SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB721702
Module Leader n/a
School School of Health and Life Sciences
Subject Physiotherapy
  • A (September start)

Pre-Requisite Knowledge

Pre-Requisite Knowledge Student should demonstrate that they are a qualified allied health professional and that they meet the MSc Framework admissions criteria.

Summary of Content

This module allows students the opportunity to study a specialised area of professional practice through the compilation and implementation of a negotiated learning plan / contract. The module aims to enable and enhance a student's personal and professional development . A development of their vision, specialist skills and creative problem solving abilities or strategies that push boundaries and pioneer change in practice.


The syllabus to address generic criteria will include the following: Continuing Professional Development and Lifelong Learning (definition; contextual basis) Personal Development Planning (SWOB Analysis; SMART objectives; identifying and/or developing a range of CPD activities; negotiating resources) Scope of Practice/Knowledge and Skills Competencies Reflection for Learning and Professional Development (the reflective process; models /frameworks of reflection; types of reflection) Reflection and practical Skills Acquisition Reflection and Clinical Reasoning (models of clinical reasoning; elements of clinical reasoning; factors impacting on clinical reasoning; strategies to facilitate clinical reasoning) Portfolio Development and Management (sources of evidence of learning including reflective activities; formal and informal reflective writing; structure of portfolio) Learning Domains, Styles and Preferences (application to CPD activities) Facilitating Learning and Professional Development (self-directed learning, peer-assisted learning, supervisor directed learning) The syllabus to address the achievement of the learning outcomes as they relate to the selected speciality of practice (e.g. practical skills relating to assessment) will be delivered specific to address the learning needs of the individual student/cohort and relevant learning outcomes. Concepts of assessment will be explored as will students' rational and clinical reasoning for assessment. Student owned sessions will focus on the development and consolidation of existing knowledge and skills. Generic sessions will focus on a variety of core generic concepts such as outcome measures, assessment structure, international classification of function and their relationship to patient assessment and problems/ diagnosis in a generic, theme, and professional context .

Learning Outcomes

By the end of the modules, students should be able to:1. Identify and critically reflect on knowledge, clinical reasoning and practical skills competencies underpinning clinical2. practices and continuing learning as part of the process of personal development planning i.e. to undertake a SWOB analysis and to 3. formulate SMART personal learning outcomes4. Demonstrate an ability to develop and implement learning strategies to advance personal and professional development5. Compare, analyse and evaluate the rationale for different therapeutic approaches to the assessment of patients with musculoskeletal, cardio respiratory, or neurological disorders6. In simulated conditions, perform assessment techniques in a competent and safe manner, taking into account relevant dangers, safety precautions and contraindications in relation to 'patient' and self.7. Justify the assessment and diagnosis /problems using profession specific or generic frameworks of simulated patients and/or case 8. studies in a clinical reasoning discussion with peers, academic and/or clinical colleagues9. Demonstrate an ability to synthesise and apply evidence based literature into assessment strategies for patients with musculoskeletal, cardio respiratory, or neurological disorders.

Teaching / Learning Strategy

This module will be delivered using a blended learning approach. Directed reading and face to face tutor-facilitated tutorials will introduce the theoretical concepts of reflective practice, continuing professional development, and clinical reasoning as well as to deliver Master classes/ clinical reasoning activities and practical skills workshops on identified topics. Students will undertake organised activities that will facilitate reflection and exploration of the students understanding, skills and knowledge in relation to their selected area. It is expected that these directed tasks will allow students to direct their own specific learning requirements. The emphasis in this module will be on experiential and peer learning through student-led seminars, group discussion and case study material within the university setting. Shared learning environments will be created; larger group sessions will allow students to collaborate on generic topics and small group sessions will allow students to focus specifically on their chosen speciality. The GCU Learn Virtual Learning Environment will be used as an interactive teaching resource to facilitate and enhance learning throughout the module. Students will be encouraged to engage in professional discussion and debate as they analyse and evaluate the assessment strategies used in contemporary clinical practices and the relevant sources of evidence in the literature. Clinical reasoning panels/ activities and case study analyses will be used to contribute to the development of reflective practice, clinical reasoning and decision-making skills. They will also enhance the communication skills required to competently express cognitive processes relating to the assessment and management of patients. Psychomotor skills will be demonstrated and practiced utilising the application of theoretical concepts in student directed practical skills workshops. Tutor support will be available during these sessions to provide formative feedback; however, students will be encouraged to practice independently using peer review and self-appraisal. Audio-visual material is available to support and enable independent practices. Students will be encouraged throughout the module to develop the critical reflection skills required to support their learning and to facilitate their personal and professional development. Students will analyse and evaluate their existing knowledge and skills competencies to identify areas of strength and areas for further development in their chosen speciality area of practice. They will then be able to work independently and with their peers to develop these areas using teaching and learning resources (including the e-learning resources via GCU learn) available from modules on the pre and post-registration programmes at GCU.

Indicative Reading

Donaghy, M. & Morss, K. 2000. "Guided reflection: a framework to facilitate and assess reflective practice within the discipline of physiotherapy", Physiotherapy Theory and Practice. Vol.16, pp3-14 Higgs, J., Jones, M. Edwards, I. and Beeston, S. 2004. "Clinical reasoning and practice knowledge". In: Developing Practice Knowledge for Health Professionals, J. Higgs, B. Richardson, & M. Abdrandt Dahlgren, Butterworth Heinemann, Oxford. pp181-199 Jasper, M.2003. Beginning Reflective Practice. Foundations in Nursing and Health Care. Nelson Thornes Ltd, Cheltenham. Jones, M., Jensen, G. & Edwards, I. 2008. "Clinical reasoning in physiotherapy". In: Clinical Reasoning in the Health Professions, J.Higgs, MA. Jones, S. Loftus & N. Christensen, N. 3rd edition, Butterworth-Heinemann, Oxford. pp245-256 Jones, MA. & Rivett, DA. 2004. "Introduction to clinical reasoning". In: Clinical Reasoning for Manual Therapists, MA. Jones & MA. Rivett. Butterworth-Heinemann, Oxford. Pp3-24 Jones, MA. & Rivett, DA. 2004. "Improving clinical reasoning in manual therapy". In: Clinical Reasoning for Manual Therapists, MA. Jones & MA. Rivett. Butterworth-Heinemann, Oxford. pp403- 418 Pearce, R. 2003. Profiles and Portfolios of Evidence. Nelson Thornes Ltd, Cheltenham. Reference will be made throughout the module to relevant literature in relation to the selected speciality area of practice.

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills associated with Master's level study including: -360b7 work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence; b7 developing study and IT skills to underpin effective learning; b7 developing knowledge and understanding in the context of a subject, which can be transferred within different contexts; b7 demonstrating critical thinking and problem solving skills in a range of situations; b7 developing communication skills, written, oral, listening, and presentational; demonstrating the ability to work as an effective member of a team; b7 developing self-marketing/presentation skills and, underpinning professional practice through the integration of theory with practice.

Module Structure

Activity Total Hours
Assessment (PT) 36.00
Tutorials (PT) 18.00
Practicals (PT) 15.00
Seminars (PT) 15.00
Independent Learning (PT) 216.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 30.00 45% Critical Literature Review 3000 words.
Exam (School) n/a 70.00 45% Viva Exam