigned, and for which credit transferhas been approved, will be included in the GPA.Any subject which has been given an “S” code, i.e. absent from examination,will be included in the GPA calculation and will be counted as “zero” gradepoint. The GPA is thus the unweighted cumulative average calculated for astudent, for all relevant subjects taken from the start of the programme to aparticular point of time. GPA is an indicator of overall performance. The GPAis capped at 4.0.10.4 Progression10.4.1 Board of ExaminersA Board of Examiners is appointed for each programme leading to aUniversity award. It is required to follow the University's General AssessmentRegulations, as well as the specific regulations approved for the programme.The Board of Examiners shall, at the end of each semester, determine whethereach student is(i) eligible for progression towards an award; or(ii) eligible for an award; or(iii) required to be deregistered from the programme.10.4.2 When a student has a Grade Point Average (GPA) lower than 2.0, he/she willbe put on academic probation in the following semester. Once the student isable to improve his/her GPA up to 2.0 or above at the end of the semester, thestatus of “academic probation” will be lifted. The status of “academicprobation” will be reflected in the examination result notification but not inthe transcript of studies.10.4.3 A student will have `progressing' status unless he/she falls within any one ofthe following categories which may be regarded as grounds for deregistrationfrom the programme:(i) the student has exceeded the maximum period of registration which is 8years;(ii) the student’s GPA is lower than 2.0 for two consecutive semesters andhis/her Semester GPA in the second semester is also lower than 2.0; orA24

10.9.3 The following are guidelines for Boards of Examiners’ reference indetermining award classifications:HonoursDegreeGuidelines1 st The student has reached a standard of performance/attainment which is outstanding, and which identifies him /her as exceptionally able in the field covered by theprogramme in question.2: i The student has reached a standard of performance /attainment which is more than satisfactory but which is lessthan outstanding.2: ii The student has reached a standard of performance /attainment judged to be satisfactory, but which is clearlyhigher than the ‘essential minimum’ required for graduation.3 rd The student has attained the ‘essential minimum’ requiredfor graduation at a standard ranging from just adequate tojust satisfactory.10.9.4 There is no requirement for the Board of Examiners to produce award listswhich conform to the guidelines in Section 10.9.3.10.9.5 Under exceptional circumstances, a student who has completed an Honoursdegree programme, but has not attained Honours standard, may be awarded aPass-without-Honours degree. A Pass-without-Honours degree award will berecommended when the student has demonstrated a level of final attainmentwhich is below the 'essential minimum' required for graduation with Honoursfrom the programme in question, but when he / she has nonetheless coveredthe prescribed work of the programme in an adequate fashion, while failing toshow sufficient evidence of the intellectual calibre expected of Honoursdegree graduates. For example, if a student in an honours degree programmehas a GPA of 2.0 or more, but his Weighted GPA is less than 2.0, he may beconsidered for a Pass-without-honours classification. A Pass-without-Honoursis an unclassified award, but the award parchment will not include thisspecification.10.10 Checking of eligibility for graduation10.10.1 The computer system will identify potential graduates by generating potentialgraduate lists after the end of each semester. The system will check thefollowing to determine students' eligibility for graduation:(i)(ii)(iii)(iv)the compulsory subject requirements; andcredit requirements for the BSc (Hons) PT award; andGeneral University Requirements (GUR); andthe minimum GPA value required for graduation10.10.2 Departments will ensure that students wishing to graduate will havecompleted all necessary subjects by the desired graduation date, and willA28

verify the eligibility of students for awards. The potential graduates identifiedby the computer system will be brought to the attention of the ProgrammeLeader for verification, and will then be presented to the BoE fordetermination of the award classifications.10.10.3 Self-paced students will be made aware that they have the primaryresponsibility to ensure that they meet the necessary graduation requirementswithin the maximum period of registration and to declare their wish tograduate at an appropriate time in advance.10.11 Subject Results10.11.1 Subject Lecturers have sole responsibilities for marking students' courseworkand examinations scripts, grading them, finalising the results and informingeach student of his/her results, in respect of the subject they teach. In thisregard, Subject Lecturers will be accountable to the Head of the subjectoffering Department, to ensure that the scripts are correctly marked andgraded, and to avoid administrative errors at all times.10.11.2 Subject Assessment Review Panel (SARP) may also be formed by the Headof the Department offering the subjects to review and finalise the subjectgrades for submission to the Board of Examiners. Each Department may formone Subject Assessment Review Panel to take care of all subjects it offers.10.11.3 The authority for approving the overall results of students rests with the Boardof Examiners (BoE).10.12 The roles of the Board of Examiners and Faculty BoardRole of Board of Examiners10.12.1 Each programme will have a Board of Examiners which will meet at the endof each semester.10.12.2 The Head of the Department is to be Chairman of the Board of Examiners.The minimum number of members of a BoE (including the Chairman, butexcluding the Secretary) should be five, and it should be composed of staffmembers associated with the programme/scheme concerned and some othersenior staff members. The Programme Leader will be an ex-officio member ofthe Board. The membership should be proposed by the Head and endorsed bythe Dean.10.12.3 This Board will not attempt to change grades for any student in any subject.10.12.4 The Board will consider the following:(i) problematic cases such as cases for de-registration;(ii) classifications students’ awards; and(iii) cases with extenuating circumstances10.12.5 Under the credit-based system, a student progresses by subject rather than byyear/semester. Therefore, the Board of Examiners need not be concernedabout decisions relating to progression by year/semester nor be concernedabout subject borderline cases.A29

Role of Faculty Board10.12.6 Faculty Board will ratify the decisions made by the Board of Examinerswithout duplicating the effort of the latter. It should deal with individualcases only when extenuating circumstances have played a role.10.12.7 For cases outside the provision of programme requirements and Universityregulations, the decisions of Faculty Board (in accordance with the existingterms of reference) will be referred to the Academic Regulations Committeefor ratification. Recommendations regarding the granting of aegrotat awardwill be referred to the Faculty Board for approval.10.12.8 The Faculty Board should be presented with statistical information on studentperformance in each programme.A30

11. Departmental Policy / Guideline on Student MisconductDepartment of Rehabilitation SciencesThe Department of Rehabilitation Sciences takes a strong stand against student misconduct. Thefollowing policy / guideline assists both students and staff in dealing with student misconduct.The Department expects the following conduct from students: To abide by the University's expectation of student conduct (refer to PolyU Student Handbook) To attend classes regularly and punctually, and behave appropriately in classes at all times. To practice ethical decision-making. To act honestly in examinations (written and practical), tests, assignments, reports and projects. To avoid plagiarism.Academic misconduct includes (the list is not exhaustive) Plagiarism means "to take (words, ideas, etc.) from someone else's work and use them in one'sown work without admitting one has done so". 1 It includes inappropriate paraphrasing, buildingon someone's ideas without citation, copying from another source without citing (on purpose orby accident). 2 The PolyU Student handbook emphasizes that plagiarism includes intent toplagiarize, and that this intent will be assumed. 3 Cheating, which may include handing in someone else's paper as your own, or borrowing or stealing a paper with orwithout the knowledge of the other student; hiring someone to write your paper; sharing an assignment or report when individual work is required; impersonating another student or cheating during examinations (written and/or practical),or tests (written and/or practical) . Submitting the same piece of work twice without prior approval. Helping another student commit wrongful acts.Penalty – PolyU Student Handbook Disciplinary action against any misconduct may include: reprimand fine suspension from use of PolyU’s facilities for a specified period suspension of studies for a specified period expulsion for a specified period or indefinitely any other penalties as considered appropriate.Penalty for academic offences - RS Dept:The minimum penalty for any misconduct is a note in the student’s record and the maximum penalty isexpulsion from the programme. For plagiarism or cheating in academic work, the penalties are: 1 st offence of academic misconduct The student will receive a failing grade on the component of assessment or in the subject inwhich the misconduct was identified. The subject leader will notify the programme leader and a permanent record of this event willbe placed in the student's file. The programme leader will notify the Head of Department, and send a warning letter to thestudent. 2nd offence of academic misconduct The case will be referred to the Student Discipline Committee for investigation and decision. Ifthe student is found guilty of the alleged offence, penalties considered appropriate by theStudent Discipline Committee may be imposed, depending on the seriousness of the case. 3 Thepenalty may result in suspension or expulsion.A31

Guidelines for staffStaff will: Provide students with opportunities to understand the nature and penalty of academicmisconduct, and how to avoid committing the offences. Provide written instructions and guidelines to students on conduct during examinations and tests(written and/or practical). Provide written instructions and guidelines to students on assignment and report writing,including how to avoid plagiarism. For suspected and/or proven plagiarism cases, interview and caution students; take necessaryactions; adopt an educational approach; inform programme leader.Reference:1. Longman Dictionary of Contemporary English, (1987). Harlow, Essex : Longman, p.7842. Purdue University Writing Lab. Web source - http://owl.english.purdue.edu3. Student Hand Book, The Hong Kong Polytechnic University. (see “Conduct and Disciplines –Academic Studies”).BibliographyPurtilo, R. (1999). Ethical Dimensions in the Health Professions. 3 rd Edition. Ch.6. Philadelphia: Saunders.University of Northern British Columbia. Web source: http://www.unbc.ca/lsc/handouts/writing.htmlWebsites for information on academic writing:http://edc.polyu.edu.hk/PSP/student.htmhttp://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarizehttp://www.plagiarism.org/http://plagarism.comhttp://www.northwestern.edu/uacc/plagiar.htmlhttp://owl.english.purdue.edu/http://www.powa.org/http://www.unbc.ca/lsc/handouts/writing.htmlA32

APPENDICESPART AA0

RS47500RS47400RS47300RS4910RS4790RS4740RS4060RS4050RS47200RS47100RS3790RS3771RS3731RS3680RS3060RS37500RS3780RS3770RS3730RS3580RS27100RS3830RS3660RS3030RS2730RS2670RS2780RS2700RS2050RS2690RS2660RS2040A33Appendix 1Curriculum MapThis curriculum map gives a holistic view of the degree to which each intended learning outcome will be taught and assessed in BSc (Hons) in Physiotherapy programme.The following indicators (I, R, A) show the treatment of the programme intended learning outcomes in a subject:I (Introduced) That the learning leading to the particular intended outcome is introduced in that subject.R (Reinforced) That the learning leading to the particular intended outcome is reinforced/emphasized in that subject.A (Assessed) That the performance which demonstrates the particular intended outcome is assessed in that subjectProgramme IntendedLearning OutcomesProfessional/academicknowledge and skills1 Appraise the health andsocial care needs of clients(individuals, groups andcommunities), includingscreening, prevention, andwellness programmesappropriate to physiotherapyIIAIIARARARAIAIARARARRAIRRARARARRARARAIRAIRAARARARARA2Practice physiotherapy safelyand effectivelyIRIAIAIAIAIAIRAIRAIARARAIRARARAIRRARARARARARARIRAIRARARARARARA3 Recognize his/herresponsibility to deliverservice and practice inaccordance with currentlegislation applicable toI I R I I RRAIAIRARRRARAR R R RRARARIRIRRRARARARA

RS47500RS47400RS47300RS4910RS4790RS4740RS4060RS4050RS47200RS47100RS3790RS3771RS3731RS3680RS3060RS37500RS3780RS3770RS3730RS3580RS27100RS3830RS3660RS3030RS2730RS2670RS2780RS2700RS2050RS2690RS2660RS2040A34Programme IntendedLearning Outcomesphysiotherapy and tomaintain and promote thehighest professional andethical standard and tocontribute to thedevelopment of theprofession4 Critically evaluate publishedresearch evidence ontechniques / technology andapply relevant findings tophysiotherapy practice,research and educationIRRAIIRAI R RIRAIRARAR R IRARAR R R RRAIRARAA R R R R5 Demonstrate clinicaldecision-making skillsincluding clinical reasoning,clinical judgment, andreflective practice to solveprofessional and clinicalproblemsIRAIIIRAIARRRAIARARARARAIRRARARARRARARRARAARRARARA6 Demonstrate a holisticapproach to patient/clientcare (ie. patient/clientcenteredcare) by drawing onthe awareness of the globaleconomic, cultural andsociological factors whichmay influence the context ofphysiotherapy practice.IIAR I I IRARIARARAIARAIRARARAIRARARRIRARRARARARA

RS47500RS47400RS47300RS4910RS4790RS4740RS4060RS4050RS47200RS47100RS3790RS3771RS3731RS3680RS3060RS37500RS3780RS3770RS3730RS3580RS27100RS3830RS3660RS3030RS2730RS2670RS2780RS2700RS2050RS2690RS2660RS2040A35Programme IntendedLearning OutcomesAttributes for allroundedness7Language Proficiency –Bilingualism & ProfessionalbasedLanguageRARAIRRAIRIRRAIRARARARARARARARARARARARRARARRARARARARAARARARARA89Communication &Interpersonal SkillsProblem-solving abilityIRAIAIRIRAIAIARAIRAIIRARIAIRAIRAIRAIRAIARARARARAIAIRARARAIRARARARARARARARARRRRAIRARARARARIRARARARARARRARARARARARARARARARARARARARARA1011121314Personal and ProfessionalethicsEntrepreneurship, Leadershipand Team-workLife-long learning attitudeIIIIAIAR I I IA IRAR I I RI R I R I I R R R R R R ISocial and CivicResponsibility I I I IGlobal OutlookI I I IIRRARARARAIRRAIAIRAIRARARIRRIRRARR R IRARARARARARR R R RRARAIRIRIRR R RR R RI I I R R I I I R R IRARARARARARARARARARRARRARARRIRRAIRAIRARAIRARRRRRRARAIRARARARARARARARARARARARARAR R R R R

Appendix 2Summary of General University Requirements (GUR)To be eligible for an award under the 4-year full-time undergraduate curriculum, a student must satisfythe following General University Requirement (GUR) in addition to other requirements as listed in 10.8in this definitive document:(a) Language and Communication Requirements 9 credits(b) Freshman Seminar3 credits(c) Leadership and Intra-Personal Development 3 credits(d) Service-Learning3 credits(e) Cluster Areas Requirement (CAR) 12 credits(f) China Studies Requirement (3 of the 12 CAR credits)(g) Healthy LifestyleNon-credit bearingTotal = 30 credits(a)Language and Communication Requirements (LCR)EnglishAll undergraduate students must successfully complete two 3-credit English language subjects asstipulated by the University (Table 1). These subjects are designed to suit students’ different levels ofEnglish language proficiency at entry, as determined by their HKDSE score or the English LanguageCentre (ELC) entry assessment (when no HKDSE score is available).Students who can demonstrate that they have achieved a level beyond that of the LCR proficient levelsubjects as listed in Table 2 (based on an assessment by ELC) may apply for subject exemption or credittransfer of the LCR subject or subjects concerned.Table 1: Framework of English LCR subjectsHKDSE Subject 1 Subject 2Level 5 orequivalentAdvanced English for University Studies(ELC1014)3 creditsAny LCR Proficient level subject in English(see Table 2)3 creditsLevel 4 orequivalentLevel 3 orequivalentEnglish for University Studies(ELC1012/1013)3 creditsPractical English for University Studies(ELC1011)3 creditsAdvanced English for University Studies(ELC1014)3 creditsEnglish for University Studies(ELC1012/1013)3 creditsTable 2: LCR Proficient level subjects in EnglishFor students entering Advanced English Reading and Writing Skillswith HKDSE Level 5, (ELC2011)or at an equivalent levelor abovePersuasive Communication (ELC2012)3 credits eachEnglish in Literature and Film (ELC2013)A36

ChineseAll undergraduate students are required to successfully complete one 3-credit Chinese language subjectas stipulated by the University (Table 3). These Chinese subjects are designed to suit students’ differentlevels of Chinese language proficiency at entry, as determined by their HKDSE score or the ChineseLanguage Centre (CLC) entry assessment (when no HKDSE score is available). Students can also opt totake additional Chinese LCR subjects (Table 5) in their free electives.Students who are non-Chinese speakers (NCS), or whose Chinese standards are at junior secondary levelor below, will also be required to take one LCR subject specially designed to suit their languagebackground and entry standard as shown in Table 4.Students who can demonstrate that they have achieved a level beyond that of the course “AdvancedCommunication Skills in Chinese” as listed in Table 3 (based on an assessment made by CLC) mayapply for subject exemption or credit transfer of the LCR subject concerned.Table 3: Framework of Chinese LCR subjectsRequired subjectHKDSE Level 4 and 5 orequivalentHKDSE Level 3 or equivalentAdvanced Communication Skills in Chinese(CBS1102P)3 creditsFundamentals of Chinese Communication(CBS1101P)3 creditsFor non-Chinese speakers orstudents whose Chinesestandards are at juniorsecondary level or belowone subject from table 4 belowTable 4: Chinese LCR Subjects for non-Chinese speakers or students whose Chinese standards are atjunior secondary level or belowSubjectChinese I (for non-Chinesespeaking students)Chinese II (for non-Chinesespeaking students)Chinese III (for non-Chinesespeaking students)Chinese Literature – Linguisticsand Cultural Perspectives (fornon-Chinese speaking students)Pre-requisite/exclusionFor non-Chinese speaking students atbeginners’ levelFor non-Chinese speaking students; andStudents who have completed Chinese I orequivalentFor non-Chinese speaking students at highercompetence levels; andStudents who have completed Chinese II orequivalentFor non-Chinese speaking students at highercompetence levels3 creditseachA37

Table 5: Other LCR Electives in ChineseSubjectPre-requisite/exclusionChinese and the Multimedia For students entering with HKDSE level 4 orabove; or students with advanced competence level asdetermined by the entry assessment; or Students who have completed “Fundamentalsof Chinese Communication”3 creditseachCreative writing in Chinese For students entering with HKDSE level 4 orabove; or students with advanced competence level asdetermined by the entry assessment; or Students who have completed “Fundamentalsof Chinese Communication”Elementary CantoneseFor students whose native language is not CantonesePutonghua in the Workplace Students have completed “Fundamentals ofChinese Communication” or could demonstratethe proof with basic Putonghua proficiency For students whose native language is notPutonghuaWriting RequirementIn additional to the LCR in English and Chinese explained above, all students must also, among theCluster Areas Requirement (CAR) subjects they take (see section (e) below), pass one subject thatincludes the requirement for a substantial piece of writing in English and one subject with therequirement for a substantial piece of writing in Chinese.Reading RequirementAll students must, among the CAR subjects they take, pass one subject that includes the requirement forthe reading of an extensive text in English and one subject with the requirement for the reading of anextensive text in Chinese.A list of approved CAR subjects for meeting the Writing Requirement (with a “W” designation) and formeeting the Reading Requirement (with an “R” designation) is shown at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(b) Freshman SeminarAll students must successfully complete, normally in their first year of study, one 3-creditFreshman Seminar offered by their chosen Broad Discipline. The purpose is to (1) introducestudents to their chosen discipline and enthuse them about their major study, (2) cultivatestudents’ creativity, problem-solving ability and global outlook, (3) give students exposure to theconcepts of, and an understanding of, entrepreneurship, and (4) engage students, in their first yearof study, in desirable forms of university learning that emphasise self-regulation, autonomouslearning and deep understanding.A list of Freshman Seminars offered by the Broad Disciplines can be found at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(c)Leadership and Intra-Personal DevelopmentAll students must successfully complete one 3-credit subject in the area of Leadership and Intra-Personal Development, which is designed to enable students to (1) understand and integrateA38

theories, research and concepts on the qualities (particularly intra-personal and interpersonalqualities) of effective leaders in the Chinese context, (2) develop greater self-awareness and abetter understanding of oneself, (3) acquire interpersonal skills essential for functioning as aneffective leader, (4) develop self-reflection skills in their learning, and (5) recognise theimportance of the active pursuit of knowledge on an intra-personal and interpersonal level and itsrelationship to leadership qualities.A list of designated subjects for meeting the leadership and intra-personal developmentrequirement is available at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(d) Service-LearningAll students must successfully complete one 3-credit subject designated to meet the servicelearningrequirement, in which they are required to (1) participate in substantial communityservice or civic engagement activities that will benefit the service users or the community at largein a meaningful way, (2) apply the knowledge and skills acquired from their Major or otherlearning experiences at the University to the community service activities, and (3) reflect on theirservice learning experience in order to link theory with practice for the development of a strongersense of ethical, social and national responsibility.A list of designated subjects for meeting the service-learning requirement is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(e)Cluster Areas Requirement (CAR)To expand students’ intellectual capacity beyond their disciplinary domain and to enable them totackle professional and global issues from a multidisciplinary perspective, students are required tosuccessfully complete at least one 3-credit subject in each of the following four Cluster Areas: Human Nature, Relations and Development Community, Organisation and Globalisation History, Culture and World Views Science, Technology and EnvironmentA list of CAR subjects under each of the four Cluster Areas is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(f)China Studies RequirementOf the 12 credits of CAR described in (e) above, students are required to successfully complete aminimum of 3 credits on CAR subjects designated as “China-related”. The purpose is to enablestudents to gain an increased understanding of China (e.g., its history, culture and society, as wellas emerging issues or challenges).A list of approved CAR subjects for meeting the China Studies Requirement is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm(g)Healthy LifestyleHealthy lifestyle is the platform for all-round development. All students are required tosuccessfully complete a non-credit-bearing programme in healthy lifestyle offered by the StudentAffairs Office. The programme will cover: (1) fitness evaluation, (2) concepts on health andfitness, (3) sports skills acquisition, and (4) exercise practicum. More details can be found at:http://www.polyu.edu.hk/sao/hlrA39

Appendix 3References / Resource ReadingAmerican Physical Therapy Association, Education Division (1995). A Consensus Model of PhysicalTherapist Professional Education. 3rd revision. Alexandria, VA: American Physical TherapyAssociation (APTA).Biggs JB, Telfer R (1987). The Process of Learning. Sydney: Prentice-Hall.Carter P, Chan C, Everitt A, Ng I, Tsang NM (1992). Reflecting on Supervision: supervising students inpractice. 1st ed. Hong Kong: Dept. of Applied Social Studies, The Hong Kong Polytechnic University.Cech D, Martin S (1995). Functional Movement Development Across the Life Span. Philadelphia: WBSaunders.Chartered Society of Physiotherapy (1991) Curriculum of Study. 1st ed. London: The Chartered Societyof Physiotherapy.Commission on Accreditation in Physical Therapy Education (1992). Evaluative Criteria forAccreditation of Education Programs for the Preparation of Physical Therapists. Alexandria, VA:American Physical Therapy Association (APTA).Foster G (1995). Design of University Courses and Subjects: A Strategic Approach. Green Guide No.15. Australian Capital Territory: Higher Education Research and Development Society of Australasia(HERDSA).Gibbs G (1990). Learning by Doing: A Guide to Teaching and Learning Methods. Birmingham:Birmingham Polytechnic.Hui-Chan CWY (1996). Physiotherapy education: towards the 21st century, Hong Kong PhysiotherapyJournal 14: 1-3.Jensen GM, Shepard KF, Gwyer J, Hack LM (1992). Attribute dimensions that distinguish master andnovice physical therapy clinician in orthopedic settings, Physical Therapy 72: 710-722.Jensen GM, Shepard KF, Hack LM (1990). The novice versus the experienced clinician: insights into thework of the physical therapist, Physical Therapy 70: 314-323.Jones AYM (1996). Independent learning using seminar presentation - an audit of education practice,Hong Kong Physiotherapy Journal 14: 11-15.Jones MA (1992). Clinical reasoning in manual therapy, Physical Therapy 72: 875-884.Jones AYM, Mak MKY, Ferguson RA (1996). Evaluation of the undergraduate physiotherapy educationin Hong Kong, Hong Kong Physiotherapy Journal 14: 5-10.Kolb DA (1984). Experiential Learning. New Jersey: Prentice-Hall.Reay R (1986). Bridging the gap: a model for integrating theory and practice, British Journal of SocialWork 16: 49-64.Ramsden P (1992). Learning to Teach in Higher Education. London: Routledge.A40

Shepard KF, Jensen GM (1990). Physical therapist curricula for the 1990’s: educating the reflectivepractitioner, Physical Therapy 70: 566-577.Thomas-Edding D (1987). Clinical problem solving in physical therapy and its implications forcurriculum development. In: Proceedings of the 10th International Congress of the World Confederationfor Physical Therapy, May 17-22, Sydney, Australia, pp. 100-104.Watts NT (1990). Handbook of Clinical Teaching: Exercises and guidelines for health professionalswho teach patients, train staff or supervise students. Edinburgh: Churchill Livingstone.Webb CYY (1996). The clinical competence of recent Hong Kong physiotherapy graduates as perceivedby themselves and by other practising physiotherapists, Hong Kong Physiotherapy Journal 14: 17-21.Wolf SL (1985). Clinical Decision Making in Physical Therapy. Philadelphia: FA Davis.Zimny NJ, Tandy CJ (1989). Problem-knowledge coupling: a tool for physical therapy clinical practice,Physical Therapy 69: 155-161.A41

PART BSYLLABI OF SUBJECTS

YEAR ONESEMESTER 1

Subject CodeSubject TitleCredit Value 3Level 2Pre-requisite /Co-requisite/ExclusionObjectivesABCT2326(with contribution from FHSS academic staff)HUMAN PHYSIOLOGYNilBy completing this subject using an organ system-based approach in teaching andlearning, students will be able to demonstrate a basic understanding of the functionof the human body and the physiological mechanisms of the operation of majorbody systems.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusUpon completion of the subject, students will be able to:(a) Demonstrate a basic understanding of the different levels from cells to systemsof body organization;(b) Understand the function and inter-relatedness of the major body systems;(c) Describe the basic physiologic mechanisms of how body systems work andinteract;(d) Discuss the importance of communication and homeostasis at different levelsof body organization in health and disease;(e) Collect and interpret the data derived from scientific experimentation toaddress physiological question.Indicative ContentIntroduction to cell physiology (structure and function of cell organelles; plasmamembrane; cytoplasm and its organelles; nucleus and gene expression; proteinsynthesis and secretion; DNA synthesis and cell division)Level of body organization from cells to systems (homeostasis and feedbackcontrol; primary tissues; organization of organs and systems)Body systems including1) Respiratory system (structure of respiratory system; physical aspects ofventilation; mechanics of breathing; gas exchange; transport of blood gases;regulation of breathing; control of ventilation rate)2) Cardiovascular system (structure of heart; cardiac cycle; electrical activityof heart; nervous and endocrine control of cardiac function; bloodcomposition; overview of blood vessels; systemic, pulmonary and lymphaticcirculations; cardiac output; haemodynamics and regulation of blood flow)3) Renal system (structure of renal system; structure and function of nephron;glomerular filtration; water and salt reabsorption; renal plasma clearance;renal control of electrolyte and acid base balance)4) Digestive system (digestion and absorption; from mouth to stomach; smallintestine; large intestine; digestive role of liver, gallbladder and pancreas;neural and endocrine regulation of digestive process)5) Nervous system (structure and function of neurons and synapses; electricalactivity of neurons; overview of membrane potential, grade potential andaction potential; mechanism of neurotransmission; organization and functionof central and peripheral nervous system and autonomic nervous system;sensory and motor cortex)6) Reproductive system (male and female reproductive physiology; endocrineregulation of reproduction; menstrual cycle; fertilization and pregnancy)7) Endocrine system (endocrine glands; classification and function ofhormones; mechanisms of hormone action; control of hormone secretion;pituitary, adrenal, thyroid glands and pancreas; autocrine and paracrineregulation; physiological link of nervous and endocrine systems)8) Musculoskeletal system (structure of skeletal muscle; classification ofmuscle and muscle contraction, mechanism of muscle contraction; energyB1

equirement of skeletal muscle; neural control of muscle contraction;structure of bone and cartilage; growth and remodeling of bone; calciumhomeostasis)9) Immune system (defense mechanisms; B and T lymphocytes; active andpassive immunity; diseases caused by immune system)Teaching/LearningMethodologyLecture will be used to explain and impart understanding of the factual materialincluding basic concepts and principles of physiology. Mass lecturing with the aidsof multimedia tools such as animations will be adopted to facilitate the conceptuallearning of the students.Tutorial will be used to supplement lectures. The tutorial will be conductedseparately based on the grouping of health professional disciplines. Tutorial willinclude the use of interactive multimedia, online activities and case study toreinforce important concepts. Class activities involving physiological problems inhealth professions will be designed to engage students’ learning in regard to theirhealth care disciplines.Laboratory Practical will be used to introduce the scientific experimentationconsisting of data collection and interpretation for addressing physiologicalquestions. Practical will be focused on the investigation of cardiovascular,pulmonary and endocrine physiological response to different stimuli.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d eContinuous50% AssessmentExamination 50% Total 100%Continuous AssessmentIn-class quizzes and mid-term test will be used to assess the intended learningoutcomes (a) to (d). The continuous assessment will also consist of practicallaboratory reports which will assess the intended learning outcome (e).ExaminationThe examination will consist of multiple choice questions and short questions. Thequestions will be designed to assess the intended learning outcomes (a) to (d).*Students are required to obtain a grade D or above in both the continuousassessment and examination components in order to pass the whole subject.Student Study EffortExpectedClass contact:(42 Hrs)• Lecture 24 Hrs• Tutorial 12 Hrs• Practical 6 HrsReading List andReferencesOther student study effort:• Independent study and preparation for mid-term test andexaminationTotal student study effort:TextbookHuman Physiology (2010) 12 th Ed. Fox SI. Publisher: McGraw Hill.(84 Hrs.)84 Hrs126 HrsB2

Seeley’s Anatomy and Physiology (2010) 9 th Ed. Vanputte C, Regan J & Russo A.Publisher: McGraw Hill.Suggested Reference BooksVander’s Human Physiology: The Mechanisms of Body Function (2010) 12 th Ed.Widmaier EP, Raff H & Strang KT. Publisher: McGraw Hill.Fundamentals of Physiology: A Human Perspective (2011) 4 th Ed. Sherwood L.Publisher: Brooks Cole.Human Physiology: From Cells to Systems (2008) 7 th Ed. Sherwood L. Publisher:Brooks Cole.Human Physiology: An Integrated Approach (2009) 5 thPublisher: Benjamin Cummings.Ed. Silverthorn DU.Fundamentals of Anatomy & Physiology (2008) 8 th Ed. Martini FH & Nath JL.Publisher: Benjamin Cummings.Laboratory Manual for Anatomy and Physiology (2009) 3 rd Ed. Allen C & HarperV. Publisher: Wiley.B3

