96080 Clinical Assessment and Treatment Planning
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Students learn the process of clinical assessment and treatment planning to underpin physiotherapy management of clients with musculoskeletal and neurological conditions across the lifespan. Students revise anatomy in a wet-lab setting to underpin their developing diagnostic palpation skills and inform surface anatomy and impairment testing. Inquiry-based learning is used to critically appraise subjective and objective examination techniques following evidence-based practice applied to clinical cases. The ICF model is used to develop clinical reasoning skills to formulate a differential diagnosis, a problem list and an elementary treatment plan for common patient scenarios. Impairment, functional and behavioural outcome measures are introduced along with goal setting and treatment decision making in collaboration with clients and families. Learning assessment and treatment planning is reinforced and built upon in concurrent and subsequent subjects teaching intervention skills.
Subject learning objectives (SLOs)
| 01. | Conduct a culturally responsive client interview/subjective examination |
|---|---|
| 04. | Assess client's problems with reference to the WHO ICF domains of impairment, activity limitation and participation restriction |
| 06. | Apply clinical reasoning to determine best physiotherapy care |
| 07. | Conduct a culturally responsive objective examination |
| 08. | Justify assessment selection with reference to the evidence for its clinimetric properties |
| 09. | Modify assessments based on restrictions imposed by a client’s condition |
| 10. | Demonstrate safe and sensitive therapeutic manual handling |
| 11. | Interpret assessment results |
| 13. | Prioritise the problem list |
| 15. | Establish goals with client and families/caregivers |
| 16. | Plan an intervention |
| 19. | Provide an evidence-based justification for intervention selection |
| 35. | Communicate effectively with the client, caregivers and other health professionals |
| 37. | Demonstrate empathetic active listening skills |
| 39. | Maintain professionalism in verbal and written communication |
| 40. | Engage in inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
| 45. | Gain and maintain informed consent |
| 53. | Evaluate own learning needs and direct own learning experiences |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Knowledge and skills: Integrate core biomedical and social health science knowledge across the breadth of physiotherapy practice to inform assessment and safe, competent and skilled practical care of individuals across the lifespan as an autonomous practitioner and as a member of an interprofessional team. (01.01)
- Clinical reasoning: Identify impairment, activity and participation deficits in individuals in accordance with the International Classification of Function, Disability and Health framework and develop evidence-based care plans in accordance with best practice physiotherapy. (01.02)
- Critical thinker: Critically analyse the evidence underpinning practice and effectively apply new knowledge to practice; conduct and disseminate high-quality research to improve professional knowledge and influence direction of future practice. (02.05)
- Professional and ethical practitioner: Embody the physiotherapy profession, demonstrating globally relevant ethical and professional behaviour and social accountability, while utilising deliberate critical analysis, self-reflection and self-awareness to constantly improve practice. (03.04)
- Communication: Communicate effectively using high-level interpersonal skills in both traditional modes of communication and when integrating advances in technology and methods of intervention delivery into patient care. (03.06)
- Client focus: Provide empathetic, compassionate and respectful patient-focused care, facilitating client self-management, advocating for best practice care and empowering clients by education. (04.03)
Contribution to the development of graduate attributes
Practice ready
Graduates of the Master of Physiotherapy are knowledgeable, practice-ready clinicians, skilled in providing safe and effective evidence-based care to clients across the lifespan, using a wide range of therapeutic approaches including skilled hands on practice, and in a variety of clinical settings as both independent and collaborative practitioners.
Research-enabled
Graduates of the Master of Physiotherapy effectively integrate research evidence into practice, are proactive in identifying gaps in knowledge and are competent to undertake research to advance the evidence base and inform future physiotherapy practice.
Professionally Competent
Graduates of the Master of Physiotherapy embody professional and ethical practice, maintaining knowledge and competence at local and global standards. Graduates embrace opportunities for leadership and advanced roles, utilise deliberate practice to optimise physiotherapy care and advocate for the profession in interdisciplinary contexts.
