PROGRAMME SPECIFICATION

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AWARD and COURSE TITLE MSc Applying Physiotherapy (Practice Based)

INTERMEDIATE AWARDS PG Cert Applying Physiotherapy (Practice Based)

PG Dip Applying Physiotherapy (Practice Based)

Name of the Teaching Institution Sheffield Hallam University

Faculty and Department HWB /AHP

Mode(s) of Attendance(eg. FT/PT/SW/DL)

DL

UCAS CODEProfessional/Statutory/Regulatory Body Recognising this ProgrammeQAA Subject Benchmark Statement or other relevant external reference point

Masters level 7

Date of Validation May 2011

1 PROGRAMME AIMS

1.1 To offer a flexible and wide ranging educational opportunity for practitioners, that reflects the continually evolving nature of practice

1.2 To enhance proficiency and effectiveness as a learner and as a practitioner within an increasingly e-enabled environment

1.3 To improve and consolidate critical reflection and clinical reasoning skills to enable practitioners to utilise evidence critically to justify professional practice

1.4 To create a learning environment that allows you to share ideas and experiences and promotes peer discussion, feedback and support.

1.5 To provide an opportunity to enhance professional practice and support continued professional development.

1.6 To widen opportunities for participation in Masters level learning to enhance employability at home and internationally

2 PROGRAMME LEARNING OUTCOMES

2.1 Knowledge and understanding covered within the Programme. By the end of the programme you will be able to :

2.1.1 Critically debate current theories and concepts underpinning professional practice and demonstrate new insights into complex and conceptually challenging developments in clinical practice

2.1.2 Apply specialist knowledge and understanding to challenging and complex problems in practice settings using evidence based practice and clinical reasoning

2.1.3 Identify and critically discuss the key principles, assumptions and concepts upon which clinical decisions are based

2.1.4 Utilise skills of independent and critical enquiry and critical analysis in order to evaluate professional practice.

2.1.5 Critically evaluate and synthesise a comprehensive range of research literature and the theories underpinning current concepts in the holistic management of "patient dysfunction and limitation of activity and participation"

2.2 Intellectual/Subject/Professional/Key skills covered within the Programme:

2.2.1 Intellectual

By the end of the programme you will be able to :

2.2.1.1 Make informed judgements about professional practice through critical evaluation of theories and concepts presented within the evidence base and through critical reflection of own and others practice

2.2.1.2 Locate, select, evaluate and synthesise a range of information appropriate to clinical practice

2.2.1.3 Formulate and organise an appropriate study framework within which to critically investigate a selected relevant topic in depth

2.2.1.4 Plan, implement and evaluate clinical and research activities within given timescales.

2.2.1.5 Make independent, reasoned and justified judgements related to practice situations for yourself and others.

2.2.2 Subject specific and Professional Skills

By the end of the programme you will be able to :

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2.2.2.1 Justify effective and innovative physiotherapeutic management strategies utilising current literature and clinical reasoning

2.2.2.2 Critically reflect on and evaluate external factors that impact on physiotherapy practice and upon health and social care in a variety of contexts.

2.2.2.3 Identify, analyse and deal with complex problems relevant to physiotherapy practice and evaluate possible solutions.

2.2.2.4 Critically reflect on the physiotherapy management of complex scenarios and situations in clinical practice,

evaluate underpinning theory and policy, and analyse the factors influencing outcome.

2.2.2.5 Critically reflect on key learning experiences and evaluate how these have influenced your physiotherapy practice, identifying any development needs as a result of this, and seeking and acting on feedback from others where applicable.

2.2.2.6 Use knowledge, skills and evidence to work as an autonomous physiotherapist

2.2.3 Key Skills

By the end of the programme you will be able to :

2.2.3.1 Critically use a variety of information sources to access new knowledge, concepts and using this, justify your practice.

2.2.3.2 Utilise and reflect upon your IT, language and numeracy skills in relation to your role(s) within practice and yourself as a learner.

2.2.3.3 Effectively use and critically reflect upon the interpersonal and communication skills required by a team member in an inter-professional environment.

2.2.3.4 Apply considered, efficient and effective problem solving strategies to complex professional situations.

2.2.3.5 Plan, implement and evaluate clinical and research activities within given timescales.

2.2.3.6 Communicate and present arguments and ideas in a format suitable for the engagement of an academic and professional audience.

3 LEARNING, TEACHING AND ASSESSMENT

3.1 The approach to Learning and Teaching within the Programme

The philosophy and approach to learning and teaching for this programme of awards is informed by the University's Learning and Teaching Strategy ( 2006) and aims to:-

Foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community

Enable your acquisition of high level critical abilities

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Support and facilitate you to become autonomous in your studies Provide enhanced study skills support and guidance, appropriate for

postgraduate students Provide a variety of opportunities for you, as you progress through your studies,

to develop and demonstrate advanced skills of critical thinking, problem solving abilities, creativity and innovation

Facilitate achievement of module learning outcomes, by the provision of appropriately focused learning and assessment activities

Ensure your learning experience enhances your employability and career prospects.