Subject CodeSubject TitleCredit Value 3HSS1010FRESHMAN SEMINAR FOR BROAD DISCIPLINE IN HEALTH SCIENCELevel 1, Year 1-Semester 1Pre-requisite / NilCo-requisite/ExclusionObjectives To introduce students to academic integrity, various health disciplines and excite themabout their major area of study within health science, cultivate their creative thinkingand problem solving abilities in health disciplines and encourage inter-disciplinaryactivities, introduce students to health-related entrepreneurship and facilitate students’engagement in university learning that emphasizes deep and self-directed learning.Intended LearningOutcomesUpon completion of the subject, students will be able:(a) To be aware of and explain the importance of academic integrity and behaviors(b) Articulate his/her previous learning with the area of health sciences(c) Demonstrate awareness of various contemporary health science issues of localand global relevance(d) Practice ways to achieve inter-disciplinary learning and cooperation(e) Develop inter-disciplinary approaches to the design of products, programmes andmanuals etc. through creativity, problem-solving and entrepreneurshipSubject Synopsis/Indicative SyllabusLecture series by Chair Professors and professors/researchers of high standing todeliver talks on health science & public health policy, professional ethics acrosshealth disciplines and important health science issues in Hong Kong and worldwide(14 hours)Problem-based learning (PBL) and inter-disciplinary projects on Education and development in health science(28 hours) Problem-based learning in health-science projects Innovation and recent advancement in health sciencesExample of health-related projects Healthy life style Health and Chinese therapeutics Healthy food Health and science Health policy Health and alternative medicine Health of the minority groups Healthy mind Healthy working environmentExample of discipline-related projects Case management Clinical reasoning in health care E-learning and health Health, insurance and financing Health-related ethics Interdisciplinary team work Running a private business Socio-cultural aspect of health Technology and healthB4

Teaching/LearningMethodologyOnline tutorial on academic integrity will facilitate students’ self-learning at their ownpace through a link within this subject to Learn@PolyU.Lectures will be used to deliver key information on the health science arena, illustratecontemporary issues and needs, and enthuse the students in their major area of study;PBL and interdisciplinary projects will be used to enhance students’ participation andguide their formulation of learning outcomes by designing and producing tangible“products” of diversified forms, which will be disseminated through inter-disciplinaryseminars, forums, web publication.To implement PBL, a tutor guide and a student workbook are respectively developedto stipulate the intended learning outcome, the PBL cases and suggestions to facilitatethe case and activities for students to complete after class.Example of PBL tutorial session 1 :In this session the students will:• Get to know each other and establish group dynamics• Solve a series of 2-3 short Fermi problems on local and global health-relatedissues (i.e. what do we already know about this issue and how can we applywhat we know to suggest a solution for the problem)• Reflect on what they have learned• Self-reflect on their roles as group membersIntroduction• Introduce the Freshman Seminar outline and the intended learning outcomes• Explain that this subject will have a problem-based learning focus, in whichthe students will be guided to learn through solving problems. The purpose isto work with cross-discipline teams (i.e. students from other disciplines thantheir own within FHSS) to investigate some of the key local and internationalhealth issues. The teacher’s role is not to give them the answers, but to guideand support them to find their own answers.• Explain that the purpose of PBL is not necessarily to solve the problem, butthrough the identified problems/issues, students learn to engage in thinkingfrom different perspectives critically and creatively.• Explain the assessment process and the final projectIce-breaking activity to introduce Session 1Students take turns to introduce themselves:• Find one person you don’t know and tell them your name, the department youhave enrolled in, and one interesting thing about yourself.• Find another pair and introduce the person you have just met (not yourself!).• Invite students to introduce their classmates to the whole group.Introduction to effective groupwork• Introduce students to the benefits and strategies for effective groupwork (seebelow).• Arrange students in groups of 4-5 to work on these activities. Explain that bysession 3 they will need to have formed firm groups that will remain the samefor the rest of the semester.• Discuss with them the process of forming these groups – is it preferable toform friendship groups or for the teacher to use some random or othercriterion.Co-operative Groupwork: Benefits higher academic achievement divergent thinking motivation autonomous learning behaviourB5

positive self-esteempositive attitudesmutual respect and concern for othersacceptance and understanding of individual differencesCo-operative learning means: positive interdependence a group goal - joint product or single outcome a group task - everyone is a contributor (“If I do well, we all do well”) equal recognition for all group members individual accountability sharing of materials, roles, labour sharing of leadershipCo-operative Groupwork: The Students' RolesThese roles can be rotated for each new activity.Leader• Make certain only one person speaks at a time and that the noise level does notbecome too loud.• Make certain the group works on the task.• Encourage all group members to contribute.RecorderRecord and summarise the group's procedures and results.Please note that one student in each group should be appointed to the role of recorder.It is important to ensure that the recorder records what the GROUP says rather thanhis/her ideas. But on the other hand, don’t let the recorder be too busy to be part ofthe group.Time-keeperPay attention to time spent on different aspects of taskRemind group of time deadlinesReporterReport to classAssessmentMethods inAlignment withIntended LearningOutcomesSpecific assessment methods/tasks(continuous assessments)1. Online tutorial on academicintegrity2. Attendance in lecture series andPBL tutorials3. Reflective journal/essay onselected lecture(s)%weightingPass orfailIntended subject learningoutcomes to be assesseda b c d e√10 √ √ √ √15 √ √ √ √ √4. Ongoing discussions 15 √ √ √ √ √5. Group project oninterdisciplinary study onhealth-related issues Individual60 √ √ √ √ √(20)(40) GroupTotal 100 %Assessment of students’ performance will use a letter-grading system, except for theonline tutorial on academic integrity (pass/fail). It is to be noted that students arerequired to obtain a pass in the Online Tutorial in order to pass the entire subject.Attendance will ensure students having ample opportunities to reflect on a diversity ofB6

Student StudyEffort ExpectedReading List andReferenceshealth-related contemporary issues for subsequent reflective journal preparation andresources/stimulation ideas for group projects.Reflective journal can serve as a growing document that students write, record theprogress of learning and summarize their learning material about health and healthrelatedissues to prepare for study of the present study and future discipline-relatedstudies. Students will need to submit through Blackboard two journals according tolectures attended, of which one of them will be rated. Students will be asked to provideviewpoints and comments on specified, open-ended questions after attending thelecture series on health- and professional-related issues.Interdisciplinary project will ensure cross-discipline communication, collaboration andintegration of health-related ideas to actualize a tangible product. This willdemonstrate the learning during the Freshman Seminar through collaborative effort inhealth science, and health services development. Grading will be rated by criteriaincluding creativity, problem-solving, entrepreneurship and global outlook and bymeans of:a. individual students’ contribution during project group sessionb. overall quality of the “product” developed from the project groups, for examples: Prepare and present a group poster based on the group’s approach to thecase/issue addressed in the PBL activity Present the project in a creative way so as to capture the attention of aparticular target group (to be specified by each group, e.g. the elderly,children, health professionals, etc.). The presentation may take any of theseforms (i.e. a product, a health program, a manual etc.)Class contact:LecturePBL-type tutorialsOnline contact:Other student study effort:Online tutorial on academic integrity14 Hrs.14 Hrs.14 Hrs.2 Hrs.Self study, inter-disciplinary discussion and projectwork84 Hrs.Total student study effort128 HrsBlair, J.D. (2007). Strategic thinking and entrepreneurial action in the health careindustry. Amsterdam: Elsevier, JAI.Claxton, G. (2007). The creative thinking plan: how to generate ideas and solveproblems in your work and life. London: BBC.Drinka, T.J.K., Clark, P. G. (2000). Health care teamwork : interdisciplinary practiceand teaching. Westport, CT: Auburn House.McLaunghlin, C.P., McLaughlin G.D. (2008). Health policy analysis: aninterdisciplinary approach. Sudbury, Mass: Jones and Bartlett Publishers.Michalesen, L.K. (2008). Team-based learning for health professions education: aguide to using small groups for improving learning. Sterling, Va: Stylus.Moore, B. N. (2009). Critical thinking. New York: McGraw-Hill Higher Education.National Resource Centre (2012). The first-year seminar: designing, implementing,and assessing courses to support student learning & success. Columbia, S.C.:University of South Carolina.Squires A.J., Hastings, M. B. (2002). Rehabilitation of the older person: a handbookfor the interdisciplinary team. Cheltenham: Nelson Thrones.Zhao, F. (2008). Information technology entrepreneurship and innovation. Hershey,Pa.: Information Science Reference.B7

Subject CodeSubject TitleHSS2011HUMAN ANATOMYCredit Value 3Level 2, Year 1-Semester 1Pre-requisite /Co-requisite/ExclusionObjectivesIntended LearningOutcomesNilBy completing this subject using a systemic and regional approach in teaching andlearning, the students will be able to demonstrate a basic understanding of thestructure and function of the human body.Upon completion of the subject, students will be able to:a. recognize anatomical terminology of the human bodyb. identify and locate relevant anatomical structuresc. explain functions of anatomical structuresd. demonstrate a basic understanding of tissue organization within the human bodye. understand the spatial relationship of the systems of the body relative to regionalanatomyf. integrate systemic, regional and imaging anatomySubject Synopsis/Indicative Syllabus1. Foundation lecture series in systemic anatomya) Introduction to thehuman body andg) Respiratory systemh) Lymphatic systemanatomical terminology i) Digestive systemb) Skeletal systemj) Renal (Urinary) systemc) Muscular systemk) Endocrine systemd) Nervous systeml) Reproductive systeme) Special sensesf) Cardiovascular system2. Foundation lecture series in regional anatomya) Upper and lower limbsb) Head and neckc) Thoraxd) Abdomen and pelvis3. Practical and tutorial sessions to integrate systemic and regional anatomy4. Introduction to normal imaging anatomyTeaching/LearningMethodologyLectureLectures will be delivered by introducing the students to systemic anatomy first.This will then be followed by integration with regional anatomy, ensuring thestudents understand the spatial relationship of the systems of the body relative toregional anatomy. Students will be introduced to an appropriate level of anatomicalterminology to provide the basic knowledge for identification of human bodystructures.Students are encouraged to do some independent study in the form of pre-reading ofselected topics prior to attending the lectures. Areas of difficulty will be addressedin the forthcoming lectures.A range of imaging modalities and clinical cases is used to support the lecturecontents.TutorialTutorials are used to supplement lectures and may include online activities, face toface tutorials and the use of interactive multimedia. The study of the human bodyB8

will be reinforced via the use of dissected and museum specimens in the laboratory.Students will be introduced to medical terminology with appropriate emphasis onsurface anatomy and diagnostic imaging modalities. Face to face tutorials furthercheck students’ knowledge and understanding.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e fContinuous50 AssessmentExamination 50 Total 100%Note: Pass in both continuous assessment and examination is compulsory to pass thesubject as a whole.Continuous AssessmentOnline activities or in-class quizzes will be used to assess students’ ability to:a) recognize anatomical termsb) identify and label anatomical structuresc) understand spatial relationshipsd) integrate systemic and regional anatomye) explain functions of anatomical structuresA mid-term test will cover all of the items listed above.ExaminationThis will assess all of the intended learning outcomes for the subject and specificallywill check students’ f) understanding of the integration of regional and systemicanatomy.Student Study EffortRequiredReading List andReferencesClass contact:(42 Hrs.)• Lecture 28 Hrs.• Practical / Tutorial 14 Hrs.Other student study effort:(90 Hrs.)• Independent study and online activities 30 Hrs.• Preparation for mid-term test and final examination 60 Hrs.Total student study effort132 Hrs.Text bookSaladin, K.S. (2013) Human Anatomy, 4 th edition. Singapore: McGraw Hill Inc.Reading listAnatomy & Physiology Revealed (APR) Version 2.0, 2008, An Interactive CadaverDissection Experience, DVD-ROM, McGraw -Hill.Moore KL, Dalley AF, Agur AMR (2010) Clinically Oriented Anatomy, 6 th ed.Philadelphia: Lippincott Williams & Wilkins.Abrahams, P.H., Hutchings, R.T., Marks, Jr S.C., (2008) McMinn's Colour Alas ofHuman Anatomy. 5th ed. Mosby Elsevier.Gosling, J.A., Harris, P.F., Humpherson, J.R., Whitmore, I., Willan P.L.T. (2008)Human Anatomy color atlas and text 5th ed. New York: Mosby.B9

Subject CategoryLANGUAGE & COMMUNICATION REQUIREMENTS (LCR)Credit Value 3For details of the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subjects, i.e. Department of Chinese & Bilingual Studies-CBS and English Learning Centre-ELC.B10

Subject TitleCredit ValueHEALTHY LIFESTYLENon-credit bearingHealthy lifestyle is the platform for all-round development. All students are required to successfullycomplete a non-credit-bearing programme in healthy lifestyle offered by the Student Affairs Office. Theprogramme will cover: (1) fitness evaluation, (2) concepts on health and fitness, (3) sports skillsacquisition, and (4) exercise practicum. More details can be found at: http://www.polyu.edu.hk/sao/hlrB11

Subject CategoryLEADERSHIP AND INTRA-PERSONAL DEVELOPMENTCredit Value 3A list of designated subjects for meeting the leadership and intra-personal development requirement isavailable at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmFor details of the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subject.B12

YEAR ONESEMESTER TWO

Subject CodeSubject TitleCredit Value 3RS2040FUNCTIONAL ANATOMYLevel 2, Year 1-Semester 2Pre-requisite /Co-requisite/ExclusionObjectivesNilBy completing this subject, the students will be able to demonstrate an understandingof structures of human body and apply anatomical knowledge to functionalperspectives of the human body.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. identify the gross structures of the human body through regional and systemicapproachesb. identify the connective tissue structures supporting joints.c. analyze joint movements and the muscles which produce themd. identify and palpate arterial pulses, and bony and soft tissue structures of humanbodye. analyze the relevant anatomical structures involved in a case studyf. synthesize patterns of muscle weakness/paralysis and/or sensory loss based onthe segmental and peripheral distribution of the body’s nerve supply, and applyanatomical knowledge to functional perspectives of the human bodySystemic StudyThe following systems will be introduced: Integumentary system Skeletal system Muscular system Joint system Nervous system Cardiovascular system Respiratory system Special senses Lymphatic systemFocus includes anatomical terminology and descriptive terms, arrangement of theskeletons, gross structure and classification of bones, classification and function ofjoints and muscles and the regional distribution of nerves and blood vessels.Regional Study Upper and lower limbs Head and neck Thorax Abdomen and pelvis Overview of regions of the brain and introduction to neuroanatomy (cranialnerves, their functions and pathways)Teaching/LearningMethodologyThrough lectures, independent and group study, students will gain a basic knowledgeof the structure of the human body, focusing on the functional perspectives of themusculoskeletal and neurological systems. Required pre-readings will introduce theterminology, organization, and relevant development, structure and function of thesystems or regions of the body under study each week.B13

Tutorial format is used to provide overviews of the structures underlying the systemsand regions of the body, to clarify difficult concepts involving these structures and toprovide brief case studies which highlight the relevance of anatomical knowledge inrehabilitation.In laboratory sessions, a variety of educational media (e.g., skeletons, cadaverprosections, models, reference materials, multimedia self-learning packages) is usedto enhance learning. Students will be expected to complete pre-readings prior to thelaboratory sessions so that they can participate actively in the learning process. Also,to that end, students will teach small portions of laboratory materials to their peers.The remainder of laboratory material is learned via instructor-facilitated, independentand/or small group study.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e fContinuous assessment 60 Examination 40 Total 100 %Continuous assessmentPeer teaching (10%) – achieve intended learning outcomes a-c by teaching smallportions of laboratory materials to their peers.Mid-term test (20%) – achieve intended learning outcomes a-d through multiplechoice and labeling questions.Laboratory test (30%) – achieve intended learning outcomes a-e throughidentification of body structures, integration of the joint movements and the muscleswhich produce them, and the surface anatomy of the human body.ExaminationFinal examination (40%) – through multiple choice and case-related questions,students will be assessed on all of the intended learning outcomes for the subject and,specifically, their ability to apply anatomical knowledge in functional perspectives ofthe human body.Student Study EffortExpectedClass contact:(70 Hrs.)• Laboratory 56 Hrs.• Lecture 14 Hrs.Other student study effort:(65 Hrs.)• Independent study and peer teaching preparation 30 Hrs.• Preparation for continuous assessment and examination 35 Hrs.Reading List andReferencesTotal student study effortAgur AMR, Dalley AF (2009) Grant’s Atlas of Anatomy, 12 th ed. Philadelphia:Lippincott Williams & Wilkins.135 Hrs.Moore KL, Dalley AF, Agur AMR (2010) Clinically Oriented Anatomy, 6 th ed.Philadelphia: Lippincott Williams & Wilkins.B14

Subject CodeSubject TitleCredit Value 3RS2660MOVEMENT SCIENCELevel 2, Year 1-Semester 2Pre-requisite /NilCo-requisite/ExclusionObjectives 1. To develop in students a keen interest in human biomechanics and kinesiology(and science in general) which will encourage independent, continuing learningafter completion of this subject.2. Encourage students’ critical thinking and their use of investigative technique inpursuing knowledge in movement science.3. To enhance communication skills through tutorial discussions andpresentations.4. To appreciate the importance of evidence-based practice.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusTeaching/LearningMethodologyUpon completion of the subject, students will be able to:a. Understand the biomechanics and kinesiology of the human musculoskeletalsystem.b. Learn the biomechanical properties of the various tissues of the musculoskeletalsystem.c. Analyze movements of the body using sound anatomical and biomechanicalprinciples.d. Analyze the biomechanical mechanisms underlying musculoskeletal disordersand their treatment.e. Apply the principles of kinesiology in clinical decision-making inphysiotherapy practice.a) Definitions of biomechanical terms and body mechanics.b) Material and structural properties of musculoskeletal tissues.c) Joint integrity and mobility.d) Muscle performance, functional role, strength, power and endurance, muscletension, length/speed/tension relationship, and electromyography.e) Motor function and motor control.f) Posture (static and dynamic).g) Walking gait, locomotion and balance.h) Introduction to prosthetic devices, alignment and functional design.Lecture: mainly in didactic format to introduce the theories and concepts ofmovement science with some introductory pathology on muscles and joints.Tutorial: Through interactive learning, group discussions and presentations, studentswill be able to develop a deeper understanding of the lecture material. They willalso be able to develop their communication and language skills during discussionand presentations.Laboratory: There are laboratory sessions in which the students will appreciate theapplicability of the theories taught in lectures. They will conduct the practicals ingroups and learn to communicate, and work as a team to collect data and criticallyanalyze the data collected.Written test: The test will involve different formats of MCQ, short responses andshort essays. Students will need to develop their comprehensive and writing skillsin each of the components.B15

Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d eMid-term test 40 √ √ √Final test 60 √ √ √ √ √Total 100 %Assessment is in the form of multiple choice questions, short responses to questionsand short essays. The questions are based on the concepts and theories of humanmovement science in order to achieve the learning outcomes.Student Study EffortExpectedClass contact:(48 Hrs.)• Lecture and Tutorial 44 Hrs.• Laboratory 4 Hrs.Other student study effort:(86 hrs.)• Self study 60 Hrs.• Preparation for tutorial and laboratory 26 Hrs.Reading List andReferencesTotal student study effort134 Hrs.Nordin M and Frankel VH (2012). Basic Biomechanics of the MusculoskeletalSystem. 4 th ed., Philadelphia: Lippincott Williams and Wilkins.B16

Subject CategoryLANGUAGE & COMMUNICATION REQUIREMENTS (LCR)Credit Value 3For details covering the syllabus, teaching methodology, assessment etc, please refer to the departmentoffering the subject, i.e. Department of Chinese & Bilingual Studies-CBS and English Learning Centre-ELC)B17

Subject CategoryGUR: CLUSTER-AREA REQUIREMENTS (CAR)Credit Value 3A list of CAR subjects under each of the four Cluster Areas is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmFor details covering the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subject.B18

Subject CategorySERVICE LEARNINGCredit Value 3For details covering the syllabus, teaching methodology, assessment etc, please refer to the departmentoffering the subject.A list of designated subjects for meeting the service-learning requirement is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmB19

YEAR TWOSEMESTER ONE

Subject Code ABCT2330Subject Title PHARMACOLOGY IN REHABILITATIONCredit Value 1Level 2, Year 2-Semester 1Pre-requisite ABCT2326 Human PhysiologyObjectivesIntended LearningOutcomesSubject Synopsis/Indicative SyllabusThe subject is designed to provide physiotherapy or occupational therapy studentswith an overview to pharmacology. It equips students with problem solving skills,analytical skills and conceptual framework to discuss issues from bothpharmacological and toxicological perspectives associated with physiotherapy oroccupational therapy. Studying this subject will facilitate students to further developtheir careers in physiotherapy or occupational therapy. In addition, it will helpdevelop students’ critical thinking for their personal development.Upon completion of the subject, students will be able to:a. explain and analyze pharmacological issues with an insight of the generalprinciples, the mechanisms of action and the fate of chemicals inside the body.b. interpret the drug mechanisms on the treatment of selected diseases.c. evaluate the therapeutic and toxic effects of drugs with suitable methodology ofpharmacology, and toxicology.d. apply pharmacological and toxicological knowledge to analyze practicalexamples and to solve problems in physical therapy and occupational therapyrelated areas.e. develop their analytical, critical thinking, oral and written communication skills.Basic principles of Pharmacology:- Definition, history of pharmacology and its relationship with other medicaldisciplines.- Nature and sources of drugs, drug nomenclature.- Effects of drugs on the body---pharmacodynamics- Effects of the body on drugs---pharmacokinetics- Basic principles of toxicology and adverse drug reactions- Adverse drug effects in the geriatric populationPharmacology of the autonomic and central nervous systems:- Basic principles of neural transmission.- Drugs affecting the autonomic nervous system.- Drugs affecting the central nervous system.- Drugs for neurological and psychiatric disorders.Drugs affecting major organ system:- Basic principles and drugs for cardiovascular disorders- Basic principles and drugs for respiratory disorders.- Basic principles and drugs for musculoskeletal disorders- Basic principles and drugs for disorders in endocrine system.- Basic principles and examples of antimicrobial/antiviral drugs.- Basic principles and examples of chemotherapy.Teaching/LearningMethodologyInteractive lectures are used to provide general outlines of key concepts of thesubject and to provide guidance on further readings and applications. Eachinteractive lecture has several sessions of short lectures to provide basic theoreticalframework to students. After each short lecture, in-class activities (case studies,group discussion, etc) focusing on high order thinking are used to facilitate students’learning.B20

Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d eContinuous Assessment 40 Examination 60 Total 100%Continuous assessment methods are based upon a variety of individual and groupbasedactivities, which may include mid-term/quiz and in-class learning activities.They allow students to see the link between individual theory and topic.Examination is focused on analytical skills and problem solving skills to solvepharmacology problems in particular.Student Study EffortExpectedReading List andReferencesClass contact:(14 Hrs.)• Lecture 14 HrsOther student study effort:• Independent study and preparation for mid-term test andexaminationTotal student study effort:(28 Hrs.)28 Hrs42 HrsEssential1. Rang, H.P. Dale, M.M. Ritter, J.M. Pharmacology 6th Edition ChurchillLiverstone, 2007.2. Richard D Howland, Pamela C. Champe. Lippincott's Illustrated Reviews:Pharmacology. 4th Edition. Lippincott Williams & Wilkins, 2009.Supplementary1. Katzung, B.G. Basic & Clinical Pharmacology 11th Edition McGraw-HillMedical, 2009.2. Stringer, J.L. Basic Concepts in Pharmacology 3rd Edition McGraw-Hill, 2006.Recommended Academic Journals 1. Annual Review of Pharmacology andToxicology 2. Trends In Pharmacological ScienceB21

Subject CodeSubject TitleCredit Value 3RS2050Level 2, Year 2-Semester 1Pre-requisite /Co-requisite/ExclusionObjectivesRESEARCH METHODS AND STATISTICSNilThe subject is designed to provide the students with a basic level of understandingof the process of critical inquiry, research methodology, statistical concepts anddata analysis.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Explain the concept of systematic inquiry and its application to the health carefield with specific reference to rehabilitation services.b. Explain the fundamental concepts related to different aspects of researchmethodology (study designs, sampling, measurement issues).c. Select proper methods of data coding, recording, and analysis for a giveninvestigative design.d. Use the statistical package for social science (SPSS) to conduct data analysisproperly.e. Correctly present and interpret the results of the statistical analysis of a givenset of data.f. Perform critical appraisal of scientific literature in the field of rehabilitation.Subject Synopsis/Indicative Syllabus Process of critical inquiry (formulation of research question, literatureresearch, critical appraisal of literature, designing a research project) Sampling techniques Concepts of measurement (Reliability, validity, variables, bias) Basic statistical concepts Quantitative research methods Qualitative research methods Evidence-based practice Research ethics Central Limit Theorem Probability Descriptive and inferential statistics Parametric and non-parametric statistics Hypothesis testing t-test Analysis of variance Correlation and regression analysis Analysis of reliability and validity of measurement tools Epidemiology Analysis of qualitative dataTeaching/LearningMethodologyLectures are used to highlight the principles of critical inquiry, theory building,design of investigative studies, data analysis and statistical methods. Tutorials areused to enhance students’ abilities in systematic inquiry, retrieval of informationand critical appraisal of relevant literature in order to answer clinical questions aswell as to formulate new questions and establish hypotheses. Students are alsogiven opportunities to use computer-based search strategies for the professionaland scientific literature (e.g., Internet, library resources, CD-ROM, etc.) in theB22

tutorials. A practical component will be used for the application and discussion ofthese principles. A laboratory handbook with step-by-step instructions will beprovided to guide the students in the use of computer software (SPSS) for dataanalysis, and will allow the students to acquire the necessary skills in statisticalanalysis. Seminar presentations are conducted to enhance the students’ abilities tocritically appraise journals and articles through discussion and presentation.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e fOnline tasks 10 √ √ √ √ √Written test 50 √ √ √ √ √Written assignment 15 √ √ √ √Group seminar25 √ √ √ √presentationTotal 100 %Online tasks: This aim of this assessment is to evaluate the students’understanding of the material covered each week.Written test: This aim of this assessment is to evaluate the students'understanding of all the major concepts learned in the semester.Written assignment: The students are required to integrate what is learnedthroughout the semester and perform a statistical analysis of a given set of dataand write up a report.Group seminar presentation: The students are required to integrate what islearned throughout the semester and perform a critical appraisal of a scientificjournal paperStudent Study EffortExpectedReading List andReferencesClass contact:(50 Hrs.)• Lectures 24 Hrs.• Tutorials 14 Hrs.• Laboratory 12 Hrs.Other student study effort:(76 Hrs.)• Online tasks 20 Hrs.• Written assignment 6 Hrs.• Group seminar presentation 20 Hrs.• Self-study 30 Hrs.Total student study effortRequired textbook:126 Hrs.Berg KE, Latin RW. Essentials of research methods in health, physical education,exercise science, and recreation. 3 rd ed. Philadelphia: Wolters Kluwer/ LippincottWilliams & Wilkins; 2008.Reference texts:Barbour RS. Introducing Qualitative Research: a Student's Guide to the Craft ofDoing Qualitative Research. London: Sage Publications; 2008.B23

Berg BL. Qualitative Research Methods for the Social Sciences. Boston, MA:Pearson/Allyn & Bacon; 2007.Huizingh E. Applied Statistics with SPSS. London: Sage Publications; 2007.Knowles JG, Cole AL. Handbook of the Arts in Qualitative Research:Perspectives, Methodologies, Examples, and Issues. Los Angeles: SagePublications; 2008.Leary MR. Introduction to Behavioral Research Methods. Boston, MA: Allyn andBacon; 2008.Levin J. Elementary Statistics in Social Research: the Essentials. Boston: PearsonAllyn & Bacon; 2007.Peacock JL. Presenting Medical Statistics from Proposal to Publication: a Stepby-StepGuide. Oxford, New York: Oxford University Press; 2007.Portney LG, Watkins MP. Foundations of clinical research: applications topractice. 3 rd ed. Upper Saddle River, NJ: Pearson/ Prentice-Hall Inc; 2009.Rubin A. Statistics for Evidence-based Practice and Evaluation. Belmont, CA:Thomson Higher Education; 2007.Willis J. Foundations of Qualitative Research: Interpretive and CriticalApproaches. Thousand Oaks: Sage Publications; 2007.B24

Subject CodeSubject TitleCredit Value 3RS2690Level 2, Year 2-Semester 1Pre-requisitesObjectivesIntended LearningOutcomesPRINCIPLES OF PHYSIOTHERAPY PRACTICEHSS2011 Human AnatomyRS2040 Functional Anatomy1. Highlight principles and establish framework for practice in physiotherapy.2. Develop knowledge and skills in basic physical assessment and exercise to promotehealth, to prevent injury/disability as well as to remedy specific clinical problems.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Identify components of the decision-making process in the practice ofphysiotherapy.b. Apply basic principles of measurement theory and testing to assessmentprocedures (e.g. use of standardized measures).c. Observe and perform fundamental tests for the assessment of physical function.d. Using observational skills, recognize the range of normal performance and areasin which structure and function may be abnormal (i.e., identifying potential healthproblems).e. Apply the principles of communication to interview and instruct subjects..f. Integrate the principles of exercise to design a progressive activity/exerciseprogram.g. Teach and instruct subjects in physical activities and selected exercise programs,applying principles from current theories of teaching and motor learning.h. Select the mode of exercise (including intensity, frequency, duration) for anintervention (e.g., to promote physical fitness, to prevent injury/disability or toremediate an identified clinical problem).i. Document observations (e.g. normal movement patterns) and measurementfindings.j. Demonstrate selected “patient care” skills (e.g. ambulation with assistive device).Attributes for all-roundednessk. Reflect on personal performance to relate how knowledge learned is applied inreal life situation.l. practice effective interpersonal communication (written, oral, nonverbal) byseeking and providing feedback on performance.m. read and summarize information from the professional literature.Subject Synopsis/Indicative SyllabusFactors and Attributes Affecting Functione.g., sensation, balance, medical, environmentalAnalysis of Movement by Observation Body build and shape Posture Gait Transfer, mobility, transitional movement Physical dysfunction in health and disease Functional activities at different life stages (young and old; healthy and diseased)Principle and Skills of Physiotherapy Practice - Assessment Communication (interviewing, documentation, information retrieval) Reasoning, judgment and decision-makingB25

