PTDPD 12intake Towebs PDF

(As of 13 September 2012)
This document applies to the

2012-2016 intake cohort
This Definitive Programme Document for the 4-year BSc (Hons) in Physiotherapy is subject to review and
changes which the Department of Rehabilitation Sciences can decide to make from time to time. Students will be
informed of the changes as and when appropriate.
TABLE OF CONTENTS
PART A PROGRAMME INFORMATION

SECTION TOPIC PAGE
1. Programme Information A1

2. Host Department 1
3. Pattern of Attendance 1
4. Mode of Study 2
5. Mode of Assessment 2
6. Programme Structure and Curriculum 2
Figure 1 - Programme Sequence 5
Table 1 - Programme Progression Pattern 6
Table 2 - Credit Allocation by Required Subject Category 8
7. Programme: Aims and Intended Learning Outcomes 10
 Definition of Physiotherapy 10
 Programme Aims 10
 Programme Intended Learning Outcomes 11
8. Overview of Curriculum 14
Figure 2 – Factors impacting an individual’s performance – a holistic view 16
Figure 3 – ICF Model 17
Figure 4 – Physiotherapy–Specific Approach 18
9. Entrance Requirements 19
10. Regulations for Assessment, Progression and Award 20
11. Departmental Policy Guideline on Student Misconduct 31
APPENDICES – PART A
Appendix 1 Curriculum Map 33
Appendix 2 Summary of General University Requirements (GUR) 36
Appendix 3 References / Resource Reading 41
PART B SYLLABI OF SUBJECTS

SUBJECT CODE SUBJECT TITLE PAGE
Year I: Semester I
ABCT2326 Human Physiology B1
HSS1010 Freshman Seminar for Broad Discipline in Health Science 4
HSS2011 Human Anatomy 8
CBS/ELCxxxx Language & Communication Requirements (LCR) 10
GUR Healthy Lifestyle 11
GUR Leadership and intra-personal Development 12
Year I: Semester II
RS2040 Functional Anatomy 13
RS2660 Movement Science 15
RS2690 Principles of Physiotherapy Practice 17
CBS/ELCxxxx Language & Communication Requirements (LCR) 20
GUR Cluster-Area Requirements (CAR)1 21
Year II: Semester I

ABCT2330 Pharmacology in Rehabilitation 22
RS2050 Research Methods and Statistics 24
RS2700 Orthopaedics and Traumatology 27
RS2780 Human Development Across Lifespan 30
GUR Cluster-Area Requirements (CAR)1 32
GUR Service Learning 33
1
Students may opt to take general education subjects in CAR in semester one/two.
i
Year II: Semester II
RS2670 Electrophysical Therapy I 34
RS2730 Musculoskeletal Physiotherapy I 36
RS3030 Clinical Neurology & Neuroscience 40
RS3660 Exercise Science 42
RS3830 Rehabilitation Psychology 46
Year II: Summer Period

RS27100 Clinical Education I 49
Year III: Semester I

RS3580 Musculoskeletal Physiotherapy II 51
RS3730 Neurological Physiotherapy I 55
RS3770 Cardiopulmonary Physiotherapy I 59
RS3780 Electrophysical Therapy II 63
GUR Cluster-Area Requirements (CAR) 66
Year III: Inter-Semester Period

RS37500 Clinical Education II 67
Year III: Semester II

RS3060 Fundamentals of Traditional Chinese Medicine for Physiotherapy Practice 69
RS3680 Musculoskeletal Physiotherapy III 72
RS3731 Neurological Physiotherapy II 76
RS3771 Cardiopulmonary Physiotherapy II 81
RS3790 Paediatric Neurology and Developmental Disabilities 85
RS4050 Capstone Project 89
GUR Cluster-Area Requirements (CAR) 92
Year III: Summer Period

RS47100 Clinical Education III-1 93
Year IV: Semester I

RS4050 Capstone Project 99
RS4060 Aging and Geriatrics 102
RS4740 Primary Health and Community Care 104
RS4790 Musculoskeletal Physiotherapy IV 106
RS4910 Acupuncture for Physiotherapy Practice 109
Year IV: Semester II

KEYWORDS INDEX 120
FACULTY MEMBERS LIST 127
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PART A
INTRODUCTION
1. PROGRAMME INFORMATION
1.1 Programme Title: Bachelor of Science (Honours) in Physiotherapy

(物理治療學(榮譽)理學士學位)
1.2 Mode of Attendance and Study: Full-time
1.3 Student Numbers: 110 (annual intake)
1.4 Duration: Four years (includes summer clinical placements

for years 2 and 3)
1.5 Educational Programme: 131 credits
1.6 Final Award: Bachelor of Science (Honours) in Physiotherapy

(物理治療學 (榮譽)理學士)
1.7 Medium of Instruction English
2. HOST DEPARTMENT
2.1 Department of Rehabilitation Sciences
2.2 Mission Statement
The Department’s mission is to provide high quality education to our students in a caring manner, so
that our graduates in either Physiotherapy or Occupational Therapy will become competent and humane
practitioners, who are able to communicate effectively with diverse clienteles and related professionals,
practise ethically in a variety of clinical settings, and function credibly as valued members of
multidisciplinary research teams. Cognisant of their professional roles, our graduates will be committed
to life-long learning and the education of the clients, the public and the next generation of therapists.
Through vigorous training of our post-graduate students and research pursuits done in collaboration
with the professional and scientific communities at local and international levels, we are further
dedicated to the development of a credible scientific base that will underpin the practices of both
occupational and physiotherapy. In serving the broader Hong Kong community and beyond, we shall
provide competent consultancy in a cost effective and friendly manner. We aim to make a difference to
the community we serve. (Department of Rehabilitation Sciences, The Hong Kong Polytechnic
University, 1997, p.2).
3. PATTERN OF ATTENDANCE
3.1 The Bachelor of Physiotherapy is a four-year programme which is offered on a full-time basis. The
programme is designed to facilitate sequential progression through the learning of the foundation
knowledge together with case studies, and then integrating that knowledge into clinical practice
(Figure 1)
3.2 Subjects are presented yearly. Once introduced in the academic environment, new knowledge
and skills are subsequently applied in the clinical environment in order to facilitate the transfer
of skills and integration of knowledge into physiotherapy practice. This process continues in a
cumulative manner throughout the four years. Clinical teaching provides students with the
opportunity to apply theoretical and practical skills in a health care setting.
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4. MODE OF STUDY
4.1 This is a 4-year full-time programme, comprising of 108 credits for the academic component in The
Hong Kong Polytechnic University and 23 credits for the clinical education component conducted in
health care settings in Hong Kong, including clinical placements in Years II, III and IV (Figure 1).
4.2 For subjects that have practical components, theoretical knowledge is presented in lectures, seminars
and tutorials which normally precede practical classes. We use small group teaching to facilitate
learning and clinical reasoning. The programme also emphasizes critical thinking, integrating
learned knowledge into clinical decision making and evidence-based practice.
4.3 The clinical education placements are an integral and required component of the overall programme.
Clinical experiences and placements are progressive in the development of a student’s professional
demeanor and acquisition of clinical skills throughout the seven full-time clinical placement blocks
(29 weeks total) of the four-year programme. All graduates must undertake all clinical education
placements during the physiotherapy course.
5. MODE OF ASSESSMENT
5.1 Coursework or continuous assessment continues to be the primary mode of assessment for the
programme.
5.2 Five examinations are planned within the programme.