This programme is founded on the premise that many students who fulfil the entry requirements bring with them not only a personal desire for development but also educational and professional experience. The mix of graduates will produce a global ethos to the course, as each will have their own understanding of the issues raised within the programme. It is anticipated that the programme will develop the students’ professional skills and enhance the recognition of the value of the experiences of others to bring added value to the students’ existing and future posts following completion of the course.

From an educational perspective the programme adopts principles of adult learning, which means the responsibility for learning rests with the student to develop into the "active learner". This is the expectation of the university and means that the student will develop further the autonomous and reflective skills that are required to work within healthcare. A vibrant, challenging and supportive learning environment has been incorporated into this programme to facilitate the ability to demonstrate the achievement of the programme aims and learning outcomes.

Specific details of the approach to learning and teaching may be found in each of the module descriptors. The programme will utilise a combined approach to learning, with some modules delivered through a combined face to face and distance learning approach and some pure distance learning (DL). The main vehicle to support this will be the University's virtual learning environment (Blackboard). Specifically, Blackboard is used to deliver essential learning materials and provide links to further supporting resources e.g. careers central on-line. A variety of learning material formats are used to introduce key concepts and theories, as well as demonstrate, through case examples, the practical application of the topics and areas discussed.

Asynchronous and synchronous communication tools will be used to foster an active learning environment and facilitate further discussion within the student group; providing an opportunity to share ideas and experiences. Application of learning and justifications for changes in practice are strengthened by the use of such questioning and debate, which reflects approaches encountered in the clinical environment. A series of structured online activities (e-tivities) provide a framework for active and interactive online learning (Salmon, 2004). These e-tivities are supported by the use of e-moderators who guide students through opportunities to develop learning and make meaning of the information provided.

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The approach to teaching throughout the MSc will facilitate active and independent learning and attempt to enhance the transition of academic experience to clinical practice.Examples of this are :-

3.1.1 Tutor-led / Tutor- directed learning: This will be utilised to deliver and revise key underpinning knowledge in relation to contemporary developments in physiotherapy. This will include tutor led sessions that are aimed at developing “active” learning to ensure that the students fully engage with the learning process. These sessions allow them to experience a wide range of learning opportunities in respect of content, delivery methods and contemporary perspectives. It is envisaged this strategy will be used face to face at the beginning of the course to establish a learning community and also for any practical based modules selected by students. in the second summer school. However it is recognised that combined with face to face learning, students will be encouraged to challenge and discuss ideas throughout the programme with the opportunity to develop a forward thinking through tutor directed learning. As students develop, the chance to question, explain and explore topics will be used as a method of promoting their learning experience. Tutor directed on-line discussions or webchats will facilitate this in the distance learning aspects of the programme.

3.1.2 Student learning: Active learning will be fostered in taught modules, DL modules and any practice learning opportunities. This will be enhanced through activities undertaken in seminars, workshops or e-tivities (such as blogs or wikis) where students are encouraged to share practice and develop new thinking and approaches. Students will be encouraged to ground new learning in the context of their practice to date and the opportunity to learn with students from a range of diverse and culturally different experiences will be actively developed to enhance wider understanding of the scope of physiotherapy practice.

3.1.3 Collaboration: Students will be encouraged to develop their collaboration skills and experiences from previous undergraduate studies and encouraged to discuss ideas throughout the programme . These will be challenged by peers and academic staff to question, explain and explore topics under consideration. They will be encouraged to reflect on the development of their professional practice and that of others to demonstrate learning. Application of learning and the justifications for changes in practice will be strengthened by the use of reflection, questioning, student-led presentations, on-line discussion. On-line and face to face group work will be utilised in some modules to further enhance collaboration.

3.1.4 Work Based Learning: The course recognises the value of clinical experience in embedding the concepts under discussion. This learning experience is emphasized by assessments that facilitate reflection and subsequent integration into clinical practice. Discussion of case studies and personal experiences will be strongly drawn upon to enable students to learn from each other and promote the application of academic based learning to professional practice scenarios. This will help to identify and form links between academic learning and the practice context as well as focusing on areas for future personal development.

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The course offers an opportunity through the elective clinical placement module to access clinical practice and support their academic learning by applying this in practice. Working within physiotherapy healthcare in its many forms will expose students to their own professional and multi-professional aspects to their clinical practice. The learning experience on placement will allow students to work effectively in a supported environment with constructive feedback on their experience from their clinical educators. This experiential learning via clinical education is a key component in the refinement of clinical skills and provides the mechanism by which academic theoretical concepts are integrated with practice to facilitate development in the workplace.

Placement sites will be in the students home country where they are registered to practice, but outside their normal place of work and organised by the student themselves. All placement sites and mentors will be agreed by the placement module leader to ensure that the selected placements will provide an appropriate clinical experience. In- country mentors will be provided with information about the course and the specific requirements of the placement module. The assessment criteria will be made available to the mentors to support them in the formative assessment of student performance. Electronic communication between the academic team, clinical mentors and students will be available throughout each placement to ensure continued support. Further details of the placement organisation can be found on page 147.