Visual inspection/observation (body build, posture) Palpation of bony and soft tissue landmarks Measurement­ Joint range - goniometry­ Muscle strength - manual muscle testing, hand-held dynamometer­ Neurological examination – sensation, cognitive function (e.g. abbreviatedmini-mental test)­ Seating/ positioning­ Transitional movements­ Balance­ Posture­ Gait Patient status (vital signs, mobility, physical condition/activity-level)Principle and Skills of Physiotherapy Practice - Intervention Motor learning (Psychomotor Skill Development) Patient care skills­ Transfer­ Turning and positioning­ Wheehchair prescription­ Ambulation with assistive devices Teach Activity/Exercise­ Types of contractions (isometric, isotonic, concentric, eccentric, isokinetics)­ Types of movement (passive, active, active-assisted, active-resisted (gravity,water, manual/therapist, equipment). Equipment: springs, pulleys, weights,theraband­ Components: individual movements, activity/exercise, programme to increase• Range of motion, flexibility• Postural• Strength• Endurance• Power• Assisted gait pattern• Transitional movement (e.g. transfer from chair-to-chair) Documentation. (e.g., body chart, assessment forms)Teaching/LearningMethodologyAssessmentMethods inAlignment withIntended LearningOutcomesAn experiential learning approach – learning by doing - will be used to facilitate anactive learning process (Kolb 1984). Lectures are used to highlight principles and toestablish the framework for practice in Physiotherapy. In laboratory and practicalsessions, students develop knowledge and skills in physical assessment and exercise.Learning activities in the testing of muscles and joints are organized using a regionalapproach that is complementary to the subject, Functional Anatomy (RS2040).Activity/exercise is explored as an intervention to promote health, to preventinjury/disability as well as to remedy specific clinical problems.Specificassessmentmethods/tasksWritten(MCQ) tests%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m50 √ √ √ √ √Practical tests 50 √ √ √ √ √ √ √ √ √ √ √ √Total 100 %B26

Written test (MCQ): Aims to assess students’ understanding of knowledge/theory,framework and clinical reasoning in basic physiotherapy practice.Practical test: The ability of students to integrate and translate theory into safe andeffective practice in preparation for clinical practice is assessed through practical tests.Student StudyEffort ExpectedClass contact:(70 Hrs.)• Lecture 14Hrs.• Laboratory/Practical 56Hrs.Other student study effort:(42 Hrs.)• Self-study 42Hrs.Total student study effort112Hrs.Reading List andReferencesRequired Text:For Assessment:Clarkson HM (2013). Musculoskeletal Assessment - Joint Range of Motion andManual Muscle Strength. 3 rd ed. Philadelphia. Lippincott Williams & Wilkins.For activity/ exercise/ Interventions:Kisner C and Colby LA (2007). Therapeutic Exercise. Foundations and Techniques.5 th ed. Philadelphia. F. A. Davis Company.(Selected learning material and guidelines for different topics are provided in class).Recommended Reading:For measurement issues:Rothestein JM, Echternach JL (1993). Primer in Measurement. Alexandria, VA:American Physical Therapy AssociationFor activity/ exercise/ Interventions:American College of Sports Medicine (2009). ACSM’s Guidelines for ExerciseTesting and Prescription. 6 th ed. Baltimore: Lippincott Williams & Wilkins.For palpation:Tixa S (2007). Atlas of surface palpation: Anatomy of the Neck, Trunk, Upper andLower Limbs (Netter Basic Science). Churchill Livingstone Elsevier.B27

Subject CodeSubject TitleRS2700ORTHOPAEDICS AND TRAUMATOLOGYCredit Value 3Level 2, Year 2-Semester 1Pre-requisitesABCT2326 Human PhysiologyRS2040 Functional Anatomyor equivalent knowledgeObjectivesIntended LearningOutcomesSubject Synopsis/Indicative SyllabusTo introduce basic concepts of trauma and diseases of the musculoskeletalsystem, including knowledge of the epidemiology, etiology and pathology, andprinciples of diagnosis and orthopaedic management.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. apply the knowledge of anatomy, physiology and biomechanics to analysisof the clinical presentation (signs & symptoms) and diagnosis of disordersof musculoskeletal system.b. understand the clinical use of diagnostic imaging and modern technologyfor the diagnosis of musculoskeletal disorders.c. discuss the concepts and principles underlying the general management ofcommon injuries and disorders of the musculoskeletal system, e.g.,fractures, joint and soft tissue problems.d. identify differences in pathologies and principles of management ofmusculoskeletal dysfunctions at different life stages (e.g., children, adult,elderly).e. compare the prevalence/incidence of musculoskeletal conditions in HongKong, as available, to that observed elsewhere.f. acquire adequate foundation knowledge to prepare himself/herself to be aproactive member of the team which includes other medical and healthrelated professionals.Introduction & Common Diagnostic Tests for the Musculoskeletal SystemGeneral management principles following damage to skin, bone, soft tissue,muscle, nerve and/or joints.Common tests for differential diagnosis of musculoskeletal disorders, e.g., X-ray, MRI, Ultrasound, CT scan and special manoeuvres.Lower Limb / Upper Limb / TrunkEtiology, pathology, signs & symptoms, diagnostic tests, general management,prognosis, common complications and prevention. Topics include: Fractures,articular and soft tissue problems, dislocation, deformities, degenerativechanges and amputation.Rheumatic DiseasesCommon rheumatic disease groups; pattern of development, pathologicalprocesses, related signs and symptoms, potential for functional limitations andgeneral management.Integumentary SystemCauses and factors that produce or relieve trauma to the skin, burns, signs ofinfection, wound and scar characteristics.B28

Recognition of Musculoskeletal Disorders/Conditions with respect to —-definition-prevalence/incidence in Hong Kong / elsewhere-progress towards prevention-cause/etiology-clinical features (signs & symptoms)-general management of a specific condition• relevant health care professionals and roles• diagnosis/usual tests• operative/non-operative procedures• common medications• complications/limitations-classification of World Health Organization (WHO). impairment, disability,handicap-prognosis; time courseTeaching/LearningMethodologyAssessment Methods inAlignment withIntended LearningOutcomesThrough a series of interactive lectures, foundation knowledge ofmuculoskeletal trauma and diseases is introduced. Multimedia technology isincorporated in the interactive lectures to improve the efficiency of studentlearning. The aim of seminars is to encourage students’ active learning.Students are required to analyze and discuss the pathology and pathophysiologyof musculoskeletal disorders.Specific assessmentmethods/tasks%weightingIntended subject learning outcomesto be assesseda b c d eCoursework 60 √ √ √ √ √Examination 40 √ √ √ √ √Total 100%Knowledge of the epidemiology, etiology and pathology, and principles ofdiagnosis and orthopaedic management will be covered by writtenexamination and quiz (2/3 coursework).Ability to apply the knowledge of anatomy, physiology and biomechanics toanalysis of the clinical presentation (signs & symptoms) and diagnosis of thedisorders of musculoskeletal system will be assessed by seminar presentation(1/3 coursework).Student Study EffortExpectedClass contact:(42 Hrs.)• Lecture 38 Hrs.• Seminar 4 Hrs.Other student study effort:(90 Hrs.)• Self-learning 60 Hrs.• Project 30 Hrs.Reading List andReferencesTotal student study effortRequired Text:Solomon, L., Warwick, D.J., & Nayagam, S. (2010). Apley’s System OfOrthopaedics And Fracture (9th ed.). London: Arnold.132 Hrs.B29

Recommended Reading:David L. Hamblen and Hamish Simpson (2007). Outline of fractures, includingjoint injuries. 12 th ed. Edinburgh: Churchill Livingstone.John H. Klippel etc (eds) (2007). Primer on the rheumatic diseases. Springer.Catherine C. etc (eds) (2008). Pathology : implications for the physicaltherapist 3 rd ed . Philadelphia : Saunders.Lee SW (1999). Cervical spinal disorders. A textbook for rehabilitationsciences students. Singapore: Springer-Verlag.McRae R, Kinninmonth AWG. (1997). An illustrated colour txt. Orthopaedicsand Trauma. London: Churchill Livingstone.Shepherd, R. (1995). Physiotherapy in paediatrics (3rd ed) London:Butterworth-Heinmann.B30

Subject CodeSubject TitleRS2780HUMAN DEVELOPMENT ACROSS LIFESPANCredit Value 3Level 2, Year 2-Semester 1Pre-requisite /Co-requisite/ExclusionObjectivesNilThe subject is designed to provide the students with an in-depth knowledge ofdifferent aspects of human development in various stages of life.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Identify the developmental milestones.b. Describe the different factors that may affect overall lifespan development.c. Summarize typical changes in the musculoskeletal, cardiovascular,respiratory and nervous systems throughout the lifespan.d. Explain the relationship between body system changes and development ofgross motor function, postural control, gait, advanced locomotor skills andupper extremity function.e. Apply the knowledge of lifespan development, motor control, and skillacquisition in practical situations.f. Recognize situations where motor and functional development are nottypical and offer reasons for such observations.Subject Synopsis/Indicative Syllabus Theories of lifespan development Principles of neuromotor development and motor control models Sensorimotor, neuromuscular, perceptual, cognitive, psychosocial, andlanguage development in different stages of life Sensory integration Developmental milestones Play and toy selection Development of body systems in different stages of life Aging Palliative care, death, dying and bereavementTeaching/LearningMethodologyThrough a series of interactive lectures, foundation knowledge of the mainstages of development in neuromotor, psychosocial and cognitive domainsacross the lifespan is introduced. Video presentations, role play, case-baseddiscussions, and critical analysis of literature are included in the tutorials toreinforce and apply the concepts learned in the interactive lectures. Interactiveclasses with young children, young/older adults provide students with directexperiences for face-to-face interactions with clients at different stages of life.Fieldwork activities such as visits to clinical facilities further enhance students’appreciation of clients with atypical motor abilities. Online tasks areincorporated to promote active learning. In the reflective assignment, studentsare required to draw from these different learning experiences to analyze anddiscuss the many factors that affect motor behaviors across the lifespan.B31

Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e fOnline tasks 10 √ √ √ √ √ √Written tests 60 √ √ √ √Group written30 √ √ √ √ √ √assignmentTotal 100 %Online tasks: The tasks are designed to facilitate observational and problemsolvingskills through the use of video-based clinical scenarios, and scientificjournal papers.Written tests: This aim of this assessment is to evaluate the student’sunderstanding of the major concepts learned in the semester.Group written assignment: Students are required to draw from the differentlearning experiences to analyze and discuss the many factors that affect motorbehaviors across the lifespan.Student Study EffortExpectedClass contact:(47 Hrs.)• Lectures 22 Hrs.• Tutorials 16 Hrs.• Fieldwork 9 Hrs.Other student study effort:(75 Hrs.)• Online tasks 15 Hrs.• Group Assignment 20 Hrs.• Self-study 40 Hrs.Reading List andReferencesTotal student study effort122 Hrs.Required Text:Cech D, Martin S. Functional movement development across the life span. 2 nded. Philadelphia: WB Saunders; 2002.Recommended Reading:Berk LE. Exploring lifespan development. 2 nd ed. Boston, MA: Allyn & Bacon;2010.Boyd D, Bee H. Lifespan development. 5 th ed. Boston, MA: Pearson/Allyn andBacon; 2009.Shumway-Cook A, Woollacott MH. Motor control: theory and practicalapplications. 2 nd ed. Baltimore: Lippincott Williams & Wilkins; 2001.Steinberg L. Lifespan development: infancy through adulthood. Belmont, CA:Wadsworth; 2011.B32

Subject CategoryGUR: CLUSTER-AREA REQUIREMENTS (CAR)Credit Value 3A list of CAR subjects under each of the four Cluster Areas is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmFor details covering the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subject.B33

YEAR TWOSEMESTER TWO

Subject CodeSubject TitleRS2670ELECTROPHYSICAL THERAPY ICredit Value 3Level 2, Year 2-Semester 2Pre-requisite /Co-requisite/ExclusionObjectivesNilStudents will understand the theoretical knowledge and the practical application ofelectrophysical agents for managing patients with disorders and injuries to themusculoskeletal system.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. integrate knowledge of physics, anatomy and physiology to select and apply theappropriate thermal and/or neuromuscular electrical stimulation agent(s) fortreatment of various musculoskeletal conditions.b. understand the biophysical and therapeutic effects of thermal agents andneuromuscular electrical stimulation agents on body tissues, covering all thecommon musculoskeletal injuries.c. select and apply the most appropriate thermal agent and/or neuromuscularelectrical stimulation agent for an individual case in a safe, effective andefficient manner.d. evaluate and prioritise the effectiveness of different electrophysical agents, andmodify the method as appropriate.e. document and interpret details of treatment, modifications and patient’sresponse.f. critically appraise and synthesise information from scientific and professionalliterature on various aspects of physical and electrical agents. The concept ofevidence-based practice applicable to the use of electrotherapy will be fostered.Attributes for all-roundednessg. enhance language proficiency by reading reference materials and writing areport in Englishh. enhance communication and interaction by practicing how to interview patientsand give instructions to patients about eletrophysical therapyi. acquire problem-solving skills in order to make clinical decisions on how toselect various modalities, determine dosage and method of applications for thedifferent case types presented.j. personal and professional ethics are emphasized in ensuring safety measures aretaken and patient confidentiality and privacy are respected.1. Principles and concepts of biophysical, physiological and therapeutic effects ofthermal agents and neuromuscular electrical stimulation agents applied to bodytissues, covering all the common musculoskeletal injuries.2. Selection and methods of application of appropriate thermal agent(s) and/orneuromuscular electrical stimulation agent(s) in a safe, effective and efficientmanner.3. Electrophysical therapy agents covered include:• Superficial thermal agents – hot packs, paraffin baths, dry heat, whirlpooltanks• Deep thermal agents – shortwave diathermy• Cryotherapy- cold packs, ice massage, vapocoolant spray, contrast bath,vasopneumatic compression devices• Ultrasound therapy – application using gel, water as medium,• Electrical stimulation (sensory) – transcutaneous electrical stimulation(TENS) and interferential therapy (IFT) for pain management• Electrical stimulation (motor) – neuromuscular electrical stimulation usingB34

Teaching/LearningMethodologyAssessment Methodsin Alignment withIntended LearningOutcomeslow-frequency and medium frequency currents (IFT and Russian current),functional electrical stimulation (FES), and high voltage currents4. Principles of evaluation of treatment effects, and the application of a clinicalreasoning approach to modify or progress the treatment method and dosage asappropriate.5. Documentation and interpretation of details of treatment, modifications andpatient’s response.6. Integration of electrophysical therapy into the overall physiotherapy managementapproach for musculoskeletal disorders and injuries.7. Learning to read and synthesise information from scientific and professionalliterature on various aspects of physical and electrical agents. The concept ofevidence-based practice, with respect to the use of electrotherapy, will befostered.An interactive learning approach is used in this subject, and teaching content isintegrated horizontally with other related subjects taught in this semester, such asPTDx Musculoskeletal I and ITD. Through a series of interactive lectures, studentslearn about the theoretical knowledge involved in the production and application ofelectrophysical therapy agents, as part of the PT management of musculoskeletalinjuries/dysfunctions. In the practical classes, students learn to perform practicalprocedures in applying these EPT modalities to the relevant parts of the human bodyto simulate treatment of musculoskeletal injuries. Tutorials are organised to helpstudents to review and integrate their knowledge. A subject-specific website isdeveloped to enhance interactive learning and provide supplementary information tostudents. “Open” laboratory sessions are organised to encourage independentlearning and revision.Specificassessment%weightingIntended subject learning outcomes to beassessedmethods/tasksa b c d e f g h i jWritten test 40 √ √ √ √ √Written10 √ √ √ √ √ √assignmentPractical test* 50 √ √ √ √ √ √ √Total 100 %* Pre-requisite for Practice Test: 85% attendance of tutorial/ practical/ seminarSessionWritten test will cover all aspects of theoretical knowledge on EPT modalities.Written assignment requires the students to conduct a literature search (underguidance) and learn to appreciate the research evidence for electrotherapy.Practical test requires the student to perform applications of various modalities andto evaluate their ability to conduct this procedure in a safe, professional and effectivemanner.Student StudyEffort ExpectedReading List andReferencesClass contact:(56 Hrs.)• Lectures 26 Hrs.• Practicals/tutorials 30 Hrs.Other student study effort:(50 Hrs.)• Literature review and written assignment 30 Hrs.• Open lab – self practice 20 Hrs.Total student study effortRobertson V., Ward A., Low J, Reed A.(2006). Electrotherapy Explained:Principles and Practice,4 th Ed.Butterworth Heinemann, Elsevier.106Hrs.Kitchen S. (2001) Electrotherapy: Evidence-based Practice. 11th Edition, London:Churchill Livingstone (a Harcourt Health Sciences Company).B35

Subject CodeSubject TitleCredit Value 3RS2730Level 2, Year 2-Semester 2Pre-requisiteObjectivesMUSCULOSKELETAL PHYSIOTHERAPY IRS2700 Orthopaedics and TraumatologyThe overall objective of the series Musculoskeletal Physiotherapy is to providestudents with theories, skills and clinical application for musculoskeletalphysiotherapy practice.This subject focuses on developing competence in physiotherapy professionalpractice in the areas of assessment, clinical reasoning, diagnosis and treatmentselection in musculoskeletal dysfunction. This subject incorporates (i) the regionalassessment and management of musculoskeletal dysfunction of the lower extremity;and (ii) the overall integration of physiotherapy modalities including the principlesand practice of therapeutic exercises and manual therapy. Interventions for commonlower extremity conditions including soft tissue, joint, bony lesions and commonsurgical interventions will be covered.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. integrate knowledge of the process of injury/disease with dysfunction of themusculoskeletal system to determine a physical diagnosis within the scope ofphysiotherapy.b. undertake an appropriate subjective examination of a patient identifyingappropriate signs and symptoms.c. undertake an appropriate physical examination guided by the subjectiveexamination.d. extract relevant information from the examination and formulate an hypothesisfor clinical decision making.e. select and apply manipulative and exercise therapy techniques in a safe, effectiveand ethical manner.f. document an accurate clinical record based on a given format.g. design a total plan of care that includes the full-range of physiotherapeuticinterventions (e.g. mobilisation, exercises, electrophysical modalities) taking intoconsideration the nature and the pathology of the clinical problem and the needsof the patient.h. review the effectiveness of therapeutic interventions relating to the outcome ofshort and long term plans.Attributes for all-roundednessi. develop problem-solving strategies by extracting and analyzing relevantinformation, formulation of hypothesis and evaluation of outcome.j. communicate effectively when presenting/expressing information and ideasto colleagues and patients.k. develop skills essential for independent study and life-long learning.l. develop values and attitudes appropriate to a profession committed to meetingthe health care needs of the society.m. develop personal skills to function as a responsible and effective member of ateam.n. read scientific and professional literature in order to apply relevant findings tophysiotherapy practice.Subject Synopsis/Indicative Syllabus1. Principles and Concepts• Concept of diagnosis in physiotherapy - physical vs. medical diagnosis• Clinical reasoning - characteristics and processB36

• Clinical decision making - cue acquisition, hypothesis generation, datainterpretation and hypothesis evaluation• Principles of intervention for soft tissue injuries, fractures, arthritis, jointreplacement, common orthopedic post-operative conditions and limbamputations.2. Assessmenta. Conduct patient interview (subjective examination) and review pertinent medicalrecords including:• general demographics• chief complaints (use of body chart)• behavior of symptoms (including irritability, severity and 24-hour pattern)• functional status and activity level• current and past history• general health status• medical/surgical history• medications• family and social history• living environment• employment• social health habits• patient/client’s perception of problems and needs• precautionary questions to rule out symptoms arising from systems otherthan the musculoskeletal system• other clinical tests (review imaging, laboratory reports, available recordsand other clinical findings)b. Conduct physical examination pertaining to the musculoskeletal system thatincludes:• posture (static and dynamic)• bed mobility, transfer, gait, and balance• use of assistive devices and equipment• functional activities and limitations• active range of motion• passive physiological and accessory joint movements (for joint integrity,mobility and joint play movements)• ligament laxity tests• muscle performance (strength, power and endurance)• muscle length and soft tissue extensibility• skin assessment• sensory integrity• functional tests• palpation• prosthetic, orthotic, protective and supportive devices requirements• ‘when applicable’ tests• screening tests3. Diagnosis and Plan of care• analyze and interpret examination/assessment findings• synthesize available information and generate a working hypothesis• recognize signs and symptoms that are beyond the scope of physiotherapypractice• integrate examination findings to determine the physical diagnosis of thepatient/client (in terms of human movement dysfunction)• identify and prioritize impairments to determine a specific dysfunctiontowards which the intervention will be directed• determine the prognosis and time required for improvement in patient/clientfunction• determine short-term and long-term goals for treatment• select and prioritize treatment intervention• evaluate the effectiveness of intervention• progress treatment intervention in response to the patient/client’s status• establish criteria for discharge based on patient/client’s goals and functionalB37

status• use of evidence-based outcome measures• Discharge plan• Documentation• Recognition of precautions and contraindications to physical examinationand treatment (manual therapy and exercise therapy)4. Treatment Interventiona. Prescription and application of therapeutic exercises including:• muscle strength, power and endurance training (active-assistive, active,resistive including isometric, isotonic, concentric, eccentric and plyometric)• flexibility exercises (tissue extensibility, prevention of contractures)• sensory training or retraining• ambulation skills including choice of assistive devices and gait-retraining• functional training in self-care and home management (e.g. bed mobility,transfer, ADL training)• balance, co-ordination and training of functional or sports-specific activities• task-specific performance trainingb. Prescription and application of manual therapy techniques including:• manipulative therapy skills - passive physiological and accessory jointmobilization• scar massage or soft tissue mobilization• therapeutic massagec. Prescription and application of mechanical modalities including:• compression therapy – e.g. compression bandages, residual limb bandaging• mechanical motion device – e.g. continuous passive motion• protective and supportive devices – e.g. splints, braces, prosthetic devices5. Patient/client related instruction• Injury prevention education• Education, advice and training of patients/clients and caregiversTeaching/LearningMethodologyA student-centered learning approach is used with a combination of lectures,tutorials/seminars and self-directed learning methods. A case-based learningapproach is adopted for the overall integration of theoretical knowledge, differenttherapeutic modalities and skills. The clinical cases will reflect problems across thelife span that address psychosocial and environmental factors and examineunderlying physiological responses to inactivity or trauma etc. Students are guided inthe development of their assessment, problem-solving and treatment skills inphysiotherapy management. In clinical laboratory sessions, students focus on thedevelopment and application of skills in assessment and treatment techniques. Toconsolidate and reinforce what the students have learnt in classrooms, bedsideteaching activities are organized in clinical settings.Other activities to promote self-directed learning include open laboratory session.Assessment Methodsin Alignment withIntended LearningOutcomesSpecificassessmentmethods/tasks%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m nWritten test 40 Seminar 20 presentationPractical test 40 Total 100%Written test: The aim of this assessment is to evaluate the student’s understandingof the principles and concepts of musculoskeletal assessment and treatmentintervention.Seminar presentation: This assessment aims to provide the opportunity for studentsB38

to search for information on a particular topic, to present information and ideas in anorganized manner, express and defend an opinion and function as a responsiblegroup member.Practical test: This assessment component aims to evaluate students’ clinical skillscompetence, and application of their knowledge to the planning of examination andtreatment.Student StudyEffort ExpectedClass contact:(68 Hrs.)• Lecture 14 Hrs.• Tutorial/Seminars 12 Hrs.• Laboratory/Practical 42 Hrs.Other student study effort:(62 Hrs.)• Self study 42 Hrs.• Seminar preparation 20 Hrs.Total student study effort130 Hrs.Reading List andReferencesRequired Text:Kisner C, Colby LA (2007). Therapeutic Exercise: Foundations and Techniques.5 thed. Philadelphia: FA Davis Co.Magee DJ (2008). Orthopaedic Physical Assessment. 5 th ed. Philadelphia: WBSaunders.Maitland GD (2005). Peripheral Manipulation. 4 th ed. London: Butterworth-Heinemann.Recommended Reading:Atkinson K, Coutts F, Hassenkamp A-M (2005). Physiotherapy in Orthopaedics: AProblem-Solving Approach. 2 nd ed., Edinburgh: Churchill LivingstoneHenegeveld E, Banks K (2005). Maitland’s Peripheral Manipulation. 4 th ed. London:Butterworth-Heinemann.Magee DJ, Zachazewski JE, Quillen WS (2007). Scientific Foundations andPrinciples of Practice in Musculoskeletal Rehabilitation. Philadelphia: WB Saunders.Magee DJ, Zachazewski JE, Quillen WS (2009). Pathology and Intervention inMusculoskeletal Rehabilitation. Philadelphia: WB Saunders.Maxey L, Magnusson J (2006). Rehabilitation for the Postsurgical OrthopedicPatient - Procedures and Guidelines, 2 nd ed., Mosby Co.Other relevant journal articles and texts will be recommended as appropriate.B39

Subject CodeSubject TitleRS3030CLINICAL NEUROLOGY & NEUROSCIENCECredit Value 3Level 3, Year 2-Semester 2Pre-requisiteObjectivesABCT2326 Human Physiology1. Students will gain knowledge in the functions of various parts of the nervoussystem, and understand how structural and functional changes in certain partsof the nervous system may lead to neurological deficits for patients.2. Students will understand recent development in clinical neuroscience, and howthese concepts can be integrated in clinical applications.Intended LearningOutcomesOn successful completion of the subject, a student will be able to:Professional/academic knowledge and skillsa. analyze mechanisms of information processing which occur at different levelsof the nervous system.b. analyze functions of the nervous system, e.g., sensorimotor: sensation; controlof posture, locomotion, reaching; higher cortical functions: attention, memory,perception, language.c. integrate knowledge of the structure and function of the nervous system toexplain selected ‘altered’ states, i.e., due to development, injury or disease.d. synthesize information on the adaptive range of the nervous system in order toexplain: the recovery of function following an injury the subsequent functioning of the system, post-injury the continued development of an altered systemAttributes for all-roundednesse. read and summarize information from the scientific and professional literaturerelated to clinical neuroscience.Subject Synopsis/Indicative Syllabus1. Review: the neuron and synaptic transmission2. Development of the nervous system3. Anatomy and physiology of the nervous system – system and regionapproaches• Somatosensory SystemPainSensations• Autonomic Nervous SystemMotor SystemPerception and movementMotor controlMuscle toneMovement disorders• Auditory, Vestibular, and Visual System• Blood supply and cerebrospinal fluid system• Peripheral Nervous System• Spinal Region• Brain Stem• CerebrumAttentionMemoryLanguage, communicationPerception• Clinical correlates - by level of the neuraxis4. Explain how an altered state of the nervous system would lead to commonB40

neurological conditions5. Introduce the concept of neuroplasticity as the foundation of rehabilitation6. Introduce the advances in clinical neuroscienceTeaching/LearningMethodologyA blended teaching mode will be adopted. Lectures will be delivered. Based onassigned readings and/or video presentations, students will be able to understandthe mechanisms underlying specific function(s) of the nervous system. Clinicalcorrelates will be included to explain the pathophysiology of common neurologicalconditions.Neuroanatomy laboratory sessions allow students to observe brain specimens ormodels of different neural structures. By deepening their understanding ofneuroanatomy, students can appreciate the contributions of each specific neuralstructure for maintaining normal neurological function in human being.Self-directed learning encourages students to review the subject content and tocontinue to seek current knowledge by referring to reference materials.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e2 MCQ tests 70 √Laboratory work 30 √ √Self –directed- √ √ √ √learningTotal 100 %MCQ test: Students will be tested on the theoretical background of clinicalneurology and neuroscience.Laboratory work: In-class quizzes with short questions will be conducted toensure that students have actively learned during the laboratory session.Self-directed learning encourages students to review the subject content andcontinue to seek current knowledge by referring to reference materials.Student Study EffortExpectedClass contact:(44 Hrs.)• Lecture 38 Hrs.• Laboratory session 6 HrsOther student study effort:(62 Hrs.)• Self –directed learning 62 Hrs.Reading List andReferencesTotal student study effort106 Hrs.Required Text:Lundy-Ekman L. (2007). Neuroscience – Fundamentals for Rehabilitation. 3 rd ed.Philadelphia: W.B. Saunders. USA.Recommended Text / Reading:Bear M F. (2007) Neuroscience : exploring the brain. 3 rd ed. Baltimore:Lippincott.Kandel ER, Schwartz JH , Jessell, TM (2000). Principles of Neural Science. 5 th ed.New York: Elsevier.B41

Subject CodeSubject TitleRS3660EXERCISE SCIENCECredit Value 3Level 3, Year 2-Semester 2Pre-requisite /Co-requisite/ExclusionObjectivesNilThe overall objective of this subject is to equip students with the knowledgeand skills of exercise sciences for health and fitness promotion, injuryprevention and rehabilitation of musculoskeletal injuries across the life span.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. present the role of physiotherapy in applying the knowledge of exercisesciences for health and fitness promotion, injury prevention andrehabilitation of musculoskeletal injuries across the life span.b. elaborate increased knowledge in exercise physiology, specifically of theacute physiological changes and long-term adaptations of the body systemsto exercise and inactivity, and to evaluate the effects of exercise on growth,development and the ageing process.c. apply the physiological principles of exercise to individuals representingdifferent life stages as well as to individuals representing specialpopulations; integrate the principles of exercise training and modificationof training methods for different age groups and to address different needs,i.e., exercise for health promotion, for injury prevention or for performanceenhancement; and to apply the principles of group exercise programs tomeet the health needs of special populations, e.g., for pregnancy, children,older athletes, people with chronic conditions - diabetes, osteoporosis,cardiac, respiratory, asthma, hypertension and rehabilitation of the injuredpopulation.Attributes for all-roundednessd. communicate effectively in oral and written English whenpresenting/expressing information and ideas to colleagues and patients, anddevelop personal skills to function as responsible and effective members ina team.e. develop an active and healthy life style and develop values and attitudesappropriate to a profession committed to meeting the health care needs ofthe society.f. develop problem-solving strategies by extracting and analysing relevantinformation, formulating an hypothesis and evaluating outcomes, andreading scientific and professional literature in order to apply relevantfindings to physiotherapy practice and acquire the skills essential for lifelonglearning.Subject Synopsis/Indicative Syllabus1. Introduction of the physiotherapy perspective in health and fitnesspromotion.Physiotherapy input to preventative, health promotional andrehabilitative exercise and recreational activity in the normal populationand in those with specific conditions (emphasis on local scenario,demands and inadequacies).2. Principles of exercise physiologyCardiovascular, respiratory, neuromuscular, metabolic, and thermalresponses to exerciseB42