 Year I, Semester I: Human Anatomy (HSS2011), Human Physiology (ABCT2326)
 Year I, Semester II: Functional Anatomy (RS2040)
 Year II, Semester I: Orthopaedics and Traumatology (RS2700), Pharmacology in
Rehabilitation (ABCT2330)
6. PROGRAMME STRUCTURE AND CURRICULUM
6.1 The duration of the physiotherapy educational programme, including both academic (University-
based) and clinical education (i.e. based in health care settings) components, spans four academic
years. The programme comprises four main groups of subjects - General Education and
Language, Sciences, Professional Studies and Clinical Education under the General University
Requirements (GUR) and Discipline Specific Requirement (DSR). A systems approach (i.e.,
musculoskeletal, cardiopulmonary, neurological, multiple-systems) is used in the presentation of
content knowledge and professional skills as listed in Table 2.
6.2 To be considered eligible to practice, a graduate must successfully complete a minimum of 1000
contact hours in health care settings. This is consistent with the requirement for international
recognition of the programme, which allows the graduate reciprocal registration or to apply for
licensure examinations in other countries.
6.3 The clinical education component provides an environment for the application of skills in
specific practice environments and further professional skill development. The clinical
placement blocks are coordinated with the educational focus and are identified by body systems
and/or practice settings:
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Clinical Education I Introductory
Clinical Education II Primary Health Care
Clinical Education III-1 Musculoskeletal System
Clinical Education III-2 Cardiopulmonary System
Clinical Education III-3 Neurological System
Clinical Education III-4 Multi-systems in a variety of settings (Acute Care,

Ambulatory Care, Extended Care and/or Rehabilitation
Centre)
Clinical Education III-5 Community-Based Placement in a variety of settings

(Primary health care centres, community centres,
geriatric, paediatric or other settings)
Or Overseas placement to be held in various countries
that have established affiliation agreements with our
department
Clinical placements in successive years require progressively more integrated work by

the students. The first placement, Clinical Education I consists of a longer orientation to
the hospital setting and the majority of the work by the students is in the form of
observation and paired or group work, which is heavily supervised by the clinical
educator. As the placements progress to senior years, there is an increase in student-led
tutorials and case-presentations. As well, the patient caseload becomes more complex
and more independent work is expected from the students.
Throughout the clinical placement blocks, clinical attachments in community-based

settings (e.g. home-based rehabilitation, community centres, homes for the elderly) will
be arranged. If resources allow, students will be provided with the opportunity to gain
exposure to different physiotherapy services in non-governmental organization (NGO)
settings (e.g. special schools and other community settings). There is a quota for
attending overseas placements, which facilitate a global outlook for students.
6.4 Integration between the Clinical Education component and the University-based
education is based on the rationale that education of health care professionals reflects
‘theory in practice’.
Theory is developed and validated by practitioners by reflecting critically in an informed

way on what is happening in practice. And by then engaging in informed debate and
dialogue with relevant others. Practice then is fundamental to theory. It is through
reflecting analytically and critically with others as to what is happening in practice, that
theory develops (Carter et al., 1992).
Applying the principles of physiotherapy practice under the guidance of a clinical

educator and within specifically designed clinical learning experiences assists in the
transition of the student therapist to an entry-level practitioner. By progressing through
the series of clinical placements, the student acquires entry-level ‘clinical experience’.
This clinical experience is acquired through the progressive application and integration
of professional skills to the assessment and management of a range of patients who
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reflect different ages (life span) and different levels of physical activity (e.g. sedentary to
athletic).
6.5 The clinical education component consists of 29 weeks of full-time study. The summer
periods between Years II and III and between Years III and IV, in addition to the
semester break between Semester 1 and Semester 2, are used for clinical education
blocks. The sequencing of the academic and clinical components is illustrated in Figure
1. Each year begins with the start of the University calendar and the final year ends
according to the University calendar:
6.5.1 Year 2 consists of two University-based semesters followed by a 2-week, full-time

block of clinical education (Clinical Education I), which occurs in the summer period.
6.5.2 Year 3 consists of two University-based semesters, and three blocks of clinical
education. The first block is a 2-week equivalent block of clinical education (Clinical
Education II). The subsequent two blocks are 5-week, full-time blocks of clinical
education (Clinical Education III-1 and 2), which occur in the summer period.
6.5.3 Year 4 consists of one academic block followed by three full-time clinical blocks
(Figure 1). The final 15 weeks of full-time clinical education is organized into three 5-
week clinical time blocks (Clinical Education III-3,4, 5). The educational programme in
Physiotherapy is designed to be completed in accordance with the proposed University
timetable.
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Figure 1. Programme Sequence (2012 Intake) – Tentative
Wk PT - Year 1 PT - Year 2 PT - Year 3 PT - Year 4
1.
2.
3.
4.
5.
6.
7. University Class
8. (14 weeks)
9.
10.
11.
12.
13.
14.
15. Examination/
Examination/ Examination/ Examination/
16. Marking
Marking Marking Marking
17. Clinical Education II
18. (2 weeks)^
19.
Clinical Education
20.
III-1/2/3/4/5
21.
(5 weeks) #
22.
23.
24.
Clinical Education
25.
University Class III-1/2/3/4/5
26.
(14 weeks) (5 weeks) #
27.
28.
29.
Clinical Education
30.
III-1/2/3/4/5
31.
(5 weeks) #
32.
33.
34.
35.
36. Examination Examination Examination
37.
38. Clinical Education
39. III-1/2/3/4/5
40. (5 weeks) #
41.
42.
43. Clinical Education
44. Clinical Education I III-1/2/3/4/5
45. (2 weeks) (5 weeks) #
46.
47.
48.
49.
*Week 1 usually begins on the first week of September in each academic year.
^For CEII, students are required to participate in different types of accredited activities in various
primary health care settings over the study period in year 3 or 4.
# For CEIII-1/2/3/4/5, students are required to complete five 5-week placement, one in each of the five
specialized clinical blocks with a focus on Musculoskeletal, Cardiopulmonary, Neurology, Multi-systems,
Community-Based Settings/overseas placement respectively (all 4 credits). The sequence of CEIII-1/2/3/4/5
clinical blocks is interchangeable without any progression model.
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Table 1. PROGRAMME PROGRESSION PATTERN
BSc (Honours) Physiotherapy (2012 Intake)
Year I – Semester I Year I – Semester II
Subject Title Code Cr Subject Title Code Cr
 Healthy Lifestyle1
GUR -  GUR(LCR) – Chi CBSxxxx (3)
(Non-credit Bearing) (either Sem1/2)
 GUR(LCR)2 – Chi CBSxxxx 3  GUR(LCR) 2-Eng ELCxxxx 3
(either Sem1/2)
 GUR(LCR) 2 – Eng ELCxxxx 3  GUR(CAR) GUR 3