3.1.5 Development of Autonomous Learning Skills: The teaching and learning strategy for the programme is designed to develop reflective practitioners and allow development of greater responsibility for their own learning to become increasingly autonomous. These concepts will be introduced and revisited within the extended induction package and also embedded within modules. Students are encouraged to explore ideas and experiences throughout the programme and are regularly challenged by academic staff and peers in a supportive atmosphere to question, explain and explore topics under consideration.

This development is embedded into the learning and teaching strategies utilised within the programme. The complexity of the extent of physiotherapy requires practitioners who understand the need to work autonomously yet within the framework of a team. The progression of the programme allows students to take responsibility for their own learning.

The programme aims to enable students to recognise the need to develop the ability to act autonomously in the context of their physiotherapy professional duties and to be able to take responsibility for their own learning and development. Active learning will be a focus of the programme where students are encouraged to share ideas and develop new thinking and approaches to treatment. The mix of overseas and home graduates will provide a stimulating learning environment. Progression on the programme allows for increasing independent learning and research culminating in the Dissertation (Physiotherapy) module that requires the engagement in autonomous learning.

3.1.6 Virtual Learning Environment : An ‘e-based’ approach to learning, teaching and assessment (LTA) is adopted for part or all of the modules and a number of

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approaches and resources are utilised to ensure ‘effective e-learning’ takes place. Interactivity with tutors and peers, creating a dialogue rich environment and providing regular and timely feedback are key components of the overall strategy. As highlighted by Gibbs and Simpson (2004) this is especially important for distance learning education. The effective and innovative use of e-learning technology is essential in facilitating this and is firmly embedded throughout the programme. Advances in e-technology are also used to create variety and maintain interest in the learning materials provided e.g. the use of audio and video podcasts.

The overall aim of this approach to LTA is to provide an educational environment which maximises successful learning and opportunities for learning. It enables you to develop as an autonomous learner, taking an active role in the learning process and responsibility for your own Individual Learning Plan (ILP).

The course and all modules have their own dedicated Blackboard sites allowing access for all students and forming the basis of the VLE for students. This medium is used to support and enhance face to face and DL delivery. The sites have a wealth of module information, module resources, student support, reading lists, links to appropriate electronic journals, articles and e books, websites and guidance regarding assessment. This list is not exhaustive as other methods of support are constantly being devised such as wikis and blogs. Initial introduction and guidance in the use of VLEs will be provided at induction onwards.

Modules within the course have been designed to be supported or delivered by the VLE and offer the opportunity for students to access video clips, patient and service user stories to enhance understanding and context of practice of physiotherapy. As a learning tool this has the capability of promoting students self-learning and the stimulation of discussion in subsequent sessions.Online support is based upon Salmon's (2004) 5 stage model for on-line learning: Access and motivation Online socialisation Information exchange Knowledge construction Development

Initial summer schools will initiate engagement with the tools and problem -solve most ability issues. The summer school will also fast track the building of community and group interaction prior to the full distance learning. Relationships with fellow students and the academic team will be fostered in the university and transferred to the on-line community through working within modules as well as ongoing tutor support and personal development planning introduced during the extended induction period. Use of biographies and regular blogs from the course team on both academic and social aspects will engender the community, whilst students will be encouraged to use specified chat forums for social interaction. All modules with a distance learning aspect will include the use of small group discussions in a variety of formats to facilitate knowledge sharing. Further collaboration will be sought through group e-tivities and peer feedback. Development of peer feedback skills will be introduced within the extended induction as part of the making sense of feedback session. This will be revisited within modules both in the

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face to face and on-line environments to enable students to further develop theses skills and use this feedback to develop knowledge understanding and clinical reasoning skills. Overall modules are designed to be sequential and build knowledge so that by the Dissertation (Physiotherapy) stage of the MSc students are able to integrate and reflect learning from a variety of modules into their final work.

3.1.7 Inter-professional applicationThe programme leads to an award in Physiotherapy and recognises the value of the inter-professional team within the context of physiotherapy and wider health and social care environments. All modules build on the knowledge and experience that students bring to the sessions and use this to develop an understanding of other health professionals’ skills and expertise. Physiotherapy students will be learning alongside Occupational therapy and diagnostic radiography students in several modules.

The ethos of the course aims to mirror the practice environment and the importance of teamwork within health and social care. One of its benefits is that it offers the student the chance to explore each other’s experiences in depth from an international perspective facilitating the development of working relations when engaged in physiotherapy practice at home or overseas.

The programme delivery will be facilitated by a variety of health professionals and service users and carers enabling an enhancement of the understanding of different professional roles and responsibilities as well as those of the individual and carer. This aspect of the learning and teaching strategy is underpinned by evidence from research regarding the qualities and criteria influencing effective inter-professional working to produce a more cohesive team, and has added value in that a cultural dimension is valued and acknowledged throughout.