Biochemistry of exerciseAcute and chronic adaptations to exerciseNutrition and ergogenic aids in exerciseEnvironmental considerations for exercise3. Application of physiological principles in health promotionConcept of physical fitness and fitness testingPhysiological principles in conditioning and trainingTraining methodsAerobic trainingAnaerobic trainingStrength and power trainingSpeed and agility trainingSpecific skill trainingFlexibility trainingTraining and recoveryOver training, s/s, role of physiotherapyMuscle pain, fatigue and DOMS4. Application of physiological and exercise principles for the specialpopulationChildren and adolescentsphysical development and characteristicsgrowth and musculoskeletal developmentbody compositioncardiorespiratory system developmentresponses to exercises and adaptations to trainingchronic childhood illness and exercises participation (e.g. asthma)special issues (e.g. weight training and distance running forchildren)Female populationgender differencespre- and postpubertal differencesmuscle performance - power, strength and endurancecardiovascular system - VO2 maxmenstrual cycleElderly populationadaptations based on aging of body systemsvalue of physical fitnessessential elements of physical fitness for the elderlyPeople with chronic diseasesexercise needs for people with chronic diseasesphysiological responses/adaptations to physical activityrisk factors/ precautions/contraindications prior to participation inphysical activitydefine ways to monitor and evaluate the effectiveness of theprogram5. Application of physiological principles in rehabilitationeffects of inactivity and immobilizationphysiological principles of exercise prescription in rehabilitationbiomechanical principles of exercise prescription in rehabilitationmode of exercise in rehabilitationfunctional progress in rehabilitationaquatic exercises in rehabilitation6. Application of physiological principles in sports specific training skillsB43

Teaching/LearningMethodologyAssessment Methodsin Alignment withIntended LearningOutcomesAn integrative learning approach is used which makes use of problem solvingand case studies to allow students to integrate knowledge and skills gained inother subjects with that of exercise science. Students apply the physiologicalprinciples of exercise in order to use exercise as a means for health promotion,injury prevention or to enhance performance for individuals from differentpopulations (e.g. children and adolescents, elderly, females, people with chronicconditions) and life stages.Specific assessmentmethods/tasks%weightingIntended subject learning outcomesto be assesseda b c d e fExercise log book 15 √ √ √Seminar presentation 25 √ √& written assignmentWritten tests 60 √ √ √ √Total 100 %Exercise log book: Students acquire and consolidate their knowledge inexercise science through learning by participation. In conjunction with thelectures, laboratory activities and tutorials, students decide their own exercisetraining schedule and adhere to their training schedule for 6 weeks. Thislearning-through-participation approach allows in-depth understanding, andaims to develop an active and healthy life style such that they will pursuitexercise lifelong attitudes as role models and leaders in exercise participation inthe community.Seminar presentation: This assessment aims to provide an opportunity forstudents to search for information on a particular topic related to exercisescience, to present information and ideas in an organized manner, express anddefend an opinion and function as a responsible group member.Written assignment: This assessment aims to provide an opportunity forstudents to present their review topic in a well structured and succinct manner.Written tests: Both MCQ and essay questions are used in the written tests.MCQ tests are used to test the students’ ability to recall the key elements ofexercise sciences. Essay question aims to test the students’ ability to integrateand synthesise the content knowledge of exercise science and apply it indifferent scenarios.Student Study EffortExpectedClass contact:(48 Hrs.)• Lecture 24 Hrs.• Tutorial/seminar 12 Hrs.• Laboratory/practical 12 Hrs.Other student study effort:(85 Hrs.)• Journal and textbook readings 45 Hrs.• Preparation of seminar presentation, tests and writtenassignmentsTotal student study effort40 Hrs.133 Hrs.Reading List andReferencesRequired Texts:McArdle WD, Katch FI, Katch VL (2007). Exercise Physiology: Energy,Nutrition and Human Performance. 6 th ed. Baltimore: William and Wilkins.Thompson WR, et al. (2010) ACSM’s guidelines for exercise testing andprescription. 8 th edition, Lippincott William & WilkinsB44

Recommended Reading:Durstine JL, et al. (2009) ACSM’s Exercise management for persons withchronic diseases and disabilities. 3 rd edition. Human Kinetic.Kisner C, Colby LA (2007) Therapeutic exercise: Foundations and Techniques5 th edition, Philadelphia: FA Davis Co.B45

Subject CodeSubject TitleRS3830REHABILITATION PSYCHOLOGYCredit Value 3Level 3, Year 2-Semester 2Pre-requisite /Co-requisite/ExclusionObjectivesNilThis subject introduces the key psychological perspectives for understanding theprocesses of adjustment to trauma, disability, and illness. It also prepares studentsof helping professions to examine their values of helping, to develop basiccommunication skills needed in building a helping relationship with clients, andto help clients with problems in psychological adjustment. Students areencouraged to develop an understanding of psychological issues that need to beconsidered when managing patients with physical and mental dysfunctions anddisabilities.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. demonstrate effective communication skills in an interview or interventionwith a person with disabilities or chronic illness and who is psychologicallyaffected by the illness.b. evaluate the impact of trauma, disability, and chronic illness, by applyingappropriate psychological theories.c. explain the application of principles and selected methods in the facilitationof psychological adjustment to illness or disability.d. recognize common problems in patients with mental health issues inrehabilitation.e. understand how physiotherapy interventions may influence the psychosocialwell-being of persons with physical and/or mental health problems.Attributes for all-roundednessf. use English and Chinese language skills effectively in presentations andreport writing.g. develop effective communication and interactive skills with persons withphysical and/or mental health problems and their caregivers or families.h. demonstrate empathy and cultural sensitivity for persons with disabilities andchronic diseases.i. recognise the roles and contributions of other health team members inrehabilitation.j. demonstrate problem-solving strategies in working with other students as ateam and interacting with different persons and different professions.k. realize the importance of personal and professional ethics in interacting withpersons with various disabilities.Subject Synopsis/Indicative Syllabus1) Psychological impact and adjustment to trauma, disability, and chronic illness– behavioural signs and symptoms, risk factors2) Theories of psychological adjustment:i) Stress, adaptation and coping strategiesii) Cognitive perspectiveiii) Transitions perspectiveiv) Grief and disabilityv) Self-efficacy3) Aspects of Social Adjustmenti) Workii) Family and social supportB46

iii) Sexuality4) Psychological aspects of specific disorders including:i) neurological disorders – e.g. stroke, spinal cord injury, Parkinson’sdisease, Alzheimer’s diseaseii) chronic diseases – e.g. heart disease, diabetes mellitus, rheumatoidarthritisiii) congenital and/or developmental diseases – autism, cerebral palsy,mental handicapiv) somatoform and chronic pain disorders5) Introduction to mental health issues – including conditions such as anxietyand adjustment disorders, mood disorders, schizophrenia and psychoticdisorders6) Therapist-client relationship – interviewing and basic counseling skills,family and social support, empowerment7) Introduction to psychosocial intervention approaches – cognitive behaviouraltherapy, self-efficacy theory, relaxation therapy, alternative therapy8) Physiotherapist’s role in dealing with psychological issues in patients withphysical disabilities or chronic diseases, as well as patients with mental healthissues.Teaching/LearningMethodologyTheoretical part of the course content will be delivered through interactivelectures where students are expected to actively participate in all the learning andteaching activities. Video clips of case studies of persons with various disabilitieswill be shown during lectures. The professional skills component of the subjectincludes class exercises, practicum or laboratory sessions, demonstrations androle-play, small group discussions, case studies and seminar presentations.Physiotherapy students will explore and practice specific interventionprogrammes such as aerobic exercises and relaxation that are commonlyemployed in clinical practice. Students will conduct a field study to differentcommunity organisations to interact with clients of different disabilities. Studentswill present their findings in a seminar, where they will lead the discussion andreceive feedback on their work.Assessment Methods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e f g h i j kMultiple50 √ √ √ √ √ √ √ √ √ √choice quizzesSeminar30 √ √ √ √ √ √ √ √ √presentationWritten20 √ √ √ √ √ √ √ √ √ √ √assignmentTotal 100 %Multiple choice quizzes aim to test the understanding of the students in all thevarious topics covered by the subject.Seminar presentation aims to evaluate how well the students have understoodthe concepts learned in this subject and whether they are able to understand thepsychological issues or problems faced by the clients that they have interviewed.Written assignment will evaluate how well each individual student can integrateall the knowledge learned in this subject and apply the appropriate concepts indifferent case scenarios.B47

Student Study EffortExpectedReading List andReferencesClass contact:(42 Hrs.)• Lectures 28 Hrs.• Tutorials/practicals 14 Hrs.Other student study effort:(64 Hrs.)• Field visit 4 Hrs.• Group discussion/preparation of seminar presentation 20 Hrs.• Written assignment 20 Hrs.• Self study 20 Hrs.Total student study effort106 Hrs.Egan, G. (2007). The skilled helper: a problem-management and opportunitydevelopmentapproach to helping. (8th ed.) Pacific Grove, USA:Thomson/Brooks/Cole.Everett, T. Donaghy M. & Feaver S. (2003). Interventions for mental health.- anevidence-based approach for physiotherapists and occupational therapists.Butterworth Heinemann.Frank, R. G., & Elliott, T. R. (Eds.) (2000). Handbook of rehabilitationpsychology. Washington, DC, USA: American Psychological Association.French, S. & Sim, J. (Eds.) (2004). Physiotherapy: a psychosocial approach.Edinburgh. Butterworth HeinemannB48

Subject CategoryGUR: CLUSTER-AREA REQUIREMENTS (CAR)Credit Value 3A list of CAR subjects under each of the four Cluster Areas is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmFor details covering the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subject.B49

YEAR TWOSUMMER PERIOD

Subject Code RS 27100Subject TitleCLINICAL EDUCATION ICredit Value 1LevelPre-requisitesObjectivesIntended LearningOutcomes2 , Year 2-Summer PeriodRS2690 Principles of Physiotherapy PracticeRS2730 Musculoskeletal Physiotherapy IA valid First-aid CertificateBuddy AttachmentTo expose students to physiotherapy service delivered in two different clinicalsettings (in-patient/out-patient/ extended rehabilitation)Upon completion of the subject, students will be able to achieve the followingskills under full guidance:Professional/academic knowledge and skillsa. Extract relevant information from the patient's medical notes and initiate itsinterpretation.b. Select and perform appropriate basic assessment procedures for patients withmusculoskeletal problems.c. Contribute to the planning of physiotherapy treatment and management forthe assessed patient.d. Start to develop an appreciation of the foundation knowledge (e.g.,pathophysiology) underlying the rationale and application of selectedphysiotherapy techniques.e. Exhibit awareness of patient safety, comfort and dignity in all situations.f. Begin to adopt ethical behaviour in interactions between health carepersonnel and patients.g. Contribute to the documentation of assessments, treatment methods andpatient progress.h. Reflect on personal performance in the decision-making process and in theapplication of clinical procedures through self-, peer- and instructorassessment.Attributes for all-roundednessi. Show ability to develop appropriate values and attitudes to the professionj. Practise effective interpersonal communication (written, oral and nonverbal)with patients, relatives, carers, colleagues and other medical or allied healthprofessionals.Subject Synopsis/Indicative Syllabus1. Patient/client care/management2. Analysis of patient history (current condition, medical/social/family history)through system reviews3. Use of relevant clinical tests and measureable outcomes4. Formulation of plan of care underpinned by clinical reasoning5. Effective communication and collaboration with clients, family members,health care professionals and other individuals to determine a plan of care6. Use of clear and accurate documentation7. Use of clinical judgment and reflectionB50

Teaching/LearningMethodologyClinical placement provides the opportunity for students to experience placementsin a range of different facilities, including public, community and privateorganizations. Students will learn to assess, evaluate and treat clients throughguided observation, individual and group work under the full supervision of aClinical Educator (CE) on a daily basis. Students will have case discussions withthe CE during tutorials in order to enhance the integration of foundationknowledge acquired at the University into physiotherapy practice.Pre-clinical seminar is mandatory and conducted by the Clinical EducationCoordination Team in The Hong Kong Polytechnic University. It providesstudents an overview of the learning outcomes of the clinical training anddiscusses expected professional attitude and behaviour and related learningactivities, In addition, it provides students a learning opportunity to review andpractice clinical knowledge and skills required for their assigned clinical settingand sub-specialties.Assessment Methods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e f g h i jClinical 100 √ √ √ √ √ √ placement(continuousassessment)Total 100 %Clinical placement: The nature of physiotherapy practice requires a range ofcomplex skills that is more appropriately assessed on a continuous basis. Studentsare provided with on-going feedback on their performance during clinicalplacement which enables the students to monitor their own learning process.Continuous assessment also encourages students to undertake regular andsystematic study. This is a pass/fail subject without grade.Student Study EffortExpectedClass contact:• Clinical attachment (35Hrs per week for 2 weeks)Other student study effort:Pre-clinical seminar70 Hrs.3 Hrs.Reading List andReferencesTotal student study effort73 Hrs.Students are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, pleaserefer to the following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B51

YEAR THREESEMESTER ONE

Subject CodeSubject TitleRS3580MUSCULOSKELETAL PHYSIOTHERAPY IICredit Value 3Level 3, Year 3-Semester 1Pre-requisiteObjectivesIntended LearningOutcomesRS2730 Musculoskeletal Physiotherapy IThis subject builds on the knowledge and skills acquired in the subjects“Orthopedics & Traumatology” and “Musculoskeletal Physiotherapy I” andextends students’ clinical skills in the physiotherapy assessment and managementof the musculoskeletal dysfunction of the upper limb and conditions affecting theintegumentary system.Upon completion of the subject, students will be able to perform:Professional/academic knowledge and skillsa. basic regional assessment and management of musculoskeletal problems of theupper limb;b. basic assessment and management of integumentary integrity;c. overall integration of physiotherapy modalities including the principles andpractice of therapeutic exercises, integumentary repair and protectiontechniques, and manual therapy.Attributes for all-roundednessd. develop problem-solving strategies by extracting and analyzing relevantinformation, formulating hypothesis and evaluating outcomes.e. communicate effectively when presenting/expressing information and ideasto colleagues and patients.f. develop skills essential for independent study and life-long learning.g. develop values and attitudes appropriate to a profession committed to meetingthe health care needs of the society.h. develop personal skills to function as responsible and effective members in ateam.i. read scientific and professional literature in order to apply relevant findings tophysiotherapy practice.Subject Synopsis/Indicative Syllabus1. Principles and Concepts• Concept of diagnosis in physiotherapy - physical vs. medical diagnosis• Clinical reasoning - characteristics and process• Clinical decision making - cue acquisition, hypothesis generation, datainterpretation and hypothesis evaluation• Principles of intervention for integumentary (with or without skin graft),tendon (tendon rehabilitation program of the hand), nerve and soft tissueinjuries , fractures (post-traumatic immobilization), arthritis and commonorthopedic surgeries2. Assessmenta. Conduct patient interview (subjective examination) and review pertinentmedical records that include:• general demographics• chief complaints (use of body chart)• behavior of symptoms (including irritability, severity and 24-hour pattern)• functional status and activity level• current and past history• general health status• medical/surgical historyB52

• medications• family and social history• living environment• employment• social health habits• patient/client’s perception of problems and needs• precautionary questions to rule out symptoms arising from systems otherthan the musculoskeletal system• other clinical tests (review imaging, laboratory reports, available recordsand other clinical findings)b. Conduct physical examination pertaining to the musculoskeletal system thatincludes:• posture (static and dynamic)• transfer, transitions, gait, locomotion, balance and agility• functional activities and limitations• active range of motion• passive physiological and accessory joint movements (for joint integrity,mobility and joint play movements)• muscle performance (strength, power and endurance)• muscle length and soft tissue extensibility• circulation• motor function (dexterity, coordination, hand function)• peripheral nerve integrity (motor and sensory distribution of nerves)• sensory integrity (sensation and sensibility)• palpation• prosthetic, orthotic, protective and supportive devices requirements• ‘when applicable’ tests• screening testsc. Conduct physical examination pertaining to the integumentary system thatincludes:• skin colour and integrity• burns• signs of infection• wound and scar characteristics3. Diagnosis and Plan of care• Interpret and analyze examination/assessment findings• Synthesize available information and generate a working hypothesis• Recognize signs and symptoms that are beyond the scope ofphysiotherapy practice• Integrate examination findings to determine the physical diagnosis of thepatient/client (in terms of human movement dysfunction)• Identify and prioritize impairments to determine a specific dysfunctiontowards which the intervention will be directed• Predict the prognosis and time required for improvement in patient/clientfunction• Determine short-term and long-term goals for treatment• Select and prioritize treatment intervention• Evaluate the effectiveness of intervention• Progress treatment intervention in response to the patient/client’s status• Establish criteria for discharge based on patient/client’s goals andfunctional status• Use of evidence-based outcome measures• Discharge plan• Documentation• Recognition of precautions and contraindications to physical examinationand treatment (manual therapy and exercise therapy)B53

4. Treatment Interventiona. Prescription and application of manual therapy techniques that include:• manipulative therapy skills - passive physiological and accessory jointmobilisation• soft tissue and scar mobilisation• therapeutic massageb. Prescription and application of therapeutic exercises that include:• muscle strength, power and endurance training (active-assistive, active,resistive including isometric, isotonic, concentric and eccentric)• flexibility exercises• co-ordination and training of functional activities• task-specific performance trainingc. Prescription and application of neuromuscular and sensory training or retrainingd. Prescription and application of integumentary repair and protection techniquesthat include:• Debridement• dressings (wet and wet-to-dry dressings)• topical agents (cleansers, creams, moisturizers, ointments, sealants)• positioning and stretching for prevention of contractures• scar massage and mobilisatione. Prescription and application of mechanical modalities that include:• compression therapy – e.g. compression bandages, boxing glove• mechanical motion device – e.g. continuous passive motion (CPM)• protective and supportive devices – e.g. splints, braces, prosthetic devices5. Patient/client related instruction• Injury prevention and ergonomics education• Education, advice and training of patients/clients and caregiversTeaching/LearningMethodologyA student-centered learning approach is used with a combination of lectures,tutorial/seminar and self-directed learning activities. A case-learning approach isadopted for the overall integration of theoretical knowledge, different therapeuticmodalities and skills for assessment and treatment. With guidance, problem solvingskills, planning of appropriate physiotherapy assessment and management strategywill be developed. In clinical laboratory/practical sessions, students focus on thedevelopment and application of skills in assessment and treatment techniques. Bedsideteaching activities in clinical settings are organized for students to consolidatethe knowledge gained in classroom.AssessmentMethods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e f g h iClinical reasoning 30 testSeminar presentation 20 Practical test 50 Total 100%Clinical reasoning: The aim of this assessment component is to evaluate thestudents’ clinical reasoning skill and application of knowledge to themusculoskeletal system. Based on a given case scenario, students will be asked toformulate an hypothesis on certain aspects of the case, and to plan an appropriateassessment and management strategy in a written format.Seminar Presentation: The assessment aims to provide opportunity for students toB54

esearch information for a particular topic. The will be required to gather up-todateevidence-based information, critically analyse the information, present it in anorganized manner and then express their own ideas on that topic. They are alsorequired to defend an opinion and function as a responsible group member.Practical Test: The aim of this assessment component is to evaluate the students’clinical skills and application of knowledge to the planning of examination andtreatment. Each student will be given an excerpt of a clinical case scenario andhe/she will be questioned on certain aspects of the case which demand clinicalreasoning skills. The student will then be required to perform a selection ofpractical skills relating to the case.Student StudyEffort ExpectedClass contact:(66 Hrs.)• Lecture 14 Hrs.• Tutorial / Seminar 4 Hrs.• Laboratory / Practical 48 Hrs.Other student study effort:(110 Hrs.)• Self study 80 Hrs.• Preparation of seminar presentation 30 Hrs.Total student study effort176Hrs.Reading List andReferencesRequired Text:Henegeveld E, Banks K (2005). Maitland’s Peripheral Manipulation. 4 thButterowrth-Heinemann.ed.Kisner C, Colby LA (2007). Therapeutic Exercise: Foundation and Techniques. 5 thed. FA Davis.Magee D (2008). Orthopedic Physical Assessment. 5 th ed. Saunders Elsevier.Recommended Reading:Herndon DN (ed) (2007). Total Burn Care. 3 rd Ed. Saunders Elsevier.Magee DJ, Zachazewski JE, Quillen WS (ed) (2007). Scientific foundations andprinciples of practice in musculoskeletal rehabilitation. Saunders Elsevier.Magee DJ, Zachazewski JE, Quillen WS (ed) (2009). Pathology and intervention inmusculoskeletal rehabilitation. Saunders Elsevier.B55

Subject CodeSubject TitleRS3730NEUROLOGICAL PHYSIOTHERAPY ICredit Value 3Level 3, Year 3-Semester 1Pre-requisiteObjectivesIntended LearningOutcomesRS3030 Clinical Neurology & NeuroscienceThis subject is designed to achieve the competence and clinical skills in neurorehabilitationfor an entry level physiotherapist.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. describe the pathophysiology, medical and surgical management of commonneurological conditions.b. apply the principles of neuroplasticity, motor control and motor learning tothe physiotherapy management of neurological dysfunction.c. identify problems of the patient that are within the scope of physiotherapy,using a clinical decision-making process.d. select, implement and/or interpret the findings of validated outcomemeasures.e. design a comprehensive plan of care that incorporates the principles ofpatient- and /or family-centered care, including goals which have been agreedto by the patient.f. implement, modify and progress the physiotherapy plan to ensure the bestfunctional outcome.g. integrate the physiotherapy plan of care for neurological patients within aninter-disciplinary holistic framework.h. select and critically evaluate published studies on the rationale and scientificevidence for given techniques/technology, and to apply relevant findings tophysiotherapy practice, research and education.Attributes for all-roundednessi. practice effective interpersonal communication (i.e., written, oral, nonverbal)by seeking and providing feedback on professional performance.j. reflect on personal performance in the decision-making process and in theapplication of technical procedures.Subject Synopsis/Indicative Syllabus1. Principles of holistic management of individuals with neurologicalimpairment Application of neuroplasticity to neuro-rehabilitation Application of motor learning principles to neuro-rehabilitation Concept of International Classification of Functioning, Disability andHealth (ICF) ‘Rehabilitation pathways’ and outcome measures2. General management of common neurological conditions, with respect totheir -- Definition Prevalence/incidence in Hong Kong/elsewhere Cause/etiology Clinical features/signs & symptoms Common tests for differential diagnosis of neurological disorders, e.g.,X-ray, MRI, Ultrasound, CT scan and special manoeuvres. Management of a specific condition (operative vs. non-operativeB56

management, common medications, complications/limitations)Prognosis; time course; assessment and treatment* Head injury* Stroke3. Assessmenta. Examine patients/clients by obtaining a history from them and from otherrelevant sources: General demographic Family history Social history Living environment (home and community, device and equipment) Environmental and home barriers Employment Functional status and activity level (current and premorbid functionalstatus) Medical/surgical/neurological history Chief complaints Medications Medical/surgical treatment Laboratory and diagnostic tests (neuroimaging, electrophysiology) Fall historyb. Perform systematic assessment of: Neuromuscular system Sensory integrity and Perception Sensory integration Motor control, control of voluntary movement Muscle length, active and passive range of movement, Muscle strength Reflex integrity Muscle tone Hand function, dexterity Movement patterns Coordination and agility Posture Balance, gait and locomotion Function, ADL, IADL, self-care Arousal, consciousness, cognition, attention, recall Mental status, cognition Integrity of cranial and peripheral nerves Orthotic and assistive devices Home environment Work, community, and leisure re-integration4. Diagnosis and plan of care Interpret and analyse the assessment findings Formulate a diagnosis utilizing an hypothesis-driven clinical decisionmaking process to identify existing impairments, activity limitations, andparticipation restrictions Incorporate additional information from other professionals, as needed,in the diagnostic process Determine short- and long-term functional goals Address required functions Establish a treatment plan that is safe, effective and client-centered Prioritize treatment interventions Evaluate the effectiveness of treatment interventions Utilize reliable and valid outcome measuresB57

Progress/modify treatment interventions in response to client statusAdmission and discharge planningData collection, analysis and reportingDocumentationInterdisciplinary teamworkCollaboration and communication among team membersRefer to another health practitioner if appropriate5. Treatment interventionsDesign and implementation of a physiotherapy treatment plan, based onscientific evidence, which integrates techniques/components from what someconsider different ‘approaches’, for example: Motor Control ‘systems’ Motor relearning model Biomechanical principles Facilitation principles - Bobath/Neurodevelopmental therapy (NDT)/Proprioceptive neuromuscular facilitation Constraint-induced therapy Harness body weight-support for gait training Movement control, Movement pattern training Flexibility exercises Coordination training Proprioception training Somatosensory training Practice of functional tasks Transfer training Gait and locomotion training Balance and fall prevention Gaze stabilizationPosture, postural stabilizationTechnology Application - Functional electrical stimulation (FES),Biofeedback (EMG, electromyography), Prosthetics & Orthotics:Inhibitory casting, ankle-foot orthosis6. Patient/client related instruction Education, advice and training of patients/clients and carers Level of communication and instructionTeaching/LearningMethodologyAssessment Methodsin Alignment withIntended LearningOutcomesLectures will cover medical/neurosurgerical management, neuroplasticity andmotor-learning theories in neuro-rehabilitation. In seminars and tutorials sessions,students will discuss clinical reasoning, appraise evidence-based practice andoutcome measures. In practical classes, students will learn assessment andtreatment skills and the rationale of selecting these skills. There is also case-basedclinical teaching enabling students to apply their theory and knowledge intoclinical practice. Web-based learning allows students to learn and enhance theirclinical problem ability at their own pace.Specificassessment%weightingIntended subject learning outcomes to beassessedmethods/tasksa b c d e f g h i jWritten test 40 √ √ √ √ √ √ √ √ √ √Practical test* 35 √ √ √ √ √ √ √ √ √Written25 √ √ √ √ √ √ √ √ √assignmentTotal 100 %*Pre-requisite for Practical Test: 85% attendance of tutorial/practical/seminarsessions and 100% of clinical teachingB58

Written test: Aims to assess students’ understanding of theory, pathology, andmanagement of people with neurological dysfunctionsPractical test: Aims to evaluate students’ clinical reasoning, selection ofevaluation and treatment methods, and skills in managing simulated commonneurological problemsWritten assignment: Aims to evaluate students’ ability to critically selectrelevant journal articles and appraise evidence-base physiotherapy practice in thearea of neuro-rehabilitationStudent Study EffortExpectedClass contact:(60 Hrs.)• Lecture 18 Hrs.• Tutorial/Seminar 6 Hrs.• Laboratory 34 Hrs.• Clinical Teaching 2 Hrs.Other student study effort:(50 hrs.)• Self-study 20 Hrs.• Web-based activities 15 Hrs.• Preparation for seminar presentation 15 Hrs.Reading List andReferencesTotal student study effort110 Hrs.Agency for Health Care Policy and Research (1995). Post-Stroke Rehabilitation,Clinical Practice Guideline No. 16. Rockville, MD: US Dept. of Health andHuman Services. (http://text.nlm.nih.gov/tempfiles/tempD134085)Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2 nded. Hong Kong: Springer.Bromley I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists. 6 thed. Edinbergh: Churchill LivinstoneEdward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2 nded. Edinburgh: Churchill Livingstone.Bossoe Gjelsvik BE (2008) The Bobath Concept in Adulat Neurology. 1 st ed. NewYork: ThiemeRaine S, Meadows L, Lynch-Ellerington M (2009) Bobath Concept: Theory andClinical Practice in Neurological Rehabilitation. Iowa: Wley-BlackwellPublishing Co.Shumway-Cook, A. and Woollacott, M. (2007) Motor Control – TranslatingResearch into Clinical Practice 3 rd ed. Baltimore: Lippincott Williams andWilkins.Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1 st ed.Edinburgh: ElsevierB59

Subject CodeSubject TitleRS3770CARDIOPULMONARY PHYSIOTHERAPY ICredit Value 3Level 3, Year 3-Semester 1Pre-requisiteNilObjectivesIntended LearningOutcomesThis subject is designed to achieve entry level physiotherapist competence andclinical skills in respiratory physiotherapy.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. identify (screen) abnormal symptoms of major body systems (for example themusculoskeletal and neurological systems) and recognize the need to refer toother medical professionals if necessaryb. explain the pathophysiology and be familiar with current medical,pharmacological and surgical management strategies for common respiratoryconditions specific to particular age groups (neonates, children, adults andelderly)c. accurately interpret medical records and investigatory reports related torespiratory disordersd. accurately perform a physiotherapy assessment to enable identification andprioritisation of respiratory problems using a clinical decision-making processe. apply principles of functional anatomy and applied physiology of thecardiopulmonary system to select, implement and evaluate best evidencepractice in cardiopulmonary physiotherapy techniques through a process ofcritical evidential analysis and validated outcome measuresf. formulate and implement physiotherapy intervention for patients inaccident/emergency departments, and devise a holistic intervention plan in acommunity setting (home and self management program) during the acute andrehabilitative stages of a respiratory disorder to promote the best functionaloutcome and maximize the quality of lifeg. select and critically evaluate published studies on the rationale and scientificevidence supporting a given technique, and apply the relevant findings tophysiotherapy practice, research and education.Attributes for all-roundednessh. practise effective interpersonal communication (i.e. written, oral andnonverbal) by seeking and providing feedback on professional performance topatients, relatives, carers, colleagues and other medical or allied healthprofessionals.i. develop problem-solving strategies by extracting and analyzing informationfrom written reports and patientsj. develop values and attitudes appropriate to a professionk. recognise the social demand for health care services in the communitySubjectiveSynopsis/IndicativeSyllabus1. Principles of holistic management of people with respiratory dysfunction Application of functional anatomy and applied physiology to respiratoryphysiotherapy The application of the International Classification of Functioning,Disability and Health (ICF) Best evidence practice through critical evidential analysis Provide respiratory physiotherapy services for prevention, healthpromotion, fitness, and wellness to individuals, groups, and communitiesB60