(either Sem1/2)
 Leadership and Intra-personal GUR-LID 3  Functional Anatomy RS2040 3

Development
 Human Physiology ABCT2326 3  Movement Science RS2660 3
 Human Anatomy HSS2011 3  Principles of Physiotherapy RS2690 3

Practice
 Freshman Seminar for Broad HSS1010 3

Discipline in Health Science
TOTAL CREDITS 18 TOTAL CREDITS 15

(Range 15-21) (Range 15-21)
Year II – Semester I Year II – Semester II

 GUR(CAR) GUR3 3  Electrophysical Therapy I RS2670 3
(either Sem1/2)
 Pharmacology in Rehabilitation ABCT2330 1  Musculoskeletal Physiotherapy I RS2730 3
 Research Methods and Statistics RS2050 3  Clinical Neurology & RS3030 3

Neuroscience
 Orthopaedics and Traumatology RS2700 3  Exercise Science RS3660 3
 Human Development across RS2780 3  Rehabilitation Psychology RS3830 3

Lifespan
 Service Learning GUR-SL 3  (Minor options/Free electives)
 (Minor options/Free electives)#

(Range 10-21) (Range 15-21)
Summer Period
Clinical Education I RS27100 [1]
1
Students is expected to complete this requirement within the first two academic year.
2
Student should fulfill the LCR (English) and LCR (Chinese) requirements within the first two academic years.
3
Student may opt to take general education subjects in CAR in semester one or two.
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Year III – Semester I Year III – Semester II
 GUR(CAR) GUR 3  GUR(CAR) GUR 3
 Musculoskeletal Physiotherapy II RS3580 3  Fundamentals of Traditional RS3060 3
Chinese Medicine For
Physiotherapy Practice
 Neurological Physiotherapy I RS3730 3  Musculoskeletal Physiotherapy III RS3680 3
 Cardiopulmonary Physiotherapy I RS3770 3  Neurological Physiotherapy II RS3731 3
 Electrophysical Therapy II RS3780 2  Cardiopulmonary Physiotherapy II RS3771 2
 (Minor options/Free electives)  Paediatric Neurology and RS3790 3
Developmental Disabilities
 Capstone Project RS4050 Cont’
 (Minor options/Free electives)
(Range 14-21) (Range 17-21)
Inter-semester Period Summer Period
 Clinical Education II RS37500 [2]  Clinical Education III-1 RS47100 [4]
 Clinical Education III-2 RS47200 [4]
Year IV – Semester I Year IV – Semester II

 Capstone Project RS4050 3  Clinical Education III-3 RS47300 [4]
 Aging and Geriatrics RS4060 2  Clinical Education III-4 RS47400 [4]
 Primary Health and Community RS4740 3  Clinical Education III-5 RS47500 [4]
Care
 Musculoskeletal Physiotherapy IV RS4790 2
 Acupuncture for Physiotherapy RS4910 3
Practice
 (Minor options/Free electives)
(Range 13-21)
BSc (Honours) in Physiotherapy

Academic subjects (108 credits) + Clinical Education (23 credits)
Total 131
Note #: Students can opt for a minor programme or free electives. The upper limit for credit requirement
for a Minor is 18 Credits. The maximum total number of credits allowed for graduation with minor
option or free elective is 150 credits.
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Table 2. Credit Allocation by Required Subject Categories
(2012 Intake)
Categories Subject Subject Title Credit

Code
GENERAL UNIVERSITY Cluster-Area Requirements (CAR)
REQUIREMENTS (GUR) 3 credits from each of the 4 clusters
(Compulsory)  Human Nature, Relations and Development 3
Total = 30 credits  Community, Organisation and Globalisation 3
 History, Cultures and World Views 3
(CAR, 12 Cr)  Science, Technology and Environment 3
and of which
A minimum of 3 credits on subjects designated as
"China-related"
(LCR, 9 Cr ) Language & Communication Requirements

(LCR) 1
 English (2 subjects with 3 credits each) 6
 Chinese 3
(Other requirements, 9 Cr) HSS1010  Freshman Seminar for Broad Discipline in 3

Health Science
 Leadership and intra-personal Development2 3
 Service Learning3 3
 Healthy Lifestyle (non-credit bearing)4 Nil
DISCIPLINE SPECIFIC HSS2011  Human Anatomy 3

REQUIREMENT(DSR) ABCT2326  Human Physiology 3
ABCT2330  Pharmacology in Rehabilitation 1
SCIENCES RS2040  Functional Anatomy 3
(Compulsory) RS3030  Clinical Neurology & Neuroscience 3
Total = 28 credits
(Common underpinning , 13 Cr)
(Physiotherapy-Specific,15Cr) RS2660  Movement Science 3

RS2700  Orthopaedics and Traumatology 3
RS2780  Human Development across Lifespan 3
RS3660  Exercise Science 3
RS3830  Rehabilitation Psychology 3
PROFESSIONAL STUDIES
(Compulsory)
Total = 50 credits RS2050  Research Methods and Statistics 3
RS4050  Capstone Project 3
(Departmental, 6 Cr)
(Physiotherapy-Specific,44 Cr) RS2670  Electrophysical Therapy I 3

RS3780  Electrophysical Therapy II 2
RS3770  Cardiopulmonary Physiotherapy I 3
RS3771  Cardiopulmonary Physiotherapy II 2
RS2730  Musculoskeletal Physiotherapy I 3
RS3580  Musculoskeletal Physiotherapy II 3
RS3680  Musculoskeletal Physiotherapy III 3
RS4790  Musculoskeletal Physiotherapy IV 2
RS3730  Neurological Physiotherapy I 3
RS3731  Neurological Physiotherapy II 3
RS2690  Principles of Physiotherapy Practice 3
RS3790  Paediatric Neurology and Developmental 3
Disabilities
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Code
RS3060  Fundamentals of Traditional Chinese 3

Medicine For Physiotherapy Practice
RS4060  Aging and Geriatrics 2
RS4740  Primary Health and Community Care 3
RS4910  Acupuncture for Physiotherapy Practice 3
University Based Education (Subtotal) 108

