Programme Specification - Manchester Metropolitan University · Programme Specification This...

Faculty of Health Psychology and Social Care

MSc Advanced Physiotherapy

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

_________________________________________________________________________________________________________________________________ CASQE Page 1 of 79 Programme Specification

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 15th January 2015

2 Effective date of Approved/Reviewed Programme Specification:

September 2015

3 This Version effective from: September 2016

4 Version number: 2015 / version 2

Students who commenced their study on awards within this programme specification prior to September 2015 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Unit Programme Specification

Evidence based approach to Acute Stroke Management Excellence in Practice Principles of Health Economics Analysing Movement Clinical Exercise Physiology Cardiorespiratory Physiology Mentor Preparation [MP] Non-medical Prescribing [NMP]

PgCert / PgDip / MSc Professional Practice Development MA/MSc Exercise and Sport CPD Programme

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php


CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title


2 Brief Summary

This Masters programme offers a wide range of units to enable practitioners to specialise within their practice. Alternatively, students may undertake study leading to PgCert Advanced Physiotherapy and PgDip Advanced Physiotherapy. The Manual Therapy units lead to eligibility for membership to the MACP (MMACP) at PgDip (120 credits) stage. This programme seeks to enhance the critical thinking and reflective skills required to foster and enhance the development of an advanced physiotherapy practitioner in relation to personal, professional and organisational goals. In particular, it seeks to promote the opportunities for practitioners to develop theories that will challenge both current thinking and its application to the practitioner’s work, potentially leading to the development of practice itself.

3 Awarding institution

MMU

4 Home Faculty

Health, Psychology and Social Care

5 Home Department/ School/ Institute

Health Professions

6 UCAS/GTTR code(s)

N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

The Masters award relates to the QAA Framework for Higher Education Qualifications for England, Wales and Northern Ireland (2008) Masters (Level 7)

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx


8 Alignment with University Curriculum Framework

Postgraduate

9 Engagement with the University-wide Provision

Uniwide is not available for Postgraduate programmes

10 Compliance with University Assessment Regulations

Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations

1. A unit shall be passed when both of the

following conditions apply:

- a student achieves a mark of 50% for any elements of practical assessment included in the unit (condonement is not permitted for practical assessments) and

- a student achieves a mark of 50%, or a condoned pass, in the unit’s non-practical assessment. Condonement of non-practical elements is only permitted if

i. an overall unit mark of 50% has been achieved;

ii. the unit learning outcomes have been achieved across all elements. It is unlikely that more than one condoned element would be allowable in any unit.

All elements of assessment receiving less

than 45% must be re-assessed, regardless of

the aggregate mark from all elements.

2. The following units shall be passed when a

student achieves a mark of 50% for each

element of summative assessment

associated with the unit:

Principles of Clinical Management for

Patients with Neuromusculoskeletal

Dysfunction: Foundation Unit

Assessment and Management of

Neuromusculoskeletal Dysfunction in the

Upper Quadrant

Assessment and Management of

Neuromusculoskeletal Dysfunction in the

Lower Quadrant

Clinical Placement: Upper Quadrant


Clinical Placement: Lower Quadrant

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s)

MSc Advanced Physiotherapy PgDip Advanced Physiotherapy PgCert Advanced Physiotherapy

14 Combined Honours There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards

available e.g.:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (i.e. Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (i.e. “home” combinations)

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

PgDip Advanced Physiotherapy PgCert Advanced Physiotherapy

Arrangements with Partners

16 Approved Collaborative partner(s)

.

Partner Name Type of Collaborative Partnership

N/A

N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

Professional, Statutory and Regulatory Bodies


18 PSRB(s) associated with final award of any route within the programme specification

The Chartered Society of Physiotherapy (CSP) provides accreditation of the programme.

Students who successfully complete the Manual Therapy units (120 credits/PgDip) are eligible for membership of the Musculoskeletal Association of Chartered Physiotherapists (MACP).

19 Date, outcome and period of approval of last PSRB approval/accreditation

15th January 2015 Outcome: approved by MACP and accredited by CSP on an open-ended basis.

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval 15th January 2015

(ii) Years: 6 years From: 1 September 2015 To: 31 August 2021

(iii) Major Modifications to Programme Specification since last review/approval N/A

21 Next Scheduled Review Date:

2020/21

22 Programme Specification effective date:

September 2015

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. Apply skills of critical analysis to real world situations within a defined range of contexts

GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management

GO3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT


GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

GO5. Manage their professional development reflecting on progress and taking appropriate action

GO6. Find, evaluate, synthesise and use information from a variety of sources GO7. Articulate an awareness of the social and community contexts within their disciplinary

field.

NB the above align to the Employability outcomes on the unit specifications

24 Programme Rationale

This Masters programme seeks to enhance the critical thinking and reflective skills required to foster and enhance the development of an Advanced Physiotherapy practitioner in relation to personal, professional and organisational goals. The decision was taken to simplify and streamline the provision for a Masters level award in Physiotherapy, by offering one overarching title in order to make selection more transparent for prospective applicants. This is an opportunity to refine unit learning outcomes, and review and refine assessment, aligning them with current University requirements to enhance the student experience. Exit awards include Postgraduate Certificate (PgCert), Postgraduate Diploma (PgDip) and Masters (MSc) in Advanced Physiotherapy, so that students may initially enrol for a PgCert and progress to a PgDip and finally the Masters degree award based on credits achieved. This is considered to be preferential to enrolling for the Masters and exiting with either a PgCert or a PgDip if they are unable to complete the 180 credits required for the Masters award. Therefore, students who do not plan to study for the full MSc can register for PgCert or PgDip. This is to promote an ethos of positive progression and achievement rather than a perception of failure to succeed. Many units of study currently available to physiotherapy students within the Faculty are delivered by other Masters programmes and other Departments. The majority of these are available through the MSc Professional Practice Development programme within the Department of Health Professions. Others are available within the Department of Nursing, and MMU Cheshire. This will not only widen the scope for students of the Advanced Physiotherapy programme but also offer the potential for inter-disciplinary and multi professional study. Those units that offer the most applicability to physiotherapy practice are marketed as optional provision. The programme team works closely with stakeholders: NHS and Private Sector managers; UG students and physiotherapy clinicians; International and NHS Sponsors. Feedback is positive and local employers and international stakeholders remain supportive of the programme. A recent survey shows that managers and prospective students (current clinicians) consider our programme units as being ‘valuable’ or ‘very valuable’. For the period of approval of the previous programme (2009-2015), admissions both from the UK and Internationally remain buoyant. Close working relationships with practitioners in the local Trusts are well established; some of them regularly contribute to classroom teaching and curriculum development, which provides further opportunities to discuss programme issues and to maintain the currency of the programme. For example, on the Manual Therapy units, which provide eligibility for membership of the MACP, a Consultant Physiotherapist and Advanced Practitioner (both MACP members) are


part of the management team. This ensures that the Manual Therapy units meet PSRB requirements and remains relevant to the stakeholders.

25 QAA Benchmark Statement(s)

QAA subject benchmark statements are not available for Masters Physiotherapy programmes. The programme design is informed by the Framework for Higher Education Qualifications England, Wales and Northern Ireland (QAA 2008) and the QAA Masters Degree Characteristics document (2010): Masters degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

a comprehensive understanding of techniques applicable to their own research or advanced scholarship

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

to evaluate critically current research and advanced scholarship in the discipline

to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

continue to advance their knowledge and understanding, and to develop new skills to a high level.

A map of the relationship between the programme learning outcomes to the QAA Masters Degree Characteristics is provided in Section F – Map I International Federation of Orthopaedic Manipulative Physical Therapists (IFOMPT) Dimensions of Educational Standards in Orthopaedic Manipulative Physical Therapy have been mapped against learning outcomes of the Manual Therapy units (Appendix 3).

26 Programme Specific Outcomes To help with mapping, please number these PLO1, PLO2, etc (PLO = Programme Learning Outcome).

(a) Final Award Learning Outcomes Include a set of final learning outcomes for each named route(s)/exit award(s) (including Combined Honours, single honours, named awards) and any fall-back final exit awards required for PSRB purposes.


On successful completion of MSc Advanced Physiotherapy, students will be able to:


PLO 1: Critically reflect and evaluate their current professional practice and the related

underpinning theory, scholarship and research, with reference to current issues and

developments in the subject and the profession.

PLO 2: Apply appropriate research processes to professional situations, both practical and

theoretical.

PLO 3: Critically evaluate current research and advanced scholarship in the discipline.

PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable

to their professional activities.

PLO 5: Plan, complete and evaluate an original research project that creates/expands and

interprets the evidence base for their discipline.

PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of

a research project and dissemination of its conclusions as per IFOMPT requirements).

PgDip Advanced Physiotherapy On successful completion of PgDip Advanced Physiotherapy, students will be able to:





theoretical.




PLO 6: Meet PSRB/IFOMPT requirements where necessary, (including the effective execution of


PgCert Advanced Physiotherapy On successful completion of PgCert Advanced Physiotherapy, students will be able to:





theoretical.




(b) Combined Honours Learning Outcomes

N/A


(c) Pass Degree Learning Outcomes

N/A

27 Interim Award Learning Outcomes

PgDip Advanced Physiotherapy On successful completion of PgDip Advanced Physiotherapy, students will be able to:





theoretical.




PLO 6: Meet PSRB/IFOMPT requirements where necessary, (including the effective execution of


PgCert Advanced Physiotherapy On successful completion of PgCert Advanced Physiotherapy, students will be able to:





theoretical.