Provide respiratory physiotherapy services in different practice settings2. Assessmenta. Take a History from relevant sources and perform a thorough and appropriateExamination of the patient: General demographic Family history Social history Living environment (home and community, device and equipment) Environmental and home barriers Employment Functional status and activity level (current and premorbid functionalstatus) Medical/surgical/neurological history Chief complaints Medications Medical/surgical treatment Laboratory and diagnostic tests (radiology, imaging, electrophysiology)b. Perform systematic assessment procedures on the pulmonary system: Respiratory rate Assessing for edema Ventilation and respiratory/gas exchange Pulmonary signs of respiratory/gas exchange Pulmonary signs of ventilator function Pulmonary symptoms Lung volumes and expiratory flows Aerobic capacity/endurance (for example 6 minute walk test); pulmonarysigns and symptoms during exercise or activity) Function, ADL, IADL, self-care Home environment Work, community, and leisure re-integration3. Diagnosis and plan of care Interpret and analyse assessment findings Formulate a diagnosis utilizing a hypothesis-driven clinical decisionmaking process to identify current problems, existing or potentialimpairments, activity limitation, participation restrictions andenvironmental factors Incorporate additional information from other professionals, as needed, inthe diagnostic process Determine short- and long-term functional goals Establish a treatment plan that is safe, effective and client-centered Prioritize treatment interventions Evaluate the effectiveness of treatment interventions with reliable andvalid outcome measures Progress/modify treatment interventions in response to client status Admission and discharge planning Produce accurate documentation Appreciate interdisciplinary teamwork Collaborate and communicate effectively among team members Be aware of procedures for referral to other health practitioners asappropriate4. Treatment interventionsDesign and implementation of a physiotherapy treatment plan which integratestechniques using an evidence-based approach, for example:B61

a. Airway clearance techniquesBreathing strategies Active cycle of breathing or forced expiratory technique Assisted cough/huff techniques Autogenic drainage Paced breathing Pursed lip breathingTechniques to maximize lung volume and ventilation Maximum inspiratory hold Stair case breathing Manual hyperinflationManual/Mechanical Techniques Gravity assisted drainage Assisted devices Chest percussion and vibration Chest wall manipulation Suctioning Ventilatory aids (eg, Flutter, ventilatory muscles trainer) Manual inflation techniques Supplemental oxygenPositioning Positioning to alter the work of breathing Positioning to maximize ventilation and perfusion Pulmonary postural drainageb. Community and long-term care Pulmonary rehabilitation programc. Communication & patient/client related instruction Communicate with others using written, oral and non-verbal modes Education, advice and training of patients/clients and carersTeaching/LearningMethodologyLectures will cover the knowledge base of respiratory system reviews,pathophysiology and principles of management and current management strategies(medical, pharmacological and surgical) for respiratory conditions.In tutorials sessions students will discuss clinical reasoning, and appraise bestevidence-based practice, and outcome measures relevant to current respiratoryphysiotherapy.In practical sessions students will learn assessment and treatment skills and therationale for selecting a particular treatment/technique.Relevant medical notes of clinical cases, in the form of self-learning exercises andtutorial notes, will be provided for students to apply their theory and knowledge toclinical practice.Virtual classroom facilities (in-hospital video conferencing) will provide clinicalexperiences of pulmonary rehabilitation to students.B62

Assessment Methodsin Alignment withIntended LearningOutcomesSpecificassessmentmethods/tasks%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j kWritten test 40 √ √ √ √ √ √ √ √ √ √Practical test* 30 √ √ √ √ √ √ √MCQ 30 √ √ √ √ √ √ √ √ √Total 100 %*Pre-requisite for Practice Test: 85% attendance of tutorial/ practical/ seminarsessionWritten test: Based on hospital notes of a patient, this assessment aims to evaluatestudents’ ability to identify the problems encountered by the patient, and propose anintervention plan with justification to maximize the patient’s recovery of physicaland functional capacity.Practical test: This assessment aims to evaluate students’ clinical reasoning,selection of evaluation and treatment methods and skills in managing patients withsimulated respiratory problemsMCQ test: This test aims to assess students’ understanding of theory, pathology,laboratory investigations and management of people with respiratory dysfunctionAnticipated hours ofStudent StudyClass contact:(50 Hrs.)• Lecture 32 Hrs.• Tutorial/Laboratory 16 Hrs.• Virtual classroom 2 Hrs.Other student study effort:(65 Hrs.)• Self-studya. Self-Learning Exercises: Respiratory Physiology &Chest Physiotherapy Techniques)60 Hrs.b. Self-Learning Exercises: The Clinical Teaching ofCardio-Pulmonary Care in Acute Conditions• Web-based activities 5 Hrs.Total student study effort115 Hrs.Reading List andReferencesBourke SJ (2007). Lecture Notes. Respiratory Medicine. 7 th Edition. Malden, Mass:Blackwell Publishing.Corne J, Pointon K (2010). Chest X-ray made easy. 3 rd Ed. Edinburgh: ChurchillLivingstone.Pryor JA and Webber BA (2008). Physiotherapy for Respiratory and CardiacProblems. 4 th Edition. Edinburg: Churchill Livingstone.West J (2008). Pulmonary Pathophysiology-The Essentials. 7 th Edition. Baltimore:Williams & Wilkins.West J (2006). Respiratory Physiology-The Essentials. 8 th Edition. Baltimore:Williams & Wilkins.B63

Subject CodeSubject TitleRS3780ELECTROPHYSICAL THERAPY IICredit Value 2Level 3, Year 3-Semester 1Pre-requisiteObjectivesIntended LearningOutcomesRS2670 Electrophysical Therapy IStudents will acquire the knowledge and skills necessary to ensure the effective use ofelectrical stimulation for neurological conditions including microcurrent, pulsedelectromagnetic field, biofeedback, laser, ultraviolet radiation, and functional electricalnerve stimulation etc.On successful completion of the subject, given a clinical problem or a case history, astudent will be able to:Professional/academic knowledge and skillsa. apply their knowledge of physics, anatomy and physiology to the effective use ofmicrocurrent, pulsed electromagnetic field, biofeedback, laser, and ultravioletradiation, functional electrical nerve stimulation, and electrical stimulation formanaging neurological conditions.b. understand the biophysical and therapeutic effects of various electrophysicalagents in performing electrodiagnosis, pain modulation, wound management andintegumentary repair using electrophysical modalities reducing edema andpromoting nerve repair.c. compare and contrast the electrophysical agents in terms of physical properties,therapeutic effects, and versatility in clinical applications, and potential healthbenefits or hazards.d. select and apply the most appropriate electrophysical agent safely, effectively andefficiently.e. discuss the rationale and/or evidence supporting the selection of a givenelectrophysical modality.f. evaluate the outcome of different applications and modify methods as needed.g. document details of treatment parameters, modifications and patient responseh. introduce the contemporary trend of clinical use of electrophysical agentsAttributes for all-roundednessi. practise effective communication skills by explaining treatment effects to patients,or the progress of treatment to other health professionals.j. develop problem-solving strategies by extracting and analyzing information fromwritten reports and patients, then make appropriate clinical decision on treatmentplanningk. develop professional values and attitudesSubject Synopsis/Indicative Syllabus1. Principles and concepts of biophysical, physiological and therapeutic effects ofelectrophysical agents2. Selection and administration of the most appropriate electrophysical agents:a. Stimulation of afferent nerve including microcurrent, acupuncture andelectroacupunctureb. Electrical stimulation for neurological conditions for reducing spasticity,treating shoulder subluxation, reducing drop foot phenomenon in hemiplegicpatients and managing Bell’s Palsyc. Laser therapy for soft tissue injuries and wound healingd. Pulsed electromagnetic fielde. Biofeedback for muscle relaxation and re-educationf. Ultraviolet RadiationB64

g. Newly developed treatment modalities including extracorporeal shock wavetherapy, monochromatic infrared irradiation, polychromatic light therapy3. Evaluation and diagnosis using electrophysical agentsa. Biofeedback for research and evaluation of treatment outcomeb. Contemporary electrical evaluation techniques such as strength durationcurve, nerve conduction test, clinical electromyography (EMG)c. Consideration for clinical application, data acquisition, normal and abnormalfindings4. Clinical applications & decision makingStudents will be able to formulate the plan of care underpinned by clinicalreasoning, and understand the rationale behind the selection of electrophysicalmodalities, treatment parameters, progression of treatment and their integration ofelectrophysical therapy into the overall physiotherapy treatment plan for patients.5. Recording of treatment methods, parameters and clinical outcomes6. Evaluation and modification of the treatment for achieving optimal treatmentefficacy7. Integration of best evidence-based physiotherapy in the application ofelectrotherapeutic agentsTeaching/LearningMethodologyLectures provide the opportunity for students to learn the theoretical background ofelectrophysical modalities.Practical sessions and tutorials allow students to develop the skills necessary to applyvarious electrophysical modalities safely, effectively and efficiently. They will learnhow to choose the correct treatment parameters for:o microcurrento laser therapyo biofeedbacko pulsed electromagnetic fieldo ultraviolet radiationo functional electrical stimulationSelf-directed learning encourages students to review the subject content and practice theskills that they have learned.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes to beassesseda b c d e f g h i j kWritten test 50 √ √ √ Practical test* 50 √ √ √ √ √ Self –directed learning - √ √ √ √ √ √Total 100 %*Pre-requisite for Practice Test: 85% attendance of tutorial/practical/seminar sessionWritten test: Students will be tested on the theoretical background about thebiophysical and therapeutic effects of various electrophysical agents in performingelectrodiagnosis, pain modulation, wound management, reducing edema and promotingnerve repairPractical test: Given a clinical case, students are required to demonstrate clinicalreasoning in selecting appropriate electrophysical modality and treatment parameters,then demonstrate the technique and skills to apply electrophyscial modalities in aneffective and safe manner.Self-directed learning encourages students to review the subject content and practicethe skills that they have learned.B65

Student StudyEffort ExpectedClass contact:(34 hrs.)• Lecture 14 Hrs.• Tutorial 2 Hrs• Practical/ Laboratory 18 Hrs.Other student study effort:(36 Hrs.)• Self –directed learning 36 HrsReading List andReferencesTotal student study effortRecommended Reading:70 Hrs.Belanger AY. (2009). Therapeutic Electrophysical Agents: Evidence Behind Practice.2 nd ed. Baltimore: Lippincott Williams & Wilkins.Cameron M H (2008). Physical Agents in Rehabilitation: From research to practice. 3 rded, Philadelphia: Saunders.Robertson V., Ward A., Low J, Reed A. (2006). Electrotherapy Explained: Principlesand Practice,4 th ed. Butterworth Heinemann, Elsevier.Watson T (2008). Electrotherapy: Evidence-based practice. 12 thChurchill Livingstone.ed. Edinburgh:B66

Subject CategoryGUR: CLUSTER-AREA REQUIREMENTS (CAR)Credit Value 3A list of CAR subjects under each of the four Cluster Areas is available at:https://www2.polyu.edu.hk/as/Polyu/GUR/index.htmFor details covering the syllabus, teaching methodology, assessment etc, please refer to the department offeringthe subject.B67

YEAR THREEINTER-SEMESTER PERIOD

Subject CodeSubject TitleRS37500CLINICAL EDUCATION IICredit Value 2Level 3Pre-requisiteObjectivesIntended LearningOutcomesRS 27100 Clinical Education IThrough active participation in different types of accredited activities, students willunderstand various forms of physiotherapy service or health care promotion activitiesdelivered in primary health care settingsUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Participate in the planning of primary health care related activities, e.g. primaryhealth care programmes, health promotion activities or clinical research activitiesetc, for certain patient or community groupsb. Participate in the implementation of primary health care deliveryc. Utilize clinical reasoning and evidence-based practice in primary health caredeliveryd. Exhibit a professional and caring approach towards clients, relatives and healthcare workerse. Collaborate and communicate effectively with clients/patients, family members,health care professionals and other individuals in an interdisciplinary team inwritten, verbal and non-verbal modesf. Reflect on personal performance through self, peer and/or clinical educator reviewson clinical judgmentsg. Understand the roles of other health care professionals and the concepts of multiprofessionalpractice in primary health care deliveryAttributes for all-roundednessh. Show awareness and ability to develop values and attitudes appropriate to theprofessioni. Practise effective interpersonal communication (written, oral and nonverbal) withpatients, relatives, carers, colleagues and other medical or allied healthprofessionals.j. Develop problem solving strategies in clinical settingsk. Recognise the social demand for primary health care services in the communitySubject Synopsis/Indicative Syllabus1. Patient/client care/management across lifespan2. Evaluation of the required functions of patient/client3. Evaluation of environmental, home and work (job/school/play) barriers4. Cost-effective resource utilization5. Collaboration and coordination with agencies6. Referrals to other professions7. Design and implementation of physiotherapy interventions8. Effective communication and collaboration with others9. Practice in multiple settings and community based rehabilitation10. Interdisciplinary teamwork11. Development of community based rehabilitation, health promotion and education,function training programmes and/or instrumental activities of daily living trainingin community, school and work12. Facilitation of injury prevention or reduction (injury prevention education andsafety awareness) and independent living (ADL training, home management andself-care)B68

13. Promotion of fitness, wellness and mental health to improve quality of life forclients/patients14. Critical appraisal of clinical research evidence and application to clinical practiceTeaching/LearningMethodologyFieldwork provides the opportunity for students to experience placements in a range ofdifferent facilities, including public, community and private organizations. Studentswill learn to assess, evaluate, and treat clients and become involved in health educationand promotion activities under the supervision of registered physiotherapists, in orderto enhance the integration of foundation knowledge into physiotherapy practice.A logbook and a self reflective journal allow students to consolidate the newly learntknowledge and evaluate personal performance.Pre-clinical seminar is mandatory and conducted by the Clinical EducationCoordination Team in The Hong Kong Polytechnic University. It provides students anoverview of the learning outcomes of the clinical training and discusses expectedprofessional attitude and behaviour and related learning activities, In addition, itprovides students a learning opportunity to review and practice clinical knowledge andskills required for their assigned clinical setting and sub-specialties.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingFieldwork(continuous assessment),logbook and self-reflectivejournalTotal 100 %Intended subject learning outcomes tobe assesseda b c d e f g h i j k100 √ √ √ √ √ √ √ √ √ √ √Fieldwork: Students are required to actively participate in different types of accreditedactivities in various settings in order to gain an understanding of primary health careand the provision of related services. This is a pass/fail subject without grade.Logbook and self reflective journal: Students are required to reflect critically on theirclinical experiences through written report or reflective journal. Students are alsorequired to document their clinical experiences systematically in a logbook.Student Study EffortExpectedReading List andReferencesClass contact:• Fieldwork 70 Hrs.Other student study effort:• Logbook and self reflective journal 20 Hrs.• Pre-clinical seminar 3 Hrs.Total student study effort93 Hrs.Students are required to integrate knowledge obtained from all academic subjects.For specific information, policies and procedures for clinical education, please refer tothe following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU..B69

YEAR THREESEMESTER TWO

Subject CodeSubject TitleRS3060(with contribution from CBS academic staff)FUNDAMENTALS OF TRADITIONAL CHINESE MEDICINE FORPHYSIOTHERAPY PRACTICECredit Value 3Level 3, Year 3-Semester 2Pre-requisite /Co-requisite/ExclusionStudents will take this subject in the 3rd year of their programme as they willhave normally completed the general language and communicationrequirements in their previous years. This subject will serve to meet theChinese language requirement embedded as discipline-specific.Objectives 1. demonstrate an understanding of the meaning of East-meet-Westintegration which would inspire new ways of thinking and practice; and2. acquire ways of promoting personal health through an understanding of thepractice of traditional Chinese health maintenance techniques andtraditional Chinese therapeutics.3. enhance students’ Chinese language competence in order to cope with theworkplace communication requirements relative to their training in aspecific discipline, i.e. rehabilitation studies.Intended LearningOutcomesUpon completion of the subject, students will be able to:a. outline the key theoretical concepts of Traditional Chinese Medicine(TCM) which is evolved from traditional Chinese philosophy;b. describe “disease prevention - health maintenance” and “healthmaintenance – rehabilitation” perspectives of TCM;c. demonstrate a basic understanding of the traditional Chinese “healthmaintenance – rehabilitation” therapeutic modalities;d. relate the integration of TCM into Physiotherapy practice from a theoreticalperspective; ande. demonstrate an understanding of the possible applications of TCM withinthe Physiotherapy context to the rehabilitation of different clients groupswhich are commonly seen in Physiotherapy practice.f. develop effective communication skills (for example Chinese writingacross the discipline, and oral presentations for experts and laymen) andstrategies for promotional activitiesStudents will be required to read and write intensively to enhance theirproficiency in written Chinese. The mastering of effective communication skillsin both written and spoken Chinese will also facilitate their life-long learning invarious disciplines.Subject Synopsis/Indicative Syllabus1. Foundation theoretical systems of TCM:a. Foundation theoretical framework of TCM based on traditional Chinesephilosophy including: Qi, Yin Yang, Wu Xing (the five-elementtheory).b. Foundation knowledge of human structure in TCM including: Zangfu;Meridians; Jin; and Qi, blood and Essence of Life and Spirit.c. Holistic view of diseases in TCM: basic concepts in aetiology,pathogenesis, diagnosis, differential diagnosis, treatment principles andtreatment modalities.d. Integration of foundation theoretical framework of TCM into thetheories of Physiotherapy.2. Application of selected branches of “health maintenance – rehabilitation”B70

techniques of TCM:a. Tui Na as a hands-on-body treatment modality.b. Various forms of Health Qigong, Tai Chi Ch’uan as health maintenanceexercises.c. Therapeutic acupoints techniques such as acupuncture and acupressure.d. Knowledge in basic Chinese Materia Medica.e. Other TCM therapeutics adjunctive to Physiotherapy.3. Application of TCM to rehabilitation within the Physiotherapy context ofthe following client groups in primary health care, acute care, chronicdisease management in the community:a. Neurological disorders and psychiatric illness: e.g. stroke, depressivedisorder.b. Cardiopulmonary disorders: e.g. hypertension, chronic obstructivepulmonary disease.c. Orthopaedic and traumatic conditions: e.g. sprains, fractures.4. Related professional literacy in Chinese medicine5. Chinese writing for professional activities6. Chinese writing and oral presentation for practical communication invarious contextsTeaching/LearningMethodologyStudents will have the opportunity to explore the basic philosophy, theory,concepts and systems of TCM in the applied context of the classroom setting,drawing on their experiential learning and independent study experiences.The subject will motivate the students’ active participation through groupcollaboration, individual presentation, and group discussion. Teaching materialswill be presented in both printed mode and audio-visual mode. For the trainingof accuracy in written and spoken Chinese, students will be supplemented withmaterials in a self-access manner. Teacher consultation will be offered to thestudents on an individual needs basis. Lessons will be delivered in Putonghua.Assessment Methods inAlignment withIntended LearningOutcomesStudent Study EffortExpectedSpecific assessmentmethods/tasksReading of relatedclassical Chinese text& quizzes%weightingIntended subject learning outcomesto be assesseda b c d e f30 √ √ √ √ √ √Presentation 30 √ √ √ √ √ √Written assignment 40 √ √ √ √ √ √Total 100 %Experiential learning, case studies, class discussion and student seminars willbe used to enhance students’ learning and integration of TCM concepts inclinical practice of Physiotherapy.Class contact:(42 Hrs.)• Lecture 28Hrs.• Tutorial/seminar/practical 14Hrs.Other student study effort:(60 Hrs.)• Self study 20Hrs.• Outside class practice 40Hrs.Total student study effort102Hrs.B71

Reading List andReferences許 健 鵬 、 高 文 柱 《 中 國 傅 統 康 複 治 療 學 》 高 等 醫 學 院 校 康 複 治 療 專 業 教 材中 國 ‧ 北 京 ‧ 東 直 門 外 香 河 園 華 夏 出 版 社普 通 高 等 教 育 “ 十 五 ” 國 家 級 規 劃 教 材 之 新 世 紀 全 國 高 等 中 醫 藥 院 校 規 劃 教材21 世 紀 課 程 教 材 之 全 國 高 等 醫 藥 教 材 建 設 研 究 會 規 劃 教 材Gascoigne, S. (2000). The Chinese Way to Health: a Self-Help Guide toTraditional Chinese Medicine. London: Connections.Xu, X. (2001). Principles of Traditional Chinese Medicine: the Essential Guideto Understanding the Human body. Boston: YMMA Publication Center.王 力 主 編 ,《 古 代 漢 語 》,1999, 北 京 中 華 書 局 。于 成 鯤 等 主 編 ,《 中 國 現 代 應 用 文 寫 作 規 範 叢 書 》,2011, 上 海 復 旦 大 學出 版 社 。廖 玉 蕙 ,《 我 把 作 文 變 簡 單 了 》,2011, 長 虹 出 版 社 。周 錫 韋 复 ,《 中 文 應 用 寫 作 教 程 》,1996, 三 聯 書 店 。路 德 慶 主 編 (1982) 《 寫 作 教 程 》, 華 東 師 範 大 學 出 版 社 。邢 福 義 、 汪 國 勝 主 編 (2003)《 現 代 漢 語 》, 華 中 師 範 大 學 出 版 社 。陳 建 民 (1994)《 說 話 的 藝 術 》, 語 文 出 版 社 。李 軍 華 (1996)《 口 才 學 》, 華 中 理 工 大 學 出 版 社 。B72

Subject CodeSubject TitleRS3680MUSCULOSKELETAL PHYSIOTHERAPY IIICredit Value 3Level 3, Year 3-Semester 2Pre-requisitesRS2730 Musculoskeletal Physiotherapy IRS3580 Musculoskeletal Physiotherapy IIObjectivesIntended LearningOutcomesSubject Synopsis/Indicative SyllabusTo enable students to identify and treat clinical problems that are associatedwith disorders of the musculosheletal system relating to the spine.Upon completion of the subject, students will be able to:a. synthesize knowledge and information on the medical diagnosis, theetiology and disease process of musculoskeletal disorders, and the relevantprofessional and scientific literature.b. extract, interpret and hypothesize on clinical findings through the use ofsubjective examination, objective tests, measurement scales and othersecondary information, and determine a physical diagnosis within thescope of physiotherapy.c. design and implement manipulative techniques and exercise therapy, with amaximum and appropriate level of safety, effectiveness, efficiency andethical standards. and evaluate its outcome.d. document and communicate relevant findings and the treatmentprogramme, as appropriate.e. promote understanding of the disease process to patients and their familiesand therefore encourage their active participation to achieve the bestoutcome1. Learning• Content and learning experience in the clinical sciences in spinalconditions frequently seen by physiotherapists• Content and learning experiences in management of patients withcervical and lumbar disorders across the continuum of care (prevention,overuse, post-traumatic and post-surgical) and across the lifespan• Concepts of interdisciplinary care in spinal rehabilitation2. StrategiesAn integrative approach including• Didactic teaching in subject matter-based learning• Problem-based learning in clinical reasoning and decision making• Practice-based learning in skill development3. Physiotherapist Practicea. Assessment- Undertake a comprehensive evaluation of the patient/client thatincludes patient interview and review pertinent medical recordsincluding general demographics, main concerns/problems, present/pasthistory, medical and surgical history, general health status, bebavior ofsymtoms, functional and activity level, psycho-social status- Conduct a physical examination of the cervical and lumbar regions thatincludes observation of postural and gait, assessment of active range ofmotion, neurological examinations, soft tissue palpation and passiveintervertebral accessory movement tests, muscle flexibility andperformanceB73

- Undertake screening tests to rule out symptoms arising from otherproblems e.g. the sacral-iliac jointb. Evaluation and Diagnosis- Integrate findings from the comprehensive examination with clinicalfindings of patients/clients- Formulate a diagnosis utilizing a process of clinical reasoning thatresults in the identification of existing or potential impairments,activity limitations and participation restrictions- Incorporate additional information from other investigations, e.g. X-ray, MRI, as needed, in the diagnostic process- Determine whether patients/clients need to be referred to otherhealthcare professionals when the diagnostic process reveals findingsthat are not within the scope of the physiotherapist’s knowledge orexpertisec. Prognosis- Determine the prognosis and time required for improvement inpatient/client functiond. Plan of care /intervention and treatment- Collaborate with patients/clients, family members and otherprofessionals to determine a plan of care/intervention /treatment- Determine patient/client short- and long-term goals and outcomes andspecify expected timeframe to achieve the goals and outcomes- Determine specific interventions with measureable outcome goals inthe plan- Establish a physiotherapeutic plan of intervention that is safe,effective, and patient/client-centered- Monitor and adjust the plan of intervention in response to patient/clientstatus- Refer to another professionals/healthcare practitioners whenphysiotherapy is inappropriate for the patient/clientlthcare professionale. Intervention/treatment programme- Selection of intervention/treatment based on physical diagnosis andevidenced-based practice- Provision of intervention/treatment for the spine using an integratedapproach that includes manual therapy, exercise therapy, and advice- Manual therapy techniques include:• Passive physiological and accessory joint mobilization• Traction• Soft tissue mobilization• Passive stretching- Therapeutic exercise program including:• Mobilization exercises for the spinal joints• Stretching exercises for the spine and muscles linking the limbsand spine• Strengthening exercise to the core and global muscles of the spine• Postural exercises- Prescription and application of protective and supportive devices suchas neck collars and lumbar corsets- Advice:• Advice on posture, exercise and work habitf. Determine the outcomes of any interventions/treatments- Re-examine patient/client throughout the intervention process toevaluate the effectiveness of intervention/treatment.- Adjust plan of intervention in response to re-examination and outcomeB74

findings- Use of validated outcome measures- Evaluate and record outcomes at the end of care/intervention/treatmentg. Prevention, health promotion- Neck and back care- Back schoolsTeaching/LearningMethodology1. Lecture,2. Web-based clinical cases3. Practical laboratory4. Seminar5. TutorialsA student-centred learning focus is used to identify and treat clinical problemsthat are associated with disorders of the musculoskeletal system relating to thespine. Principles and concepts are introduced in lectures and subsequentlyreinforced through guided learning in tutorials and laboratories with clinicalreasoning and demonstration sessions. Seminars help to develop the integrationof principles and practice in the use of manipulative techniques and othertherapeutic modalities in near and long-term management. Throughout, studentsare guided to identify and critically appraise the evidence underlying therationale and practice of different treatment techniques, drawing from recentarticles in various fields (e.g., epidemiology, images). Students must integratethis knowledge to develop methods to educate their clients and the public atlarge in disease/injury prevention and health promotion.In addition, “e-platform” has been developed, which facilitates students’clinical reasoning skill.Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d eClinical reasoning test 30 √ √ √Practical test 40 √Seminar presentation 30 √Total 100%Clinical reasoning test aims to assess students’ clinical reasoning ability.From the information provided on the cases, students are expected to extractand analysis relevant information, identify problems, provide an appropriatetreatment plan, and suggest appropriate PT intervention.Students’ clinical skills are being evaluated during and at the end of thesemester. All manipulative and exercises therapy skills being taught will beexamined.Seminar presentation aims to provide students an opportunity for in-depthexploration of a selected topic, to extract information from journal articles, andto share information and ideas in an organized manner.B75

Student Study EffortExpectedClass contact:(64 Hrs.)• Lecture 8 Hrs.• Tutorial 10Hrs.• Laboratory 44 Hrs• Seminar 2 HrsOther student study effort:(36 hrs.)• Web-based clinical cases 6 Hrs.• Self reading & practice 30 Hrs.Reading List andReferencesTotal student study effort100 Hrs.Required Texts:Magee DJ (2008). Orthopaedic Physical Assessment. 5rd ed. Philadelphia: WBSaunders.Maitland GD (2000). Vertebral Manipulation. 5th ed. London: Butterworth-Heinemann.Recommended Reading:Grant R (2002). Physical therapy of the cervical and thoracic spine. 3nd ed.New York: Churchill LivingstoneButler DS (2000). The Sensitive Nervous System. Noigroup Publication,AustraliaMcGill S (2007). Low Back Disorders. Human Kinetics, NZNote: other relevant journal articles and texts will be recommended asappropriate.B76

Subject CodeSubject TitleRS3731NEUROLOGICAL PHYSIOTHERAPY IICredit Value 3Level 3, Year 3-Semester 2Pre-requisitesRS3030 Clinical Neurology & NeuroscienceRS3730 Neurological Physiotherapy IObjectivesIntended LearningOutcomesTo achieve the competence and clinical skills in neuro-rehabilitation necessaryfor an entry level physiotherapist.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Discuss the plan of care, intervention, treatment efficacy and expectedoutcomes for commonly encountered diagnoses in neuro-rehabilitationb. Prioritize physiotherapy-related problems and develop appropriateintervention strategiesc. Implement, modify and progress the physiotherapy plan to ensure the bestfunctional outcome.d. Recognize what is beyond the scope of physiotherapy and instigatereferrals to other health care professionals or community resourcese. Discuss the key prognostic indicators for specific diagnosis.f. Develop a plan of discharge from physiotherapy and for follow-up careincluding community re-integration, home management, and barriermodification.g. Outline the community services and other resources available forindividuals with neurological impairmentsh. Discuss the role of physiotherapists in primary health care and diseasepreventioni. Identify optimal intervention strategies based on the best available researchevidence specific to each diagnostic group.Attributes for all-roundednessj. practice effective interpersonal communication (i.e., written, oral,nonverbal) by seeking and providing feedback on professionalperformance.k. reflect on personal performance in the decision-making process and in theapplication of technical procedures.Subject Synopsis/Indicative Syllabus1. Principles of holistic management of individuals with neurologicalimpairment Application of neuroplasticity to neuro-rehabilitation Application of motor learning principles to neuro-rehabilitation Concept of International Classification of Functioning, Disability andHealth (ICF) ‘Rehabilitation pathways’, outcome measures, preventive measures,community resources Role of other disciplines within the ‘rehabilitation pathway’ Environmental, social & cultural factors and their effects on theoverall management.2. General management of common neurological conditions, with respect totheir -- DefinitionB77

Prevalence/incidence in Hong Kong/elsewhereCause/etiologyClinical features/signs & symptomsCommon tests for differential diagnosis of neurological disorders, e.g.,X-ray, MRI, Ultrasound, CT scan and special manoeuvres.Management of a specific condition (operative vs. non-operativemanagement, common medications, complications/limitations)Prognosis; time course; assessment and treatment* Peripheral nerve lesion* Spinal cord injury* Cerebral infection* Balance and vestibular dysfunction* Ataxia and In-coordination disorders* Cognitive and perceptual problems* Neurodegenerative disease - Parkinson’s disease, Alzheimer’sdisease* Neuropathy - Guillain-Barre Syndrome, Motor Neurone Disease,Poliomyelitis/Post-Polio Syndrome3. Assessmenta. Examine patients/clients by obtaining a history from them and from otherrelevant sources: General demographic Family history Social history Living environment (home and community, device and equipment) Environmental and home barriers Employment Functional status and activity level (current and premorbid functionalstatus) Medical/surgical/neurological history Chief complaints Medications Medical/surgical treatment Laboratory and diagnostic tests (neuroimaging, electrophysiology) Fall history Perform systematic assessment procedures: Neuromuscular system Sensory integrity and Perception Sensory integration Motor control, control of voluntary movement Muscle length, active and passive range of movement, Muscle strength Reflex integrity Muscle tone Hand function, dexterity Movement patterns Coordination and agility Posture Balance, gait and locomotion Function, ADL, IADL, self-care Arousal, consciousness, cognition, attention, recall Mental status, cognition Integrity of cranial and peripheral nerves Orthotic and assistive devices Home environment Work, community, and leisure re-integrationB78