Code
CLINICAL EDUCATION RS27100  Clinical Education I 1
(Compulsory) RS37500  Clinical Education II 2
Total = 23 credits RS47100  Clinical Education III-1 4
RS47200  Clinical Education III-2 4
Clinical Setting Based Education (Subtotal) 23
BSc (Hons) in PHYSIOTHERAPY TOTAL CREDITS5 131
Abbreviations: Cr = credits; PT = Physiotherapy.
Note:
1. Student should fulfill the LCR (English) and LCR (Chinese) requirements within the first two academic years.
2. Student is expected to fulfill the requirement in Leadership and intra-personal Development within the first
academic year.
3. The earliest possible time for a student to take a Service Learning subject is summer term of Year 1.
4. Student is expected to complete a Healthy Lifestyle programme within the first two academic years.
5. Students can choose to take a minor programme or free electives. The upper limit for the credit requirement
for a Minor is 18 credits. The maximum total credits allowed for graduation with minor option or free
elective is 150 credits.
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7. PROGRAMME: AIMS AND INTENDED LEARNING OUTCOMES
7.1 Definition of Physiotherapy
Physiotherapy is the art and science of rehabilitation, preventing injuries and

disabilities, restoring independence and promoting a maximal level of function to
individuals with physical and psychological disorders. Physiotherapists make use of
multiple physical means to provide patient care. Examples are cryotherapy,
electrotherapy, exercise therapy, heat therapy, hydrotherapy, manual therapy and
traction, as well as assistive devices and artificial limbs to help individuals regain
maximal functional potential. The physiotherapist contributes to the multidisciplinary
team through patient evaluation, treatment planning and delivery, education, research
and consultation in hospitals, clinics, industry and the community. (Department of
Rehabilitation Sciences, The Hong Kong Polytechnic University, 1997, p.8).
7.2 Programme Aims
The programme aims to produce qualified professionals who provide physiotherapy

services to promote the health of the client as well as to meet the health care needs of
society. Graduates possess the knowledge, skills and professional attitudes required for
the reliable, ethical and effective practice of physiotherapy. Graduates, as lifelong
learners and active consumers of the professional and scientific literature, are able to
meet their roles in developing the profession through continuing education and/or
participating in investigative and evaluative projects. Their sense of social and
professional responsibility is further recognized by their efforts to educate clients, the
public and the next generation of therapists. (Prospectus for Full-time Bachelor’s
Degree and Sub-Degree Programmes, The Hong Kong Polytechnic University,
1998/99, p. 198).
In order to achieve the above educational outcome, the faculty seeks to educate
‘generalist’ practitioners in physiotherapy (Jensen et al., 1990, 1992) who engage in a
‘reflective’ approach to their practice (Shepard & Jensen, 1990). This is achieved
through structured clinical placements from subjects Clinical Education I to Clinical
Education III-5. These physiotherapists will provide evidence-based physiotherapy
services for the spectrum of patients/clients in a variety of settings, e.g., home and
work settings, schools, hospitals, care & attention homes, community centres.
Maximising the opportunities for the students to make choices and decisions within the
professional programme is an educational goal of the faculty. Our expectation is that a
more active and self-directed learning style will facilitate the future development of the
students progressing to entry-level practitioners, as well as that of the profession.
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7.3 Programme Intended Learning Outcomes (ILOs)
Programme intended learning outcomes refer to the intellectual abilities, knowledge,

skills and attributes that an all-round preferred graduate from the Bachelor of Science
(Honours) in Physiotherapy programme should possess. To attain the goal of
developing all-round students with professional competence, the programme intended
learning outcome statements are encompassed in the following two categories of
learning outcomes:
7.3.1 Professional/academic knowledge and skills
On successful completion of the programme, a student will have shown that he

or she can…
 Appraise the health and social care needs of clients (individuals, groups
and communities), including screening, prevention, and wellness
programmes appropriate to physiotherapy.
 Practice physiotherapy safely and effectively:

i. Assess the physical, mental, environmental and cultural factors
influencing the patient/client, and formulate a diagnosis on the basis
of physiotherapy assessment.
ii. Analyze, synthesize knowledge and prioritize assessment findings
to establish functional goals with the patient/client that are
achievable within a specified time period and within resource
constraints.
iii. Collaborate with patients/clients, family members, and other
professionals to determine a plan of care and strategies for meeting
the needs of clients that are realistic and acceptable to the
patient/client, family and therapist.
iv. Implement a physiotherapy plan of care which is safe, efficient and
cost-effective.
v. Monitor and adjust the plan of care in response to patient/client
status.
vi. Evaluate the outcomes(s) of all levels of physiotherapy service:
individual treatment, plan of care and/or intervention programme.
 Recognize his/her responsibility to deliver service and practice in

accordance with current legislation applicable to physiotherapy, to
maintain and promote the highest professional and ethical standards and
to contribute to the development of the profession.
 Critically evaluate published research evidence on techniques/

technology and apply relevant findings to physiotherapy practice,
research and education.
 Demonstrate clinical decision-making skills including clinical reasoning,

clinical judgment, and reflective practice to solve professional and
clinical problems.
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 Demonstrate a holistic approach to patient/client care (i.e. patient/client-
centered care) by drawing on an awareness of the global economic,
cultural and sociological factors which may influence the context of
physiotherapy practice.
7.3.2 Attributes for all-roundedness
PolyU aspires to have all students develop as all-round graduates with

professional competence, and has identified a set of highly valued graduate
attributes as the learning goals for students. While many of these graduate
attributes can be developed through the curricular activities of this
programme, some (e.g. language proficiency, interpersonal skills,
entrepreneurship, leadership and team-work, social and civic responsibility,
and global outlook) are primarily addressed through co-curricular activities
offered by faculties, departments, and various teaching and learning support
units of the University. Students are encouraged to make full use of such
opportunities to develop these attributes.
On successful completion of the programme, a student will have shown that he

or she can…
Language Proficiency – Bilingualism & Professional-based Language

 Use English/Chinese to articulate, analyze and evaluate information and
ideas.
 Write (English/Chinese) reports and documents (using professional
vocabulary) with appropriate references and citations following the
standards outlined in accepted professional manuals and practice
guidelines.
Communication & Interpersonal Skills

 Interact effectively (active listening, speaking, body language), with
clarity and cultural sensitivity, when communicating information, advice,
instruction and professional opinion to patients/clients, caregivers,
colleagues and the public.
 Handle interpersonal situations (personal and professional issues) in an
appropriate manner to reduce misunderstanding and conflict.
 Demonstrate computer literacy and use current information technology in
the preparation of reports and presentations, and use visual aids
effectively to support a written/oral presentation.
Problem-solving ability
 Recognize and define problems (personal, professional and clinical),
gather and evaluate information, analyze data, generate and implement
creative solutions, and evaluate outcomes.
 Demonstrate logical and systematic thinking and draw reasoned
conclusions and sustainable judgments.
Personal and Professional ethics

 Recognize his/her personal values and beliefs, and internalize
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professional ethics and values as personal beliefs.
 Translate theoretical and ethical principles into responsible and
accountable professional and social behavior and conduct.
Entrepreneurship, Leadership and Team-work

 Supervise and manage support personnel to whom tasks have been
delegated in the workplace.
 Recognize the roles and contributions of other health team members and
demonstrate the ability to adapt, to work with colleagues, and to lead.
 Formulate marketing strategies to enhance service opportunities, and
understand the concept of quality assurance for achieving quality
practice
Life-long learning attitude

 Formulate and implement a self-directed plan for personal and
professional career development based upon self-assessment, reflection
and feedback from others.
Social and Civic Responsibility