3.1.8 Employability Skills and Career Progression

It is recognised that most students will have a recognised physiotherapy professional qualification from their home country and will have the ability and qualification to work professionally as a physiotherapist. This course offers the opportunity to expand their own professional knowledge and skills within a supportive environment to gain a deeper understanding of alternative global approaches to practice. These approaches can be utilised at their home practice throughout the course. The course aims to develop the autonomous practitioners who can act as an agent for change in the development of physiotherapy in a worldwide context.

3.1.9 International Students

The programme is targeted at the overseas market and the home market and both will inform the course content and delivery. The inclusion of international students allows for the addition of another dimension to learning alongside that of home

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students. These students will bring a different but important approach to physiotherapy practice and to the appreciation of wider global issues and perspectives. Their contribution is a valued element of the programme and allows a greater diversity of student experience to inform learning. The combination of home, EU and International students promotes an inclusive and diverse learning experience for physiotherapists.

The Faculty of Health and Wellbeing has an expanding portfolio and growing experience in educating post graduate international students and we intend to use and build on this growing expertise to ensure a good quality student experience. The experience of the MSc Applying Physiotherapy course team in particular will be invaluable to inform and share good practice. International students will receive support from the route leader, module tutors and from the international student support officer.

3.1.10 Development of Reflective Skills

Development of reflective skills is central to professional practice and is a key feature of the programme’s learning and teaching strategy. As the process is embedded across all modules students are encouraged to reflect on the development of their professional practice and the skills required to work effectively in physiotherapy in terms of their continuing professional practice. Students will be encouraged to chart their professional development in the form of a portfolio, using pebblepad if appropriate. Skills in reflection in addition to the introduction of the electronic portfolio will be initiated during the summer school induction. Students are also encouraged to consider their own personal learning needs within the programme and hence as part of the induction will be introduced to an individual learning plan( appendix 5) and facilitated to use it throughout their studies. Students will be encouraged to identify practice examples from previous experience to form the basis of group and individual discussion. Students are encouraged to be cognisant of the work of the multi-professional team around them and the influence of their home country to use this awareness positively in their clinical practice. This is facilitated by the use of discussion forums , student led presentations, observations and reflections on work based activities and situations.

3.1.11 Staff Development

The course team appreciate the need to be kept up to date regarding teaching and assessment methods. An annual peer supported review system is in place that allows for constructive development of individual staff throughout the year, concentrating on areas that staff have personally selected. This contributes to the staff development of their PDP.All academic staff are registered with the Health Professions Council and as such are required to demonstrate their continued professional development in relation to their individual profession and also their academic post. This requires individuals to continually update their physiotherapy knowledge as well as teaching and learning skills.

Staff also have access to the events organised throughout the year by the LTA group and are supported by the departments academic delivery managers. Team

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development opportunities have an element of LTA included to ensure that the team receive the most current information to incorporate into their delivery.

Due to the numbers of overseas students, the route leader will be developing their own understanding of this market and may be involved in regular trips abroad. This serves a twofold purpose: prospective students can talk face to face with a member of the course team and the route leader can assess personally the calibre of applicants and offer appropriate advice. It also serves the purpose of providing a "friendly face" when students arrive to begin their studies.

The physiotherapy team have extensive experience of teaching international students and new members of the delivery team will draw on that as part of their peer support.

3.2 The approach to Assessment and Feedback within the Programme

The approach to assessment and feedback for this programme is informed by the university's Learning and Teaching strategy (2006). Assessment and feedback should :-

ensure that the assessment of student learning outcomes is based on clear criteria and focused on assessment for learning rather than a test of knowledge.

provide appropriate and timely feedback, which is balanced and coherent.

ensure that both assessment and feedback is effective and efficient within the context of different modes of learning.

3.2.1 Formative assessment

This is designed to provide students with constructive feedback on their learning as they progress through the course. Formative assessment will be achieved through facilitated activities which may include working individually, or in a group and may involve some element of self and/or peer assessment (not just tutor feedback) as part of the process. Evidence of formative work is a requirement in all modules. This will serve as an opportunity to share ideas, challenge opinions and give feedback on assessment plans, etc. in advance, which may inhibit and reduce plagiarism. This increased emphasis on and approach to formative assessment, will provide a structured way of tracking progress through to summative assessment and therefore not just receiving feedback on the final product. Activities and e-tivities are designed to guide towards the final assessments and should be viewed as a constructive process rather than additional work.

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A number of modules are delivered through distance learning. Gibbs and Simpson (2004), argue that assessment works best to support learning when a series of conditions are met. Formative approaches to assessment are essential in achieving this and within the distance learning modules the online e-tivities support learning in the following ways:

They provide a means of ongoing feedback that helps to capture and guide progress and development and help to focus students on the most important aspects of the course.

Rather than limiting assessment to a single summative assessment task, they expose students to a range of learning opportunities and activities that are appropriate to the different learning outcomes.

They engage and motivate students, through regular and timely feedback that is still relevant to the topic being studied and received in time to feed forward into the subsequent activities. More specifically, the feedback encourages learning, rather than measuring failure; it seeks to correct errors and develop understanding through further explanation; generate more learning through suggestions for further study; and promotes the development of generic academic skills that can be fed forward into the final summative assessment.