4. Diagnosis and plan of care Interpret and analyse the assessment findings Formulate a diagnosis utilizing an hypothesis-driven clinical decisionmakingprocess to identify existing impairments, activity limitations,and participation restrictions Incorporate additional information from other professionals, as needed,in the diagnostic process Determine short- and long-term functional goals Address required functions Establish a treatment plan that is safe, effective and client-centered Prioritize treatment interventions Evaluate the effectiveness of treatment interventions Utilize reliable and valid outcome measures Progress/modify treatment interventions in response to client status Admission and discharge planning Data collection, analysis and reporting Produce accurate documentation Engage interdisciplinary teamwork Collaborate and communicate effectively among team members Refer to other health practitioners if appropriate5. Treatment interventionsDesign and implementation of a physiotherapy treatment plan, based onscientific evidence, which integrates techniques/components from whatsome consider different ‘approaches’, for example: Motor Control ‘systems’ Motor relearning model Biomechanical principles Facilitation principles - Bobath/Neurodevelopmental therapy (NDT)/Proprioceptive neuromuscular facilitation Constraint-induced therapy Harness body weight-support for gait training Movement control, Movement pattern training Strength and endurance program Flexibility exercises Coordination training Proprioception training Somatosensory training Practice of functional tasks Transfer training Gait and locomotion training Balance and fall prevention Gaze stabilization Posture, postural stabilization ADL: bathing, bed mobility, transfer, dressing, eating, grooming Instrumental ADL training: home maintenance Home exercise program Functional training in self-care and home management Environmental modifications Prescription of assistive/adaptive device, use and trainingBarrier accommodation or modificationsTechnology Application - Functional electrical stimulation (FES),Biofeedback (EMG, electromyography), Prosthetics & Orthotics:Inhibitory casting, ankle-foot orthosisVestibular rehabilitationB79

6. Patient/client related instruction Health promotion Disease prevention i.e. recurrence of stroke Education, advice and training of patients/clients and carers Level of communication and instructionTeaching/LearningMethodologyAssessment Methods inAlignment withIntended LearningOutcomesLectures will cover medical/neurosurgerical management, neuroplasticity andmotor-learning theories in neuro-rehabilitation. In seminars and tutorialssessions, students will discuss clinical reasoning, and appraise evidence-basedpractice and outcome measures. In practical classes, students will learnassessment and treatment skills and the rationale of selecting these skills. Thereis also case-based clinical teaching enabling students to apply their theory andknowledge into clinical practice. Web-based learning allows student to learn theknowledge and enhance their clinical problem ability at their own pace.Specificassessment%weightingIntended subject learning outcomes to beassessedmethods/tasksa b c d e f g h i j kWritten test 45 √ √ √ √ √ √ √ √ √ √ √Practical test* 30 √ √ √ √ √ √ √ √ √Seminar25 √ √ √ √ √ √ √ √ √ √ √presentaionTotal 100 %*Pre-requisite for Practical Test: 85% attendance of tutorial/practical/seminarsessions and 100% of clinical teachingWritten test: Aims to assess students’ understanding of theory, pathology, andmanagement of people with neurological dysfunctionsPractical test: Aims to evaluate students’ clinical reasoning, selection ofevaluation and treatment choice and skills in managing simulated patients withcommon neurological problemsSeminar presentation: Aims to evaluate students’ ability to critically reviewthe best available research evidence to identify the management strategies in thearea of neuro-rehabilitationStudent Study EffortExpectedClass contact:(60 Hrs.)• Lecture 8 Hrs.• Tutorial/Seminar 16 Hrs.• Laboratory 34 Hrs.• Clinical Teaching 2 Hrs.Other student study effort:(50 Hrs.)• Self-study 20 Hrs.• Web-based activities 15 Hrs.• Preparation for written assignment 15 Hrs.Total student study effort110 Hrs.B80

Reading List andReferencesAgency for Health Care Policy and Research (1995). Post-StrokeRehabilitation, Clinical Practice Guideline No. 16. Rockville, MD: US Dept. ofHealth and Human Services. (http://text.nlm.nih.gov/tempfiles/tempD134085)Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2 nded. Hong Kong: Springer.Bromley I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists.6 th ed. Edinbergh: Churchill LivinstoneEdward S (2002). Neurological Physiotherapy - A Problem Solving Approach.2 nd ed. Edinburgh: Churchill Livingstone.Bossoe Gjelsvik BE (2008) The Bobath Concept in Adulat Neurology. 1 st ed.New York: ThiemeRaine S, Meadows L, Lynch-Ellerington M (2009) Bobath Concept: Theoryand Clinical Practice in Neurological Rehabilitation. Iowa: Wley-BlackwellPublishing Co.Shumway-Cook, A. and Woollacott, M. (2007) Motor Control – TranslatingResearch into Clinical Practice 3 rd ed. Baltimore: Lippincott Williams andWilkins.Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1 st ed.Edinburgh: ElsevierB81

Subject CodeSubject TitleRS3771CARDIOPULMONARY PHYSIOTHERAPY IICredit Value 2Level 3, Year 3-Semester 2Pre-requisiteObjectivesRS3770 Cardiopulmonary Physiotherapy ITo achieve the competence and clinical skills in cardiovascular physiotherapynecessary for an entry level physiotherapist.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. identify (screen) abnormal symptoms of major body systems (for example themusculoskeletal and neurological system) and recognize the need to refer toother medical professionals if necessaryb. explain the pathophysiology and be familiar with current medical,pharmacological and surgical management strategies for commoncardiovascular conditions specific to particular age groups (neonates, children,adults and elderly)c. accurately interpret medical records and investigatory reports related tocardiovascular disordersd. accurately perform a physiotherapy assessment to enable identification andprioritisation of cardiovascular problems using a clinical decision-makingprocesse. apply principles of functional anatomy and applied physiology of thecardiopulmonary system to select, implement and evaluate best evidence-basedpractice in cardiopulmonary physiotherapy techniques through a process ofcritical evidential analysis and validated outcome measuresf. formulate and implement a holistic intervention plan in a community setting(home and self management program) during the acute and rehabilitativestages of cardiovascular disorders to promote the best functional outcome andmaximize the quality of lifeg. explain the effects of major surgery and anaesthetic techniques on thecardiopulmonary system, and formulate and implement physiotherapyintervention for pre-surgical and post-surgical conditionsh. formulate and implement physiotherapy intervention for patients in an acuteward setting and in intensive care unit.Attributes for all-roundednessi. practise effective interpersonal communication (i.e. written, oral andnonverbal) by seeking and providing feedback on professional performance topatients, relatives, carers, colleagues and other medical or allied healthprofessionals.j. develop problem-solving strategies by extracting and analyzing informationfrom written reports and patients.k. develop values and attitudes appropriate to the professionl. recognise the social demand for health care services in the communitySubjectiveSynopsis/IndicativeSyllabus1. Principles of holistic management: cardiovascular dysfunction andsurgical conditions Application of functional anatomy and applied physiology tocardiovascular physiotherapy Application of the International Classification of Functioning, Disabilityand Health (ICF)B82

Best evidence-based practice through critical evidential analysisProvide cardiovascular physiotherapy services for prevention, healthpromotion, fitness, and wellness to individuals, groups, and communitiesProvide cardiovascular physiotherapy services in different practicesettings, from intensive care units to communityProvide physiotherapy intervention to patients/clients pre- and post-majorsurgeries (head and neck, thoracic, heart and lung transplantation, breast,abdomen, and pelvic regions)Provide physiotherapy services to burns victims2. Assessmenta. Take a History from relevant sources and perform a thorough and appropriateExamination of the patient: General demographic Family history Social history Living environment (home and community, device and equipment) Environmental and home barriers Employment Functional status and activity level (current and premorbid functionalstatus) Medical/surgical/neurological history Chief complaints Medications Medical/surgical treatment Laboratory and diagnostic tests (radiology, imaging, electrocardiography)b. Perform systematic assessment procedures on cardiovascular system: Blood pressure (arterial and venous) Heart rate Presence of edema Electrocardiogram Aerobic capacity/endurance (aerobic capacity during functional activitiesand during standardized tests) Cardiovascular signs and symptoms during exercise or activity Circulation (arterial, venous, lymphatic): signs, symptoms, physiologicalresponses to positions Function, ADL, IADL, self-care Home environment Work, community, and leisure re-integrationc. Perform systematic assessment of the integumentary system Presence of any scar formation Skin colour Skin integrity Activities, position, posture, devices, and equipment that produce orrelieve trauma to skin Burns Signs of wound infection Wound and scar characteristics after burns3. Diagnosis and plan of care Interpret and analyse the assessment findings Formulate a diagnosis utilizing an hypothesis-driven clinical decisionmakingprocess to identify current problems, existing impairments,activity limitations, and participation restrictions Incorporate additional information from other professionals, as needed, inB83

the diagnostic processDetermine short- and long-term functional goalsEstablish a treatment plan that is safe, effective and client-centeredPrioritize treatment interventionsEvaluate the effectiveness of treatment interventions with reliable andvalid outcome measuresProgress/modify treatment interventions in response to client statusAdmission and discharge planningProduce accurate documentationAppreciate interdisciplinary teamworkCollaborate and communicate effectively among team membersBe aware of procedures for referral to other health practitioners asappropriate4. Treatment interventionsDesign and implementation of a physiotherapy treatment plan, based onscientific evidence which integrates techniques using an evidence-basedapproach, for example:a. Post-surgical intervention Breathing strategies Relaxation strategies Strength, power and endurance trainingb. Intensive and critical care areas Management of patients on a ventilator (adults and neonates)c. Community and long term care Cardiovascular rehabilitation program Renal rehabilitationd. Integumentary repair and protection techniques Non-selective debridement (enzymatic debridement, wet dressings, wetto-drydressings, wet-to-moist dressings) Selective debridement (debridement with other agents including autolysis,enzymatic debridement, sharp debridement) Dressings (including hydrogels, vacuum-assisted closure, woundcoverings) Oxygen therapy for wounds (including supplemental, topical) Topical agents for wounds (including cleaners, creams, moisturizers,ointments, sealants)e. Communication & patient/client related instruction Communicate with others using written, oral and non-verbal modes Education, advice and training of patients/clients and carersTeaching/LearningMethodologyLectures will cover cardiovascular system reviews, pathophysiology and principlesof management for common cardiovascular conditions, and current managementstrategies (medical, pharmacological and surgical) for cardiovascular conditions..The lectures will also introduce transplant surgical procedures and facilities inintensive care unitsIn tutorials sessions, students will discuss clinical reasoning, and appraise bestevidence-based practice and outcome measures relevant to current cardiovascularphysiotherapy in different practice settings.In practical sessions, students will learn assessment and treatment skills and therationale for selecting these skills.Relevant medical notes of clinical cases will be provided for students to apply theirB84

theory and knowledge into clinical practice.A virtual classroom via in-hospital video conferencing will provide students withclinical exposure to cardiovascular, pulmonary and renal rehabilitation to students.Assessment Methodsin Alignment withIntended LearningOutcomesSpecificassessment%weightingIntended subject learning outcomes to beassessedmethods/tasksa b c d e f g h i j k lMCQ 50 √ √ √ √ √ √ √ √ √ √ √Written test 35 √ √ √ √ √ √ √ √ √ √ √ √/Case Study/Case ReportDebate 15 √ √ √ √ √ √Total 100%MCQ: Aims to assess students’ understanding of theory, pathology, andmanagement of people with cardiovascular dysfunction.Written test: Aims to evaluate students’ ability to critically select relevant journalarticle and appraise evidence-based practice in cardiovascular physiotherapy.Debate: Evaluates the students’ understanding of the role of a cardiovascularphysiotherapist in the community, and their ability to express their views oncontemporary issues encountered by cardiovascular/respiratory physiotherapists.Anticipated hours ofStudent StudyReading List andReferencesClass contact:(40 Hrs.)• Lecture 30 Hrs.• Tutorial/Laboratory 8 Hrs.• Virtual classroom 2 Hrs.Other student study effort:(40 hrs.)• Self-studya. Self Learning Exercises: The Clinical Teaching of20 Hrs.Cardio-Pulmonary Care in Acute Conditions• Web-based activities 5 Hrs.• Preparation for debate 15 Hrs.Total student study effort80 Hrs.ACSM (2005). ACSM’s Guidelines for Exercise Testing and Prescription. 7 thEdition. American College of Sports Medicine. Philadelphia: Lippincott Williams &Wilkins.Gray H, dawkins K, Morgan J, Simpson I (2008). Lecture Notes. Cardiology. 5 thEdition. Malden, Mass: Blackwell Publishing.Hampton JR (2008). The ECG made easy. 7 thLivingstone.Edition. Edinburgh: ChurchillMcArdle WD, Katch FI, Katch VL (2006). Esstentials of Exercise Physiology. 3 rdEdition. Baltimore, Md: Lippincott Williams & Wilkins.Pryor JA and Webber BA (2008). Physiotherapy for Respiratory and CardiacProblems. 4 th Edition. Edinburg: Churchill Livingstone.B85

Subject CodeSubject TitleRS3790PEDIATRIC NEUROLOGY AND DEVELOPMENTAL DISABILITIESCredit Value 3Level 3, Year 3-Semester 2Pre-requisiteObjectivesIntended LearningOutcomesRS3030 Clinical Neurology & Neuroscience1. Identify, assess, analyze, plan and manage the multiplicity of problemsassociated with pediatric neurological dysfunction and developmental disabilitiesin primary, secondary and tertiary care.2. Integrate and apply motor learning and contemporary approaches to thetreatment of motor control-related problems in pediatric clients.3. Taking into context of the whole child, select and apply appropriate handlingskills and educationally-relevant therapeutic skills to assist the child’s sensormotordevelopment and learning.4. Collaborate with caregivers and other member of pediatric developmental teamsto assist children in their natural settings (e.g. schools and homes), and toemphasize the need for the overall balanced development of young clients asindividuals, and the need for planning for their future.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Integrate knowledge of pathology and developmental milestones to determinethe functional status, activity and participation levels of children.b. Implement age-appropriate assessment (including standardized tests) to identifyphysical, sensori-motor, attention, arousal status and cognitive function of thechild within the scope of practice of physiotherapy.c. Design age-appropriate therapeutic play activities.d. Formulate management priorities using a clinical decision-making process andbest evidence available.e. Integrate therapy into an individualized educational plan for the child within themulti-disciplinary framework, including: Developmental and therapeutic exercises to enhance perception, balance,posture, transitional/transfer movement and locomotion Self-care and upper limb function Use of assistive devices, prosthetics & orthotics, and mobility aids Instrumental activity of daily living Oral-motor function and speech Educate care-givers in home programmes and injury prevention.f. Project habilitation or rehabilitation pathway as appropriate, with reference to: Functional status Living environment Work, employment, leisure and safetyg. Implement and monitor a physiotherapy plan to ensure the best functionaloutcome.h. Critique various management approaches based on published research evidence.i. Recommend community service and resources for the individual client.j. Identification of children with special education needs, and the promotion oftheir integration into mainstream education.Attributes for all-roundednessk. Work and communicate effectively as a team member with children, theircaregivers and/ or their families.B86

l. Apply problem-solving strategies regarding the pediatric services for clientsm. Seek feedback on professional performance from team members.Subject Synopsis/Indicative Syllabus1. Principles and Concepts Conceptual framework for pediatric physiotherapy International Classification of Function, Disability, and Health (ICF) Clinical reasoning and decision process Principles of assessment and management Holistic approach of assessment and management with consideration of allbody systems and environmental factors.2. Assessment Plan a developmental age-appropriate assessment Interview parents/caregiver and extract relevant history of the child Select and conduct tests (including standardized tests) in accordance withareas of concern of the child & their parents3. Diagnosis and Plan of Care Analyze, interpret and synthesize assessment findings Determine the functional status and participation level of the client Identify factors affecting function, treatment outcome and prognosis Prioritize short-term and long-term treatment goals Set functional measurable goals and specific treatment plans Determine an individualized and educational-relevant management planthat incorporate child-centred and family-centred concepts Evaluate effectiveness of treatment Progress treatment intervention Project prognosis and “habilitation” and “rehabilitation” pathway Use of standardized outcome measures Implement research evidence into clinical practice Provide accurate documentation Recognize signs and symptoms of developmental problems orcomplications4. Treatment InterventionPrinciples and applications of: Physiologically based stretchings Sensorimotor facilitation Appropriate play and toys for free or designed play/ play group Preventive measures Education to caregivers Pediatric aids and equipmento Mobility aids such as walking aids, modified bicycles etco Positioning equipment such as standing frames, wheelchairs, seatingequipment, pressure relief cushions, sleep system etco Alternative communication devices Intensive physiotherapy programmes for pre- and post selective surgery andspecial medical interventions. Prosthetics & Orthotics includingo inhibitory castingo ankle-foot orthosiso prophylactic support and splintageo corrective splintage, etc. Integrating physiotherapy programmes within the daily routine of the child Conductive education/learning (Peto) Bobath/Neurodevelopmental therapy (NDT)B87

Proprioceptive neuromuscular facilitation (Voss, Knott)Sensorimotor facilitation techniquesTechnologically-based and electrically-powered assistances in cases ofsevere and multiple disabilities.Selected electrotherapy-based assistanceo Functional electrical stimulation (FES)o Biofeedback (EMG).Clinical gait analysis5. Child/family related instruction and educationCommunity services and resources for individual child.Teaching/LearningMethodologyAssessment Methodsin Alignment withIntended LearningOutcomesGuided by reading references, students will integrate knowledge of diseases of theneurological system and developmental disabilities into the physiotherapymanagement of clinical problems (e.g. transitional movement, coordination).Following analysis of clinical problems, students will identify and prioritize aproblem list, select and apply appropriate handling skills and educationally-relevanttherapeutic skills to assist the sensorimotor development and learning of children.Content knowledge and practical skills will be extended in the area of motorlearning, and several contemporary approaches to the treatment of motor controlrelatedproblems will be introduced. Inclusion of caregivers, families and othermembers of the pediatric developmental teams in assisting children with specialneeds in their natural settings (e.g. schools and homes) will be discussed in tutorials.The need for an overall balanced development of the young clients as individualswith plans projecting into the future will be emphasized. A student-centeredlearning approach is used in lectures, tutorials, seminars, practicals and videopresentations. Guided by clinical physiotherapists in various pediatric settings,students will gain exposure to the holistic assessment and management of childrenof various clinical groups.Specificassessmentmethods/tasks%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l mWritten test 40 √ √ √ √ √ √ √ √ √ √Practical test 40 √ √ √ √ √ √ √ √Seminar20 √ √ √ √ √ √ √ √ √ √ √ √ √presentationTotal 100Written test: aims to evaluate students’ understanding of the pathology related tothe paediatric neurology and developmental disabilities, and the principles andconcepts of assessment and treatment within the scope of practice of physiotherapy.Practical test aims to evaluate students’ ability to draw relevant findings fromclinical examination, prioritize problems, prescribe an intervention according to theproblem and how to progress the intervention.Seminar presentation assesses the students’ ability to draw upon their experiencein interacting with children during clinical attachments, to synthesize information, toreflect and present the decision-making process and the skills required in assessingand managing a given child’s condition, with short and long term planning andprojection into the future.B88

Student Study EffortExpectedClass contact:(50 Hrs.)• Lecture 24Hrs.• Laboratory 18Hrs.• Tutorial 2 Hrs• Seminar 2Hrs• Fieldwork 4hrsOther student study effort:(60 Hrs.)• Preparation of written test 35Hrs• Preparation of seminar presentation 10Hrs• Self-study 15Hrs.Total student study effort110 Hrs.Reading List andReferencesRequired Texts:Long TM & Toscano K (2002). Handbook of pediatric physical therapy.Philadelphia: Lippincott Williams & Wilkins.Shumway-Cook A, Woollacott MH (2007). Motor Control: Translating Researchinto Clinical Practice (3 rd ed.). Baltimore: Lippincott Williams & Wilkins.Tecklin J S (2008). Pediatric physical therapy (4 th Ed.) Philadelphia: LippincottWilliams Wilkins.Recommended Reading:(Notification of pre-readings will be provided prior to respective classes)Campbell SK. Ed (1999). Decision Making in Pediatric Neurologic PhysicalTherapy. Philadelphia: Churchill Livingstone.Campell SK, Vanden Linden DW, Palisanno RJ. (2005). Physical Therapy forChildren (3 rd ed.). Philadelphia: W.B. Saunders Company.C W Chan et al. (eds.).Manual of Child Neurology (1999). The Hong Kong Societyof Child Neurology & Developmental Paediatrics. Icon Media Co.Gallahue KL and Ozmun JC (1998). Understanding motor development: Infants,children, adolescents and adults (4 th ed.). Boston: McGraw-Hill.Gage et al (2009). The identification and treatment of gait problems in cerebralpalsy (2 nd ed.). London: Mac Keith Press.Kurtz LA, Dowrick PW, Levy SE, Batshaw ML (1995). Handbook ofDevelopmental Disabilities. Gaithersburg: Aspen Publishers, Inc.Mak Rose HL, Lam Catherine CC, Ho Cherri CY, Wong May MY (ed). (2006). APremier in Common Developmental Disabilities: experience at Child AssessmentService, Hong Kong. Child Assessment Service, Department of Health, Hong KongSpecial Administrative Region Government.World Health Organization (1993). Promoting the Development of Young Childrenwith Cerebral Palsy. Geneva: World Health Organization (WHO).B89

Subject CodeSubject TitleRS4050(with contribution from ELC academic staff)CAPSTONE PROJECTCredit Value 3Level 4, Year 3-Semester 2 to Year 4-Semester 1Pre-requisiteRS2050 Research Method and StatisticsObjectives 1. To consolidate students’ learning experience accumulated over the entireundergraduate course in a project2. To help to prepare students for professional practice in the workplace, forfurther academic pursuits, for future lifelong learning, and for developing theirgeneric competencies3. To enhance students’ ability to use English in a clear, systematic and scientificmanner in professional practice.Intended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate initiative, independence and the ability to solve problems duringthe pursuit of a defined project.b. Select suitable information from the scientific literature, justify, design andinterpret project and service work.c. Integrate learning experiences accumulated over the entire undergraduatecourse within the specific objectives of the project.d. Understand and integrate the interrelationships between project rationale,project design/methodology, service needs for the population and final projectoutcomes.e. Present the results of the project, in English, orally and in writing, in a clear,systematic and scientific manner.Attributes for all-roundednessf. Seek knowledge by referring to reference materials in related topicsg. Demonstrate logical and systematic ways of analyzing and disseminatinginformation collected.h. Work as a team in organization and presentation of the project.Subject Synopsis/Indicative SyllabusWithin the subject, a range of learning experiences, including research experiencesand service-learning opportunities, will be provided to allow the students tointegrate subject content learned in the program. In addition, this disciplinespecificsubject will provide training for students in the effective use of English inverbal and written presentations of project reports.The project will represent a component of an on-going project or a new venture(e.g. pilot project). The project is composed of multiple components including:literature review, data collection, preliminary data analysis, drawing clinicalapplications from the results of project, identification of the service needs in thecommunity, and provision of such services to the target population. Projects mayreflect different areas and approaches, such as:experiment-based (e.g., measures of change, reliability);service-based (e.g., ‘needs’ assessment, develop/evaluate exercise orintervention programmes);survey-based (e.g., quality of life measures, profile of continuing education);observation-based (e.g., interactions between clients and rehabilitationprofessionals, rehabilitation team interactions);B90

interview-based (e.g., client’s perception of service/intervention, impact ofdisability on client’s daily living),aids and technology development (e.g., develop/adapt an assistive device/aid),orliterature review-based (e.g., detailed review on efficacy of a specificintervention, development of social policy)This project study aims to meet the institutional objectives ofa. critical thinking and problem-solving abilities;b. creativity and innovation;c. global outlook;d. leadership and teamwork skills;e. entrepreneurshipf. effective use of English in the chosen disciplineTeaching/LearningMethodologyIndependent study is the primary mode of learning. It is focused on a specificproject with identified objectives. Students will form small groups and undertakean independent project under the guidance of a project supervisor. The guidancemay take the form of regular meetings, laboratory sessions, tutorials and/orconsultations during field visits.Part of the teaching and learning activities will be delivered by the EnglishLanguage Centre (ELC) to enhance students’ skills in using English in a systematicand scientific manner in their oral and written project reports.Assessment Methodsin Alignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomesto be assesseda b c d e f g hIndividual assessment 10 √ √ √ √ √ √ √ √(viva)Participation in activities 10 √ √ √ √ √ √ √ √(continuous assessment)Written report 60 √ √ √ √ √ √ √Presentation 15 √ √ √ √ √ √ √ √Peer assessment 5 √ √ √ √ √Total 100 %Individual Assessment and Continuous Assessment (total of 20%) – achieveintended learning outcomes (a-d) through continuous assessment and a vivaexamination, with regard to active participation and critical analysis of eachstudent.Written Report (60%) – achieve intended learning outcomes (b-g) throughcompletion of a written report in the format of a manuscript for publication. TheELC will assess students’ use of English in the reports submitted, and thisassessment contributes to 20% of the written report.Presentation (15%) – achieve intended learning outcomes (a-g) through a scientificoral presentation.Peer assessment (5%) – achieve intended learning outcomes (b-d, f and g) throughcritical appraisal by other students.B91

Student Study EffortRequiredReading List andReferencesClass contact:(30 Hrs.)• Seminars 16 Hrs.• Seminars and consultation sessions conducted by the ELCon the use of English in oral and written project reportsOther student study effort:• Independent study + discussion time with supervisor(s) +group-related activitiesTotal student study effortRecommended Reading:Cooper, H.M. (1998). Synthesizing research: A guide for literature reviews(applied social research methods). 3 rd Ed. London: Sage Publication.14 Hrs.(130 Hrs.)130 Hrs.160 Hrs.Hicks, C.M. (2009). Research methods for clinical therapist: Applied projectdesign and analysis. 5 th Ed. Edinburg: Churchill LivingstoneOttenbacher, K.J. (1986). Evaluating Clinical Change: Strategies for Occupationaland Physical Therapists. Baltimore: Williams & Wilkins.Portney L.G. and Watkins M.P. (2009). Foundations of clinical research:Applications to practice. 3 rd Ed. Upper Saddle River, NJ: Pearson/Prentice HallB92

YEAR THREESUMMER PERIOD

Subject CodeSubject TitleCredit Value 4Level 4Pre-requisitesRS47100CLINICAL EDUCATION III-1RS27100 Clinical Education IRS3680 Musculoskeletal Physiotherapy IIIRS3731 Neurological Physiotherapy IIRS3771 Cardiopulmonary Physiotherapy IIRS3790 Paediatric Neurology and Developmental DisabilitiesObjectivesIntended LearningOutcomesTo develop skills in assessment and client care management with a focus on themusculoskeletal system and the ability to apply treatment techniques integrating theoryand science into MUSCULOSKELETAL physiotherapy practiceUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate a knowledge base and a level of competence in musculoskeletalphysiotherapy practiceb. Obtain and analyse the pertinent history including current condition, relevantmedical, social and family history from the client’s/patient’s medical recordc. Undertake a comprehensive examination, assessment and evaluation of theclients/patients, particularly their musculoskeletal conditions, by performing systemreviewsd. Formulate a diagnosis, prognosis and a comprehensive management plan withmeasurable objectives and goals through clinical reasoning procedurese. Address the required functions of the clients/patients, and suggest appropriateaccommodations or modifications to environmental, home and work barriersf. Implement interventions with the best evidence-based physiotherapy practice formusculoskeletal careg. Exhibit professional and caring interpersonal relationships with clients/patients,relatives, health care professionals and the communityh. Establish and maintain accurate, clear and current records of relevant informationwithin the legal and ethical frameworki. Evaluate the effectiveness of treatment in achieving the planned outcomej. Modify the plan of care as appropriate and plan for admission, discharge andfollow-up carek. Engage in self-directed learning to enhance the outcomes of client/patient carel. Collaborate and communicate effectively with clients/patients, family members,health care professionals and other individuals in interdisciplinary team in written,verbal and non-verbal modesm. Refer clients/patients to other health care professionals when appropriaten. Reflect on personal performance through self, peer and/or clinical educator reviewson clinical judgmentso. Understand the roles of other health care professionals and the concepts of multiprofessionalpractice in client/patient care and assure the safety and organization ofthe unit.p. Observe the rules and regulations relating to physiotherapy practice and recognizethe legal responsibilities and maintain the highest professional and ethical standardduring practice.Attributes for all-roundednessq. Show awareness and ability to develop values and attitudes appropriate to theprofessionr. Practise effective interpersonal communication (written, oral and nonverbal) withpatients, relatives, carers, colleagues and other medical or allied healthprofessionals.B93

s. Develop problem solving strategies in clinical settingst. Recognise the social demand for health care services in the communitySubject Synopsis/Indicative Syllabus 1. Patient/ client care/ management with a focus on the musculoskeletal system2. History analysis (current condition, medical/social/family history) through systemreviews3. Use of relevant clinical tests and outcome measures4. Identification of intervention strategies for patient/client care/management withmeasureable goals and outcomes5. Determination of client/patient prognosis6. Formulation of plan of care underpinned by clinical reasoning7. Understanding clients’ barriers and functional needs with appropriateaccommodations or modifications8. Effective communication and collaboration with clients, family members, healthcare professionals and other individuals to determine a plan of care9. Best evidence-based physiotherapy treatments for musculoskeletal conditions10. Adjustment to and monitoring of the plan of care11. Evaluation of the effectiveness of treatment and recording of outcomes12. Plan for admission, discharge and follow-up care13. Maintenance of clear and accurate documentation14. Provision of referral to other healthcare professionals when appropriate15. Use of clinical judgment and reflection16. The rules and regulations for professional and legal responsibilities includeStandards of Physiotherapy Practice and Service, Code of Ethics, Code of Practice,Supplementary Medical Professions Ordinance, Patient’s Rights and Patient’sCharter, Personal Data (privacy) Ordinance and Prevention of Bribery Ordinance.Teaching/LearningMethodologyClinical placement provides the opportunity for students to experience placements in arange of different facilities, including public, community and private organizations.Students will learn to assess, evaluate and treat clients under the supervision of aClinical Educator (CE) on a daily basis. Students will have case discussions with theCE during tutorials in order to enhance the integration of foundation knowledgeacquired at the University into physiotherapy practice.Pre-clinical seminar is mandatory and arranged by the Clinical Education CoordinationTeam in The Hong Kong Polytechnic University. It allows the students to observe therules and regulations relating to physiotherapy practice and recognize the legalresponsibilities. It also provides students an overview of the learning outcomes of theclinical training and discusses expected professional attitude and behaviour as well asrelated learning activities. In addition, it provides students a learning opportunity toreview and practice clinical knowledge and skills required for their assigned clinicalsetting and sub-specialties.Self-directed learning encourages students to identify their learning objectives andcontinue to seek up-to-date information from reference materials. Students may workalone or in a group in the learning activities and must develop a written or verbalpresentation under the supervision of a CE. Students are required to reflect critically ontheir clinical experiences through written report or case presentation. Students are alsorequired to engage in appropriate self-directed learning that allows them to keep abreastof current knowledge.B94

