Physiotherapy Postgraduate Programme: Learning Objectives and Assessment Strategy, Schemes and Mind Maps of Physiotherapy

Download Physiotherapy Postgraduate Programme: Learning Objectives and Assessment Strategy and more Schemes and Mind Maps Physiotherapy in PDF only on Docsity! Programme approval 2005/06 THE PROGRAMME SPECIFICATION 1. Programme title and designation Physiotherapy (Pre registration) 2. Final award Award Title Credit value ECTS equivalent Any special requirement MSc Physiotherapy (Pre registration) 90 at levels 4 and 5 (compulsory but do not contribute to the final award) 180 level 7 (Masters) 90 N/A 3. Nested awards Award Title Credit value ECTS equivalent Any special requirement N/A N/A N/A N/A N/A 4. Exit awards Award Title Credit value ECTS equivalent Any special requirement PG Dip Health Sciences 120 - level 7 60 N/A PG Cert Health Sciences 60 - level 7 30 N/A 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance Full N/A N/A Minimum length of programme 2 Years Maximum length of programme 4 Years 7. Awarding institution/body King’s College London 8. Teaching institution King’s College London 9. Proposing department Academic Department of Physiotherapy, School of Biomedical and Health Sciences 10. Programme organiser and contact details Ros Hilton Academic Department of Physiotherapy School of Biomedical and Health Sciences 020 7848 6331 ros.hilton@kcl.ac.uk 11. UCAS code (if appropriate) 12. Relevant QAA subject benchmark/ professional and statutory body guidelines 1. Healthcare programmes – Physiotherapy 2. Chartered Society of Physiotherapy 3. The Health Professions Council 13. Date of production of specification Originally produced 2001 converted to Credit Framework March 2006 14. Date of programme review 2018/19 PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010 PAF finalised for 2014/15: October 2014 Programme approval 2005/06 16. Educational aims of the programme The primary aim of the MSc programme is to educate physiotherapists who are prepared for work in today’s NHS and who are able to provide patient-centred, responsive services where patient choice is paramount. Integral is extension of graduate students’ scientific orientation to permit rigorous and systematic critical and evaluative approaches to practice. A blend of college and practice based learning aims to prepare students for: a) cross agency working in the health and social care partnerships crucial to client centred service provision in these fields b) clinical leadership in areas where their expertise is paramount c) work with people with chronic and often complex conditions, frequently in the context of primary care d) practice in NHS organisations that are accountable for continually improving the quality of their services and safeguarding high standards of care. e) appropriate understanding and application of the ethical and safety issues surrounding clinical practice in physiotherapy and in conducting a research project. As a result, the programme aims to equip students with the skills to consistently identify and analyse clients’ needs and associated clinical and theoretical problems; develop collaboratively a strategy to address these issues implementing knowledge of both existing and potential treatments; evaluate the outcome incorporating perspectives of clients, carers and other team members. The importance of and ability to access, retrieve, assimilate and rigorously critically evaluate information and research from a variety of sources is emphasized in pursuit of these primary programme aims. The programme aims also to provide a stimulating environment in which the intellectual and creative abilities of the student are optimised, producing competent, reflective, sensitive and innovative practitioners who are able to contribute to the health of the individual and of society. The learning environment nurtures attitudes and skills conducive to continuing professional development, lifelong leaning and critical reflective practice, and are evidenced by students in a reflective diary portfolio. 17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The Learning Outcomes of the Programme are matched to the four headings, taken from the current ‘Physiotherapy Benchmark’ document: Scientific basis of physiotherapy 1. A critical and analytical understanding of the biological, physical and behavioural sciences which underpin clinical decision making in physiotherapy practice 2. A well developed capacity for the consistent and critical evaluation and synthesis of this knowledge in a variety of practice and academic contexts Contexts of service delivery 1. An ability to critically evaluate the complexity of the health care system within which physiotherapy is delivered thereby maximising professional effectiveness 2. An understanding of and reflective application to ethical, moral and legal issues resulting in change and development of their physiotherapy, interdisciplinary practice and research 3. An ability to understand, evaluate and contribute to the development of the performance framework and quality assurance mechanisms within physiotherapy practice Profession specific