SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB724486
Module Leader Fiona Gough
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 physiotherapist and that they meet the MSc Physiotherapy programme admissions criteria.

Summary of Content

This module is designed to enable practitioners to advance their existing and developing practices in a manner that necessitates evaluation and promotes application of the best available evidence. The module will enable students to consolidate and develop their clinical expertise in the assessment and management of patients within physiotherapy practice. Students will explore issues surrounding reflective practice, evidence based practice and the interdependence between theory and practice using various models of clinical reasoning. Clinical reasoning and reflective strategies will be utilised to develop and refine the students' knowledge and skills competencies. Students will be challenged to articulate their clinical reasoning and to synthesise and present information within a professional context. There is also an expectation that students should participate in informed debate on a range of contemporary issues relating to practice. Students will further develop, integrate and consolidate the transferable skills required to take increasing responsibility for their own learning and development, with progressively less tutor support. It is anticipated that these post-registration students will critically reflect on the knowledge and skills competencies acquired in previous learning experiences within the practice-based and/or academic setting to initiate the process of personal development planning. Critical reflection will also be used to facilitate the process of continuing professional development i.e. to evaluate learning in a variety of contexts and to direct planning of identified learning needs both during and on completion of the module.


The syllabus to address the achievement of the learning outcomes will be delivered specifically to address the learning needs of the individual student/cohort: -720 Concepts of assessment and management will along with rationale and clinical reasoning. Development and consolidation of existing knowledge and skills. Core concepts of advancing physiotherapy practice e.g. diagnostic ultrasound, diagnostic imaging, injection therapy, medications and prescribing, leadership, behaviour change. The syllabus to address generic criteria will include the following: -720 Continuing Professional Development and Lifelong Learning Scope of Practice/Knowledge and Skills Competencies Reflection for Learning, Professional Development and Clinical Reasoning

Learning Outcomes

1 On completion of the module students should be able to1. Critically reflect on knowledge, clinical reasoning and skills underpinning physiotherapy practice 2. Develop and implement learning strategies to advance personal and professional development 3. Justify assessment and diagnosis using profession specific or generic frameworks in a clinical reasoning discussion with peers, academic and/or clinical colleagues 4. Justify the rationale for different therapeutic/ management approaches within physiotherapy practice 5. Synthesise and apply evidence based literature to the assessment, diagnosis and management within physiotherapy practice

Teaching / Learning Strategy

This module will be delivered using a blended learning approach. Directed reading and face to face tutor-facilitated seminars will introduce the theoretical concepts of reflective practice, continuing professional development, and clinical reasoning as well as to deliver Master classes delivered as seminars and practicals/ clinical reasoning activities and practical skills workshops on identified topics. The emphasis in this module will be on experiential and peer learning through group discussion and case study material within the university setting. 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 and management strategies used in contemporary clinical practice 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 also available to support and enable independent practices.

Indicative Reading

Advanced practice in physiotherapy: understanding the contribution of advanced practice in physiotherapy to transforming lives, maximising independence and empowering populations, Chartered Society of Physiotherapy, 2016 <> 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. Hoffmann <> , T. & Bennett <> , S. & Del Mar <> , C.B. Evidence-Based Practice across the Health Professions, 2nd Edn, 2013, Elsevier, London. 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

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills associated with Master's level study: -720 Work in a self-directed manner, taking responsibility for own learning and continuing personal development and where appropriate practice competence Developing critical reflective skills and professional development Development of study and ICT skills; information literacy, data literacy, media literacy and digital research and scholarship to underpin effective learning. Demonstrating critical thinking and problem solving skills in a range of situations Developing professional communication skills, written, oral and listening Demonstrating the ability to work as an effective member of a team Underpinning professional practice through the integration of theory with practice

Module Structure

Activity Total Hours
Independent Learning (FT) 216.00
Practicals (FT) 12.00
Assessment (FT) 30.00
Seminars (FT) 30.00
Directed Learning (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (School) 0.50 50.00 45% Examination
Coursework 1 n/a 50.00 45% Critical Literature Review 3000 words.