Learner autonomy is further promoted since e-tivities require students to interact with and reply to the feedback provided. They may also require students to generate their own feedback through self-assessment and reflection on their learning and that of others. And finally, they require students to evaluate and provide feedback on others work.

More detail can be seen in individual module descriptors. The assessment strategy is discussed with the students to ensure their full understanding. As appropriate provision of a course and module handbook will augment this information and students are encouraged to ask for clarification if needed. Students will have information about formative and summative assessment attached to all modules in advance and will be made aware of important submission and feedback dates for all their modules through an assessment schedule.

3.2.2 Summative assessmentStrategies used will facilitate learning and development and will not be used to purely test knowledge. Assessment will facilitate students to challenge concepts and ideas, to reflect upon practice, to critically explore and assess the literature and to relate it to clinical practice. Assessments will facilitate in-depth exploration of topics that are pertinent to an individual’s practice. A variety of tools are utilised and include the use of written assignments, audio visual material such as video, oral vivas (via electronic means as appropriate) and group assessment to demonstrate achievement of learning outcomes. The course team have extensive experience regarding assessment strategies with overseas students whose first language is not English. The overall assessment strategy is to offer a variety of assessment opportunities that will test a variety of skills and abilities that are directly transferable to practice, and to current and future employment but build on students' current abilities. The range will allow students to demonstrate their learning in several ways, so that the mode of

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assessment is not itself a barrier to that demonstration. The use of Communication and Information Technology (C&IT) plays a vital role throughout these assessment processes and staff will ensure that assessment strategies are inclusive and meeting the needs of the entire cohort.

Task Description Assessment and feedback Relevant programme learning outcomes

Contribution to an online discussion forum Most modules include this type of task for their e-tivities. Learners post their work to the forum and then reply/give feedback to at least two other posts within the group.

The series of e-tivities will require learners to take an enquiry-based approach to their work, enabling them to discuss and evaluate a specific area of practice or a given case study or problem based scenario. They will also be encouraged to reflect on their own and each other’s practice and share and debate differing viewpoints.

Learners usually present their work as a written (word) document/thread. Some e-tivities may ask for the work to be presented using PowerPoint or video.

The exact focus of the e-tivity will vary according to module content and often the task will allow learners to choose a particular aspect to discuss.

Formative; involves tutor and peer feedback. Some e-tivities may require self-assessment/ appraisal and reflection on learning as part of the e-tivity. Feedback by peers and tutors is normally given within 1 week of the initial post.

Programme Aims :-1.2,1.4,1.5

Knowledge and Understanding :-2.1.1,2.1.3,2.1.4.

Key Skills2.2.1.5,2.2.2.2,2.2.2.5,2.2.3.2,2.2.3.3,2.2.3.6

Practical SkillsUsed to demonstrate learner comprehension and skill of a given topic. In order to demonstrate skills learners will need to review the underpinning theoretical principals and apply clinical reasoning so exploring

Mostly formative (Applying Clinical skills to practice, Neurological Clinical Practice, Musculoskeletal Clinical Practice ) These tasks can only be undertaken during the summer school period and

Programme Aims :-1.4, 1.5

Knowledge and understanding :-2.1.12.1.22.1.32.1.4

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the topic in depth; thus promoting ‘deeper’ learning.

feedback will be offered before completion of the summer school

2.1.5

Key Skills2.2.1.12.2.1.52.2.2.12.2.2.22.2.2.32.2.2.42.2.2.52.2.2.62.2.3.32.2.3.4

Written assignment Regardless of the assignment focus, learners will be required to take an enquiry-based and evaluative approach to their work, demonstrating a critical understanding of the theories, concepts and issues, and the evidence base underpinning these.

Variety is created through a range of presentation types that may be used. These aim to assess both academic (intellectual) writing skills as well as relevant employability (professionally related) skills.

Presentation types include: Conventional 3,000 word

‘essay-style’ assignment. Article format, suitable for

submission to a peer reviewed journal.

Ppt presentation, suitable for presentation to a professional group

Learners may be able to select or negotiate their specific focus, allowing flexibility in approach.

SummativeWritten or audio feedback will be provided normally within 4 weeks of submission.

NB: draft outlines, draft submissions or draft learning outcomes (in modules where an individual learning package is negotiated) are formatively assessed as e-tivities in some modules

Knowledge and understanding:-2.1.12.1.32.1.42.1.5Key Skills2.2.1.12.2.1.22.2.1.32.2.1.42.2.2.62.2.3.12.2.3.22.2.3.52.2.3.6

Portfolio or profile of evidenceMethod of assessment for the

SummativeWritten feedback will be provided normally within 4

Key skills :-

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following MSc PBA Physiotherapy modules:

Applying Clinical skills to practice(core module)

Professional Practice and Autonomy ( core module)

Neurological Clinical Practice (elective module)

Skills in reflective practice, self-appraisal and action planning, as part of personal and professional development, are assessed. The evidence provided will again vary according to content, associated learning outcomes of the specific module and the learners own personal development plan. It will therefore assess the learners underpinning knowledge and understanding of the topics covered.