AssessmentMethods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasksClinicalplacement(continuousassessment)%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m n o p q r s t100 Online quizPass orfailTotal 100 %Clinical placement: The nature of physiotherapy practice requires a range of complexskills which is more appropriately assessed on a continuous basis. Students areprovided with on-going feedback on their performance during clinical placement whichenables the students to monitor their own learning process. Continuous assessment alsoencourages students to have regular and systematic study.Online quiz: Assessment of the knowledge for the rules and regulations relating tophysiotherapy practice is by online quiz. This is a pass/fail component without grade. Itis to be noted that students are required to obtain a pass in the online quiz in order topass the entire subject.Student StudyEffort ExpectedClass contact:• Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.Other student study effort:Reading List andReferences• Pre-clinical seminar 3 Hrs.• Self-directed learning 25 Hrs.Total student study effort203 Hrs.Students are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, please refer tothe following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B95

Subject CodeSubject TitleRS47200CLINICAL EDUCATION III-2Credit Value 4Level 4Pre-requisitesRS27100 Clinical Education IRS3680 Musculoskeletal Physiotherapy IIIRS3731 Neurological Physiotherapy IIRS3771 Cardiopulmonary Physiotherapy IIRS3790 Paediatric Neurology and Developmental DisabilitiesObjectivesIntended LearningOutcomesTo develop skills in assessment and client care management with a focus on thecardiopulmonary system, and an ability to apply treatment techniques integrating theoryand science into CARDIOPULMONARY physiotherapy practice.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate a knowledge base and a level of competence in cardiopulmonaryphysiotherapy practiceb. Obtain and analyse the client’s/patient’s pertinent history including currentcondition, relevant medical, and social and family history from their medicalrecordc. Undertake a comprehensive examination, assessment and evaluation of theclients/patients particularly of cardiopulmonary conditions, by performing systemreviewsd. Formulate a diagnosis, prognosis and a comprehensive management plan withmeasurable objectives and goals through clinical reasoning procedurese. Address the required functions of the clients/patients and suggest appropriateaccommodations or modifications to environmental, home and work barriersf. Implement interventions with the best evidence-based physiotherapy practice forcardiopulmonary careg. Exhibit professional and caring interpersonal relationships with clients/patients,relatives, health care professionals and the communityh. Establish and maintain accurate, clear and current records of relevant informationwithin the legal and ethical frameworki. Evaluate the effectiveness of treatment in achieving the planned outcomej. Modify the plan of care as appropriate, and plan for admission, discharge andfollow-up carek. Engage in self-directed learning to enhance the outcomes of client/patient carel. Collaborate and communicate effectively with clients/patients, family members,health care professionals and other individuals in interdisciplinary team in written,verbal and non-verbal modesm. Refer clients/patients to other health care professionals when appropriaten. Reflect on personal performance through self, peer and/or clinical educatorreviews on clinical judgmentso. Understand the roles of other health care professionals and the concepts of multiprofessionalpractice in client/patient care, and assure the safety and organizationof the unitp. Observe the rules and regulations relating to physiotherapy practice and recognizethe legal responsibilities and maintain the highest professional and ethical standardduring practice.Attributes for all-roundednessq. Show an awareness and ability to develop values and attitudes appropriate to theprofessionB96

. Practise effective interpersonal communication (written, oral and nonverbal) withpatients, relatives, carers, colleagues and other medical or allied healthprofessionals.s. Develop problem solving strategies in clinical settingst. Recognise the social demand for health care services in the communitySubject Synopsis/Indicative Syllabus1. Patient/ client care/ management with a focus on the cardiopulmonary system2. History analysis (current condition, medical/social/family history) through systemreviews3. Use of relevant clinical tests and outcome measures4. Identification of intervention strategies for patient/client care/management withmeasureable goals and outcomes5. Determination of client/patient prognosis6. Formulation of plan of care underpinned by clinical reasoning7. Understanding clients’ barriers and functional needs with appropriateaccommodations or modification8. Collaboration with clients, family members, health care professionals and otherindividuals to determine a plan of care9. Best evidence-based physiotherapy treatments for cardiopulmonary conditions10. Adjustment to and monitoring of the plan of care11. Evaluation of the effectiveness of treatment and record of outcomes12. Plan for admission, discharge and follow-up care13. Maintenance of clear and accurate documentation14. Use of effective communication and collaboration with others15. Provision of referral to other healthcare professionals when appropriate16. Use of clinical judgment and reflection17. The rules and regulations for professional and legal responsibilities includeStandards of Physiotherapy Practice and Service, Code of Ethics, Code ofPractice, Supplementary Medical Professions Ordinance, Patient’s Rights andPatient’s Charter, Personal Data (privacy) Ordinance and Prevention of BriberyOrdinance.Teaching/LearningMethodologyClinical placement provides the opportunity for students to experience placements in arange of different facilities, including public, community and private organizations.Students will learn to assess, evaluate and treat clients under the supervision of aClinical Educator (CE) on a daily basis. Students will have case discussions with theCE during tutorials in order to enhance the integration of foundation knowledgeacquired at the University into physiotherapy practice.Pre-clinical seminar is mandatory and arranged by the Clinical Education CoordinationTeam in The Hong Kong Polytechnic University. It allows the students to observe therules and regulations relating to physiotherapy practice and recognize the legalresponsibilities. It also provides students an overview of the learning outcomes of theclinical training and discusses expected professional attitude and behaviour as well asrelated learning activities. In addition, it provides students a learning opportunity toreview and practice clinical knowledge and skills required for their assigned clinicalsetting and sub-specialties.Self-directed learning encourages students to identify their learning objectives andcontinue to seek up-to-date information in reference materials. Students may workalone or in a group in the learning activities and to develop a written or verbalpresentation under the supervision of the CE. Students are required to reflect criticallyon their clinical experiences through written report or case presentation. Students arealso required to engage in appropriate self-directed learning that allows them to keepabreast of current knowledge.B97

AssessmentMethods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasksClinicalplacement(continuousassessment)%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m n o p q r s t100 Online quizPass orfailTotal 100 %Clinical placement: The nature of physiotherapy practice requires a range of complexskills which is more appropriately assessed on a continuous basis. Students areprovided with on-going feedback on their performance during clinical placement whichenables the students to monitor their own learning process. Continuous assessment alsoencourages students to have regular and systematic study.Online quiz: Assessment of the knowledge for the rules and regulations relating tophysiotherapy practice is by online quiz. This is a pass/fail component without grade. Itis to be noted that students are required to obtain a pass in the online quiz in order topass the entire subject.Student StudyEffort ExpectedClass contact:• Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.Other student study effort:• Pre-clinical seminar 3 Hrs.• Self-directed learning 25 Hrs.Total student study effort203 Hrs.Reading List andReferencesStudents are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, please refer tothe following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B98

YEAR FOURSEMESTER ONE

Subject CodeRS4050(with contribution from ELC academic staff)Subject TitleCAPSTONE PROJECTCredit Value 3Level 4, Year 3-Semester 2 to Year 4-Semester 1Pre-requisiteRS2050 Research Method and StatisticsObjectives 1. To consolidate students’ learning experience accumulated over the entireundergraduate course in a project2. To help to prepare students for professional practice in the workplace, forfurther academic pursuits, for future lifelong learning, and for developingtheir generic competencies3. To enhance students’ ability to use English in a clear, systematic andscientific manner in professional practiceIntended LearningOutcomesUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate initiative, independence and the ability to solve problems inundertaking a defined project.b. Select suitable information from the scientific literature, justify, design andinterpret project and service work.c. Integrate learning experiences accumulated over the entire undergraduatecourse within the specific objectives of the project.d. Understand and integrate the interrelationships between project rationale,project design/methodology, service needs for the population and final projectoutcomes.e. Present the results of the project, in English, orally and in writing, in a clear,systematic and scientific manner.Attributes for all-roundednessf. seek knowledge through the use of reference materials in related topicsg. demonstrate logical and systematic way of analyzing and disseminatinginformation collected.h. work as a team in organization and presentation of the project.Subject Synopsis/Indicative SyllabusWithin the subject, a range of learning experiences, including researchexperiences and service-learning opportunities, will be provided to allow thestudents to integrate the subject content learned in the program. In addition, thisdiscipline-specific subject will provide training for students in the effective use ofEnglish in verbal and written presentations of project reports.The project will represent a component of an on-going project or a new venture(e.g. pilot project). The project is composed of multiple components including:literature review, data collection, preliminary data analysis, drawing clinicalapplications from the results of the project, identifiying the service needs in thecommunity and provision of such services to the target population. Projects mayreflect different areas and approaches, such as:experiment-based (e.g., measures of change, reliability);service-based (e.g., ‘needs’ assessment, develop/evaluate exercise orintervention programmes);survey-based (e.g., quality of life measures, profile of continuing education);observation-based (e.g., interactions between clients and rehabilitationprofessionals, rehabilitation team interactions);B99

interview-based (e.g., client’s perception of service/intervention, impact ofdisability on client’s daily living),aids and technology development (e.g., develop/adapt an assistivedevice/aid), orliterature review-based (e.g., detailed review on efficacy of a specificintervention, development of social policy)This project study aims the meet the institutional objectives ofa. critical thinking and problem-solving abilities;b. creativity and innovation;c. global outlook;d. leadership and teamwork skills;e. entrepreneurshipf. effective use of English in the chosen disciplineTeaching/LearningMethodologyIndependent study is the primary mode of learning. It is focused on a specificproject with identified objectives. Students will form small groups and undertakean independent project under the guidance of a project supervisor. The guidancemay take the form of regular meetings, laboratory sessions, tutorials and/orconsultations during field visits.Part of the teaching and learning activities will be delivered by the EnglishLanguage Centre (ELC) to enhance students’ skills in using English in asystematic and scientific manner in their oral and written project reports.Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomesto be assesseda b c d e f g hIndividual assessment 10 √ √ √ √ √ √ √ √(viva)Participation in activities 10 √ √ √ √ √ √ √ √(continuous assessment)Written report 60 √ √ √ √ √ √ √Presentation 15 √ √ √ √ √ √ √ √Peer assessment 5 √ √ √ √ √Total 100 %Individual Assessment and Continuous Assessment (total of 20%) – achieveintended learning outcomes (a-d) through continuous assessment and a vivaexamination with regard to active participation and critical analysis of eachstudent.Written Report (60%) – achieve intended learning outcomes (b-g) throughcompletion of a written report in the format of a manuscript for publication. TheELC will assess students’ use of English in the reports submitted, and thisassessment contributes to 20% of the written report.Presentation (15%) – achieve intended learning outcomes (a-g) through ascientific oral presentation.Peer assessment (5%) – achieve intended learning outcomes (b-d, f and g) throughcritical appraisal by other students.B100

Student Study EffortRequiredReading List andReferencesClass contact:(30 Hrs.)• Seminars 16 Hrs.• Seminars and consultation sessions conducted by theELC on the use of English in oral and written projectreportsOther student study effort:• Independent study + discussion time with supervisor(s)+ group-related activitiesTotal student study effortRecommended Reading:Cooper, H.M. (1998). Synthesizing research: A guide for literature reviews(applied social research methods). 3 rd Ed. London: Sage Publication.14 Hrs.(130 Hrs.)130 Hrs.160 Hrs.Hicks, C.M. (2009). Research methods for clinical therapist: Applied projectdesign and analysis. 5 th Ed. Edinburg: Churchill LivingstoneOttenbacher, K.J. (1986). Evaluating Clinical Change: Strategies forOccupational and Physical Therapists. Baltimore: Williams & Wilkins.Portney L.G. and Watkins M.P. (2009). Foundations of clinical research:Applications to practice. 3 rd Ed. Upper Saddle River, NJ: Pearson/Prentice HallB101

Subject CodeSubject TitleCredit Value 2RS4060AGING AND GERIATRICSLevel 4, Year 4-Semester 1Pre-requisite /Co-requisite/ExclusionObjectivesNilBy completing this subject, the students will be able to develop the knowledgeand skills essential for understanding the aging population and the physiotherapymanagement of geriatric clients.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusTeaching/LearningMethodologyUpon completion of the subject, students will be able to:a. describe the worldwide and local scenarios of aging population and explainhow the epidemiology could impact on the development of health care policyand services for this population.b. apply the knowledge of aging theories and age-related changes in differentbodily systems in handling the clinical problems of older adults.c. select and perform the assessment and management in geriatric practice.d. understand the specific conditions encountered by the geriatric population.e. discuss the services across various levels of rehabilitation – acute,rehabilitation/extended care, home/community-based rehabilitation, longtermcare and end-of-life.f. review and explore the recent development in geriatrics and gerontology.a. Epidemiology of aging population and its implications on health care policyand servicesb. Theories of aging and age-related changes in different bodily systemsc. Assessment and management in geriatric practiced. Specific geriatric conditions- immobility and balance impairment- visual impairment- falls- physical mobility with concurrent cognitive activity- incontinence- dementia and delirium- psychogeriatrics- pain- aging with lifelong disabilities- medications and the older adultse. Practice at various levels of rehabilitation- acute care- rehabilitation/extended care- home/community-based rehabilitation- long-term care/end-of-lifef. Recent development in geriatrics and gerontologyLectures are used to equip students with the knowledge and principles for thephysiotherapy management of geriatric populations. In the laboratory sessions,students will conduct physiological assessments on young and older adults.Through interactive experimental work, students will understand and appreciateage-related changes in different bodily systems. Students are required to comparethe data with the literature and present their findings in a seminar. Visits andservice learning will be arranged to enable students to learn about geriatricpractice in clinical settings.B102

Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e fSeminar presentation 40 √ √ √ √ √ √Individual assignment 50 √ √ √ √ √Active participation 10 √ √ √ √ √ √Total 100 %Seminar presentation of laboratory work – students will take measurements ofthe physiological characteristics of young and older adults and present theirfindings related to the respective literature in a seminar.Individual assignment – students are required to review literature related to thespecific physiological characteristics that they measure in the laboratory session.Active participation – students have to demonstrate an active contribution in thelearning process.Student Study EffortExpectedClass contact:(28 Hrs.)• Lectures 8Hrs.• Laboratory/field visit 20Hrs.Other student study effort:(80 Hrs.)• Preparation of individual assignment 40Hrs.• Preparation of seminar presentation 40Hrs.Reading List andReferencesTotal student study effortIndicative reading and references:Primary care geriatrics: a case-based approach / [edited by] Richard J. Ham,Philip D. Sloane. St. Louis, Mo.: Mosby-Year Book, 1997. 3rd ed.108Hrs.Physiological basis of aging and geriatrics / edited by Paola S. Timiras.New York: Informa Healthcare, 2007. 4th ed.Ethics, aging, and society: the critical turn / Martha B. Holstein, Jennifer A. Parks,Mark H. Waymack. New York: Springer Pub. Co., 2011.Physical change & aging: a guide for the helping professions / Sue V. Saxon,Mary Jean Etten, Elizabeth A. Perkins. New York: Springer Publishing Company,2010. 5th ed.Health management for older adults: developing an interdisciplinary approach /edited by David G. Satin. New York: Oxford University Press, 2009.Journals:Age and AgingJournal of the American Geriatrics SocietyJournal of Gerontology: Biological SciencesJournal of Aging and Physical ActivityPhysical & Occupational Therapy in GeriatricsThe GerontologistB103

Subject CodeSubject TitleRS4740PRIMARY HEALTH AND COMMUNITY CARECredit Value 3Level 4, Year 4-Semester 1Pre-requisitesRS2050 Research Methods and StatisticsRS27100 Clinical Education IRS3660 Exercise ScienceRS3680 Musculoskeletal Physiotherapy IIIRS3730 Neurological Physiotherapy IRS3731Neurological Physiotherapy IIRS3770 Cardiopulmonary Physiotherapy IRS3771Cardiopulmonary Physiotherapy IIRS3790 Paediatric Neurology and Developmental DisabilitiesRS3830 Rehabilitation PsychologyRS37500 Clinical Education IIObjectives 1. To acquaint students with the biopsychosocial, cultural and environmentalattributes of health and disease across the life span2. To integrate knowledge of holistic health care in managing noncommunicablediseases, and in preventing and managing health risks forindividuals and target populations.3. To acquire knowledge of health care management, resources and evidencebasedinterventions in chronic disease management, health promotion anddisease prevention in primary health and community settings.Intended LearningOutcomesSubject Synopsis/Indicative SyllabusUpon completion of the subject, students will be able to:a. synthesize knowledge of epidemiology of health and non-communicablediseases in the health care burden;b. appraise needs and resources (patients/clients, caregivers, health careproviders, educational and community resources) in holistic health care forchronic health problems;c. determine strategies to meet identified goals optimal bio-psycho-socialfunctioning and quality of life, taking into consideration physical,psychological, cognitive, social and environmental factors, as well as ethics;d. specify the role and activities of physiotherapists in health promotion andprimary care of people with chronic health problems;e. select evidence-based intervention and outcome evaluation for specific/overall health care management in primary health and community settings.f. apply management concepts in organizing health promotion and primary careactivities.g. Interact with peers, clinical experts and clients through effectivecommunication, both self-directed and actively, in order to achieve thelearning goals.1. Epidemiology of health and chronic illnessesa. metabolic/environmental/lifestyle – e.g., cancer, DM, renal disorders,obesityb. mental health – e.g., stress, sleep disorders, depression, schizophrenia,substance abusec. neuro-/musculo-skeletal degenerative/auto-immune conditions – e.g.,dementia, chronic pain, arthritis2. Addressing ICF and quality of life in chronic illness management3. Economics and management concepts in primary health care4. Health risk assessment and management (physical, mental, cognitive, socialand environmental – residential/vocational)B104

5. Primary, secondary and tertiary prevention of illness6. Physiotherapy in primary and community health care delivery for optimalfunctioning of clients – strategies of empowerment, evidence basedinterventions, including case management, self-management methods, safeenvironment, inter-professional communication, education, integration ofprimary health and community care resources7. Determining outcomes and evaluation in provision of primary andcommunity health care servicesTeaching/LearningMethodologyAssessment Methods inAlignment withIntended LearningOutcomesLectures, interactive tutorials and seminars, self-directed experiential learningthrough field work/visits, and reading of literature.Specific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e f g√ √ √ √ √ √ √Action Learningwritten reports60Seminar participation 40 √ √ √ √ √ √ √Total 100%Action-learning written reports would be the individual student’s learningportfolio on the designated learning task. Through interim and final reports,students should obtain feedback from peers and faculty consultants to improve thenecessary skills of analytical and critical thinking in self-directed learning.Seminar participation will indicate the students’ active learning capacity, criticalthinking, collegiality and creativity. Both tasks also demonstrate students’communication and literacy skills.Student Study EffortRequiredReading List andReferencesClass contact:(42 Hrs.)• Lecture 14 Hrs.• Tutorial 20 Hrs.• Seminars 8 Hrs.Other student study effort:(70 Hrs.)• Fieldwork/Visits 14 Hrs.• Reading and preparing action learning project &seminarsTotal student study effort56 Hrs.112 Hrs.Cattan M., Tilford S. Mental health promotion : a lifespan approach. Maidenhead; New York : Open University Press, 2006.Greenhaigh T. Primary health care: theory and practice. Malden, Mass: BlackwellPub. 2007.Sapsford R, Bullock-Saxton J, Markwell S. Women’s health: a textbook forphysiotherapists. London, Philadelphia: W.B. Saunders, 1998.World Health Organization. The world health report 2008: primary health carenow more than ever. Geneva: WHO Press, 2008Flinders Human Behaviour and Health Research Unit, Flinders University.Capabilities for Supporting Prevention and Chronic Condition Self-Management.Commonwealth of Australia 2009B105

Subject CodeSubject TitleRS4790MUSCULOSKELETAL PHYSIOTHERAPY IVCredit Value 2Level 4, Year 4-Semester 1Pre-requisiteObjectivesIntended LearningOutcomesSubject Synopsis/Indicative SyllabusRS3680 Musculoskeletal Physiotherapy IIITo enable students to identify and practice recent developments andperspectives in manipulative therapy approaches and work-relatedmusculoskeletal disorders and injuries management in interactive lectures. Todevelop students’ ability to critically appraise the evaluation, rationale andefficacy of these different approaches in tutorials and seminars.Upon completion of the subject, students will be able to:a. integrate knowledge from a range of manipulative approaches into theirclinical reasoning model for the assessment and management of neuromusculoskeletalproblems and work-related musculoskeletal disorders andinjuries.b. synthesize knowledge of the principles and the safe and effectiveapplication of manipulative therapy modalities in the examination andtreatment of neuro-musculoskeletal disorders and work-relatedmusculoskeletal disorders and injuries.c. critically appraise the rationale and efficacy of manipulative therapyapproaches and treatment strategies.d. apply and evaluate the effect of appropriate manipulative physiotherapytechniques to the spinal and peripheral joints in the management of avariety of neuro-musculoskeletal problems.e. assess patients and make rational decisions regarding physiotherapeuticapproaches to treatment, through a logical clinical reasoning process.f. identify and apply different measurement tools for the evaluation oftreatment outcomes.g. communicate effectively with patients and other health professionals1. Learningintegrate knowledge from a range of manipulative approaches into aclinical reasoning model for the assessment and management ofneuro-musculoskeletal problems• apply and evaluate the effect of appropriate manipulativephysiotherapy techniques to the spinal and peripheral joints in themanagement of a variety of neuro-musculoskeletal problemsidentify and apply different measurement tools for the evaluation oftreatment outcomes.communicate effectively with patients and other health professionals2. Strategies• a problem-orientated approach through case studies is adopted toenhance the overall integration and consolidation of the theory andpractice of manipulative therapy Problem-based learning in clinicalreasoning and decision making• an inquiry-based approach is used and students learn how to activelyapply theories into practice, and the skills required to do so.B106

3. Physiotherapist Practicea. Assessment use hypothetico-deductive strategies to determine the specific testsand measures. Introduce reliable and valid tests and measures.b. Evaluation and Diagnosis Formulate a Differential Physical Diagnosis using clinical reasoningin the form of case studies and a clinical forum involving experiencedManipulative Physiotherapists.c. Plan of care /intervention and treatment Recent developments in manipulative therapy, including NeuralTissue Longitudinal Provocation Tests, active muscle stabilization ofspine and peripheral joints, combined movements etc. Application/demonstration of mobilisation techniques for the spinaland peripheral joints (thrust and nonthrust). Understanding manipulative therapy perspectives: TraditionalChinese Manipulative Therapy, McKenzie approach & Mulligan’stechniques etc. Understanding the process of rehabilitation of work-relatedmusculoskeletal disorders and injuries – to prepare the patient forsuccessful return-to-work. This includes assessment of work duties,physical demands of work functional capacity evaluation, jobmodification and return-to-work training. Principles of ergonomicsand occupational health will also be covered.-d. Evidence Based PracticeCritically evaluate sources of information related to manual therapy.Consistently integrate the best evidence for practice from sources ofinformation with clinical judgmentTeaching/LearningMethodologyA problem-orientated approach with case studies is adopted to enhance theoverall integration and consolidation of the theory and practice ofmusculskeletal therapy. In practical sessions, an inquiry-based approach isused, and students learn to actively apply theories into practice and developthe essential skills. DVDs are used to demonstrate the application ofmanipulative therapeutic techniques. A subject-specific website has beendeveloped to allow students access to teaching material, and discussion ofissues relating to the subject is encouraged via the ‘Discussion Forum’.Frequently asked questions are also posted on the website for studentreference.B107

Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomesto be assesseda b c d e f gClinical Reasoning 40 √ √ √ √ √ √TestPractical60 √ √ √ √ExaminationTotal 100 %Clinical Reasoning Test: Aims to assess students’ understanding of theory,pathology, and management of people with musculoskeletal dysfunctions.Student Study EffortExpectedReading List andReferencesPractical Examination: Aims to evaluate students’ clinical reasoning,selection of evaluation and treatment choice and skills in managing simulatedcommon musculoskeletal dysfunctions.Class contact:(36 Hrs.)• Lecture/Tutorial/Seminar 20 Hrs.• Practical 16 Hrs.Other student study effort:(30 Hrs.)• Reading/Self-practice 30 Hrs.Total student study effort66 Hrs.Required Texts:Butler DS (2000). The Sensitive Nervous System. Noigroup Publications,Australia.Maitland GD (2005). Peripheral Manipulation. 4 th ed. London: Butterworths.Maitland GD (2001). Maitland’s Vertebral Manipulation. 6th ed. London:Butterworths.Higgs J, Jones M (2008). Clinical Reasoning in the Health Professions. 3rd ed. Edinburgh : Elsevier Churchill Livingstone,Recommended Reading:Grant R (2002). Physical therapy of the cervical and thoracic spine. 3rd ed.New York: Churchill LivingstoneTwomey LT, Taylor JR (2000). Physical therapy of the low back. 3rd ed. NewYork: Churchill LivingstoneBoyling JD, (2004). Grieve's modern manual therapy : the vertebral column.3rd ed. Edinburgh: Churchill LivingstoneDeutsch, J. E, Anderson E Z (2008) Complementary therapies for physicaltherapy: a clinical decision-making approach.Journal articles appropriate to the topics are recommended in class.B108

Subject CodeSubject TitleRS4910ACUPUNCTURE FOR PHYSIOTHERAPY PRACTICECredit Value 3Level 4, Year 4-Semester 1Pre-requisite /NilCo-requisite/ExclusionObjectives 1. Draw on the experiential learning during the acupuncture placement inmainland china to further develop global outlook, language andcommunication skills.2. Explore local, regional and international developments and major healthissues relevant to acupuncture.3. Recognize social demand for acupuncture physiotherapy services in thecommunity.Intended LearningOutcomesUpon completion of the subject, students will be able to:a. theorise the fundamental knowledge and skills in acupuncture.b. implement practical strategies for the prevention of harm.c. identify the major acupuncture points of the body and their therapeuticeffects.d. design appropriate protocols for treating various musculo-skeletal,neurological and cardiopulmonary conditions.e. apply appropriate techniques of acupuncture manoeuvres through clinicalpracticum.f. critically analyse an individual patient's response to treatment.Subject Synopsis/Indicative Syllabus 1. Introduction to Acupuncture and its application in Physiotherapy2. The theory of the Meridians and Collaterals3. Standards of Practice4. Sterilization and aseptic technique, Acupuncture technique5. Practice of needling6. Introduction of acupoints of lower limbs, upper limbs, trunk and head7. Therapeutic, strategic & scientific bases of studies8. Auriculotherapy9. Clinical application in musculoskeletal disorders and pain syndrome,neurological conditions and cardiopulmonary conditions10. Clinical practiceTeaching/LearningMethodologyInteractive lectures and demonstrations will be delivered to highlight the conceptsof meridians, acupuncture points and acupuncture techniques. Students willpractise the skills and techniques in acupuncture. A clinical decision-makingapproach is used to identify and treat clinical problems that can be treated byacupuncture.A subject-specific website has been developed to allow students’ access toteaching material, and discussion of issues relating to the subject is encouragedvia the ‘Discussion Forum’.All the students will have clinical practice experience in Mainland China fortreating different clinical problems.B109

Assessment Methods inAlignment withIntended LearningOutcomesSpecific assessmentmethods/tasks%weightingIntended subject learning outcomes tobe assesseda b c d e fWritten assessment 30 √ √ √ √Presentation 30 √ √ √ √ √Practical skill 40 √ √ √ √Total 100 %A variety of assessment tools will be used, including presentations, writtenassignment and examination. These are designed to develop clinical decisionmaking skills as well as acupuncture skills.Student Study EffortExpectedClass contact:(33 hrs.)• Lecture 23Hrs.• Practical 10Hrs.Other student study effort:(87 Hrs.)• Clinical practice 56Hrs.• Self study 31Hrs.Reading List andReferencesTotal student study effort120Hrs.Hopwood V., Lovesey M., Mokone S. (1997). Acupuncture & related techniquesin Physical Therapy. USA: Churchill Livingstone.Baldry P.E. (1995). Acupuncture, trigger points and musculoskeletal pain. 2 nded. UK: Churchill Livingstone.Han J.S. (1998). The neurochemical bases of pain relief by acupuncture Vol.2.Hubei: Hubei Science and Technology Press.Liu G. and Akira H. (1998). Fundamentals of acupuncture & moxibustion.Tianjin: Tianjin Science & Technology Translation & Publishing Corporation.Liu G. (1997). Acupoints & Meridians: A complement work of presentacupuncture and moxibustion. HuaXia: HuaXia Publishing House.Liu G. (1998). Clinical acupuncture & moxibustion. Tianjin: Tianjin Science &Technology Translation & Publishing Corporation.Shi X.M. and Zhang M.C. (1998). A Chinese-English dictionary of acupunctureand moxibustion HuaXia: Huaxia Publishing House.Yang J. (1998). The way to locate acupoints. Beijing: Foreign Languages Press.B110