 Act responsibly as citizens fulfilling social and civic duties to promote
the quality of life in the society:
i. Engage in community services, health education and promotion
projects.
ii. Articulate the needs and act as an advocator for client-groups.
iii. Provide consultation and education to others on physiotherapy
services using methods that meet the needs of the group.
Global Outlook
 Demonstrate an awareness of local and international public health trends
that may influence the context of physiotherapy practice.
7.3.3 Curriculum Mapping

A curriculum map is presented in Appendix 1. This helps to clarify learning
goals for students and gives them an overall picture of the programme
intended outcomes. It also enables students to learn about the opportunities
available in the programme through which they can develop academically,
professionally and personally, so that they can better manage their learning. It
is important to emphasize that students are expected to be active and
motivated participants in the achievement of these learning outcomes as listed
in sections 7.3.1 & 7.3.2.
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8. OVERVIEW OF CURRICULUM
A broader educational experience is provided to students with the inclusion of subjects in the
fields of Arts and Sciences (i.e., General Education and Languages). Enhancing the overall educational
foundation of the Physiotherapy programme provides a knowledge base that will allow the student to
understand theory, to recognize the values of an individual or culture, to think independently and
critically and to develop communication skills.
Within the educational programme, the role of the student is envisioned to change. Year I
focuses on language and communication, leadership and intra-personal development. The Freshman
seminar serves to introduce students to the profession and the health care environment in Hong Kong, as
well as to bring them into contact with students from other health care disciplines and professional role
models. Year I also introduces foundation science knowledge such as functional anatomy and
physiology. Year II focuses on the unique features of professional education, as well as on the relevance
of individual subjects to the students’ professional development and practice. In subsequent subjects,
instructors highlight the progression in content knowledge and skills across the cognitive, affective and
psychomotor domains. The ‘student’ role is expected to progress to that of ‘student-therapist’ by the
second semester of Year II in preparation for the first clinical placement in the summer. In Year III,
opportunities are provided for the student-therapist to practice the role of an entry-level therapist by
making presentations to peers and professional colleagues(i.e., stimulating an interest in continuing
education). The development of the student’s clinical decision making ability is facilitated through
physiotherapy clinical science subjects. Guest lecturers from other professions will be invited to
contribute to the subject and serve as role-models to the collegial and collaborative nature of health care.
Identifying the professional approach, and the themes and important factors underlying
the educational programme will provide a framework upon which the students can build using their
own self-directed learning. The educational programme prepares the students to consider two principles
in their practice of Physiotherapy. The first principle reflects a holistic approach to health. The second
principle is focused on what occurs when the physiotherapist receives a referral for treatment. Using case
studies throughout the programme, students are given opportunities to integrate these two principles of
practice prior to their clinical placements. These two principles are introduced in year 1, and reinforced
in professional-specific subjects, clinical placements and capstone project throughout the years of study.
A holistic approach (Figure 2) to viewing the individual, i.e., patient or client, within his/her
environment serves to highlight multiple factors which may influence the success of an intervention.
Identifying the collective effort of all parties (e.g., patients/clients, professionals, caregivers, family and
friends) in the intervention process assists the students to recognize their collaborative role in providing
patient/client-centered care. Based on the patient’s/client’s needs, the therapist’s role may shift from
direct care to that of a teacher or consultant. The World Health Organization’s (WHO) definition of
health and model of health status, i.e., the International Classification of Functioning, Disability and
Health (ICF) provides one framework for discussion. Exercise, in addition to remediating specific
clinical problems, is presented as a means for health promotion, and injury/disease prevention for
‘normal’ and special populations, including people with chronic conditions (Figure 3).
The second principle of ‘PT-specific approach’ highlights what occurs when the physiotherapist
receives a referral for treatment (Figure 4). The steps in the decision-making process (Wolf, 1985;
Jones, 1992) are identified in order to determine whether there are clinical problems to treat within the
scope of physiotherapy and, if so, how to proceed to ensure effective, accountable practice. Objective
measures of outcome are used to establish a functional baseline before treatment. Interventions are
selected based on the scientific and professional evidence (i.e., evidence-based practice) for
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effectiveness. This selection requires the critical appraisal of information in order to identify testimonial
versus scientific evidence. Reading to critically evaluate information is introduced as a professional skill
in the first term. Throughout the professional subjects students read the scientific and professional
literature in order to interpret and apply relevant research findings to physiotherapy practice. As
educated consumers of the professional and scientific literature, students will be capable of applying
relevant findings to physiotherapy practice and of selecting credible continuing education programmes.
A focused development of the students’ critical appraisal skills is provided in the Critical Inquiry subject
series (i.e., Research methods and Statistics). The development of a Capstone project allows students to
engage in critical thinking and problem solving activities, creativity and innovation, global outlook,
leadership and teamwork skills and entrepreneurship. The instruction and assessment of the final written
report on the project is carried out in Year IV and in collaboration with the English Language
Department. To ensure competency in discipline-specific Chinese language, the instruction and
assessment of a subject “Chinese Therapeutics in PT” is also carried out in collaboration with the
Chinese Language Department
In summary, the following factors are highlighted in the PT-specific approach to

physiotherapy practice: the concept of international classification of functioning, disability and
health, the use of measures, the focus on functional status, the role of critical appraisal in evidence-
based practice, clinical reasoning, the PT as educator and communicator and the transfer of
knowledge and skills to the clinical environment. This emphasis reflects the development within the
profession as well as within the field of rehabilitation sciences (Thomas-Edding, 1987; Shepard &
Jensen, 1990; Chartered Society of Physiotherapy, 1991; Commission on Accreditation in Physical
Therapy Education, 1992; American Physical Therapy Association, 1995; Hui-Chan, 1996; World
Confederation for Physical Therapy 2007; World Health Organisation 2002).
The educational programme in physiotherapy makes use of different “themes” for the
organisation of content knowledge and specific skills, with the overall aim to prepare the graduates to
meet the competencies of an entry-level physiotherapist. Themes include: a life span perspective,
health promotion for all populations, and the organization of content by body systems.
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Figure 2. Factors Impacting an Individual’s performance – A Holistic View
(Adapted from Cech & Martin, 1995)
Environment Social Aspects
Functional
Performance
Personal Profile
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Figure 3. ICF Model
Health Condition
(disorder/disease)
Body Participation
Activities
Function & Structure (Restriction)
(Limitation)
(Impairment)
Environmental Personal
Factors Factors
Adapted from:
Towards a Common Language for Functioning, Disability and Health ICF, World Health Organization, Geneva 2002
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Figure 4. Physiotherapy-Specific Approach
Referral
“Chief Functional Complaint”
----------------------------------------------Review History & Patient Report-------------------------------------

---Combine with Holistic Approach---
Perform/Review Multidisciplinary Measures
(e.g., Barthel Index; FIM: Functional Independence Measure; Quality of Life: SF-36, WHOQOL)
Physiotherapy Examination
interview / assessment procedures
(global vs. focused)
Determine Clinical Problems that Refer / Consult

are within the scope of PT practice with other
(= PT Diagnosis) Professionals
Infer Cause (implications: course of disease; prognosis)
Set Measurable, Functional Goals