Person-centred
Graduates of the Master of Physiotherapy are empathetic, person-centred practitioners who empower client self-management and endorse preventative care by forming and valuing partnerships with individuals, families and communities.
Teaching and learning strategies
Prep work
Preparation (Prep) work is undertaken prior to masterclasses and workshops. Prep work can include watching a video, reading a blog entry/website/textbook chapter/journal article/magazine article and/or listening to a podcast/video/interview. Questions often accompany the prep work so students read with intent which encourages deep reading. Content covered in prep work is strongly linked to content covered in masterclasses and workshops. Please ensure prep work is carried out so that you have spent some time accessing and making sense of ideas. Attending the masterclasses and workshops will allow you to test these ideas and get feedback from your teachers and peers which will further consolidate your learning. Your knowledge and understanding of the prep work will be tested and applied using quizzes, group discussions and practical activities in masterclasses and workshops. (Prep work in this subject also includes attending anatomy wet lab classes. Activities in anatomy wet lab classes include guided group work where students are trained to observe, palpate and locate anatomical structures.)
Masterclasses
Masterclasses are conducted in groups of 60 or more. There is usually a presentation of content by the teacher followed by activities which build on the prep work and the content presented. These activities are varied and require students to work alone, work in pairs or work in groups of 3 or more.
Examples of these activities include short quizzes, group discussions and “One Minute Paper” where students reflect on what they have learnt in class and share this with the class. Group discussions often involve solving a problem or answering a question based on case studies or the content topic. All activities are facilitated by the teacher. Feedback is provided by the teacher where there is discrepancy in the knowledge and understanding of the content or disagreement in opinions between groups. Feedback can also be provided by peers.
Workshops
Workshops are conducted in groups of 15-35. Content in classes often include the practice of practical skills and further consolidation of information gained in masterclasses. These activities are varied and often require students to work in pairs or work in groups of 3 or more. Examples of these activities include the practice of practical skills, simulated role play of patients in case studies, group discussions, debates, brainstorming session and “One Minute Paper”. In the classes where practical skills are taught, the teacher demonstrates these practical skills and provide guidance on how feedback should be provided. After the demonstration, students work in small groups of 3 or more to practise. Feedback on their techniques are provided by the teacher or their peers. The content of feedback will cover professionalism, communication, equipment set-up, environment set-up, positioning of patient, positioning of therapist and manual handling/manual guidance. Feedback on common errors and suggestions for improvement will also be included. In the classes when theoretical content is consolidated and applied, feedback is provided by the teacher when there is discrepancy in the knowledge and understanding of the content or disagreement in opinions between groups. Feedback can also be provided by peers.
Content (topics)
The aim of this subject is to provide students with a fundamental understanding of physiotherapy assessment practice to support their subsequent learning of physiotherapy interventional skills. Students learn about assessment techniques, differential diagnosis, clinical reasoning and treatment planning using case studies. These case studies include patients with musculoskeletal and neurological conditions. Students consolidate their learning and skills during a clinical simulation week at the end of the semester. Clinical simulation links assessment and treatment skills (96082 Core Practice for Physiotherapists) at the end of the semester. Knowledge and skills gained in this subject underpin the learning in all subsequent clinical subjects.