Compiling a profile or portfolio of evidence is a key employability skill that is highly relevant to professional practice.

weeks of submission.

All students have an e-portfolio account for the duration of the programme. This may therefore be used in a formative sense as they self-assess and annotate their progress and may even invite tutors and/or their peers to contribute to this.

2.2.2.5

Dissertation (Physiotherapy)A series of formative and summative tasks that assess the key stages of the research process.

FormativeWritten feedback and ethical review will normally be given within 4 weeks of submission

SummativeWritten or audio feedback will be provided normally within 4 weeks of submission.

Knowledge and understanding :-2.1.12.1.4

Key Skills:-2.2.1.32.2.1.42.2.3.3

2.2.3.5

3.2.3 Feedback

Feedback on progress and performance are key features in supporting the progressive development of student learning. It is also important that students operating at Masters Level should be able to offer some form of feedback on the thoughts and work of their peers and not purely rely on tutor feedback. The rationale

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in terms of feedback is that it will be timely, focussed on learning achieved as well as areas for future development and will support student learning and progression. In addition the use of peer feedback offers the chance to develop a skill regarding the provision of constructive feedback and mentoring to others. The concept of peer feedback will be introduced within the induction package and developed initially within face to face teaching during the summer schools. These skills will then be built-upon during distance learning activities within modules There is the expectation that students will take responsibility for the feedback and use it to inform subsequent assessments by the formation of an action plan. The "feed forward" nature of feedback is thus embedded into the programme and university's philosophy of promoting autonomous learning and contributing to Professional Development Planning(PDP).

3.2.4 Internal and External Moderation

For summative assessment, the module team will mark the work in the first instance. A sample of work will then be reviewed by an internal moderator (from the physiotherapy team but not the module team) and the external examiner. The sample will include a range of work from each marker and a variety of bandings. The role of the internal moderator is to check for consistency and for evidence that marks have been awarded appropriately against the marking criteria outlined in the student handbook. Once marks have been internally moderated, the sample of assignments are sent to the external examiner whose role it is to check for internal consistency and that expectations are commensurate with those applied elsewhere in the sector.

3.2.5 Module Review

The Faculty's standard module review process will be applied to this provision. At strategic points in the module students will be asked to complete an ongoing module evaluation ( questionnaire/blog ) designed to provide feedback on module organisation and the quality of the learning experience and assessment processes to date. It is anticipated that the ongoing evaluation will help shape both current and future delivery to further improve the student's learning experience and demonstrate that module delivery can be flexible where appropriate and titrate to the needs of the cohort. This information is used alongside a tutor evaluation as a basis for module enhancement.

PROGRAMME DESIGN AND STRUCTURE

The programme is structured to offer a flexible, educational opportunity that covers both core aspects of physiotherapy theory and practice alongside inter-professional modules. There is the opportunity to fulfil individual personal development and practice needs through a choice of elective modules. The programme will focus on the development of masters level critical thinking and application and also facilitation of independent learning and continuous professional development. To enable this

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several pathways of study have been designed. Core mandatory modules will begin the learning process. Following this, students will have the opportunity to select modules to suit their preferred professional and developmental needs. These could include discipline specific or generic level 7 modules offered within the Faculty of Health and Wellbeing. There is also the opportunity to gain credit towards the final award via the accreditation of prior experiential learning.

The programme has been designed to enable students to undertake their chosen pathway on part time basis over a minimum of 24 months. Delivery of practical elements within some modules will be face to face via summer schools in the UK, other modules will be delivered by e-learning through the university blackboard programme. Students will develop their intellectual potential, clinical effectiveness, clinical reasoning, critical reflection and an ability to evaluate their practice. The programme offers strong professional and vocational relevance that may be tailored to individual requirements with an opportunity for some students to undertake an elective clinical placement. Critical reflection on previous and on-going clinical experience will be facilitated to ensure integration of theoretical and practice based concepts.

The initial summer school is compulsory and students will commence two mandatory 15 credit modules. The two modules are designed to develop complementary skills and learning from each module will transfer to the other. Some module learning outcomes are focussed on tools required for masters level learning. The introductory face to face format will enhance the first stages of on-line learning. Students will be supported in developing their abilities within the electronic environment and will also be facilitated to begin the group identification and interaction. Two modules allow students to undertake a variety of formative activities and receive several items of feedback whilst in the UK, so developing knowledge and understanding of our educational system in a supported way.