SECTION C – STRUCTURE

28 Structures, modes of delivery (e.g. FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS


Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. POSTGRADUATE Level 7

MSc Advanced Physiotherapy (180 credits)

Core Units

Code Occ Status Unit Title No of credits

2CP3D500 O N/A Research Methods [RM] 20

2CP3D536 9/1/4 Barred combination with APP

Dissertation [Diss]

60

2CP3D544 9/1/4 Barred combination with Diss

Advanced Physiotherapy Project [APP]

60

Option Units Choose 100 credits from options listed

2CP3D510 O N/A ***Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation [MT-F]

20

2CP3D547 3 N/A ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT-UQ]

20

2CP3D546 9 N/A ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT-LQ]

20

2CP3D526 9 N/A ***Clinical Placement: Upper Quadrant [CP-UQ]

10

2CP3D527 9 N/A ***Clinical Placement: Lower Quadrant [CP-LQ]

10

2CP3D505 4 N/A Orthopaedic Medicine Approach to Management of Spinal Conditions [OMS]

20

2CP3D506 O N/A Orthopaedic Medicine Approach to Management of Peripheral Conditions [OMP]

20

2CP3D543 4 N/A Rehabilitation in Sport [RiS] 20

2CP3D540 9 N/A Independent Study [IS-10] 10


2CP3D531 4 N/A Rehabilitation of Older People [ROP]

20


2CP3D549 O N/A Management of the Acutely Ill and Critically Ill Patient [MAICIP]

20

2CP3D507 3 N/A Management of Chronic Musculoskeletal Pain [MCP]

20

2CP3D545 N N/A Approaches to Neurological Rehabilitation [ANR]

20

2CP3D922 3 N/A Physical Activity and Health [PAH] 20

2CP3D550 9 N/A Biomechanical Analysis (Lower Limb) [BA-LL]

20

2CP3D551 9 N/A Soft Tissue Manipulation [STM] 20

2CP3D548 1 N/A Foundation for Effective Leadership & Management within an Organisation [FELMO]

20

2CP3D187 9 N/A Mentor Preparation [MP] 20

2CP3D281 9 N/A Evidence based approach to Acute Stroke Management [SM]

20

2CP3D965 9 N/A Principles of Health Economics [HEcon]

20

2CP3D955 N N/A Excellence in Practice [EiP] 20

8593M186 9 N/A Analysing Movement [AM] 20

8593M184 9 N/A Clinical Exercise Physiology [CEP] 20

8593M221 9 N/A Cardiorespiratory Physiology [CRP] 20

2CP3D188 9 N/A Non-medical Prescribing [NMP] 40

***To become eligible for MACP membership, Manual Therapy students must successfully complete all of these units.

Units delivered by other programmes

To graduate with MSc Advanced Physiotherapy, a minimum of 100 credits must be from non-shaded units.

PgDip Advanced Physiotherapy (120 credits)

Core Units

Code Occ Status Unit Title No of credits



2CP3D510 O N/A ***Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation [MT-F]

20


2CP3D547 3 N/A ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT-UQ]

20

2CP3D546 9 N/A ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT-LQ]

20

2CP3D526 9 N/A ***Clinical Placement: Upper Quadrant [CP-UQ]

10

2CP3D527 9 N/A ***Clinical Placement: Lower Quadrant [CP-LQ]

10


20


20





20


20


20


20



20



20



20


20







***To become eligible for MACP membership, Manual Therapy students must successfully complete all of these units.


To graduate with PgDip Advanced Physiotherapy, a minimum of 80 credits must be from non-shaded units.

PgCert Advanced Physiotherapy (60 credits)



2CP3D510 O N/A Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation Unit [MT-F]

20

2CP3D547 3 N/A Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT-UQ]

20

2CP3D546 9 N/A Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT-LQ]

20


20


20





20


20


20


20



20




20



20


20







To graduate with PgCert Advanced Physiotherapy, a minimum of 40 credits must be from non-shaded units.

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The programme aims to provide qualified physiotherapists with the opportunity to foster their development as an advanced physiotherapy practitioner in relation to personal, professional and organisational goals. In particular it seeks to promote the critical thinking and reflective skills required to develop theories that will challenge – where appropriate – both current thinking and its application to the practitioner’s work, potentially leading to the development of practice itself. The programme will enable its students to pursue the goal of excellence within their practice of life-long learning. Where appropriate, learning outcomes are focused, through the student’s efforts, within a context of organisational development. A tripartite relationship between the student, their employer / mentor / practice teacher and the university will ensure that a student’s learning is embedded in this context. The programme fully engages with the University’s internationalisation agenda to equip our students to become global graduates. We recruit students from around the globe, which enables our students to learn together, and from each other and gain an international perspective of physiotherapy practice. Programme staff, who are at the forefront of developments in their subject area, are recruited from around the world to ensure excellence and give an international perspective to curriculum design, teaching and learning. We have established tutor exchanges in Europe, America Nigeria and Kenya, which has given us an understanding of the key competences our graduates need in a global market. We continue to seek opportunities to develop links with other countries. The Advanced Physiotherapy programme is accredited by the Chartered Society of Physiotherapy (CSP) as a postgraduate opportunity for CPD.


The Manual Therapy units provide eligibility for membership of the Musculoskeletal Association of Chartered Physiotherapists (MACP). The MACP is a professional network of the CSP.

30 Curriculum Design

This programme seeks to enhance the critical thinking and reflective skills required to foster practitioner development in relation to personal, professional and organisational goals. In particular it seeks to promote the opportunities for practitioners to develop theories that will challenge, where appropriate, both current thinking and its application to the practitioner’s work, potentially leading to the development of practice itself. The decision was taken to simplify and streamline the provision for a Masters level award in Physiotherapy, by offering one overarching title in order to make selection more transparent for prospective applicants. This will enable students to develop advanced practitioner skills in a specified area, whilst being less restrictive to future career options. The programme contains units in several clinical specialities including physiotherapy; cardio-respiratory therapy; manual therapy; musculoskeletal therapy and neurological therapy. These units have been developed after consultation with students, other practitioners and service managers and are intended to equip the student/practitioner with the skills to develop their practice at a unit and organisational level. In order to accommodate student demand there are exit awards at PgDip, and PgCert levels with appropriate acquisition of credit. The programme consists of 180 Level 7 credits – 120 taught and 60 independent research dissertation / project. For the curriculum map see Appendix 1 and for the unit choices map for the above clinical specialities (see Appendix 2). Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

The course team uses a variety of learning and teaching methods and activities to facilitate participants’ learning. These methods vary within individual units, but in all units the approach to teaching and student learning recognises the diversity of the participants’ work contexts. This is designed to develop their skills, capabilities, knowledge and critical reflection on their practice in order to enhance teaching, student support, and the student experience. The overall strategies for teaching, learning and assessment within the Programme will be commensurate with QAA Level 7 academic descriptors (QAA 2008). They will ensure that the student groups are educated in ways that support the achievement of these academic standards and promote life-long learning whilst at the same time addressing their learning needs and the needs of professional practice. It is particularly important to recognise that all students entering the Programme are mature, professional practitioners who, at the end of their studies, will wish to,


and be expected to, make a difference to practice. The overall strategy therefore is one that will enable students, where appropriate, to make a beneficial impact on practice. The strategies are ones that perpetually integrate theory and practice. These strategies will respect the diversity of students, their learning styles, their client populations and the various workforces with whom students work. Students will experience different teaching and learning methods and the overall strategy will be facilitative, stimulating, reflective, interactive, experiential, intellectual and respectful of students’ previous knowledge and experience. The focus will be on challenging and enjoyable learning that can be transferred to future situations, practice and continuing personal and professional development. Students will be encouraged to take responsibility for their own learning and will be involved in decisions about the way in which their learning is facilitated to meet their needs. Each unit will reflect the above strategies. Different modes of learning will be incorporated e.g., campus based taught, blended learning. Use is made of the VLE, including repositories, Podcasts and Apps to facilitate teaching and learning. Lectures will be utilised to disseminate key information; theory and practical group work, practice focused presentations and tutorials will be primarily employed. Problem based learning is a key method; expert practitioners will be used where appropriate. Details of the learning and teaching methods and the assessment process(es) to be used will be given to students when they commence their units of study. Level of Learning There are occasions when different level students (7 and 6) will learn together, each student benefiting from shared learning. When this is the case additional ‘Level Tutorials’ will be utilised so that each student has the opportunity to learn according to their need and meet broad and specific Level learning outcomes. Unit assessments will reflect the specific level of achievement.

32 Assessment

The Assessment Strategy A wide range of assessment methods is used in order to reflect best practice. A range of assessment methods ensures the assessment meets the unit learning outcomes, and supports the differing learning styles of students thereby giving all students the opportunity to excel and to provide variety within the Programme. These include, inter alia: essays, written and practical examinations, presentations, poster presentations, case studies, literature reviews, formative exercises, portfolios, projects, and assessment of practice. Several of these assessment methods have been commended for their innovation and have been highlighted as examples of best practice. For example, portfolios for developing reflective practice, and the poster presentation in preparing students for disseminating work at conferences and delivering in-service training. For specific unit information, please refer to unit specifications. The Research Methods, Dissertation and Advanced Physiotherapy Project units are all non-condonable. Recognition of the amount of student effort involved is normally the equivalent of 4,500 words for a 20-credit unit. Dissertation and project work are exceptions.


Programme assessment strategies, criteria and processes are developed and evaluated taking MMU summative assessment policy into consideration. They are transparent, fair and consistently applied. Moreover, they are responsive to the Faculty Continuous Monitoring and Improvement processes. Assessment, learning and academic development are linked through preparation for assessment, feedback and the student’s progress. It contributes to the maintenance of professional standards and has relevance to contemporary professional practice. Assessment enables the achievement of intended learning outcomes to be demonstrated. Feedback on Assessment Feedback is given on both formative and summative assessment tasks, and has several purposes:

to enable participants to understand how their work has been judged against the given criteria

to motivate participants by identifying areas of good practice

to enable participants to identify areas for development and where and how improvements could be made

to show how the assigned work is linked to future assessments In all instances, formative elements will enhance learning and provide developmental feedback to support the completion of the summative assessment. All assessment is scheduled to ensure feedback is provided in accordance with University policy so that participants can apply the learning from each assessment to future learning activities. The dates by which marks and feedback will be provided will be clearly indicated on the VLE. Arrangements for anonymous marking of summative assessments

With the exception of student presentations and practical examinations, all summative assessments will be anonymously marked. In Dissertations and Advanced Physiotherapy Projects, however, one marker is the research supervisor and, in this instance, the internal moderator (second marker) will provide the anonymous scrutiny.

Moderation Moderation procedures adhere to University guidelines for all written work. For other forms of assessment, including oral presentations, moderators will moderate across all markers and will attend a range of assessment sessions, e.g. poster and oral presentations, to ensure consistency across markers. See Appendix 4 for University Standard Descriptors: Level 7

33 Inclusive Practice

The MSc Advanced Physiotherapy programme complies with the Equality Act (2010) and the University’s Single Equality Scheme (2010). An inclusive curriculum is utilised on the programme to ensure the programme complies with the Equality Act (EA 2010) and the University’s Single Equality Scheme (MMU SES 2010). An inclusive curriculum goes beyond previously used definitions that refer only or mainly to disabled students, aiming to more accurately serve the diverse student base at MMU. We also use a number of other

http://www.mmu.ac.uk/equality-and-diversity/pdf/single-equality-scheme-2010-13.pdf


resources to ensure the programme is inclusive and complies with the EA and SES. This includes “The Good Practice Exchange”, which is a university wide forum for collating inspiring, inclusive and multi-modal excerpts of good practice in teaching and learning. “A Course Development, Planning, Approval and Review Checklist” is used to ensure programmes of study are compliant with the EA and MMU SES. Furthermore, “The Inclusive Curriculum Task and Finish Group” (TFG) at MMU are in the process of reviewing current practice at MMU in relation to inclusive curriculum design and delivery. Outputs from the project are expected to include the development of web resources and guidelines that educate and inform the design and delivery of the curriculum in an inclusive way. The project aims to ‘join-up’ and embed those dispersed pockets of support that already exist at MMU in order to improve the learning experience for all students. The programme will utilise outputs from this project when they become available to ensure our curriculum is inclusive. In order to support our international students we work closely with the English Language Services for International Students (ELSIS). ELSIS is designed specifically to help international students get the most out of their time at MMU by developing skills needed for good quality academic writing, listening, reading, and speaking.