(include expected timeframe)
Discharge Plan / Follow-up
Prioritize Goals
Choose Methods to Measure Change

(e.g., progress)
Choose Methods of Intervention

(Treatment)
Select based on evidence = *‘Evidence-based Practice’
If using: Exercise/Activity/Task /Function

Determine role of Feedback, Practice, Environment
Perform Treatment
(Monitor & Adjust, as needed)
Measurement of Outcome
*NOTE: Identify Level of Evidence supporting a particular intervention. Requires critical appraisal of information to identify
testimonial versus scientific evidence.
Adapted from:
WOLF, S.L. Clinical Decision Making in Physical Therapy. F.A. Davis, 1985, p.174.
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9. ENTRANCE REQUIREMENTS
9.1 General Entrance Requirements:
* Hong Kong Diploma of Secondary Education (HKDSE) Examination with 4 core

subjects and 1 elective subject in:
Level 3: English Language and Chinese Language; AND
Level 2: Mathematics, Liberal Studies and one elective subject.
9.2 Additional Entrance Requirements:
* Preferred HKDSE Subjects: Biology/Combined Science with a Biology component;

AND
* Applicants must be able to communicate effectively in Cantonese/Putongua and
English; AND
* Applicants should be normally fit and able to fulfill the physical requirements of
professional practice.
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10. REGULATIONS FOR ASSESSMENT, PROGRESSION AND AWARD
10.1 General Assessment Regulations

10.1.1 Introduction
 The General Assessment Regulations shall govern the Bachelor of Science
(Honours) Physiotherapy programme which leads to a University award.
The BSc (Hons) PT programme shall, in addition, have its own programme -
specific regulations, formulated within the framework of the General
Assessment Regulations, and students shall be advised of these regulations at
the commencement of an academic year.
 In this programme students progress by credit accumulation i.e. allowing
credits earned by passing individual subjects to be accumulated toward the
final award.
 For the purpose of these Regulations, a subject is defined as a discrete section
of the programme which is assigned a separate assessment. A list of subjects,
together with their credit value, is shown in Table 2.
10.1.2 Admission, subject registration and related regulations

Admission and subject registration
 Student registration will be carried out only at the start of the academic year.
 Students are required to progress through the programme in which they have
registered in accordance with the specified pattern.
 Full-time regular students are expected to complete subject registration before
the commencement of each semester.
Deferment of study
 Deferment of study is granted in exceptional circumstances to those who have
a genuine need to extend the maximum period of registration. Approval from
the Department offering the programme is required. The deferment period
will not be counted towards the maximum period of registration.
Subject exemption
 If a student is exempted from taking a specified subject, the credits associated
with the exempted subject will not be counted towards the award
requirements. It will therefore be necessary for the student to take another
relevant subject in order to satisfy the credit requirement for the award. This
subject shall be chosen in consultation with the programme leader.
Credit transfer
 In the case of a credit transfer, students will be given credit for recognized
previous study and the assigned credit will be counted towards meeting the
requirement of the award.
 Credit transfer may take place with or without the grade being carried; the
former should normally occur only when the credits to be transferred have
been gained from PolyU.
 Normally, not more than 50% of the credit requirement for the award may be
transferred from approved institutions outside the University.
 For transfer of credit from programmes offered by PolyU, normally not more
than 67% of the credit requirement for the award can be transferred.
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 In the cases where both types of credits are transferred (i.e. from programmes
offered by PolyU and from approved institutions outside the University), not
more than 50% of the credit requirement for the award may be transferred.
 The validity period of credits previously earned, is 8 years after the year of
attainment.
10.2 Regulations for assessment, progression and award

Assessment
10.2.1 Assessment of learning and assessment for learning are both important for
assuring the quality of student learning. Assessment of learning is to evaluate
whether students have achieved the intended learning outcomes of the
subjects that they have taken and have attained the overall learning outcomes
of the academic programme at the end of their study at a standard appropriate
to the award. Appropriate methods of assessment that align with the intended
learning outcomes will be designed for this purpose. The assessment methods
will also enable the teacher to differentiate students’ different levels of
performance within the subject. Assessment for learning is to engage students
in productive learning activities through purposefully designed assessment
tasks.
Purpose of assessment
10.2.2 The purpose of assessment within this programme is consistent with that
outlined in the University guidelines. The faculty seek to ensure that the
student has met the objectives and intended learning outcomes of individual
subjects as well as the aims and intended learning outcomes of the programme
overall. Within a given subject, assessment serves a dual purpose: to provide
feedback to the student, and to determine whether the student has met the
objectives and intended learning outcomes of the subject. Assessment goes
beyond the recall of information, to include methods which recognise the
student’s ability to seek information, and to analyse, interpret and critically
apply this information. Timely feedback should be provided to students so
that they are aware of their progress and attainment for the purpose of
improvement.
Assessment rationale
10.2.3 Assessment methods adopted in this programme are appropriate for the
achievement of the subject aims and intended learning outcomes, and
ultimately, the programme aims and intended learning outcomes.
10.2.4 Students are required to demonstrate their knowledge and comprehension of

the required subjects. The acquisition of factual information is essential so
that students can analyze, assimilate and apply this knowledge in both the
physiotherapy-specific subjects and in the clinical education subjects. The
students' grasp of concepts is assessed by oral and written presentations of
various types. The development of skills is assessed through such means as
practical work, reports, laboratory reports and tests.
10.2.5 The achievement of programme aims related to the acquisition of attributes

such as independent thought/action and communication skills is assessed in a
range of work modes throughout the programme, e.g., oral case presentations.
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The acquisition of these professional attributes is further reinforced in the
clinical education component. The intellectual skills required of a competent
practitioner are assessed through project work, assignments and essays
requiring background reading.
10.2.6 Achievement of the programme aims relating to the development of skills of

inquiry and the development of a critical and analytical approach is assessed
through the subjects of Critical Inquiry and Clinical Education.
10.2.7 The assessment of the programme aims and objectives specific to the practice
of Physiotherapy depends on the integration of theory and practice in the
application of clinical problem solving skills.
10.2.8 The assessment methods adopted for Clinical Education subjects are designed
to ensure that the student's ability in clinical reasoning develops as the
academic programme progresses. As Clinical Education is an integral part of
the programme, the assessment takes a holistic view of the Physiotherapy
process.
Methods of assessment
10.2.9 Throughout the programme, a subject is assessed on the basis of coursework
and, in some subjects, a final examination.
Continuous assessment
10.2.10 Students in their first year spend more time learning theory and knowledge
and less time learning application. The majority of the subjects in the
programme are assessed by means of continuous assessment, which is
considered to encourage the student to work steadily and progressively
throughout the semester. It is therefore essential for the achievement of
horizontal integration and vertical development of subjects within each
semester/ year and progressively through the programme.
10.2.11 Continuous assessment may be in the form of tests, assignments, laboratory

work, practical work, essays, case studies, project work or field work. The
format and the relative weighting allocated for each subject is specified
clearly in the subject syllabi. Continuous Assessment assignments which
involve group work should nevertheless include some individual components
therein. The contribution made by each student in continuous assessment
involving a group effort shall be determined and assessed separately, and this
can result in different grades being awarded to students in the same group.
Examination
10.2.12 Examinations may take place at the end of Semester I or Semester II or at the
end of the academic year, or both. All examinations planned for this
programme are in written form. Questions may be essay-type, short answer,
multiple choice, etc., the details of which are set out in the syllabi of the
individual subjects. Students will be informed in advance of the format of the
examination paper.
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10.2.13 It will be the responsibility of each subject examiner to compile all
examination question papers which will be checked by the programme leader.
Timing of continuous assessment and examination