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PROGRAMME DESIGN AND STRUCTURE

PG Certificate60 credits

Level Status Module Title Credit7 Mandatory Applying Reasoning in

Practice15

7 Mandatory Applying Clinical skills to practice

15

7 Mandatory Professional practice and Autonomy

15

7 Elective Range of modules from the list below

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60PG Diploma60 credits

Mandatory Applying Research Methods for Practice(DL)

15

7Elective

(Students choose one 30 credit)

OR

(students choose two 15 credit)

Musculoskeletal Clinical PracticeNeurological Clinical PracticePaediatric Physiotherapy Management (DL)

30

Pain Management(DL)Sports Physiotherapy(DL) Neurological Pathology and Patient Management Therapeutic Interventions for Neurological PhysiotherapyConcepts of Learning and TeachingAssessment and reasoning in respiratory practiceApplying Clinical Practice

15

Mandatory Measuring Health Outcomes (DL)

15

120MSc 7 Mandatory Dissertation (Physiotherapy) 60

Total 180

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MAPPING OF PROGRAMME LEARNING OUTCOMES TO CORE MODULES WITHIN THE PROGRAMME

PROGRAMME LEARNING OUTCOMES Knowledge and Understanding

Applying Reasoning for Practice

Applying Clinical skills to practice

Measuring Health Outcomes

Applying Research Methods for Practice

15 credit Electives

ProfessionalPractice and Autonomy

30 credit elective

Dissertation (Physio)

2.1.1 Critically debate current theories and concepts underpinning professional practice and demonstrate new insights into complex and conceptually challenging developments in clinical practice

2.1.2 Apply specialist knowledge and understanding to challenging and complex problems in practice settings using evidence based practice and clinical reasoning

2.1.3 Identify and critically discuss the key principles, assumptions and concepts upon which clinical decisions are based

2.1.4 Utilise skills of independent and critical enquiry and critical analysis

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in order to evaluate professional practice.

2.1.5 Critically evaluate and synthesise a comprehensive range of research literature and the theories underpinning current concepts in the holistic management of "patient dysfunction".

PROGRAMME LEARNING OUTCOMESIntellectual / Subject / Professional / Key Skills

Applying Reasoning for Practice

Applying Clinical skills to practice

Measuring Health Outcomes

Applying Research Methods for Practice

15 Credit Electives

Professionalpracticeand Autonomy

30 credit elective

Dissertation (Physio)

2.2.1.1 Make informed judgements about professional practice through critical evaluation of theories and concepts presented within the evidence base and through critical reflection of own and others practice

2.2.1.2 Locate, select, evaluate and synthesise a range of information appropriate to clinical practice

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2.2.1.3 Formulate and organise an appropriate study framework within

which to critically investigate a selected relevant topic in depth

2.2.1.4 Plan, implement and evaluate clinical and research activities within given timescales.

2.2.1.5 Make independent, reasoned and justified judgements related to practice situations for yourself and others.

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2.2.2.1 Justify effective and innovative physiotherapeutic management strategies utilising current literature and clinical reasoning

2.2.2.2 Critically reflect on and evaluate external factors that impact on physiotherapy practice and upon health and social care in a variety of contexts.

2.2.2.3 Identify, analyse and deal with complex problems relevant to physiotherapy practice and evaluate possible solutions.

2.2.2.4 Critically reflect on the physiotherapy management of complex scenarios and situations in clinical practice, evaluate underpinning theory and policy, and analyse the factors influencing outcome.

2.2.2.5 Critically reflect on key learning experiences and evaluate how these have influenced your

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physiotherapy practice, identifying any development needs as a result of this, and seeking and acting on feedback from others where applicable.

2.2.2.6 Use knowledge, skills and evidence to work as an autonomous physiotherapist

2.2.3.1 Critically use a variety of information sources to access new

knowledge, concepts and using this, justify your practice.

2.2.3.2 Utilise and reflect upon your IT, language and numeracy skills in relation to your role(s) within practice and yourself as a learner.

2.2.3.3 Effectively use and critically reflect upon the interpersonal and communication skills required by a team member in an inter-professional environment.

2.2.3.4 Apply considered, efficient

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and effective problem solving strategies to complex professional situations.

2.2.3.5 Plan, implement and evaluate clinical and research activities within given timescales.

2.2.3.6 Communicate and present arguments and ideas in a format suitable for the engagement of an academic and professional audience.

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Course OverviewThe programme is structured to offer a flexible educational opportunity, incorporating core theoretical and practical aspects of physiotherapy. There is opportunity for individuals to fulfil personal development needs through selection of elective modules. The programme will focus on development of masters level critical thinking and application and also facilitation of independent learning.

Introductory Summer School

The programme will commence with a 4 week summer school at Sheffield Hallam University in the UK. During this period students will complete an extended induction programme and begin two 15 credit core modules: Applying Clinical skills to practice and Applying Reasoning for Practice.

The two modules will begin the learning process and facilitate the progression to level 7 working. These two modules, alongside the extended induction, bridge the gap between undergraduate and postgraduate study. Delivery of these modules in the UK will promote unity of the cohort and familiarisation with the university and the e-learning environment. They enable a supported transition from traditional face to face, through to distance learning and allow practice of assessment in a highly supported environment. In addition there is delivery of practical material early in the programme in response to previous feedback from the face to face delivery students.

Following return home, each subsequent module will be separated by a break in delivery. The next four modules, all 15 credits, will be delivered by distance learning. One of those modules will be an elective. This will give students the opportunity to develop their learning according to their personal professional needs. At the end of this first year students should have gained 75 credits, 60 of which would be sufficient for the PG cert should they wish to complete their studies.

