Programme And Module Handbook
 
Programme Specification


Date Specification Approved 11/04/2022
College College Life and Env Sci
School Sport, Ex and Rehab Sciences
Department Physiotherapy
Partner College and School
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title M.Sci. Physiotherapy Full-time
Programme Code 605G
Delivery Location Campus
Language of Study English
Length of Programme 4 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme General overview

The programme enables students to develop the skills, knowledge and values required of a contemporary physiotherapist. In Stage One, students initially gain a thorough grounding in the basic and applied sciences that underpin physiotherapy in an environment designed to enhance inter-disciplinary learning. The initial stage of the programme also focuses on developing students’ academic and professional skills as a foundation for learning in later years with learning supported by regular small group tutorials with personal academic tutors. Clinical skills, reasoning and practical competencies are developed in Stage Two with an emphasis on the settings encountered by students on practice-based education placements. A case-based approach dominates teaching in Stage Two, fostering students’ problem-solving skills and promoting active learning. Practical clinical skills underpinned by sound scientific knowledge are acquired within a patient-centred approach to preparing students for placement experience; this stage also signals the first of the programme’s six practice-based education placements. In Stage Three (years 3 and 4), the programme has a major focus on further practice-based education experience. The programme enjoys established links with many of Birmingham’s renowned healthcare facilities (e.g. Queen Elizabeth Hospital, Birmingham Children's Hospital, Royal Orthopaedic Hospital) that offer practice-based education placement opportunities for students ensuring our graduates are prepared for a career as a physiotherapist in a range of contemporary and culturally-diverse healthcare settings. Students are supported to enhance their reflective practice skills, enabling them to develop greater self-awareness and independence in learning. They also develop more advanced clinical reasoning and decision-making skills, informed by critical evaluation of sources drawn from research, policy and practice. Students progress their broader academic skills via modules focused on literature reviewing, research design and service evaluation along with leadership, preparing them for lifelong learning, more varied post-registration careers and to the advancement of the profession. In this final stage of the programme, students have the opportunity to select inter-disciplinary optional modules led by subject experts in physiotherapy, exercise and rehabilitation-related fields, giving each student a chance to optimise and enhance their knowledge in a personalised manner. Students also complete a research project benefiting from expertise across the school’s research active staff and a world-leading research environment. On completion of the programme, graduates are in a position to apply for registration as a physiotherapist with the Health and Care Professions Council (HCPC) and as a full member of the Chartered Society of Physiotherapy (CSP).
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Outcomes developed with close reference to Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge and skills into practice (Chartered Society of Physiotherapy, 2020)

1. The scientific bases of physiotherapy, including biological, physical, clinical and behavioural science.
2. The structure and function of the human body.
3. Theories underpinning the approaches used in physiotherapy practice
4. The principles and applications of scientific enquiry.
5. The role of other professions in health and social care
6. The concept of leadership
7. The ethical principles underpinning physiotherapy practice.
8. The legal and policy frameworks governing physiotherapy practice.
9. Knowledge and understanding of the political, social, economic and institutional factors shaping the health and wellbeing economy and how they inform the design/delivery of physiotherapy.
10. A conscious knowledge and understanding of one’s self, developed through reflective practice.
All learning and teaching methods used on the programme contribute to students gaining one or more of the above learning outcomes. The numbers below in parentheses highlight learning and teaching methods considered particularly important in supporting students to achieve the specified outcomes. Lectures (1-10), seminars (1-10), tutorials (4,7,8,10), practical classes (1-3, 5, 7), practice-based education placements (1-10).
Each assessment method aims to examine the level to which students have achieved one or more of the programme learning outcomes. The numbers below in parentheses highlight assessment methods considered particularly important in examining the specified outcomes.

Unseen written examinations (1,2), class tests (1,2), practical examinations (1-3, 7-9), coursework including essays (1-10), oral presentations (1-7), poster presentations (3-5), portfolio (3-10), practice-based education assessment (1-10), research project (1, 3, 4)
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Outcomes developed with close reference to Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge and skills into practice (Chartered Society of Physiotherapy, 2020)

1. Profession-specific practice skills in relation to physiotherapy’s scope of practice and primary aim of maximising individuals’ movement potential.
2. Practical and technical skills that are shared with other workers in health, social care and education; e.g. manual handling.
3. Use a wide range of routine and some advanced communication skills to share information, ideas, problems and solutions, with both specialist and non-specialist audiences.
4. With guidance, plan and deliver learning activities to a specified range of individuals/groups
5. Exercise autonomy and initiative in accordance with current professional codes and practices seeking guidance where appropriate.
6. Participate in and develop professional networks to foster collaboration, share information and ideas to enhance practice.
7. Demonstrate respect for the individual by acknowledging their unique needs, preferences and values, autonomy and independence in accordance with legislation, policies, procedures and best practice
8. Respect and value diversity by working in accordance with legislation, policies, procedures and best practice
9. Fulfil the requirements of the legal and policy frameworks governing professional practice.
10. With guidance, critically evaluate practice, and share the outcome of this appraisal with relevant personnel
11. Demonstrate self-awareness of learning preferences, and can identify personal learning and development needs.
12. Efficient and effective use of a wide range of routine and some specialised approaches and techniques to systematically collect information from a variety of sources relevant to the situation.
13. Plan, conduct and manage evaluation and research projects to address specific issues arising from practice
14. Use a range of approaches and techniques to systematically search for evidence from a variety of sources relevant to the situation
All learning and teaching methods used on the programme contribute to students gaining one or more of the above learning outcomes. The numbers below in parentheses highlight learning and teaching methods considered particularly important in supporting students to achieve the specified outcomes. Lectures (1, 3-5, 7-10, 12-14), seminars (1, 3-12), tutorials (1, 3, 5, 8-14), practical classes (1-12), practice-based education placements (1-12).
Each assessment method aims to examine the level to which students have achieved one or more of the programme learning outcomes. The numbers below in parentheses highlight assessment methods considered particularly important in examining the specified outcomes.

Unseen written examinations (13, 14), practical examinations (1-5, 7-9), coursework including essays (5-10, 12-14), oral presentations (1, 3, 7, 8, 10-14), poster presentations (1, 3, 7, 8, 10, 12-14), portfolio (1-11), practice-based education assessment (1-11), research project (12-14)