10.2.14 This may take many different forms, as stated above, and occur at intervals
throughout the year. A calendar with the timing and nature of the assessments
for each subject is presented to the students at the start of the academic year.
One of the responsibilities of the subject examiner is to spread the programme
workload evenly throughout the year and to maximize the advantages of this
form of assessment. Students will be notified in advance of the timing of the
assessments/examinations.
10.3 Grading
10.3.1 A student’s overall performance in a subject shall be assessed as follows:
Grade Description
A+ Exceptionally Outstanding
A Outstanding
B+ Very Good
B Good
C+ Wholly Satisfactory
C Satisfactory
D+ Barely Satisfactory
D Barely Adequate
F Inadequate
10.3.2 A numeral grade point is assigned to each letter grade, as follows:

Grade Grade Point
A+ *4.5
A 4.0
B+ 3.5
B 3.0
C+ 2.5
C 2.0
D+ 1.5
D 1.0
F 0
* GPA is capped at 4.0
10.3.3 At the end of each semester, a Grade Point Average (GPA) will be computed
as follows, and based on the grade point of all the subjects:
 Subject Grade Point x Subject Credit Value

n
GPA = _______________________________________
 Subject Credit Value
n
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Where n = number of all subjects (inclusive of failed subjects) taken by the
student up to and including the latest semester. For subjects which have been
retaken, only the grade point obtained in the final attempt will be included in the
GPA calculation.
In addition, the following subjects will be excluded from the GPA calculation:
 Exempted subjects
 Ungraded subjects
 Incomplete subjects
 Subjects for which credit transfer has been approved without any grade
assigned #
 Subjects from which a student has been allowed to withdraw (i.e. those with
the grade “W”)
# Subjects taken in PolyU or elsewhere and with grade assigned, and for which credit transfer
has been approved, will be included in the GPA.
Any subject which has been given an “S” code, i.e. absent from examination,
will be included in the GPA calculation and will be counted as “zero” grade
point. The GPA is thus the unweighted cumulative average calculated for a
student, for all relevant subjects taken from the start of the programme to a
particular point of time. GPA is an indicator of overall performance. The GPA
is capped at 4.0.
10.4 Progression
10.4.1 Board of Examiners
A Board of Examiners is appointed for each programme leading to a
University award. It is required to follow the University's General Assessment
Regulations, as well as the specific regulations approved for the programme.
The Board of Examiners shall, at the end of each semester, determine whether
each student is
(i) eligible for progression towards an award; or
(ii) eligible for an award; or
(iii) required to be deregistered from the programme.
10.4.2 When a student has a Grade Point Average (GPA) lower than 2.0, he/she will
be put on academic probation in the following semester. Once the student is
able to improve his/her GPA up to 2.0 or above at the end of the semester, the
status of “academic probation” will be lifted. The status of “academic
probation” will be reflected in the examination result notification but not in
the transcript of studies.
10.4.3 A student will have `progressing' status unless he/she falls within the
following categories, either of which may be regarded as grounds for
deregistration from the programme:
(i) the student has exceeded the maximum period of registration which is 8
years;
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(ii) the student’s GPA is lower than 2.0 for two consecutive semesters and
his/her Semester GPA in the second semester is also lower than 2.0; or
(iii) the student’s GPA is lower than 2.0 for three consecutive semesters.
10.4.4 A student may be de-registered from the programme enrolled before the time
frame specified in Sections 10.4.3(ii) or 10.4.3(iii) above if his/her academic
performance is poor to the extent that the Board of Examiners deems that
his/her chance of attaining a GPA of 2.0 at the end of the programme is slim
or impossible.
10.5 Retaking of subjects

10.5.1 Students must retake a compulsory subject which they have failed, ie.
obtained an F grade. However, they may retake any subject for the purpose of
improving their grade without having to seek approval.
10.5.2 Retaking of subjects is undertaken with the condition that the maximum study
load of 21 credits per semester is not exceeded. Students wishing to retake
passed subjects will be accorded a lower priority than those who are required
to retake due to failure in a compulsory subject and therefore can only do so if
places are available.
10.5.3 The number of retakes of a subject is not restricted. Only the grade obtained
in the final attempt of retaking (even if the retake grade is lower than the
original grade for an originally passed subject) will be included in the
calculation of the Grade Point Average (GPA). If students have previously
passed a subject but failed it after retake, credits awarded for passing the
subject in a previous attempt will remain valid for satisfying the credit
requirement for award. (The grades obtained in previous attempts will only be
reflected in the transcript of studies.)
10.5.4 In cases where a student takes another subject to replace a failed elective
subject, the fail grade will be taken into account in the calculation of the GPA,
despite the passing of the replacement subject.
10.5.5 For clinical education subjects, each clinical block can only be repeated once.
A student who is unable to pass the clinical education subject for his/her
second attempt is required to withdraw from the programme.
10.6 Exceptional circumstances

Absence from an assessment component
10.6.1 For a student who is unable to complete all the assessment components of a
subject due to illness or other circumstances beyond his/her control and
considered by the subject offering Department as legitimate, the Department
will determine whether the student will have to complete the assessment, and
if so, by what means. This late assessment shall take place at the earliest
opportunity, and before the commencement of the following academic year
(except that for Summer Term, which may take place within 3 weeks after the
finalization of Summer Term results). If the late assessment cannot be
completed before the commencement of the following academic year, the
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Faculty Board Chairman shall decide on an appropriate time for its
completion.
10.6.2 The student concerned is required to submit his/her application for late
assessment in writing to the Head of Department offering the subject, within
five working days from the date of the examination, together with any
supporting documents. Approval of applications for late assessment and the
means for such late assessments shall be given by the Head of Department
offering the subject or the Subject Lecturer concerned, in consultation with
the Programme Leader.
Aegrotat award
10.6.3 If a student is unable to complete the requirements of the programme in
question for the award due to very serious illness, or other very special
circumstances which are beyond his control, and considered by the Board of
Examiners as legitimate, the Faculty/School Board will determine whether the
student will be granted an aegrotat award. Aegrotat award will be granted
under very exceptional circumstances.
10.6.4 A student who has been offered an aegrotat award shall have the right to opt
either to accept such an award, or request to be assessed on another occasion
to be stipulated by the Board of Examiners; the student’s exercise of this
option shall be irrevocable.
10.6.5 The acceptance of an aegrotat award by a student shall disqualify him from
any subsequent assessment for the same award.
10.6.6 An Aegrotat Award shall normally not be classified and the award parchment
shall not state that it is an aegrotat award.
Other particular circumstances