Students also have access to the services of Student Support Officers (SSO) and a Student Experience Tutor (SET), based at the Faculty. SSO and the SET can provide support, information and advice on academic and pastoral issues. The primary focus of the Student Support Officers is to empower students with the information and skills they need in order to move forward with their studies and get the best from their time as a student with MMU. Furthermore, “Study Skills Online” is an inclusive resource available to all MMU students.

34 Technology Enhanced Learning

All units are delivered through a blended model incorporating a range of approaches, utilising a variety of face-to-face teaching methods and online guided learning, such as guided study tasks, podcasts, and embedded links to web-based resources, to deliver the curriculum and as a vehicle for individual and peer learning. All academic staff now have iPads to facilitate teaching, learning and assessment. Apps are now widely used to enhance teaching, such as Nearpod, Slideshark, Baiboard and Skype. Peer learning takes place using mobile devices, which enables students to access electronic content thus facilitating critical discussion of theory and skills. Each accredited unit will have a VLE site. Through the VLE, students will have access to materials, videos, podcasts and other resources to support their learning. Participants will also have access to the full range of Centre for Excellence in Learning and Teaching (CELT) and Faculty student support flexible learning opportunities such as online guidance for plagiarism and referencing, which have been designed to inform and enhance both their learning and their practice. Course team members are supported in the use of learning technology via regular staff development sessions. Additional sessions are provided, as needed, for participants to support their engagement with learning technologies. Through all these mechanisms, students are better enabled to achieve the Programme Learning Outcomes and enhance their future prospects. The


teaching team is also committed to research and their scholarship on teaching, assessment, student learning, and policy in Higher Education. All units have a handbook, which provides information about face-to-face sessions, online and other resources and the assessment and feedback strategy for the unit, together with contact information for unit tutors. The course team has a strong commitment to inclusive practice and to the University’s Equality and Diversity policy. Resources and teaching sessions are planned so that they are accessible to all and participants are encouraged to make any individual needs known, whether or not these are the subject of a Personal Learning Plan.

35 Placement and/or Work-based Learning Activities

Placement learning is mandatory in the Manual Therapy units, which attracts professional recognition (MMACP). The clinical placement units (CP-UQ and CP-LQ) are only available to Manual Therapy students who have completed MT-F and the respective taught Manual Therapy unit ie. MT-UQ unit must be completed prior to CP-UQ, and MT-LQ unit must be completed prior to CP-LQ. Learning through practice is facilitated by an MACP mentor who is supported by experienced musculoskeletal practitioners, according to MACP regulations. Students normally arrange their own clinical placements before the unit commences in consultation with the Manual Therapy unit leads, who approve the placement. Manual Therapy unit leads will also support students with the process of securing a placement if required. The following matters apply:

Learning is facilitated by an MACP mentor and supported from the University by the Manual Therapy unit leads.

The mentor will provide a profile of practice learning opportunities and negotiate a learning contract with the student.

The mentor and the Manual Therapy unit leads will jointly carry out the summative assessments.

On completion of the unit or programme, the student and mentor will evaluate the effectiveness of the practice placement.

Further detail on specific practice learning outcomes, essential practice learning, the role of the mentor, and assessment of the unit is provided in the Unit Handbook. The quality of work-based placements is assured by several factors: the mentors are required to have MACP membership; there is a tripartite relationship between the mentors, unit leads and students to facilitate the achievement of the learning outcomes; all placements are evaluated by students following each placement; the External Examiner also visits the students on placement and provides commentary on the quality of the students’ placement experience. The outcomes of these factors are acted upon to ensure the continued quality of the placement. Placement mentors are prepared for their responsibilities by extensive experience in the field and are holders of the MACP qualification. They are supported in their role by the Manual Therapy unit leads from within the university.


Placements are undertaken once Manual Therapy students have completed MT-F and the respective taught Manual Therapy unit ie. MT-UQ unit must be completed prior to CP-UQ, and MT-LQ unit must be completed prior to CP-LQ. As with all units, students can redeem failure of a placement by the standard MMU Regulations for Assessment for Taught Postgraduate study. Following final reassessment, failure to achieve a pass grade on a placement would mean that the student is ineligible to apply for MACP membership. The Programme complies with the Institutional Code of Practice for Placement and Work-based Learning.

36 Engagement with Employers

The course team liaises with employers, to ensure the course meets individual, departmental and institutional objectives, through participation in the programme’s Management Team meetings and via the Head of Health Professions Department. The role of MACP tutors in the teaching, learning and assessment of the Manual Therapy units firmly contextualises the course within professional requirements and helps to maintain the currency of the programme content.

There is a Principal Lecturer in post for CPD whose role will include liaising with employers.

Furthermore, employers are invited to attend the biannual Programme Committee

meetings.

There are Practice Education Facilitators located within the various trusts and who regularly

attend programme meetings within the University.

We have a close relationship with a number of employers within the North West e.g. 5

Boroughs Partnership NHS Foundation Trust (5BP), who, not only attend programme

meetings, but are involved in delivery of the programme and have been extensively

involved in this revalidation process.

37 Personal Development Planning

Many of the students enrolling on to the Programme will already have personal development plans (PDP) organised through their professional context of employment. We will encourage these students to discuss their aspirations for study within this context with their personal tutors. Full time international students and those students who do not already have a PDP will be expected to complete one as part of personal tutoring system.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Standard Entry Requirements for the Programme

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf



All students applying for the programme will normally be interviewed or have their application carefully scrutinised in order to establish the relevance of the programme to their learning needs, the necessary commitment to learning and where appropriate, support from their manager / employer. Interviews may be conducted in person or by Skype or telephone. Normally, two references will be required; one of these is expected to be an academic reference. Applicants should normally fulfil one of the following criteria:- a) have a first degree in Physiotherapy; b) have a Graduate Diploma in Physiotherapy together with evidence of an approved and

relevant post qualification education. An entry requirement of at least two years’ clinical experience is normally required for the following programme units:

The Manual Therapy units

Mentor Preparation

Foundation for Effective Leadership & Management within an Organisation

Applicants whose first language is not English must provide evidence of proficiency in the English language. Normally the minimum level of proficiency for acceptance on to this programme is an IELTS average score of 6.5 or TOEFL minimum score of 575 (233 on the computer based test, 90 on ICT testing). Manual Therapy Units Applicants for the Manual Therapy units are required to have: a) a minimum of 2 years clinical experience, of which 6 months should have been with neuro-

musculoskeletal out-patients; b) access to neuro-musculoskeletal patients whilst attending the course. c) HCPC registration d) CSP membership e) IELTS of 7 (with no element below 6.5) Specific Clinical Placement Unit Requirements Manual Therapy students undertake mandatory Clinical Placement units. They must obtain a Disclosure and Barring Service (DBS) check and health screening through the University procedure on admission to the programme. The Programme accepts requests for the accreditation of prior learning in line with MMU’s Policy for the Accreditation of Prior Learning. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus.

39 Programme Specific Management Arrangements

PROGRAMME MANAGEMENT

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf


http://www.mmu.ac.uk/study/


University standard programme management requirements apply to the MSc Advanced Physiotherapy programme. Professional, Regulatory & Statutory Bodies University standard programme management requirements apply. NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

University standard programme management requirements apply to Staff Responsibilities on the MSc Advanced Physiotherapy programme. Other Staff Responsibilities The Assessment Tutor and the Administrative Assessments Officer take lead responsibility for:

Monitoring student progression and achievement

Organising and directing the relevant Assessment Board.

Ensuring that student achievement is communicated to the Assessment Board. Unit Leaders and unit team staff are accountable to the Programme Leader. The main responsibilities of Units Leaders are to:

Ensure that teaching and learning within the unit is appropriate to student need

Ensure that key transferable skills are embedded within each unit

Ensure that equal opportunities and the recognition of diversity are embedded within each unit

Provide 1st level support to all students undertaking the unit

When required, provide research supervision

Liaise with the Programme Leader in relation to unit development, assessment and student progress

As required by Programme Leader, liaise with External Examiners in relation to assessment and student progress

Establish a mechanism for providing appropriate student support in relation to the unit

Undertake an end of unit evaluation of satisfaction and provide a summary and recommendations for action

Complete a unit report for the University’s Continuous Monitoring and Improvement process

Attend and contribute to the relevant Programme Committee or Sub-Committee

Contribute to the APL procedures as required. MACP mentors are responsible for the facilitation of learning, assessment and professional support for students undertaking practice placements within the Manual Therapy units. Mentors are qualified clinical staff who have completed post-qualifying experience in the specific area of practice. They are prepared for their responsibilities by extensive experience in the field and are holders of the MACP

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf


qualification. They are supported in their role by the Manual Therapy unit leaders from within the university. The programme team provides ongoing support for mentors. The role and responsibilities of the MACP Mentor include:

Attendance at university briefing days, study days, and other planned sessions

Maintaining their personal and professional development

Contributing to curriculum development

Maintaining an up-to-date profile of learning opportunities within practice

Contributing to practice development

Fostering a productive, professional mentor-student relationship

Identifying and enabling students to meet practice related learning needs

Providing opportunities for formative assessment and constructive feedback

Ensuring that practice assessment is applied fairly and equally to all students

Completing the assessment documentation

Contributing to the evaluation and monitoring of practice placements

Liaising with university staff.

Professional, Regulatory & Statutory Bodies The Programme Leader is responsible for working with the CSP. They will ensure that the programme meets the CSP accreditation criteria. The Manual Therapy unit leaders are responsible for working with the MACP to ensure that the learning outcomes of the Manual Therapy units meet the stated MACP IFOMPT criteria (see Appendix 3). NB: the University’s Management of programme Delivery is available from the CASQE website.

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Programme Specific Support There is a programme team, as well as Faculty and University-wide student support services, which provide a holistic strategy for supporting students whilst on the programme. The programme team’s strategy for providing student support includes:

All students will be encouraged to develop and maintain a personal development plan (PDP). In some cases this may supplement their employer based PDP.

