SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB922594
Module Leader Anita Volkert
School School of Health and Life Sciences
Subject Occupational Therapy
  • B (January start)

Pre-Requisite Knowledge

Completion of negotiated learning module or relevant undergraduate degree in health and social care

Summary of Content

This module introduces students to the anatomy and neuroanatomy of the human body and facilitates development of a critical understanding of a range of conditions which may impact on individuals' occupational performance. Conditions will be explored through the application of biopsychosocial frameworks. Medical diagnoses traditionally used to label "abnormality" will be considered through an occupational lense with the application of The International Classification of Functioning, Disability and Health (WHO) 2001 and a Person-Environment-Occupational Performance framework. Particular emphasis will be placed upon the relationship between physiological, neurobehavioural, sensory, cognitive and spiritual aspects of health and wellbeing.


Morphological features of the skeleton, joints of the upper and lower limbs Muscles of the trunk, pectoral girdle and shoulder, upper limb, hand, hip and pelvic girdle, lower limb Measurement techniques for range of movement Neurological anatomy and function Movement and activity analysis Up/down grading activity Aetiologies, pathologies, clinical features of common conditions relating to: degenerative neurological, non-degenerative neurological disorders, systemic disorders, orthopaedic conditions, affective disorders, psychoses, neuroses, organic disorders, substance misuse ICF PEOP

Learning Outcomes

On successful completion of this module, students should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Demonstrate knowledge, understanding and critically analysis of the aetiology, signs and symptoms of a range of health conditions (13.5, 13.11, 14.7, 14, 14.10)2. Demonstrate critical analysis of the impact of health conditions on occupational performance (5, 5.2, 5.3, 5.4, 13, 13.1, 13.8, 13.11) 3. Apply bio-psychosocial frameworks (ICF and PEOP) to the management of health conditions (5, 5.1, 5.2, 5.3, 5.4, 6, 8, 8.3, 8.5, 8.6, 9, 9.3, 9.7, 13, 13.1, 13.2, 13.4, 13.5, 13.6, 13.8, 13.9, 13.10, 13.11, 14, 14.7, 14.15, 14.17, 14.20, 14.22, 14.24)4. Demonstrate knowledge and understanding of the morphological features of the skeleton (including joints of the upper/lower limbs and relate to function/dysfunction (13.11, 14, 14.7)5. Demonstrate knowledge and understanding of brain anatomy and function (13.11, 14)6. Demonstrate knowledge, understanding and a critical appraisal of movement and activity analysis (13, 13.1, 13.2, 13.3, 13.5, 13.11,14, 14.4, 14.6, 14.9, 14.10, 14.11, 14.17, 14.22)

Teaching / Learning Strategy

Interactive lectures, tutorials, practical sessions and small group work will be used to facilitate and develop an enhanced level of knowledge and understanding of individuals' experiences of living with specific health conditions. Anatomy lectures and practical sessions will enable the application of human anatomy theory to everyday movement and activity analysis. Aetiology, signs and symptoms will be considered through class teaching and independent study. In order to emphasise the biopsychosocial frameworks within this module, service users, occupational therapy practitioners and where appropriate, other health and social care providers, will be invited to contribute to seminar teaching sessions sharing their own experiences of how health conditions have impacted upon their own/their clients' health and wellbeing. In addition to taught classes, students will be expected to undertake independent/group research and reading. Students will participate in group presentations which will be formatively assessed though written and verbal feedback from both seminar facilitator and peers. Students will be actively encouraged to share learning both during face to face class room teaching and through the use of GCU learn. A variety of formative activities will also be utilised to develop a shared understanding of the assessment criteria and to empower students to achieve the learning outcomes in a self-directed manner.