YEAR FOURSEMESTER TWO

Subject CodeSubject TitleRS47300CLINICAL EDUCATION III-3Credit Value 4Level 4Pre-requisitesRS27100 Clinical Education IRS3680 Musculoskeletal Physiotherapy IIIRS3731 Neurological Physiotherapy IIRS3771 Cardiopulmonary Physiotherapy IIRS3790 Paediatric Neurology and Developmental DisabilitiesObjectivesIntended LearningOutcomesTo develop skills in assessment and client care management with a focus on theneurological system, and an ability to apply treatment techniques integrating theoryand science into NEUROLOGICAL physiotherapy practiceUpon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate a knowledge base and a level of competence in neurologicalphysiotherapy practiceb. Obtain and analyse the pertinent patient history including current condition,relevant medical, social and family history of the clients/patients from theirmedical recordc. Undertake a comprehensive examination, assessment and evaluation ofclients/patients with mainly neurological conditions by performing system reviewsd. Formulate a diagnosis, prognosis and a comprehensive management plan withmeasurable objectives and goals through a clinical reasoning proceduree. Address the required functions of the clients/patients and suggest appropriateaccommodations or modifications to environmental, home and work barriersf. Implement interventions with the best evidence-based physiotherapy practice forneurological careg. Exhibit professional and caring interpersonal relationships with clients/patients,relatives, health care professionals and the communityh. Establish and maintain accurate, clear and current records of relevant informationwithin the legal and ethical frameworki. Evaluate the effectiveness of treatment in achieving the planned outcomej. Modify the plan of care as appropriate and plan for admission, discharge andfollow-up carek. Engage in self-directed learning to enhance the outcomes of client/patient carel. Collaborate and communicate effectively with clients/patients, family members,health care professionals and other individuals in interdisciplinary team in written,verbal and non-verbal modesm. Refer clients/patients to other health care professionals when appropriaten. Reflect on personal performance through self, peer and/or clinical educatorreviews on clinical judgmentso. Understand the roles of other health care professionals and the concepts of multiprofessionalpractice in client/patient care and in assuring the safety andorganization of the unitp. Observe the rules and regulations relating to physiotherapy practice and recognizethe legal responsibilities and maintain the highest professional and ethical standardduring practice.Attributes for all-roundednessq. Show awareness and ability to develop values and attitudes appropriate to theprofessionr. Practise effective interpersonal communication (written, oral and nonverbal) withpatients, relatives, carers, colleagues and other medical or allied healthB111

professionals.s. Develop problem solving strategies in clinical settingst. Recognise the social demand for health care services in the communitySubject Synopsis/Indicative SyllabusTeaching/LearningMethodology1. Patient/ client care/ management with a focus on neurological system2. History analysis (current condition, medical/social/family history) by performingsystem reviews3. Use of relevant clinical tests and outcome measures4. Identification of intervention strategies for patient/client care/management withmeasureable goals and outcomes5. Determination of client/patient prognosis6. Formulation of plan of care underpinned by clinical reasoning7. Understanding clients’ barriers and functional needs with appropriateaccommodations or modification8. Collaboration with clients, family members, health care professionals and otherindividuals to determine a plan of care9. Use of best evidence-based physiotherapy treatments for neurological conditions10. Adjustment and monitoring to the plan of care11. Evaluation of the effectiveness of treatment and record of outcomes12. Plan for admission, discharge and follow-up care13. Provide clear and accurate documentation14. Use of effective communication and collaboration with others15. Provision of referral to other healthcare professionals when appropriate16. Use of clinical judgment and reflection17. The rules and regulations for professional and legal responsibilities includeStandards of Physiotherapy Practice and Service, Code of Ethics, Code ofPractice, Supplementary Medical Professions Ordinance, Patient’s Rights andPatient’s Charter, Personal Data (privacy) Ordinance and Prevention of BriberyOrdinance.Clinical placement provides the opportunity for students to experience placements in arange of different facilities, including public, community and private organizations.Students will learn to assess, evaluate and treat clients under the supervision of aClinical Educator (CE) on a daily basis. Students will have case discussions with theCE during tutorials in order to enhance the integration of foundation knowledgeacquired at the University into physiotherapy practice.Pre-clinical seminar is mandatory and arranged by the Clinical Education CoordinationTeam in The Hong Kong Polytechnic University. It allows the students to observe therules and regulations relating to physiotherapy practice and recognize the legalresponsibilities. It also provides students an overview of the learning outcomes of theclinical training and discusses expected professional attitude and behaviour as well asrelated learning activities. In addition, it provides students a learning opportunity toreview and practice clinical knowledge and skills required for their assigned clinicalsetting and sub-specialties.Self-directed learning encourages students to identify their learning objectives andcontinue to seek current knowledge through the use of reference materials. Studentsmay work alone or in a group in the learning activities and to develop a written orverbal presentation under the supervision of the CE. Students are required to reflectcritically on their clinical experiences through written report or case presentation.Students are also required to engage in appropriate self-directed learning that allowsthem to keep abreast of current knowledge.B112

AssessmentMethods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasksClinicalplacement(continuousassessment)%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m n o p q r s t100 Online quizPass orfailTotal 100 %Clinical placement: The nature of physiotherapy practice requires a range of complexskills which is more appropriately assessed on a continuous basis. Students areprovided with on-going feedback on their performance during clinical placement whichenables them to monitor their own learning process. Continuous assessment alsoencourages students to undertake regular and systematic study.Online quiz: Assessment of the knowledge for the rules and regulations relating tophysiotherapy practice is by online quiz. This is a pass/fail component without grade. Itis to be noted that students are required to obtain a pass in the online quiz in order topass the entire subject.Student StudyEffort ExpectedClass contact:• Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.Other student study effort:• Pre-clinical seminar 3 Hrs.• Self-directed learning 25 Hrs.Reading List andReferencesTotal student study effort203 Hrs.Students are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, please refer tothe following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B113

Subject CodeSubject TitleRS47400CLINICAL EDUCATION III-4Credit Value 4Level 4Pre-requisitesRS 27100 Clinical Education IRS3680 Musculoskeletal Physiotherapy IIIRS3731 Neurological Physiotherapy IIRS3771 Cardiopulmonary Physiotherapy IIRS3790 Paediatric Neurology and Developmental DisabilitiesObjectivesIntended LearningOutcomesTo develop skills in assessment and client care management of a variety of healthconditions across the lifespan, including MUSCULOSKELETAL,NEUROLOGICAL, CARDIOPULMONARY, INTEGUMENTARY, and an abilityto apply physiotherapy treatment techniques in the management of patients withMULTIPLE OR COEXISTING HEALTH PROBLEMS/PATHOLOGIES.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Demonstrate a knowledge base and a level of competence in providing a continuumof care for clients/patients with a variety of conditions across the lifespanb. Obtain and analyse the pertinent client/patient history, including current condition,relevant medical, and social and family history , from their medical recordc. Undertake a comprehensive examination, assessment and evaluation of theclients’/patients’ physical functions, communication skills, emotional state,cognition, language and learning styles by performing system reviewsd. Formulate a diagnosis, prognosis and a comprehensive management plan withmeasurable objectives and goals through a clinical reasoning proceduree. Address the required functions of the clients/patients and suggest appropriateaccommodations or modifications to environmental, home and work barriersf. Implement interventions with the best evidence-based physiotherapy practiceg. Exhibit professional and caring interpersonal relationships with clients/patients,relatives, health care professionals and the communityh. Establish and maintain accurate, clear and current records of relevant informationwithin the legal and ethical frameworki. Evaluate the effectiveness of treatment in achieving the planned outcomej. Modify the plan of care as appropriate and plan for admission, discharge and followupcarek. Engage in self-directed learning to enhance the outcomes of client/patient carel. Collaborate and communicate effectively with clients/patients, family members,health care professionals and other individualsm. Refer clients/patients to other health care professionals when appropriaten. Reflect on personal performance through self, peer and/or clinical educator reviewson clinical judgmentso. Understand the roles of other health care professionals and exhibit good interdisciplinaryteamwork in client/patient care and assuring the safety and organizationof the unitp. Participate in community based rehabilitation, health promotion and education,functional training programmes and/or daily living training in community, schooland workplace settingsq. Promote injury prevention strategies, health, fitness and wellness in physical, mentaland social aspects to improve quality of life for clients/patientsr. Observe the rules and regulations relating to physiotherapy practice and recognizethe legal responsibilities and maintain the highest professional and ethical standardduring practice.B114

Attributes for all-roundednesss. Show awareness and ability to develop appropriate values and attitudes to aprofessiont. Practise effective interpersonal communication (written, oral and nonverbal) withpatients, relatives, carers, colleagues and other medical or allied health professionals.u. Develop problem solving strategies in clinical settingsv. Recognise the social demand for health care services in the communitySubject Synopsis/Indicative SyllabusTeaching/LearningMethodology1. Patient/ client care/ management across lifespan (paediatrics/geriatrics)2. History analysis (current condition, medical/social/family history) by performingsystem reviews3. Use of relevant clinical tests and outcome measures4. Identification of intervention strategies for patient/client care/management withmeasureable goals and outcomes5. Determination of client/patient prognosis6. Formulation of plan of care underpinned by clinical reasoning7. Understanding clients’ barriers and functional needs with appropriateaccommodations or modification8. Effective communication and collaboration with clients, family members, health careprofessionals and other individuals to determine a plan of care9. Best evidence-based physiotherapy treatments10. Adjustment and monitoring to the plan of care11. Evaluation of the effectiveness of treatment and recording of outcomes12. Plan for admission, discharge and follow-up care13. Provision of clear and accurate documentation14. Provision of referral to other healthcare professionals when appropriate15. Use of clinical judgment and reflection16. Interdisciplinary teamwork17. The rules and regulations for professional and legal responsibilities include Standardsof Physiotherapy Practice and Service, Code of Ethics, Code of Practice,Supplementary Medical Professions Ordinance, Patient’s Rights and Patient’sCharter, Personal Data (privacy) Ordinance and Prevention of Bribery Ordinance.Clinical placement provides the opportunity for students to experience placements in arange of different facilities, including public, community and private organizations.Students will learn to assess, evaluate and treat clients under the supervision of a ClinicalEducator (CE) on a daily basis. Students will have case discussions with the CE duringtutorials in order to enhance the integration of foundation knowledge acquired at theUniversity into physiotherapy practice.Pre-clinical seminar is mandatory and arranged by the Clinical Education CoordinationTeam in The Hong Kong Polytechnic University. It allows the students to observe therules and regulations relating to physiotherapy practice and recognize the legalresponsibilities. It also provides students an overview of the learning outcomes of theclinical training and discusses expected professional attitude and behaviour as well asrelated learning activities. In addition, it provides students a learning opportunity toreview and practice clinical knowledge and skills required for their assigned clinicalsetting and sub-specialties.Self-directed learning encourages students to identify their learning objectives andcontinue to seek current knowledge through the use of reference materials. Students maywork alone or in a group in the learning activities and to develop a written or verbalpresentation under the supervision of CE. Students are required to reflect critically ontheir clinical experiences through written report or case presentation. Students are alsorequired to engage in appropriate self-directed learning that allows them to keep abreastof current knowledge.B115

AssessmentMethods inAlignment withIntended LearningOutcomesSpecificassessmentmethods/tasksClinicalplacement(continuousassessment)%weightingIntended subject learning outcomes to be assesseda b c d e f g h i j k l m n o p q r s t u v100 OnlinequizPass orfailTotal 100 %Clinical placement: The nature of physiotherapy practice requires a range of complexskills which is more appropriately assessed on a continuous basis. Students are providedwith on-going feedback on their performance during clinical placement which enablesthem to monitor their own learning process. Continuous assessment also encouragesstudents to undertake regular and systematic study.Online quiz: Assessment of the knowledge for the rules and regulations relating tophysiotherapy practice is by online quiz. This is a pass/fail component without grade. It isto be noted that students are required to obtain a pass in the online quiz in order to passthe entire subject.Student StudyEffort ExpectedClass contact:• Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.Other student study effort:• Pre-clinical seminar 3 Hrs.• Self-directed learning 25 Hrs.Reading List andReferencesTotal student study effort203 Hrs.Students are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, please refer to thefollowing documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B116

Subject Code RS 47500Subject TitleCLINICAL EDUCATION III-5Credit Value 4Level 4Pre-requisitesRS 27100 Clinical Education IRS 3680 Musculoskeletal Physiotherapy IIIRS 3731 Neurological Physiotherapy IIRS 3771 Cardiopulmonary Physiotherapy IIRS 3790 Paediatric Neurology and Developmental DisabilitiesObjectivesIntended LearningOutcomesThis placement is conducted in either a LOCAL COMMUNITY-BASEDREHABILITATION SETTING OR IN AN OVERSEAS PHYSIOTHERAPYCENTRE. It aims to develop skills in assessment and client care management of avariety of conditions (e.g. musculoskeletal, neuromuscular,cardiovascular/pulmonary, integumentary) across the lifespan, and an ability toapply physiotherapy treatment techniques in either non-government organizations,community-based settings or overseas clinical settings.Upon completion of the subject, students will be able to:Professional/academic knowledge and skillsa. Undertake a comprehensive examination, assessment and evaluation ofclients with different conditionsb. Formulate a diagnosis, prognosis and management plan that is within thescope of physiotherapy practicec. Implement physiotherapy practice by applying clinical reasoning and bestevidence-based interventionsd. Evaluate the effectiveness of treatment and adjust the plan of care asappropriatee. Reflect on personal performance through self, peer and/or clinical educatorreviews on clinical judgmentsf. Engage in self-directed learning to enhance the outcomes of client careg. Communicate effectively with clients, family members, health careprofessionals and other individuals in interdisciplinary team in written, verbaland non-verbal modesh. Demonstrate cultural competence, professional integrity and ethical behaviorsin physiotherapy practicei. Observe the rules and regulations relating to physiotherapy practice andrecognize the legal responsibilities and maintain the highest professional andethical standard during practice.Attributes for all-roundednessj. Show awareness and ability to develop values and attitudes appropriate to theprofessionk. Practise effective interpersonal communication (written, oral and nonverbal)with patients, relatives, carers, colleagues and other medical or allied healthprofessionals.l. Develop problem solving strategies in clinical settingsm. Recognise the social demand for health care services in the communitySubject Synopsis/Indicative Syllabus1. Patient/ client care/ management across lifespan (paediatrics/geriatrics)2. History analysis (current condition, medical/social/family history) byperforming system reviews3. Use of relevant clinical tests and outcome measures4. Identification of intervention strategies for patient/client care/management withB117

measureable goals and outcomes5. Determination of client/patient prognosis6. Formulation of plan of care underpinned by clinical reasoning7. Understanding clients’ barriers and functional needs with appropriateaccommodations or modification8. Effective communication and collaboration with clients, family members,health care professionals and other individuals to determine a plan of care9. Best evidence-based physiotherapy treatments10. Adjustment to and monitoring of the plan of care11. Evaluation of the effectiveness of treatment and recording of outcomes12. Plan for admission, discharge and follow-up care13. Provision of clear and accurate documentation14. Provision of referral to other healthcare professionals when appropriate15. Clinical judgment and reflection16. Interdisciplinary teamwork17. Integration of cultural competence, professional integrity and ethical behaviorsinto physiotherapy practice with guidance18. Practice in multiple settings and community based rehabilitation19. Development of community based rehabilitation, health promotion andeducation, function training programmes and/or instrumental activities of dailyliving training in community, school and work settings20. Facilitation of injury prevention or reduction (injury prevention education andsafety awareness) and independent living (ADL training, home managementand self-care)21. Promotion of fitness, wellness and mental health to improve quality of life forclients/patients22. The rules and regulations for professional and legal responsibilities includeStandards of Physiotherapy Practice and Service, Code of Ethics, Code ofPractice, Supplementary Medical Professions Ordinance, Patient’s Rights andPatient’s Charter, Personal Data (privacy) Ordinance and Prevention ofBribery Ordinance.Teaching/LearningMethodologyClinical placement provides the opportunity for students to experience placementsin a range of different facilities, including public, community and privateorganizations. Students will learn to assess, evaluate and treat clients under thesupervision of a Clinical Educator (CE) on a daily basis. Students will have casediscussions with the CE during tutorials in order to enhance the integration offoundation knowledge acquired at the University into physiotherapy practice.Pre-clinical seminar is mandatory and arranged by the Clinical EducationCoordination Team in The Hong Kong Polytechnic University. It allows thestudents to observe the rules and regulations relating to physiotherapy practice andrecognize the legal responsibilities. It also provides students an overview of thelearning outcomes of the clinical training and discusses expected professionalattitude and behaviour as well as related learning activities. In addition, it providesstudents a learning opportunity to review and practice clinical knowledge and skillsrequired for their assigned clinical setting and sub-specialties.Self-directed learning encourages students to identify their learning objectives andcontinue to seek current knowledge through the use of reference materials. Studentsmay work alone or in a group in the learning activities and to develop a written orverbal presentation under the supervision of CE. Students are required to reflectcritically on their clinical experiences through written report or case presentation.Students are also required to engage in appropriate self-directed learning that allowsthem to keep abreast of current knowledge.B118

Assessment Methodsin Alignment withIntended LearningOutcomesSpecificassessmentmethods/tasksClinicalplacement(continuousassessment)Online quiz%weighting100%Pass orfailTotal 100%Intended subject learning outcomes to be assesseda b c d e f g h i j k l m Clinical placement: The nature of physiotherapy practice requires a range ofcomplex skills which is more appropriately assessed on a continuous basis.Students are provided with on-going feedback on their performance during clinicalplacement which enables the students to monitor their own learning process.Continuous assessment also encourages students to undertake regular andsystematic study.Online quiz: Assessment of the knowledge for the rules and regulations relating tophysiotherapy practice is by online quiz. This is a pass/fail component withoutgrade. It is to be noted that students are required to obtain a pass in the online quizin order to pass the entire subject.Student Study EffortExpectedClass contact:• Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.Other student study effort:• Pre-clinical seminar 3 Hrs.• Self-directed learning 25 Hrs.Reading List andReferencesTotal student study effort203 Hrs.Students are required to integrate knowledge obtained from all previous subjects.For specific information, policies and procedures for clinical education, please referto the following documents:1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)Physiotherapy Programme Clinical Education Handbook. The Hong KongPolytechnic University.2. Clinical Education Information on LEARN@PolyU.B119

KEYWORDS INDEXB111

Keywords as appeared in theBSc (Hons) in Physiotherapy Programme Information and Syllabus(2013-2017)I) AssessmentPage No.HistoryGeneral demographics B37,51, 72Social history B37, 52, 56,60,77.82EmploymentB37,52,56,60,77,82,85Growth B42,43DevelopmentB28,31,38,40,43,85,86Living environmentB37,52,56,60,77,82General health statusB37,51,72Social/health habits B37, 48Family historyB49,56,60,77,82,94,97,112,115,117Medical/surgical historyB37,51,72Current conditionB49,94,97,112,115,117Chief complaintB37,51,56,60,77,82Functional statusB37,51,52,56,60,77,82Activity levelB26,37,51,56,60,72,77,82MedicationB29,37,52,56,60,77,82,102Other clinical tests B37,52System reviewCardiovascular systemB1,8,13,43,82Pulmonary systemB60Musculoskeletal systemB1,15,28,34,36,37,52,54,74,94Neuromuscular system B56,77Integumentary system (scar formation, skin colour,skin integrity)B13,28,52,82Assessment of communicationB25Behaviour/emotional state B46,114CognitionB56,77,114Tests & MeasuresAerobic capacity/endurance B60,82- aerobic capacity B60,82- cardiovascular signs and symptoms B82- pulmonary signs and symptoms B60Anthropometric characteristics (body composition) B43Arousal, attention, and cognitionB56,77,85- arousal B56,77,85- attention B40,56,77,85- cognition B56,77- communicationB25,40,50,57,61,67,70,79,83,94,97,104,105,112,115,118- consciousness B56, 77- orientation B56 , 77- recall B56,77Assistive technologies and adaptive devices B26,37,38,53,56,77,78,86,90,100- Orthotic, prosthetic. protective, andsupportive devices/equipmentsB12,14,37,38,52,53,56,57,73,77,86- components, alignment, and fit B15 (alignment)- functional limitation B27- disabilities B47,102- safety B34, 49, 67B120

Page No.- use B37,78,85Circulation(arterial, venous, lymphatic)B1,52,82- blood pressure B82- heart rate B82- signs (cardiovascular conditions) B82- symptoms (cardiovascular conditions) B82- physiological responses to positions B82Cranial and peripheral nerve integrityB13,52,56,77- motor distribution of nerves B52- sensory distribution of nerves B52- electrophysiological testing B56,60,77Diagnostic imaging B9, 28Electrophysiology B57, 61, 78Environmental, home, and work (job/school/play)barriersB56,60,67,77,82,93,96,111,114,118Ergonomics B53,107- dexterity and coordination B52- functional capacity B107- body mechanics B15GaitB15,25,26,37,38,52,53,56,57,72,77,78,87locomotionB15,40,52,53,56,57,77,78,85balanceB15,25,26,37,38,52,53,56,57,77- static and dynamic balance B15- balance during functional activities B53- gait and locomotion B56,77Integumentary integrity/ assessment/ system B13,28,52,82- burn B28,52,82- signs of infection B28,52- wound and scar characteristics B28,52,82Joint integrity and mobilityB15,37,52- joint integrity and mobility B15,37,52- joint play movements B37,52Motor function B15,52- dexterity B52,56,77- coordination B52,56,77- agility B52,56,77- hand function B52,56,77- control of movement patterns/control ofvoluntary movement/ voluntary postures B56,77MRI, CT scan and ultrasound B28, 56, 74,78Muscle performanceB15,37,43,52- , muscle strength, power, and endurance B15,26,38,53,56,77- muscle tension B15Neuroimaging B57,78Neuromotor developmentB30sensory integration, e.g. acquisition of motorlearning skills, oral motor function, speech,sensorimotor integrationB30,55,56,76,77,79,85PainB34,40,43,47,63,102,104,109PostureB15,25,26,37,52,56,57,73,77,78,82- static postural alignment and position B15,37,52- dynamic postural alignment and position B15,37,52Range of motionB26,37,52,72- functional range /gross range of motion, B15,26,37,52,72active and passive range of motionB37,52,56,77B121

Page No.- muscle length B37,52,56,77- soft tissue extensibility B37,52- flexibility B26,38,43,53,57,72,78Reflex integrity B56,77- postural reflexes and reactions B56- resistance to passive stretch B56Self-careB38,56,60,67,77,78,82,118home managementB38,67,78,118- activities of daily living [ADL] B38,56,60,67,77,78,82,118- instrumental activities of daily living B67,118- safety during self-care and homemanagement B38,78Sensory integrityB37,52,56,77VentilationRespiration/gas exchange B1,60- pulmonary signs of respiration/gasexchange B1,60- pulmonary signs of ventilator function B60- pulmonary symptoms B60- respiratory rate B60Work (job/school/play), community, and leisureintegration or reintegrationB1,60,61B56,60,77,82,85B) Intervention and TreatmentPage numberCoordination, communication and documentationAddress required functions B56,78Admission and discharge planningB57,60,78,83Case managementB105Collaboration and coordination with agencies B67Communication across settingsB57,67,83,94,97,105,112,116,118Cost-effective resource utilizationB67Data collection, analysis, and reporting B57,78DocumentationB25,26,35,38,50,52,56,60,78,83,86,94,97,112,115,118Interdisciplinary teamworkB57,60,67,78,83Referrals to other professions B67,76Patient/client-related instructionInstructionB38,53,57,61,8,83EducationB38,53,57,61,79,83,87TrainingB38,53,57,79,83Training of caregiversB38,53,57,79,83,86Therapeutic exerciseB38,53,73,85Aerobic capacity B60,82Endurance Training B60,82- aquatic exercise B43- gait/locomotor training B53,57,78Balance, coordination, agility trainingB43- developmental activities training B86- neuromuscular education or re-education B53- perceptual training B56- sensory training or retraining B38,53- task-specific performance training B38,53B122

Page number- vestibular rehabilitation B79Body mechanicsB12postural stabilisationB56Flexibility exercisesB38,53,57,78- muscle lengthening B37, 52,56,77- range of motion B26,37,52,72- stretching B53,73,86Gait and locomotion trainingB53,57,78- motor skill learning B56- movement pattern training B57,78RelaxationB47,63,83- breathing strategies B61,83- relaxation techniques B47Strength, power, and endurance trainingB38,53,83- active assistive, active, and resistiveexercisesB26,38,53- aquatic B43- task-specific performance training B38,53Tai Chi, QigongB70Functional training in self-care and homemanagement B38,78Activities of daily living [ADL] trainingB38,67,78,118- bathing B78- bed mobility B78- transfer training B78- dressing B78- eating B78- grooming B78- toileting B78Barrier accommodations or modificationsB78Device and equipment useB56,60,77,82Device and equipment trainingB56,60,77,82- assistive technologies and adaptive devicesor equipment training B38,78- orthotic, protective,prothetic and supportivedevice/ equipment trainingB38,52,53,73Instrumental activities of daily living [IADL]training (examples include caring for dependents,home maintenance, shopping, structured play forinfants and children, community service training,school and play activities training, work trainingwith tools B67,118Injury prevention or reductionB38,42,44,53,67,85,118- injury prevention education during self-careand home management B67,118- injury prevention or reduction with use ofdevices and equipmentB53- safety awareness training during self-careand home management B67,118Functional training in work (job/school/play),community, and leisure integration orreintegration- Barrier accommodations B78- Barrier modifications B78- assistive technologies and adaptive deviceor equipment training during IADL B67,118B123

Page number- orthotic, protective, or supportive device orequipment training during IADL B67,118- prosthetic device or equipment trainingduring IADL B67,118- back schools B74- job coaching B107- simulated environments and tasks B107- task adaptation B107- task training B53- travel training B107- work conditioning B107- work hardening B107Injury prevention or reductionB38,42,53,67,118- safety awareness training during work(job/school/play), community, and leisureintegration or reintegration B67,118Leisure and play activities and trainingB85Manual therapy techniquesB38,53,73AcupressureB70Massage, therapeutic massage B38,53Mobilisation B53,107ManipulationB61- soft tissue B26,28,36,38,51,52,53,63,72,73- spinal and peripheral joints B106,107Prescription, application, and, as appropriate,fabrication of devices and equipmentB26,38,53,73,78,107Adaptive devices & environmental adaptation B78,86- seating systems B53Assistive devices, i.e. stick, crutches, walking frame,wheelchairsB38,53,86Orthotic,prosthetic , protective or supportivedevices/equipmentsB26,53,73- braces B38,53- corsets B73- mechanical ventilators B60, 82- neck collars B73- supplemental oxygen B61- splints B38,53Airway clearance techniquesB61Breathing strategiesB61- active cycle of breathing B61- forced expiratory techniques B61- assisted cough/huff techniques B61- autogenic drainage B61- paced breathing B61- pursed lip breathing B61- techniques to maximise ventilation B61Manual/mechanical techniquesB61- assistive devices B61- chest percussion B61- chest vibration B61- chest wall manipulation B61- suctioning B61- ventilatory aids B61PositioningB61B124

Page number- positioning to alter work of breathing B61- positioning to maximise ventilation and B61perfusion- pulmonary postural drainage B61Integumentary repair and protection techniques B53,83Debridement—nonselectiveB83- enzymatic debridement B83- wet dressings B53,83- wet-to-dry dressings B53,83- wet-to-moist dressings B83Debridement—selectiveB83- debridement with other agents B83- sharp debridement B83Dressings B53,83- hydrogels B83- vacuum-assisted closure B83- wound coverings B83Oxygen therapyB83- supplemental B83- topica B83Topical agentsB83- cleansers B83- creams B83- moisturisers B83- ointments B83- sealants B83Electrophysical modalitiesBiofeedbackB57,63,64,78,87Electrical stimulationB34,35,57,63,78,86- electrical muscle stimulation (EMS) i.e.interferential therapy (IFT)B34- electrical stimulation for tissue repair(ESTR) i.e. microcurrent B63,64- functional electrical stimulation (FES) B35,57,64,78,86- high voltage pulsed current (HVPC) B35- neuromuscular electrical stimulation(NMES)B34- transcutaneous electrical nerve stimulation(TENS)/ transcutaneous electricalstimulation (TENS)B34Mechanical modalitiesAthermal agents- pulsed electromagnetic fields B63,64Cryotherapy e.g. cold packs, ice massage, icebrushing, vapocoolant sprayB34Aquatic exerciseB43- contrast bath B34- whirlpool tanks B34Light agents- phototherapy including infrared, laser,ultraviolet B63,64Sound agents- extracorporeal shock-wave therapy B64- ultrasound B27,34,55,77Thermotherapy- dry heat B34B125

Page number- hot packs B34- paraffin baths B34- Shortwave diathermy B34Mechanical modalities B38,53- Acupuncture, dry needling B63,70,109Compression therapies B38,53- compression bandaging B38,53- vasopneumatic compression devices B34Mechanical motion devicesB38- continuous passive motion (CPM) B38Traction devicesB73B126

FACULTY MEMBERS LIST

Department of Rehabilitation SciencesBSc (Honours) in PhysiotherapyFACULTY MEMBERSName Telephone No. Room No. E-mailAU-YEUNG, Stephanie (Dr.) 6707 ST530 Stephanie.AuYeungCHAN, Wayne (Dr.) 6742 ST528 Wayne.LS.ChanCHEING, Gladys (Prof.) 6738 QT519 Gladys.CheingCHEUNG, Dennis (Mr.) 4838 ST536 KK.CheungCHEUNG, Roy (Dr.) 6739 ST511 Roy.CheungCHIU, Thomas (Dr.) 6709 ST542 Thomas.ChiuCHONG, Doris (Dr.) 4198 ST519 doris.y.chongFU, Amy (Dr.) 6726 QT506 Amy.FuGUO, Xia (Dr.) 6720 ST532 Xia.GuoLAU, Rufina (Ms) 6718 ST526 Rufina.LauLEUNG, Mason (Dr.) 4831 QT520 Mason.LeungLO, Raymond (Mr.) 6729 ST526 raymond.wm.loMAK, Margaret (Dr.) (Programme Leader) 6708 QT521 Margaret.MakMOK, Nicola (Dr.) (Year 1 Coordinator) 4890 ST508 Nicola.MokNG, Gabriel (Prof.) (Head) 6721 QT510 Gabriel.NgNG, Joseph (Dr.) (Clinical Coordinator) 6765 QT522 Joseph.NgNG, Shamay (Dr.) 4889 ST506 Shamay.NgNGAI, Shirley (Dr.) 4801 ST510 Shirley.NgaiPANG, Marco (Prof.) 7156 QT503 Marco.PangSO, Billy (Dr.) 4377 ST520 billy.soSZETO, Grace (Dr.) 6706 ST505 Grace.SzetoTSANG, William (Dr.) 6717 ST502 William.TsangYEUNG, Ella (Prof.) 6748 QT514 ella.yeungYEUNG, Simon (Dr.) 6705 QT516 Simon.YeungTSANG, Sharon (Ms) 4332 ST535 Sharon.TsangGENERAL OFFICE 5398 / 5399 QT5126719 / 6728 / 6730Telephone No. prefix:2766-E-mail suffix: @polyu.edu.hkB127