Students on the programme have access to a range of support for their study skills including a whole range of information including literature and study skills resources. This will include detail of how study skills and IT skills should be developed by students and, how they will be supported during their studies.

The student handbook will provide a section that outlines the strategy for academic support


http://www.mmu.ac.uk/studenthandbook/


Each student will have a named personal tutor who will be accessible and helpful regarding general study skills. Access to the named tutor may be face-to-face, by phone, letter or email. Whatever the style, students will negotiate, with the named tutor, the process of ongoing regular contacts.

Personal tutors will have access to the record of student achievement.

Students may discuss their ideas for assessment with the Unit leaders.

Constructive feedback on assessed work will be given on students’ work.

Resubmitted work will identify the classification range that would have been achieved for a first attempt.

Pastoral Support Each student is allocated a personal tutor, who will provide support for the duration of the student’s course of study. Students will be advised about the role of their personal tutor and the purpose of pastoral support during induction processes.

The personal tutor:

Provides personal, pastoral support and where necessary, acts as an advocate

Monitors the student’s development in relation to their specific studies and the acquisition of skills.

Provides advice regarding referral to the Academic Secretary’s Office. The central MMU Academic Secretary’s Office provides both a drop-in and planned student counselling service.

Practice Support

The main source of student support in practice is the MACP Mentor but MMU Manual Therapy unit leaders also provide support to students.

The MACP Mentor’s main role is facilitating learning and assessing achievements in the practice setting. However, there is a significant student support element to these roles and this is arranged through one-to-one, student-mentor support.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE website.

Student representatives will be invited to attend Programme Committee meetings. These meetings will:

Provide a forum for the exchange of views between staff and students

Consider the services and facilities which support students and the delivery of the Programme

Make recommendations to the Programme Committee as appropriate

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf


Programme Specific Evaluation Student Evaluation

The programme team endeavours to operate, day-to-day, a student centred culture that encourages students to engage in free and constructive feedback. Within the programme, each unit is subject to a variety of student evaluation mechanisms. These include:

Feedback from student representatives at each Programme Committee meeting

Informal student feedback to unit leaders and the Programme Leader, personal tutors and mentors

Informal feedback from unit leaders, Programme Leader, mentors/practice educators and service managers concerning the student experience.

Formally conducted student evaluations at the end of each unit and, where appropriate, at the end of the programme. These can take the form of surveys or focus groups.

Student evaluation is fed into quality assurance processes through the Continuous Monitoring and Improvement processes. However, pressing issues will be managed in a timely manner.

The programme operates a student complaints process and students are informed of this through their Programme Student Handbook. The Programme Leader will monitor these complaints and take remedial action as appropriate. Responses to collective concerns raised by students will be fed back to them via Moodle. Participant evaluation and feedback, and feedback from the External Examiner(s), forms an integral part of the Continuous Monitoring and Improvement Process.

____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 26 of 79 Programme Specification

SECTION F – MAPPING MAP I: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: MSc Advanced Physiotherapy

QAA Masters Degree Characteristics (2010)

Programme learning outcomes a

syst

emat

ic u

nd

erst

and

ing

of

kno

wle

dge

, an

d a

cri

tica

l aw

aren

ess

of

curr

ent

pro

ble

ms

and

/or

new

insi

ghts

,

mu

ch o

f w

hic

h is

at,

or

info

rmed

by,

th

e fo

refr

on

t o

f th

eir

aca

dem

ic d

isci

plin

e,

fiel

d o

f st

ud

y o

r ar

ea o

f p

rofe

ssio

nal

pra

ctic

e

a co

mp

reh

ensi

ve u

nd

ers

tan

din

g o

f te

chn

iqu

es a

pp

licab

le t

o t

hei

r o

wn

rese

arch

or

adva

nce

d s

cho

lars

hip

o

rigi

nal

ity

in t

he

ap

plic

atio

n o

f

kno

wle

dge

, to

geth

er w

ith

a p

ract

ical

u

nd

erst

and

ing

of

ho

w e

stab

lish

ed

tech

niq

ues

of

rese

arch

an

d e

nq

uir

y ar

e u

sed

to

cre

ate

and

inte

rpre

t kn

ow

led

ge

in t

he

dis

cip

line

to e

valu

ate

crit

ical

ly c

urr

ent

rese

arch

and

ad

van

ced

sch

ola

rsh

ip in

th

e d

isci

plin

e

to e

valu

ate

met

ho

do

logi

es a

nd

dev

elo

p

crit

iqu

es o

f th

em a

nd

, wh

ere

app

rop

riat

e, t

o p

rop

ose

new

hyp

oth

ese

s.

dea

l wit

h c

om

ple

x is

sues

bo

th

syst

emat

ical

ly a

nd

cre

ativ

ely,

mak

e

sou

nd

jud

gem

ents

in t

he

abse

nce

of

com

ple

te d

ata,

an

d c

om

mu

nic

ate

the

ir

con

clu

sio

ns

clea

rly

to s

pec

ialis

t an

d n

on

-sp

ecia

list

aud

ien

ces

dem

on

stra

te s

elf-

dir

ecti

on

an

d o

rigi

nal

ity

in t

ackl

ing

and

so

lvin

g p

rob

lem

s, a

nd

act

au

ton

om

ou

sly

in p

lan

nin

g an

d

imp

lem

enti

ng

task

s at

a p

rofe

ssio

nal

or

equ

ival

ent

leve

l co

nti

nu

e to

ad

van

ce t

hei

r kn

ow

led

ge a

nd

u

nd

erst

and

ing,

an

d t

o d

eve

lop

new

ski

lls

to a

hig

h le

vel

PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession.

PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical.


PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities.

PLO 5: Plan, complete and evaluate an original research project that creates/expands and interprets the evidence base for their discipline.

PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements).


Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: PgDip Advanced Physiotherapy



syst

emat

ic u

nd

erst

and

ing

of

kno

wle

dge

, an

d a

cri

tica

l aw

aren

ess

of

curr

ent

pro

ble

ms

and

/or

new

insi

ghts

,

mu

ch o

f w

hic

h is

at,

or

info

rmed

by,

th

e fo

refr

on

t o

f th

eir

aca

dem

ic d

isci

plin

e,

fiel

d o

f st

ud

y o

r ar

ea o

f p

rofe

ssio

nal

pra

ctic

e

a co

mp

reh

ensi

ve u

nd

ers

tan

din

g o

f te

chn

iqu

es a

pp

licab

le t

o t

hei

r o

wn

rese

arch

or

adva

nce

d s

cho

lars

hip

o

rigi

nal

ity

in t

he

ap

plic

atio

n o

f

kno

wle

dge

, to

geth

er w

ith

a p

ract

ical

u

nd

erst

and

ing

of

ho

w e

stab

lish

ed

tech

niq

ues

of

rese

arch

an

d e

nq

uir

y ar

e u

sed

to

cre

ate

and

inte

rpre

t kn

ow

led

ge

in t

he

dis

cip

line

to e

valu

ate

crit

ical

ly c

urr

ent

rese

arch

and

ad

van

ced

sch

ola

rsh

ip in

th

e d

isci

plin

e

to e

valu

ate

met

ho

do

logi

es a

nd

dev

elo

p

crit

iqu

es o

f th

em a

nd

, wh

ere

app

rop

riat

e, t

o p

rop

ose

new

hyp

oth

ese

s.

dea

l wit

h c

om

ple

x is

sues

bo

th

syst

emat

ical

ly a

nd

cre

ativ

ely,

mak

e

sou

nd

jud

gem

ents

in t

he

abse

nce

of

com

ple

te d

ata,

an

d c

om

mu

nic

ate

the

ir

con

clu

sio

ns

clea

rly

to s

pec

ialis

t an

d n

on

-sp

ecia

list

aud

ien

ces

dem

on

stra

te s

elf-

dir

ecti

on

an

d o

rigi

nal

ity

in t

ackl

ing

and

so

lvin

g p

rob

lem

s, a

nd

act

au

ton

om

ou

sly

in p

lan

nin

g an

d

imp

lem

enti

ng

task

s at

a p

rofe

ssio

nal

or

equ

ival

ent

leve

l co

nti

nu

e to

ad

van

ce t

hei

r kn

ow

led

ge a

nd

u

nd

erst

and

ing,

an

d t

o d

eve

lop

new

ski

lls

to a

hig

h le

vel








Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: PgCert Advanced Physiotherapy



syst

emat

ic u

nd

erst

and

ing

of

kno

wle

dge

, an

d a

cri

tica

l aw

aren

ess

of

curr

ent

pro

ble

ms

and

/or

new

insi

ghts

,

mu

ch o

f w

hic

h is

at,

or

info

rmed

by,

th

e fo

refr

on

t o

f th

eir

aca

dem

ic d

isci

plin

e,

fiel

d o

f st

ud

y o

r ar

ea o

f p

rofe

ssio

nal

pra

ctic

e

a co

mp

reh

ensi

ve u

nd

ers

tan

din

g o

f te

chn

iqu

es a

pp

licab

le t

o t

hei

r o

wn

rese

arch

or

adva

nce

d s

cho

lars

hip

o

rigi

nal

ity

in t

he

ap

plic

atio

n o

f

kno

wle

dge

, to

geth

er w

ith

a p

ract

ical

u

nd

erst

and

ing

of

ho

w e

stab

lish

ed

tech

niq

ues

of

rese

arch

an

d e

nq

uir

y ar

e u

sed

to

cre

ate

and

inte

rpre

t kn

ow

led

ge

in t

he

dis

cip

line

to e

valu

ate

crit

ical

ly c

urr

ent

rese

arch

and

ad

van

ced

sch

ola

rsh

ip in

th

e d

isci

plin

e

to e

valu

ate

met

ho

do

logi

es a

nd

dev

elo

p

crit

iqu

es o

f th

em a

nd

, wh

ere

app

rop

riat

e, t

o p

rop

ose

new

hyp

oth

ese

s.