The second year of study will offer the opportunity to attend a 3 week summer school in the UK to take one of two 30 credit specialist practice clinical modules. Partial delivery in the UK would allow for these modules to have a predominantly practical content designed to develop skills and new interventions, and students would complete the modules DL, making the practical content very relevant to clinical practice. Students who do not elect to attend the summer school will alternatively select either a single 30 credit or two 15 credit option modules to be completed distance learning.

On completion of the 105 credits, students will undertake the mandatory research module . This module has been modified from the faculty research module to accommodate a more appropriate educational experience for international students. It has been successfully used for the face to face MSc Applying Physiotherapy programme and has now been adapted for distance delivery. Completion of Applying Research Methods would entitle students to a PG diploma. Students could then commence their Dissertation (Physiotherapy) studies. Research methods and Dissertation (Physiotherapy) will be DL and the final Dissertation (Physiotherapy) will be submitted in the 3rd year of study. Completion of the Dissertation (Physiotherapy) would fulfil the requirements of the MSc.

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Outline Plan of Module Delivery Jan Feb March April May June July Aug Sept Oct Nov Dec

Induction + Applying Clinical skills to practice 15 (4/52)Applying Reasoning for practice 15 credits7/52 (2 week at summer school - then DL)

2/52 break

Professional practice and Autonomy 15 12/52

Jan Feb March April May June July Aug Sept Oct Nov Dec

2/52 break

elective module 15 12/52

2/52 break

Measuring Health Outcomes 15

10/52

2/52 break

NCP/MCP3/52 summer school 30

8/52 DL

elective 30 or 15 credit modules (DL)

2/52 break

Applying Research Methods for Practice 15

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Jan Feb March April May June July Aug Sept Oct Nov Dec

10/52

3/52 break

Dissertation (Physiotherapy) 60

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Example Routes through the programme

MSc Applying Physiotherapy (Practice Based) ( with 2 summer schools)Yr 1 + 2Sem 1 - Applying Clinical Skills, Applying Reasoning for Practice ( Summer

School), Professional Practice and AutonomySem 2/3 - Concepts of Learning and Teaching ; Measuring Health Outcomes(DL),

Neurological Clinical Practice( summer school)

Yr 2 + 3Sem 1 - Applying Research Methods for PracticeSem 2 - Dissertation (Physiotherapy)

MSc Applying Physiotherapy (Practice Based) ( with 1 summer school)

Yr 1 + 2Sem 1 - Applying Clinical skills to practice, Applying Reasoning for Practice (

summer school), Professional Practice and AutonomySem 2 / 3 - Sport Physiotherapy(DL); Measuring Health Outcomes(DL) , Pain

management(DL) , Applying Clinical Practice

Yr 2 + 3Sem 1 - Applying Research Methods for PracticeSem 2 - Dissertation (Physiotherapy)

5 PROGRESSION/CAREER ROUTESPossible progression or career routes after you have completed this programme include

On successful completion of the MSc there are various career routes that can be taken. The course allows for graduates to work at an advanced level in applying physiotherapy internationally. Alternatively as graduates students individuals may pursue academic teaching or research careers in the UK or internationally. There is also the possibility that students may seek to enrol to study a PhD. Opportunities are available for this further study at Sheffield Hallam University.

6 ENTRY REQUIREMENTS AND ENTRY PROFILE

Applicants will be accepted onto a named award or as a student within the programme, in line with the current policy and practice of the University. The specific admissions criteria are detailed below and decisions will be made on an individual basis. International students can apply from their home country through the university direct admissions .

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6.1 Specific Entry Requirements for entry to the initial stage of this programme are

Academic Qualifications

A good degree or diploma or evidence of equivalent study in physiotherapy.

Level of English language capability

International students should have an IELTS score of 6.5 or above

Any other specific entry requirements

Applicants must be qualified to practice in their country of origin and whilst post-qualification clinical physiotherapy experience is welcomed it is not essential.

To access a clinical placement in the UK applicants must be HPC registered.

Applicants must have access to a personal computer with internet access

6.2 APPLICANT ENTRY PROFILE:

The Admissions team are looking for well rounded individuals who are committed to additional post graduate study and capable of further development into a self-motivated, reflective professional.

Applicants should be able to demonstrate through their personal statement that they are prepared to explore theoretical, clinical and evidence based concepts within group activities and have effective communication and team work skills.Applicants should submit a completed application form, curriculum vitae and supporting statement to confirm their ability to complete the programme of study. Verification that applicants fulfil the criteria will be sought via the applicants' references, their curriculum vitae and the supporting statement in their application.

6.3 The University will select non-standard entrants to the programme in the following ways

Some flexibility may be exercised to the admissions criteria for students wishing to study an individual module for professional development. Some variation in terms of professional background and education may be accepted and applicants will be considered individually by the respective route leader including consideration of which module they select.

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6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit may be used within the Programme :-

APCL/APEL will be used as articulated within the Advanced Professional Development Framework.

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