skills 1. An ability to understand, evaluate and contribute to the development of the performance framework and quality assurance mechanisms within physiotherapy practice 2. A consistent ability to select from, justify and apply a range of appropriate techniques, extracting information from assessments results in order to plan optimum interventions and critically evaluate the outcome in re-assessment processes PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010 PAF finalised for 2014/15: October 2014 Programme approval 2005/06 plan optimum interventions and critically evaluate the outcome in re-assessment processes 4. Reflect on professional clinical practice to identify specific areas where scientific evidence is lacking and formulate research questions and conduct key activities of the research process Develop and critique research questions, select, plan and implement a research strategy to investigate, systematically review findings and disseminate appropriately 5. Ability to evaluate the ethical challenges presented by clinical practice and research in Physiotherapy Assessment: Intellectual skills are assessed via the following: - OSCE - Practical examinations: where the student has to synthesise and reflect on clinical material and justify a specific treatment programme. - Single and group oral presentations - Reflective diary assignments - Researched Essays and Case Histories - Research Project (literature review and research paper) - Continual Professional Clinical Practice Assessments Practical skills: These are primarily physiotherapy specific skills taught in the physiotherapy practice sessions and complemented with the professional clinical practice in a health care setting. All should be informed by the available evidence based, which the student should evaluate and use selectively to inform their practice. Additional practical skills are required and practiced during the research project activity. The following skills are developed specifically: 1. Select and adapt style of communication to clients’ needs 2. Demonstrate effective teaching skills and evaluate their efficacy 3. Provide constructive, evidence based feedback to clients/peers; work proactively within a multiprofessional team 4. Assess and plan appropriate physiotherapeutic intervention integrating observation, communication, examination skills and techniques with the evidence base; implement and evaluate the intervention 5. Construct specific, client-centred programmes of therapeutic movement and exercise designed to have a positive therapeutic or health enhancing effect for both individual clients and groups 6. Select, apply and perform strengthening, mobilisation, respiratory physiotherapy, neuro- therapeutic handling techniques utilising the full range of underpinning concepts in the process 7. Facilitate the restoration of movement and function 8. Select and apply a range of modalities based on the utilisation of electrical, thermal, light, sonic and magnetic energy based on knowledge of their postulated therapeutic effects 9. Carry out and rationalise the physiotherapy These are achieved through the following teaching/learning methods and strategies: Though acquisition of physiotherapy specific skills is at foundation level, every opportunity is utilised to encourage critical review and evaluation of their use and provided in the following:- practical classes professional clinical practice placements collection of data for research project Assessment: - OSCE Practical Examinations - Professional Clinical Practice Assessments - Research project process and product PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010 PAF finalised for 2014/15: October 2014 Programme approval 2005/06 techniques utilised in the treatment of patients with musculoskeletal disorders; conditions of neurolological and cardiorespiratory origin 10. Work positively with people with disabilities, their carers and other team members Generic/transferable skills: 1. Demonstrate high level self-directed learning skills by use of information gathering and appraisal, problem-solving, information technology and learning resources (e.g. databases, statistical packages) 2. Identify personal learning needs in college and practice-based education and take initiative in developing learning 3. Appraise academic progress and own performance, accept constructive criticism of performance and recognise when to seek assistance 4. Generate research questions; plan and implement a protocol for their investigation 5. Identify, review and appraise profession specific role within a multiprofessional team and the need for collaborative practice 6. Integrate principles of evidence based practice, clinical governance and lifelong learning into professional practice from the outset These are achieved through the following teaching/learning methods and strategies:- Independent learning undertaken in preparation for written and group work assignments Professional clinical practice placements and work in a multi-professional setting Research project activity Assessment: - Oral and written presentations - Professional Clinical Practice Assessments - Research Project 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional and statutory body guidelines The programme was referenced to the ‘Physiotherapy Benchmark’ document and other guidelines on Masters level programmes published by the Chartered Society of Physiotherapy The Chartered Society of Physiotherapy (CSP) was consulted throughout the development of the course, and preparatory proposals were reviewed and sanctioned by the Joint Validation Panel (with representation from of the Councils for Professions Supplementary to Medicine (CPSM) in October 2001. - Also consultation occurred with the DoH (funding body), practice-based physiotherapists and managers and Professors Dylan Wiliam and Gill Nichols Heads of the Education Department and Kings Institute for Learning and Teaching at King College, London respectively. Prior to further programme modernisation and re-development in 2005 (occurring simultaneously with BSc (Hons) in Physiotherapy programme initiatives), documentation itemising minor programme structure and assessment change was presented to the Health Professions Council. All stakeholders were represented on the programme re-development steering group. 19. Programme structure and award requirements (where relevant the information should also differentiate the particular requirements of pathways within a programme or linked/exit awards) (a) numbers of compulsory and optional units to be taken in each year of the programme All modules are core Year 1 Four Introductory (Foundation) academic modules taken and assessed PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010 PAF finalised for 2014/15: October 2014 Programme approval 2005/06 Professional Clinical Practice placements (X 2). One Masters level module taken and assessed One Masters level module partially taken (commences June) Year 2 Four Masters level modules taken and assessed. Professional Clinical Practice placements (X 4). (b) range of credit levels permitted within the programme 7 (excludes Introductory (Foundation) modules, which are levels 4 and5) (c) maximum number of credits permitted at the lowest level 180 level 7 (excludes introductory modules, which are levels 4 and 5) (d) minimum number of credits required at the highest level 180 level 7 (e) progression and award requirements (if different from the standard) Students must pass all Introductory (Foundation) modules (levels 4-5 to value of 90) for progression but only level 7 modules (180 level 7) contribute to final award. In addition all clinical placements must be passed. Where an element of assessment associated with an activity is defined as “core competency” then candidates are required to demonstrate a minimum acceptable standard in that activity as part of their professional portfolio. In such instances candidates will be allowed a prescribed number of attempts at achieving the minimum acceptable standard, with a numerical mark only being awarded once the minimum acceptable standard has been achieved. Where the minimum acceptable standard is achieved at the first attempt the numerical mark awarded for that core competency will be in accordance with the published marking scheme. Where the minimum acceptable standard is achieved at anything other than the first attempt, the numerical mark awarded for that core competency will be capped at the pass mark of 40 or 50% (f) maximum number of credits permitted with a condoned fail (core modules excluded) None (g) are students permitted to take a substitute module, as per regulation A3, 20.7? N/A (h) other relevant information to explain the programme structure The MSc in Physiotherapy (pre-registration) runs over 2 calendar years. The programme consists of 1 academic year equivalent at introductory level (90 credits at levels 4 and 5) and 1 academic year equivalent at masters level (180 credits at level 7) and a minimum of 1000 hours of compulsory professional clinical practice. The programme is divided into eight College based modules and complemented by six periods of professional clinical practice throughout the 2 years. All modules are core and are designated either ‘Introductory’ which covers modules at levels 4 and 5 for the purposes of this programme - or ‘Masters’ which covers modules at level 7. All modules must be passed but only performance on the level 7 Modules contribute to the Masters Degree Award. In addition to the academic modules each of the 6 Physiotherapy Clinical Practice placements must be passed independently and a minimum total of 1038 hours completed. The clinical hours are embedded across the range of modules. These do not contribute to the Master’s Degree award calculation. Introductory modules: The introductory component of the programme model has been developed to permit merger of disciplinary-based learning in order to achieve improved integration between what is taught in the classroom and experienced by students in practice. These are undertaken with the BSc (Hons) in PAF Originally Approved by QA&AA: 2 May 2007 PAF Modified by ASQ re: exit award: 8 April 2010 PAF Modified by ASQ for 2010/11: 14 October 2010 PAF finalised for 2014/15: October 2014