dea

l wit

h c

om

ple

x is

sues

bo

th

syst

emat

ical

ly a

nd

cre

ativ

ely,

mak

e

sou

nd

jud

gem

ents

in t

he

abse

nce

of

com

ple

te d

ata,

an

d c

om

mu

nic

ate

the

ir

con

clu

sio

ns

clea

rly

to s

pec

ialis

t an

d n

on

-sp

ecia

list

aud

ien

ces

dem

on

stra

te s

elf-

dir

ecti

on

an

d o

rigi

nal

ity

in t

ackl

ing

and

so

lvin

g p

rob

lem

s, a

nd

act

au

ton

om

ou

sly

in p

lan

nin

g an

d

imp

lem

enti

ng

task

s at

a p

rofe

ssio

nal

or

equ

ival

ent

leve

l co

nti

nu

e to

ad

van

ce t

hei

r kn

ow

led

ge a

nd

u

nd

erst

and

ing,

an

d t

o d

eve

lop

new

ski

lls

to a

hig

h le

vel








Relationship between graduate and programme learning outcomes to programme units

Programme Learning Outcomes RM Diss APP MT-F MT-UQ MT-LQ CP-UQ CP-LQ OMS OMP RiS

IS

10/20 ROP MAICIP MCP ANR PAH FELMO MP SM HEcon EiP AM CEP CRP NMP

GO1

apply skills of critical analysis to real

world situations within a defined

range of contexts P P P P P P P P P P P P P P P P P P P P P P P P P P

GO2

demonstrate a high degree of

professionalism characterised by

initiative, creativity, motivation and

self-management P P P P P P P P P P P P P P P P P P P P P P P P P P

GO3

express ideas effectively and

communicate information

appropriately and accurately using a

range of media including ICT P P P P P P P P P P P P P P P P P P P P P P P P P P

GO4

develop working relationships using

teamwork and leadership skills,

recognising and respecting different

perspectives P P P P P P P P P P P P P P P P P P P P P P P P P P

GO5

manage their professional

development reflecting on progress

and taking appropriate action P P P P P P P P P P P P P P P P P P P P P P P P P P

GO6

find, evaluate, synthesise and use

information from a variety of

sources P P P P P P P P P P P P P P P P P P P P P P P P P P

GO7

articulate an awareness of the

social and community contexts

within their disciplinary field P P P P P P P P P P P P P P P P P P P P P P P P P P

PLO1

Critically reflect and evaluate their

current professional practice and

the related underpinning theory,

scholarship and research, with

reference to current issues and

developments in the subject and the

profession. P P P P P P P P P P P P P P P P P P P P P P P P P P

PLO2

Apply appropriate research

processes to professional

situations, both practical and

theoretical. P P P P P P P P P P P P P P P P P P P P P P P P P P

PLO3

Critically evaluate current research

and advanced scholarship in the

discipline. P P P P P P P P P P P P P P P P P P P P P P P P P P

PLO4

Effectively evaluate and use a range

of advanced skills and research

methods applicable to their

professional activities. P P P P P P P P P P P P

PLO5

Plan, complete and evaluate an

original research project that

creates/expands and interprets the

evidence base for their discipline. P P

PLO6

Meet PSRB/IFOMPT requirements

where necessary (including the

effective execution of a research

project and dissemination of its

conclusions as per IFOMPT

requirements). P P P P P


ASSESSMENT /OUTCOMES MAP: MSc Advanced Physiotherapy

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26)

Level 7 Research Methods

Dissertation Advanced Physiotherapy Project MT Foundation MT Upper Quadrant

Assignment Research Proposal 100% (4500 words)

Assignment Dissertation 100% (16000-18000 words)

Assignment Journal Article 75% (6000 words)

Assignment Viva 25%

Assignment Patient Report 50% (2250 words)

Oral Presentation 50%

Practical Exam 50%

Assignment Critical Incident 50% (2250 words)

GO 1 P P P P P P P P GO 2 P P P P P P P P GO 3 P P P P P P P P

GO 4 P P P P P P P P

GO 5 P P P P P P P

GO 6 P P P P P P P


PLO 1 P P P P P P P P


PLO 3 P P P P P P

PLO 4 P P P P

PLO 5 P P

PLO 6 P P P P


Level 7 MT Lower Quadrant

MT Placement Upper Quadrant MT Placement Lower Quadrant Orthopaedic Medicine Spinal

Practical Exam 50%

Case Study 50% (2250 words)

New Patient Assessment 50%

Ongoing Patient Assessment and Management 50%



Practical Exam 50%

Written Assignment 50% (2250 words)

GO 1 P P P P P P







PLO 3 P P P P

PLO 4

PLO 5

PLO 6 P P P P P P


Level 7 Orthopaedic Medicine Peripheral

Rehabilitation in Sport

Independent Study (10 credits)

Independent Study (20 Credits)

Rehabilitation of Older People

Practical Exam 50%







GO 1 P P P P P P P

GO 2 P P P P P P P GO 3 P P P P P P P GO 4 P P P P P P

GO 5 P P P P P P P

GO 6 P P P P P P P

GO 7 P P P P P P P

PLO 1 P P P P P P P

PLO 2 P P P P P P P

PLO 3 P P P P P P

PLO 4 P P

PLO 5

PLO 6


Level 7 Management of

the Acutely Ill and Critically Ill Patient

Management of Chronic Musculoskeletal Pain

Approaches to Neurological Rehabilitation

Mentor Preparation

Biomechanical Analysis (lower limb)

Soft Tissue Manipulation




Poster Presentation 100%

Assignment Portfolio 100% (4500 words)

Written project report 100% (4500 words)

Practical Exam 50%











PLO 3 P P P P P P

PLO 4 P PLO 5 PLO 6 P


Level 7 Foundation for Effective Leadership and Management

Physical Activity and Health Evidence-based Approach to Acute Stroke Management




Presentation 40%


GO 1 P P P P

GO 2 P P P

GO 3 P P P

GO 4 P P P P P

GO 5 P P P P P

GO 6 P P P P P

GO 7 P P P P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P P P

PLO 4

PLO 5

PLO 6


Level 7 Principles of Health Economics

Excellence in Practice

Non-Medical Prescribing



Examination 0% (Pass/refer)

MCQ 0% (Pass/refer)

Portfolio 100% (4000 words)

Clinical assessment 0% (Pass/refer)

GO 1 P P P

GO 2 P P P P

GO 3 P GO 4 P P P

GO 5 P P

GO 6 P P P P

GO 7 P P P P

PLO 1 P P P P P P

PLO 2 P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6 P P P P


Level 7 Analysing Movement

Clinical Exercise Physiology Cardio-respiratory Physiology

Lab report 100% (3000 words)

Presentation 60%

Written Critical Appraisal 40% (2000 words)


Presentation 40%

GO 1 P P P P P

GO 2 P P P

GO 3 P P P P P GO 4 P P

GO 5 P

GO 6 P P P P P

GO 7 P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6


ASSESSMENT /OUTCOMES MAP: PgDip Advanced Physiotherapy Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26)

Level 7 Research

Methods MT Foundation MT Upper Quadrant




Practical Exam 50%


GO 1 P P P P P GO 2 P P P P P GO 3 P P P P P

GO 4 P P P P P

GO 5 P P P P P

GO 6 P P P P P

GO 7 P P P P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P

PLO 4 P

PLO 5

PLO 6 P P P P



MT Placement Upper Quadrant MT Placement Lower Quadrant Orthopaedic Medicine Spinal

Practical Exam 50%

Case Study 50% (2250 words)





Practical Exam 50%


GO 1 P P P P P P







PLO 3 P P P P

PLO 4

PLO 5

PLO 6 P P P P P P







Practical Exam 50%







GO 1 P P P P P P P

GO 2 P P P P P P P

GO 3 P P P P P P P GO 4 P P P P P P

GO 5 P P P P P P P

GO 6 P P P P P P P

GO 7 P P P P P P P

PLO 1 P P P P P P P

PLO 2 P P P P P P P

PLO 3 P P P P P P

PLO 4 P P

PLO 5

PLO 6


Level 7 Management of the Acutely Ill and Critically Ill Patient



Mentor Preparation









Practical Exam 50%











PLO 3 P P P P P P








Presentation 40%


GO 1 P P P P

GO 2 P P P

GO 3 P P P

GO 4 P P P P P

GO 5 P P P P P

GO 6 P P P P P

GO 7 P P P P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P P P

PLO 4

PLO 5

PLO 6








MCQ 0% (Pass/refer)



GO 1 P P P

GO 2 P P P P

GO 3 P GO 4 P P P

GO 5 P P

GO 6 P P P P

GO 7 P P P P

PLO 1 P P P P P P

PLO 2 P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6 P P P P





Presentation 60%



Presentation 40%

GO 1 P P P P P

GO 2 P P P


GO 5 P

GO 6 P P P P P

GO 7 P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6


ASSESSMENT /OUTCOMES MAP: PgCert Advanced Physiotherapy Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26)

Level 7 Research

Methods MT Foundation MT Upper Quadrant




Practical Exam 50%


GO 1 P P P P P GO 2 P P P P P GO 3 P P P P P

GO 4 P P P P P

GO 5 P P P P P

GO 6 P P P P P

GO 7 P P P P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P

PLO 4 P

PLO 5

PLO 6



Orthopaedic Medicine Spinal

Practical Exam 50%


Practical Exam 50%


GO 1 P P P P GO 2 P P P P GO 3 P P P P

GO 4 P P P P

GO 5 P P P P

GO 6 P P P P

GO 7 P P P P

PLO 1 P P P P

PLO 2 P P P P

PLO 3 P P

PLO 4

PLO 5

PLO 6







Practical Exam 50%







GO 1 P P P P P P P

GO 2 P P P P P P P

GO 3 P P P P P P P GO 4 P P P P P P

GO 5 P P P P P P P

GO 6 P P P P P P P

GO 7 P P P P P P P

PLO 1 P P P P P P P

PLO 2 P P P P P P P

PLO 3 P P P P P P

PLO 4 P P

PLO 5

PLO 6


Level 7 Management of the Acutely Ill and Critically Ill Patient



Mentor Preparation









Practical Exam 50%











PLO 3 P P P P P P








Presentation 40%


GO 1 P P P P

GO 2 P P P

GO 3 P P P

GO 4 P P P P P

GO 5 P P P P P

GO 6 P P P P P

GO 7 P P P P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P P P

PLO 4

PLO 5

PLO 6








MCQ 0% (Pass/refer)



GO 1 P P P

GO 2 P P P P

GO 3 P GO 4 P P P

GO 5 P P

GO 6 P P P P

GO 7 P P P P

PLO 1 P P P P P P

PLO 2 P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6





Presentation 60%



Presentation 40%

GO 1 P P P P P

GO 2 P P P


GO 5 P

GO 6 P P P P P

GO 7 P P

PLO 1 P P P P P

PLO 2 P P P P P

PLO 3 P P P

PLO 4

PLO 5

PLO 6

_______________________________________________________________________________________________________________________ CASQE Page 51 of 79 Programme Specification

SECTION G – POINTS OF REFERENCE

Internal

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Taught Postgraduate

University Curriculum Framework Taught Postgraduate Programmes

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Review Report (14th May 2009)

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

QAA Quality Code

PSRB visit reports

PSRB requirements

External examiner reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf




http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

_____________________________________________________________________________________________________________________________________________________________________________________________ CASQE Page 52 of 79 Programme Specification

SECTION H Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (e.g. students entering Level 5 wef September 2014 onward)

26/01/16 Item 3 MSc Advanced Physiotherapy Minor Modification: addition of new 20-credit option unit ‘Biomechanical Analysis (Lower Limb)’.