Assessment
Assessment task 1: Online Quiz - Clinical reasoning for treatment planning
| Intent: | This assessment task will give students the opportunity to demonstrate their clinical reasoning skills in taking a subjective history, assessing and planning a treatment for a patient. The content to be assessed includes all content learned from weeks 1 to 6. Graduate attributes: Practice ready |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 04, 06, 13, 15, 16 and 19 This task is aligned with the following course learning outcomes: 01.01 and 01.02 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Completion of the online quiz will take ~1hr |
| Criteria: | Please refer to Canvas for the marking criteria for this assessment task. Marks will be allocated to clinical reasoning decision making responses through the case and input text for each screen of the assessment. |
Assessment task 2: Musculoskeletal Practical Assessment
| Intent: | This assessment task will give students the opportunity to explain and demonstrate their practical and clinical reasoning skills in conducting an objective or diagnostic assessment for a musculoskeletal condition. The content to be assessed includes all practical skills learned from weeks 1 to 8. Graduate attributes: Practice ready, research-enabled, professionally competent, person-centred, culturally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 35, 37, 39, 40 and 45 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 03.04, 03.06 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 8 min including reading time |
| Criteria: | Please refer to Canvas for the marking criteria rubric. |
Assessment task 3: Master Foundational Skills Record - MUST PASS
| Intent: | This peer-based assessment task will give students the opportunity to demonstrate competence of essential assessment skills when conducting an intervention for a musculoskeletal condition. Graduate attributes: Practice ready, research-enabled, professionally competent, person-centred |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 10, 11, 39, 40 and 53 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 03.06 and 04.03 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Criteria: | Pass/Fail Note: submitting a scanned version online is mandatory to pass the unit |
Assessment task 4: Neurological Practical Assessment - MUST PASS
| Intent: | This assessment task will give students the opportunity to demonstrate their communication, clinical reasoning, and understanding of practical skills in conducting an objective or diagnostic assessment for a neurological condition. The content to be assessed includes all practical skills learnt from weeks 10 to 14 in both masterclasses and workshops. Graduate attributes: Practice ready, research-enabled, professionally competent, person-centred |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 07, 08, 09, 10 and 11 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 03.04, 03.06 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 12 mins (including 2 mins reading time) |
| Criteria: | Please refer to marking criteria on Canvas. See rubric for breakdown of weighting. |
Minimum requirements
Requirements to pass the subject
In order to pass the subject, you are required to
- complete all assessments items,
- pass the practical exam,
- achieve an overall grade of ≥ 50, and
- attend a minimum of 85% of classes
Required texts
Magee DJ (2013) Orthopedic Physical Assessment, 5e (Orthopedic Physical Assessment (6th edition). US: Elsevier.
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Petty N (2013) Neuromusculoskeletal Examination and Assessment: A Handbook for Therapists (4th edition). London, UK: Churchill Livingstone, Elsevier.
Brukner P and Khan K (2012) Clinical sports medicine. (4th edition). Sydney, Australia: McGraw-Hill.
Hattam P and Smeatham A (2010) Special Tests in Musculoskeletal Examination: An evidence-based guide for clinicians. London: Churchill Livingstone, Elsevier.
Lennon S and Stokes M (2008) Pocketbook of Neurological Physiotherapy. London, UK: Churchill Livingstone, Elsevier.
Higgs J, Jones MA, Loftus S and Christensen N (2008) Clinical Reasoning in the Health Professions (3rd Edition). US: Butterworth Heinemann, Elseiver.
Verhagen A, Alessie J (2018) Evidence based diagnostics of musculoskeletal disorders in primary care. Houten: Bohn Stafleu van Loghum.
Other resources
Wolters Kluwer (2016) Acland’s video atlas of human anatomy [Online]. Available at:
http://aclandanatomy.com.ezproxy.lib.uts.edu.au/Multimedia.aspx?categoryid=39464 [Accessed 11 March 2016].
NINDS (2016) The Internet Stroke Center [Online]. Available at: http://www.strokecenter.org/professionals/stroke-diagnosis/stroke-assessment-scales/ [Accessed 11 March 2016].
Canadian Partnership for Stroke Recovery (2016) Stroke Engine [Online]. Available at: http://www.strokengine.ca/ [Accessed 11 March 2016].
Rehabilitation Institute of Chicago (2010) Rehabilitation Measures Database [Online]. Available at: http://www.rehabmeasures.org/default.aspx [Accessed 11 March 2016].