Indicative Reading

Essential: AITCHISON, B. & DIRETTE, D.K., 2017. Conditions in occupational therapy: effect on occupational performance. 5th ed. Baltimore: Lippincott Williams and Wilkins. McMILLAN, I.R. & CARIN-LEVY, G., 2012. Tyldesley & Grieve's muscles, nerves and movement in human occupation . Chichester: John Wiley & Sons. WORLD HEALTH ORGANIZATION, 2001. International Classification of Functioning, Disability and Health . Geneva: WHO. Recommended: BOYT SCHELL, B.A & Gillen, G., eds. 2018. Willard and Spackman's Occupational Therapy , 13th ed, Baltimore: Lippincott Williams & Wilkins. BROWN, C., STOFFEL, V. & MUNOZ, J.P., 2011. Occupational therapy in mental health: A vision for participation . Philadelphia: F.A. Davis Co. BRYANT, W., FiIELDHOUSE. J. & BANNIGAN, K., 2014. Creek's Occupational therapy and mental health , 5th ed. London: Churchill Livingstone. CARSON, N., 2019. Psychosocial Occupational Therapy. St Louis: Elsevier CHRISTIANSEN, C., BAUM, C. M. & BASS, J., 2015. Occupational therapy: performance, participation, and well-being . 4 th ed. NJ Slack Inc: Thorofare. COLLEGE OF OCCUPAITIONAL THERAPISTS, 2004. Guidance on the Use of the International Classification of Functioning, Disability and Health (ICF) and the Ottawa Charter for Health Promotion in Occupational Therapy Services . London: College of Occupational Therapists. CURTIN, M., MOLINEUX, M. & WEBB, J.A., 2017. Occupational therapy and physical dysfunction: enabling occupation , 7th ed. Edinburgh: Elsevier. EDMANS, J., 2017. Occupational therapy and stroke . 2 nd ed. Chichester: Wiley-Blackman. KRUPA, T., KIRSH., PITTS, D. & FOSSEY, E., 2015. Bruce & Borg's Psychosocial Frames of Reference: Theories, Models, and approaches for occupation-based practice. 4 th ed. New Jersey: Slack Inc. MARITZ, R., BAPTISTE, S., DARZINS, S.W., MAGASI, S., WELESCHUK. C. & PRODINGER, B., 2018. Linking occupational therapy models and assessments to the ICF to enable standardized documentation of functioning. Canadian Journal of Occupational Therapy , 85 (4): 330-341. PENDLETON, H.Mc., WINIFRED, S.K., eds. 2016. Pedretti's Occupational Therapy: Practice Skills for Physical Dysfunction. 8 th ed. Missouri: Elsevier. PRESTON, J. & EDMANS, J., 2016. Occupational therapy and neurological conditions. Chichester: Wiley-Blackman. RADOMSKI, M.V. & TROMBLY LATHAM, C.A., 2014. Occupational Therapy for Physical Dysfunction . 7th ed. Baltimore: Williams and Wilkins. Further Reading CASH, M. & WADMORE, A., 2000. Pocket atlas of the moving body: for all students of human biology, medicine, sports and physical therapy. London: Ebury Press. GILROY, J., 2000. Basic neurology . 3rd ed, New York: McGraw Hill. HARRISON, P., COWEN, P., BURNS, T., FAZEL, M., 2017, Shorter Oxford Textbook of Psychiatry . 7 th ed. Glasgow: Bell and Bain Ltd. JARMEY, C. & SHARKEY, J., 2015. The concise book of muscles . 3rd ed. Berkeley: Lotus Publishing. ODYA, E. & NORRIS, N., 2017. Anatomy & physiology for dummies . 3 rd ed. New Jersey: John Wiley & Sons. TORTORA, G.J. & DERRICKSON, B.H., 2015. Introduction to the Human Body . 10 th ed. USA: John Wiley & Sons

Transferrable Skills

In undertaking this module, the student should develop transferable skills in the following areas: communication person centred practice giving/receiving peer feedback problem solving activity analysis group working presentation independent and self-regulated study critical thinking critical debate evaluative writing ICT

Module Structure

Activity Total Hours
Tutorials (FT) 12.00
Lectures (FT) 12.00
Independent Learning (FT) 216.00
Seminars (FT) 30.00
Assessment (FT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 1.00 20.00 45% Anatomy Class Test
Course Work 01 n/a 80.00 45% 3000 word report