26th January 2016

1 September 2016 New and returning students enrolling on the programme wef September 2016 onwards.

26/01/16 Item 1 MSc Advanced Physiotherapy Minor Modification: addition of new 20-credit option unit ‘Soft Tissue Manipulation’ in response to positive student feedback on non-credit-bearing version and requests for more units in this area of physiotherapy.

12th February 2016 (Chair’s Action)


26/01/16 Item 2 MSc Advanced Physiotherapy Minor Modification: The removal of the pre-requisites listed for several units on the programme, following confirmation that these had been listed erroneously in the programme specification.

12th February 2016 (Chair’s Action)



Appendix 1: Curriculum Map

MANDATORY

CORE (MSc / PgDip)

Research Methods

20 Credits

Dissertation OR AP Project

60 Credits

Exit PgCert

60 Credits

Exit PgDip

120 Credits

EXIT: MSc Advanced Physiotherapy

180 Credits

Optional Units ±RM 60 Credits

Optional Units or Manual Therapy pathway

100 Credits

Optional Units or Manual Therapy pathway

100 Credits


Appendix 2: MSc Advanced Physiotherapy programme unit choices map showing suggested content for each clinical speciality.

UNIT OF STUDY

CREDITS Physiotherapy

MSK Therapy

Cardio-respiratory Therapy

Neurological Therapy

Manual Therapy

Research Methods 20 M M M M M

*Dissertation 60 M M M M M

*Advanced Physiotherapy Project 60 M M M M M

Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction (Foundation)

20 P P M

Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant

20 P P M

Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant

20 P P M

Clinical Placement: Upper Quadrant 10 M

Clinical Placement: Lower Quadrant 10 M

Orthopaedic Medicine Approach to Management of Spinal Conditions

20 P

P

P

Orthopaedic Medicine Approach to Management of Peripheral Conditions

20 P P P

Rehabilitation in Sport 20 P P P

Independent Study 10 P

Independent Study 20 P P P P P

Rehabilitation of Older People 20 P P P P P

Management of the Acutely Ill and Critically Ill Patient

20 P P

Management of Chronic Musculoskeletal Pain 20 P P P P


Approaches to Neurological Rehabilitation 20 P P

Biomechanical Analysis (lower limb) 20 P P P P

Soft Tissue Manipulation 20 P P P Foundation for Effective Leadership and Management within an Organisation

20 P P P P P

Physical Activity and Health 20 P P P P P

Mentor Preparation 20 P P P P P

Evidence-based Approach to Acute Stroke Management

20 P P

Principles of Health Economics 20 P P P P P

Excellence in Practice 20 P P P P P

Non-medical Prescribing 40 P P P P

Analysing Movement 20 P P P P

Clinical Exercise Physiology 20 P P P P P

Cardiorespiratory Physiology 20 P P

Provides eligibility for MACP membership.

M = MANDATORY CORE

P= optional unit Units delivered by other programmes within MMU Units in italics are Multi-professional options. *Students must undertake either the Dissertation Unit or the Advanced Physiotherapy Project unit. The Dissertation unit is a barred combination with the Advanced Physiotherapy Project unit and vice versa.


Appendix 3: IFOMPT Mapping

IFOMPT Dimensions of Educational Standards in Orthopaedic Manipulative Physical Therapy mapped against learning outcomes of the Manual Therapy units. MSc Advanced Physiotherapy - Manual Therapy units Key to evidence column A = Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction (Foundation Unit). B = Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant C = Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant D = Clinical Placements: Upper Quadrant and Lower Quadrant E = Research Methods F = Optional Module


Learning Outcomes for the Manual Therapy Units ‘A-D’ and Research Methods ‘E’ can be found on the relevant unit specifications.

Dimension 1

Demonstration of critical and evaluative evidence based practice [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO 1-5, E = LO 2 ]

Insert where evidence found -see Key for modules

Evidence of assessment of dimension (Y ) ALL =all assessments

D1.K1

Kn

ow

led

ge Demonstrate critical and evaluative application of evidence

based practices relevant to the field of OMT A - E ALL

D1.K2 Demonstrate evaluative understanding of appropriate outcome measures

A & D Outcome measures assessment (A) new patient exam ( D)

D1.S1

Skill

s

Demonstrate ability to retrieve, integrate and apply knowledge from the clinical, medical and behavioural sciences in the clinical setting, recognising the limitations of incorporating evidence into practice

A - D ALL

D1.S2 Demonstrate ability to critically review the recent literature of the basic and applied sciences relevant to NMS dysfunction, to draw inferences for OMT practice and present material logically in both verbal and written forms

A - D ALL

D1.S3 Demonstrate an evidence based approach to the assessment and management of patients with NMS dysfunctions

A - D ALL

D1.S4 Demonstrate the ability to evaluate the results of treatment accurately and modify and progress treatment as required using evidence

A - D ALL

D1.S5 Demonstrate the use of outcome measures to evaluate the effectiveness of OMT A & E Outcome measures assessment (A)

D1.S6 Demonstrate an ability to integrate and apply evidenced based approaches in the presentation of health promotion and preventative care programmes

Case History + D Case History (B) new patient exam ( D) continuing patient exam (D)

D1.S7 Demonstrate an ability to enhance and promote the rights of a patient to actively participate in their health care management by taking into consideration the patient’s wishes, goals, attitudes, beliefs and circumstances

Case History + D Case History (B) new patient exam ( D) continuing patient exam (D)


D1.A1 A Demonstrate a critical and evaluative approach to all aspects of practice A - E ALL


Dimension 2 Demonstration of critical use of a comprehensive knowledge base of the biomedical sciences in the speciality of OMT [ A = LO 1-5 B= LO 1-5 C= LO 1-5 D = LO1-5]

Insert where evidence found in Evidence of assessment of dimension (Y)

D2.K1

Kn

ow

led

ge

Demonstrate comprehensive knowledge of anatomy of the musculoskeletal, neurological, vascular and lymphatic systems to enable evaluation of normal and abnormal function

A - D ALL

D2.K2 Demonstrate comprehensive knowledge of physiology of the musculoskeletal, neurological, vascular and lymphatic systems to enable evaluation of normal and abnormal function

A - D ALL

D2.K3 Demonstrate comprehensive knowledge of biomechanical properties of visco-elastic tissues to enable evaluation of normal and abnormal function

A - D ALL

D2.K4 Demonstrate comprehensive knowledge of pathology and pathogenesis of mechanical dysfunction of the NMS system

A - D ALL

D2.K5 Demonstrate comprehensive knowledge of non-mechanical dysfunction of the NMS system A - D ALL

D2.K6 Demonstrate comprehensive knowledge of neurological dysfunctions of the NMS system A - D ALL

D2.K7 Demonstrate comprehensive knowledge of internal visceral dysfunction to differentiate from dysfunction of the NMS system

A - D * ALL *

D2.K8 Demonstrate comprehensive knowledge of cardio-vascular dysfunction to differentiate from dysfunction of the NMS system

A - D * ALL *

D2.K9 Demonstrate comprehensive knowledge of dental and orthodontic dysfunctions related to the NMS system

A, C, D Yes

D2.K10 Demonstrate comprehensive knowledge of pain sciences related to the NMS system A - D ALL

D2.K11 Demonstrate comprehensive knowledge of examination procedures to enable differential diagnosis of NMS, neurological, vascular and lymphatic dysfunction

A - D ALL

D2.K12 Demonstrate comprehensive knowledge of indications, contraindications, effects and side-effects of therapeutic drugs related to the examination and management of mechanical and non-mechanical NMS dysfunction

A - D Yes


D2.K13 Demonstrate comprehensive knowledge of indications for and the nature of surgical intervention in the management of NMS dysfunction

A - D ALL *

D2.S1

Skill

s

Demonstrate application of comprehensive knowledge of the biomedical sciences in the examination and management of patients with NMS dysfunction

A - D ALL

D2.S2 Demonstrate critical evaluation of the contribution of the biomedical sciences to the patient’s presentation

A - D ALL

D2.S3 Demonstrate effective interpersonal and communication skills in the application of knowledge of biomedical sciences in the examination and management of patients with NMS dysfunction

D new patient exam continuing patient exam

D2.A1

Att

rib

ute

s

Demonstrate adaptability of comprehensive knowledge of biomedical sciences in the context of patient-centred practice

A - D ALL

D2.A2 Demonstrate criticality of practice in the application of knowledge of biomedical sciences in the examination and management of patients with NMS dysfunction

A - D ALL

D2.A3 Demonstrate creativity and innovation in the application of knowledge of biomedical sciences in the examination and management of patients with NMS dysfunction

A - D ALL

* = examines differential diagnosis of MSK condition in relation to possible masquerading pathology. Comprehensive knowledge is not reflective of depth of coverage


Dimension 3

Demonstration of critical use of a comprehensive knowledge base of the clinical sciences in the speciality of OMT [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5, E = LO 2&3]

Insert where evidence found Evidence of assessment of dimension (Y )

D3.K1 K

no

wle

dge

Demonstrate comprehensive knowledge of the relevant clinical sciences as applied to OMT such as clinical anatomy, physiology, biomechanics and epidemiology in OMT assessment and management

A - D ALL

D3.K2 Demonstrate comprehensive knowledge of effectiveness, risks, and efficacy of OMT interventions A - D ALL

D3.K3 Demonstrate comprehensive knowledge of the specific diagnostic and evaluative qualities of assessment tools, including: reliability, validity, sensitivity, specificity, positive likelihood, negative likelihood, and diagnostic accuracy

A - D Outcome measures assessment (A)

D3.K4 Demonstrate comprehensive knowledge of prognostic, risk, and predictive factors of relevant health problems in relation to OMT management strategies

A - D ALL

D3.S1

Skill

s

Demonstrate the ability to identify the nature and extent of patients’ functional abilities, pain and multidimensional needs in relation to the ICF classification and planned OMT management

A - D ALL

D3.S2 Demonstrate the ability to determine which assessment and intervention tools are most appropriate and to interpret outcomes

A - E ALL

D3.S3 Demonstrate accurate prediction of expected changes and progress towards realistic outcomes D new patient exam continuing patient exam

D3.S4 Demonstrate effective interpersonal skills to inform the patient about the risks, prognosis, potential side effects, and likely benefits of an OMT treatment intervention


D3.A1

A Demonstrate an objective and analytical attitude in the application of knowledge of the clinical

sciences A - D ALL


Dimension 4 Demonstration of critical use of a comprehensive knowledge base of the behavioural sciences in the speciality of OMT [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5]


D4.K1

Kn

ow

led

ge

Demonstrate comprehensive knowledge of the relevant theories on behaviour and changes of behaviour, such as behavioural reactions to pain and limitations, coping strategies etc relevant to OMT assessment and management

A - D Oral presentation (A)

D4.K2 Demonstrate comprehensive knowledge of behaviour related processes that could be relevant during management of a patient

A - D ALL ***

D4.K3 Demonstrate comprehensive knowledge of the specific indications, diagnostic tools and interventions based on behavioural principles

A -D B & C

D4.K4 Demonstrate comprehensive knowledge of the role of the biopsychosocial model in relation to OMT, for example multidisciplinary management strategies

A - D ALL ***

D4.K5 Demonstrate comprehensive knowledge of the influence of the OMT Physical Therapist’s behaviour on a patient’s behaviour and vice versa

A - D new patient exam continuing patient exam (D)

D4.S1

Skill

s

Demonstrate effective application of aspects of behavioural principles in assessment and management of patients

A - D ALL ***

D4.S2 Demonstrate effective communication skills when applying behavioural principles D new patient exam continuing patient exam (D)

D4.S3 Demonstrate effective implementation of the biopsychosocial model in OMT management A - D ALL ***

D4.S4 Demonstrate effective use of sufficient outcomes to evaluate the clinical behavioural aspects, for example, fear of movement

A - D ALL ***

D4.A1

Att

rib

ute

s

Demonstrate sensitivity to changes in patient behaviour. D new patient exam continuing patient exam

D4.A2 Demonstrate reflection and self-evaluation in managing patients A - D ALL

D4.A3 Demonstrate application of biopsychosocial principles in OMT management A - D ALL ***

*** COULD BE INCORPORATED IN ANY ONE OF THE ASSESSMENTS DEPENDING ON THE PATIENT(s) REFERRED TO IN THE SPECIIFIC ASSIGNMENT


Dimension 5 Demonstration of critical use of a comprehensive knowledge base of OMT [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5, E = LO 3]

Insert where evidence found in Evidence of assessment of dimension (Y )

D5.K1

Kn

ow

led

ge

Demonstrate comprehensive knowledge of the interrelationship of the NMS structures in normal function and NMS dysfunction

A - D ALL

D5.K2 Demonstrate comprehensive knowledge of the theoretical basis of the assessment of the NMS system and interpretation of this assessment towards a clinical physical diagnosis

A - D ALL

D5.K3 Demonstrate comprehensive knowledge of static, dynamic, and functional posture in the assessment of the NMS system and interpretation of this assessment

A - D ALL

D5.K4 Demonstrate comprehensive knowledge of the biomechanics and principles of active and passive movements of the articular system including the joint surfaces, ligaments, joint capsules and associated bursae in the assessment of the NMS system and interpretation of this assessment

A - D ALL

D5.K5 Demonstrate comprehensive knowledge of the specific tests for functional status of the muscular system in the assessment of the NMS system and interpretation of this assessment

A - D ALL

D5.K6 Demonstrate comprehensive knowledge of the specific tests for the function and dynamic mobility of the nervous system in the assessment of the NMS system and interpretation of this assessment

A - D ALL

D5.K7 Demonstrate comprehensive knowledge of the specific tests for functional status of the vascular system in the assessment of the NMS system and interpretation of this assessment

A - D ALL ***

D5.K8 Demonstrate comprehensive knowledge of the specific special/screening tests for the safe practice of OMT in the assessment of the NMS system and interpretation of this assessment

A - D ALL

D5.K9 Demonstrate comprehensive knowledge of appropriate medical diagnostic tests and their integration required to make a NMS clinical physical diagnosis

A - D ALL

D5.K10 Demonstrate comprehensive knowledge of possible interventions for management of NMS dysfunction

A - D ALL

D5.K11 Demonstrate comprehensive knowledge of multimodal Physical Therapy intervention for management of NMS dysfunction

A - D ALL


D5.K12 Demonstrate comprehensive knowledge of the Physical Therapy theory of manipulative therapy practice in the management of NMS dysfunctions

A - D ALL

D5.K13 Demonstrate comprehensive knowledge of various manipulative therapy approaches including those in medicine, osteopathy and chiropractic

A - D NO

D5.K14 Demonstrate comprehensive knowledge of the indications and contra-indications for OMT Physical Therapy interventions used in the management of NMS dysfunction

A - D ALL

D5.K15 Demonstrate comprehensive knowledge of safety / screening tests appropriate to the choice of management interventions in NMS dysfunction

A - D ALL

D5.K16 Demonstrate comprehensive knowledge of evidence based outcome measures appropriate to the management of NMS dysfunction

A - E ALL

D5.K17 Demonstrate comprehensive knowledge of appropriate ergonomic strategies and advice to assist the patient to function effectively in their work environment

A - D ALL ***

D5.K18 Demonstrate comprehensive knowledge of preventative programmes for NMS dysfunctions A - D ALL ***

D5.S1

Skill

s

Demonstrate application of comprehensive knowledge of OMT in the examination and management of patients with NMS dysfunction

A - D ALL

D5.S2 Demonstrate accurate clinical physical diagnosis of NMS dysfunctions A - D ALL

D5.S3 Demonstrate critical evaluation of the contribution of the OMT knowledge to the examination and management of the patient with NMS dysfunction

A - D ALL

D5.S4 Demonstrate integration of principles of mobilisation and manipulation as a component of multimodal OMT Physical Therapy management

A - D ALL

D5.S5 Demonstrate integration of principles of exercise physiology as it applies to therapeutic rehabilitation exercise programmes as a component of multimodal OMT Physical Therapy intervention for management of NMS dysfunction

A - D ALL

D5.S6 Demonstrate integration of principles of motor-learning as a component of multimodal OMT Physical Therapy intervention for management of NMS dysfunction

A - D ALL

D5.S7 Demonstrate integration of principles of patient education as a component of multimodal OMT Physical Therapy intervention for management of NMS dysfunction

A - D ALL


D5.S8 Demonstrate integration of principles of other modalities (such as taping, bracing, electrophysical modalities, acupuncture / needling) as a component of multimodal OMT Physical Therapy intervention for management of NMS dysfunction

A - D ALL

D5.S9 Demonstrate advanced use of interpersonal and communication skills in effective application of OMT during the patient history, physical examination, reassessment of patients, patient management and in all documentation


D5.A1

Att

rib

ute

s Demonstrate adaptability of knowledge of OMT in the context of patient centred practice A - D ALL

D5.A2 Demonstrate criticality of evidence based practice in the application of knowledge of OMT A - D ALL

D5.A3 Demonstrate creativity and innovation in the application of knowledge of OMT. A - D ALL


Dimension 6 Demonstration of critical and an advanced level of clinical reasoning skills enabling effective assessment and management of patients with NMS dysfunctions [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5, E= LO 3&4]

Insert where evidence found in) Evidence of assessment of dimension (Y )

D6.K1 K

no

wle

dge

Demonstrate critical understanding of the process of hypothetico-deductive clinical reasoning, including hypothesis generation and testing

A - D ALL

D6.K2 Demonstrate effective use of the process of pattern recognition, including the importance of organising clinical knowledge in patterns

A - D ALL

D6.K3 Demonstrate critical application of the various categories of hypotheses used in OMT, including those related to diagnosis, treatment and prognosis

A - D ALL

D6.K4 Demonstrate effective recognition of dysfunction requiring further investigation and / or referral to another healthcare professional

A - D ALL

D6.K5 Demonstrate critical evaluation of common clinical reasoning errors A - D

ALL

D6.S1

Skill

s

Demonstrate accurate and efficient selection of inquiry strategies based on early recognition and correct interpretation of relevant clinical cues

A - D ALL

D6.S2 Demonstrate critical and evaluative collection of clinical data to ensure reliability and validity of data

A - E ALL

D6.S3 Demonstrate advanced use of clinical reasoning to integrate scientific evidence, clinical data, the patient’s perceptions and goals, and factors related to the clinical context and the patient’s individual circumstances

A - D ALL

D6.S4 Demonstrate integration of evidence based practice and experiential reflective practice in clinical decision making

A - D ALL

D6.S5 Demonstrate application of collaborative clinical reasoning with the patient, carers / care-givers and other health professionals in determining management goals, interventions and measurable outcomes

A - D ALL

D6.S6 Demonstrate effective prioritisation in the examination and management of patients with NMS dysfunction

A - D ALL


D6.S7 Demonstrate effective use of metacognition in the monitoring and development of clinical reasoning skills

A - D ALL

D6.A1

Att

rib

ute

s

Demonstrate patient-centred clinical reasoning in all aspects of clinical practice A - D

ALL

D6.A2 Demonstrate critical understanding of the key role of clinical reasoning skills in the development of clinical expertise

A - D ALL

D6.A3 Demonstrate effective collaborative and communication skills in requesting further investigation or referral to another healthcare professional

A - D ALL

D6.A4 Demonstrate learning through critical reflection during and after the clinical encounter A - D

ALL

D6.A5 Demonstrate learning through precise and timely reassessment A - D

ALL


Dimension 7 Demonstration of an advanced level of communication skills enabling effective assessment and management of patients with NMS dysfunctions [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5]


D7.K1 K

no

wle

dge

Demonstrate critical understanding of the processes of verbal communication A & D new patient exam

continuing patient exam (D)

D7.K2 Demonstrate critical understanding of the processes of non-verbal communication A & D new patient exam continuing patient exam (D)

D7.K3 Demonstrate critical understanding of the processes of written communication and record keeping

A & D new patient exam continuing patient exam (D)

D7.K4 Demonstrate critical awareness of common errors of communication e.g. use of inappropriate closed questions


D7.S1

Skill

s

Demonstrate efficient and effective questioning strategies to obtain reliable and valid data from the patient

D new patient exam continuing patient exam (D)

D7.S2 Demonstrate efficient and effective use of active listening skills throughout the patient encounter


D7.S3 Demonstrate effective explanation to the patient of their individual presentation and their management options


D7.S4 Demonstrate effective collaboration with the patient to inform management decisions D new patient exam continuing patient exam (D)

D7.S5 Demonstrate a high level of skill in implementing and instructing patients in appropriate therapeutic rehabilitation exercise programmes


D7.S6 Demonstrate effective documentation of informed consent from the patient for assessment and management procedures as appropriate


D7.S7 Demonstrate maintenance of clear, accurate and effective records of patient assessment and management to meet medical and legal requirements


D7.A1

At

tri

bu te s Demonstrate critical awareness of patient-centred communication as being central to effective

clinical practice A & D new patient exam

continuing patient exam (D)


D7.A2 Demonstrate critical awareness of the central role of communication skills in the development of clinical expertise


D7.A3 Demonstrate critical awareness of the promotion of wellness and prevention through the education of patients, carers / care-givers, the public and healthcare professionals


D7.A4 Demonstrate empathy in the application of communication skills D new patient exam continuing patient exam (D)


Dimension 8 Demonstration of an advanced level of practical skills with sensitivity and specificity of handling, enabling effective assessment and management of patients with NMS dysfunctions [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO 1-5]


D8.K1 K

no

wle

dge

Demonstrate application of knowledge of indications for practical skills A - D ALL

D8.K2 Demonstrate application of knowledge of contraindications for practical skills A - D ALL

D8.K3 Demonstrate integration of knowledge and clinical reasoning in the decision to perform practical skills

A - D ALL

D8.K4 Demonstrate integration of knowledge and clinical reasoning in the evaluation of clinical data obtained

A - D ALL

D8.K5 Demonstrate integration of knowledge and clinical reasoning in the progression of OMT techniques and management

A - D ALL

D8.K6 Demonstrate critical understanding of other interventions and modalities, for example, taping, needling, and electrophysical modalities to enhance rehabilitation of NMS dysfunction

A - D ALL

D8.S1

Skill

s

Demonstrate sensitivity and specificity of handling in the analysis of static and dynamic posture B - D ALL

D8.S2 Demonstrate sensitivity and specificity of handling in the clinical examination of the articular system

B - D new patient exam continuing patient exam (D)

D8.S3 Demonstrate sensitivity and specificity of handling in the clinical examination of the nervous system


D8.S4 Demonstrate sensitivity and specificity of handling in the clinical examination of the muscular and fascial systems


D8.S5 Demonstrate sensitivity and specificity of handling in the application of any special tests for the safe practice of OMT, for example cervical artery screening

B - D new patient exam continuing patient exam (D)

D8.S6 Demonstrate sensitivity and specificity of handling in the application of a broad range of OMT techniques

B - D Skills examinations ( B -D)

D8.S7 Demonstrate sensitivity and specificity of handling in the performance of low velocity, rhythmical, passive movements (mobilisation) and high velocity, small amplitude passive movements with impulse (manipulation)

B - D Skills examinations ( B -D)


D8.S8 Demonstrate sensitivity and specificity of handling in the performance of manual and other Physical Therapy techniques to treat the articular, muscular, neural, and fascial systems

A - D Skills examinations ( B -C) continuing patient exam (D)

D8.S9 Demonstrate sensitivity and specificity of handling in the implementation and instruction of patients in appropriate therapeutic rehabilitation exercise programmes


D8.S10 Demonstrate advanced use of interpersonal and communication skills in the effective application of practical skills


D8.A1

Att

rib

ute

s

Demonstrate adaptability of practical skills in the context of patient centred practice B - D Skills examinations ( B -D) new patient exam continuing patient exam (D)

D8.A2 Demonstrate criticality of practice in the application of practical skills B - D Skills examinations ( B -D) new patient exam continuing patient exam (D)

D8.A3 Demonstrate creativity and innovation in the application of practical skills B - D Skills examinations ( B -D) new patient exam continuing patient exam (D)


Dimension 9 Demonstration of a critical understanding and application of the process of research [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5, E = LO 1-5]


D9.K1 K

no

wle

dge

Demonstrate critical understanding of common quantitative research designs, including strengths and weaknesses

A & E Research proposal Data Handling workbook (E) Outcome measures assignment (A)

D9.K2 Demonstrate critical understanding of common qualitative research designs, including strengths and weaknesses

E Research proposal Data Handling workbook (E)

D9.K3 Demonstrate critical evaluation of ethical considerations relating to human research E Research proposal

D9.S1

Skill

s

Demonstrate effective critical appraisal of research relevant to OMT Physical Therapy practice as it relates to NMS dysfunction

A - E ALL:

D9.S2 Demonstrate generation of a research question based on a critical evaluation of the current literature relevant to OMT Physical Therapy practice and relating to NMS dysfunction

A & E Research proposal (E) Outcome measures (A)

D9.S3 Demonstrate development of a research proposal which meets the requirements of a human ethics committee as appropriate

E Research proposal

D9.S4 Demonstrate selection and application of appropriate data analysis procedures A & E Outcome measures assignment (A) Data Handling workbook (E)

D9.S5 Demonstrate effective execution of a research project and dissemination of its conclusions* A Outcome measures assignment (A)

D9.A1

Att

rib

ute

s Demonstrate appreciation of the need for the development of further evidence in OMT Physical Therapy practice through research

A - E ALL

D9.A2 Demonstrate critical awareness of the role of research in advancing the body of knowledge in OMT Physical Therapy

A - E ALL


Dimension 10 Demonstration of clinical expertise and continued professional commitment to the development of OMT practice [ A = LO 1-5, B= LO 1-5, C= LO 1-5, D = LO1-5]


D10.K1

Kn

ow

led

ge

Demonstrate effective integration of comprehensive knowledge, cognitive and metacognitive proficiency

A - D ALL

D10.K2 Demonstrate advanced knowledge of current best evidence in OMT theories, as well as diagnostic, prognostic and intervention techniques

A - D ALL

D10.K3 Demonstrate an understanding of advanced knowledge of OMT based on current and classic literature

A - D ALL

D10.K4 Demonstrate scholarly contribution to the body of OMT knowledge, skills and measurement of outcomes

A - D ALL

D10.K5 Demonstrate efficiency in utilising cues and recognising patterns of NMS dysfunction A - D ALL

D10.S1

Skill

s

Demonstrate ability to combine the evidence, knowledge, skills, other clinical applications, patient preferences, circumstances and environmental situations in determining an OMT intervention

A - D ALL

D10.S2 Demonstrate effective continued direct patient care D new patient exam continuing patient exam

D10.S3 Demonstrate effective and efficient communication and interpersonal skills involving the patient and others in decision making


D10.S4 Demonstrate ability to solve problems with accuracy and precision A - D ALL

D10.S5 Demonstrate ability to employ lateral thinking to generate new hypotheses or techniques to produce a positive outcome or plan of care

A - D ALL

D10.S6 Demonstrate sound professional judgements when selecting assessment and treatment techniques, evaluating benefit and risk

A - D ALL

D10.S7 Demonstrate ability to simultaneously monitor multiple dimensions of data during patient contact while maintaining a professional but relaxed communication style


D10.S8 Demonstrate efficient and effective use of a variety of techniques that encompass the breadth of OMT

B -D ALL


D10.S9 Demonstrate efficiency and effectiveness in the practice of OMT in the clinical setting D new patient exam continuing patient exam

D10.S10 Demonstrate a patient-centred approach to practice, responding and rapidly adapting the assessment and intervention to the emerging data and the patient’s perspective


D10.S11 Demonstrate efficient and effective use of OMT within one episode of care with patients with multiple inter-related or separate dysfunctions and / or co-morbidities

B - D Case history (B) continuing patient exam (D)

D10.S12 Demonstrate ability to skilfully consult with peers, other professionals, legislative and regulatory organisations as appropriate

B - D Case history (B)

D10.A1

Att

rib

ute

s

Demonstrate professional, ethical and autonomous practice B - D Case histories new patient exam continuing patient exam (D)

D10.A2 Demonstrate a commitment to life-long learning with continuous educational development A - D Attendance on course

Critical Incidents (C)

D10.A3 Demonstrate a commitment to contributing to the professional development of OMTs through teaching and mentoring

A - D Attendance on course

ALL

D10.A4 Demonstrate a commitment to professional service to the profession and community to assist in the advancement of the OMT profession and to the benefit of the public

A - D Attendance on course

ALL

D10.A5 Demonstrate sound professional judgement, empathy and cultural competence in all patient interactions



Appendix 4: University Standard Descriptors: Level 7

University Standard Descriptors: Level 7

1 2 3 4 5 6 7

Grade range

Apply skills of critical analysis to real world situations within a defined range of contexts

Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self management.

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

Manage their professional development reflecting on progress and taking appropriate action

Find, evaluate, synthesise and use information from a variety of sources

Articulate an awareness of the social and community contexts within their disciplinary field

86%-100% Novel and complex problems are evaluated thoroughly with reference to theory and practice, generating original solutions, expressed with clarity

There is evidence of the ability to work autonomously and creatively with reference to professional standards and values, reflecting critically on their own practice.

The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

A creative and credible vision of themselves and their professional futures is meticulously presented.

A complex and innovative project is designed, planned and carried out meticulously to gather and synthesise useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application

70%-85% Novel and complex problems are evaluated with reference to theory and practice, generating original solutions

There is evidence of the ability to work autonomously and imaginatively with reference to professional standards and values, reflecting critically on their own practice.

The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

A novel and feasible vision of themselves and their professional futures is presented

A complex project is designed, planned and carried out thoroughly to gather useful information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application


60%-69% Novel and complex problems are solved confidently with reference to theory and practice

There is evidence of the ability to work autonomously with reference to professional standards and values, reflecting critically on their own practice.

The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

Demonstrate a fully worked vision of themselves and their professional futures

A project is carefully planned and carried out to gather useful information from appropriate primary and secondary sources and synthesise the results

The social and community contexts of the discipline are analysed carefully in drawing conclusions and making recommendations

50%-59% Novel and complex problems are solved with reference to theory and practice

There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

Demonstrate a vision of themselves and their professional futures

A project is planned and carried out to gather information from appropriate primary and secondary sources and synthesise the results

The social and community contexts of the discipline are considered critically in drawing conclusions and making recommendations

45%-49% Attempts to solve novel and complex problems are partial, with limited reference to theory and practice

There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

A limited vision of themselves and their professional futures is presented.

Partial attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making recommendations

20%-44% Attempts to solve novel and complex problems are inadequate, with little reference to theory and practice

There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

There is insufficient development of a vision of themselves and their professional futures

Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making recommendations

0%-19% There is little or no evidence of any attempt to solve novel and complex problems with

There is little or no evidence of working as an autonomous

Communication of work is unclear and inappropriate to a defined audience and

Inadequate or no contribution to a team as either leader or member as needed to scope and

No clear vision of themselves and their professional futures is presented

Little or no attempt to plan and/or carry out projects which gather information from

There is little or no identification of the social and community contexts of the discipline


little or no reference to theory and practice

professional who reflects on their own practice

does not use appropriate strategies or media

complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

appropriate primary and secondary sources

in drawing conclusions and making recommendations

Programme Specification - Manchester Metropolitan University · Programme Specification This...

Documents

Transcript of Programme Specification - Manchester Metropolitan University · Programme Specification This...