10.6.7 A student’s particular circumstances may influence the procedures for
assessment but not the standard of performance expected in assessment.
10.7 Work-integrated Education (WIE)

Students will be required to participate in Work-integrated Education (WIE) to satisfy
the overall requirement of general education before graduation. These WIE activities
aim to provide the framework for students to integrate what they learn in the classroom
with what they learn in the real world. All structured clinical placements in hospitals or
clinical settings from subjects Clinical Education I to Clinical Education III-5 are WIE
in nature and students can fulfill the WIE requirement upon graduation. Other forms of
activities may be considered by the department/faculty to meet the requirement of WIE.
10.8 Graduation Requirement

10.8.1 A student is eligible for award if he/she meets all the conditions shown below:
* Accumulation of 131 credits as defined in this document; and

* Satisfying all the 'compulsory' requirements defined in this document;
and
* Satisfying the General University Requirements (GUR); and
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* Having a cumulative GPA of 2.0 or above at the end of the programme;
and
* Obtaining an Average Grade of ‘C’ or above for all Clinical Education
Subjects; and
* Satisfying the requirement on Work-integrated Education (WIE)
10.8.2 A student is required to graduate as soon as he/she satisfies all six conditions
stated in Section 10.8.1. Details of General University Requirements are listed
in Appendix 2. Subject to the maximum study load of 21 credits per semester,
a student may take more credits than he/she needs to graduate in addition to
the prescribed credit requirements for his/her award in or before the semester
within which he/she becomes eligible for award.
10.9 Guidelines for award classification

10.9.1 Using the following guidelines, the Board of Examiners shall exercise its
judgement in coming to its conclusions regarding the award for each student,
and where appropriate, may use other relevant information.
10.9.2 The BSc (Honours) Physiotherapy programme makes use of a Weighted GPA
as a guide for helping to determine award classifications.
Weighted GPA will be computed as follows:
n
Subject Grade Point x Subject Credit Value x Wi
Weighted GPA=
n
Subject Credit Value x Wi
Where Wi = 2 for all assessment grades for subjects in Level 1;

= 2 for all assessment grades for subjects in Level 2;
= 3 for all assessment grades for subjects in Level 3; and
= 3 for all assessment grades for subjects in Level 4.
n = number of all subjects counted in GPA calculation as set out in

section 10.3.3
A University-wide standard weighting is applied to all subjects of the same

level. Same as for GPA, Weighted GPA is capped at 4.0.
Honours Degree Grades for Cumulative Result of Clinical Education

1st
2: i
2: ii All students must attain a Grade C or above in Clinical
rd Education in order to graduate
3
Pass-without-
Honours
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10.9.3 The following are guidelines for Boards of Examiners’ reference in
determining award classifications:
Honours
Degree Guidelines
1st The student has reached a standard of performance

/attainment which is outstanding, and which identifies him /
her as exceptionally able in the field covered by the
programme in question.
2: i The student has reached a standard of performance /
attainment which is more than satisfactory but which is less
than outstanding.
2: ii The student has reached a standard of performance /
attainment judged to be satisfactory, but which is clearly
higher than the ‘essential minimum’ required for graduation.
3rd The student has attained the ‘essential minimum’ required
for graduation at a standard ranging from just adequate to
just satisfactory.
10.9.4 There is no requirement for the Board of Examiners to produce award lists
which conform to the guidelines in Section 10.9.3.
10.9.5 Under exceptional circumstances, a student who has completed an Honours

degree programme, but has not attained Honours standard, may be awarded a
Pass-without-Honours degree. A Pass-without-Honours degree award will be
recommended when the student has demonstrated a level of final attainment
which is below the 'essential minimum' required for graduation with Honours
from the programme in question, but when he / she has nonetheless covered
the prescribed work of the programme in an adequate fashion, while failing to
show sufficient evidence of the intellectual calibre expected of Honours
degree graduates. For example, if a student in an honours degree programme
has a GPA of 2.0 or more, but his Weighted GPA is less than 2.0, he may be
considered for a Pass-without-honours classification. A Pass-without-Honours
is an unclassified award, but the award parchment will not include this
specification.
10.10 Checking of eligibility for graduation

10.10.1 The computer system will identify potential graduates by generating potential
graduate lists after the end of each semester. The system will check the
following to determine students' eligibility for graduation:
(i) the compulsory subject requirements; and
(ii) credit requirements for the BSc (Hons) PT award; and
(iii) language requirements; and
(iv) general education requirements; and
(v) the minimum GPA value required for graduation
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10.10.2 Departments will ensure that students wishing to graduate will have
completed all necessary subjects by the desired graduation date, and will
verify the eligibility of students for awards. The potential graduates identified
by the computer system will be brought to the attention of the Programme
Leader for verification, and will then be presented to the BoE for
determination of the award classifications.
10.10.3 Self-paced students will be made aware that they have the primary
responsibility to ensure that they meet the necessary graduation requirements
within the maximum period of registration and to declare their wish to
graduate at an appropriate time in advance.
10.11 Subject Results

10.11.1 Subject Lecturers have sole responsibilities for marking students' coursework
and examinations scripts, grading them, finalising the results and informing
each student of his/her results, in respect of the subject they teach. In this
regard, Subject Lecturers will be accountable to the Head of the subject
offering Department, to ensure that the scripts are correctly marked and
graded, and to avoid administrative errors at all times.
10.11.2 Subject Assessment Review Panel (SARP) may also be formed by the Head
of the Department offering the subjects to review and finalise the subject
grades for submission to the Board of Examiners. Each Department may form
one Subject Assessment Review Panel to take care of all subjects it offers.
10.11.3 The authority for approving the overall results of students rests with the Board
of Examiners (BoE).
10.12 The roles of the Board of Examiners and Faculty Board

Role of Board of Examiners
10.12.1 Each programme will have a Board of Examiners which will meet at the end
of each semester.
10.12.2 The Head of the Department is to be Chairman of the Board of Examiners.

The minimum number of members of a BoE (including the Chairman, but
excluding the Secretary) should be five, and it should be composed of staff
members associated with the programme/scheme concerned and some other
senior staff members. The Programme Leader will be an ex-officio member of
the Board. The membership should be proposed by the Head and endorsed by
the Dean.
10.12.3 This Board will not attempt to change grades for any student in any subject.
10.12.4 The Board will consider the following:

(i) problematic cases such as cases for de-registration;
(ii) classifications students’ awards; and
(iii) cases with extenuating circumstances
10.12.5 Under the credit-based system, a student progresses by subject rather than by
year/semester. Therefore, the Board of Examiners need not be concerned
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about decisions relating to progression by year/semester nor be concerned
about subject borderline cases.
Role of Faculty Board

10.12.6 Faculty Board will ratify the decisions made by the Board of Examiners
without duplicating the effort of the latter. It should deal with individual
cases only when extenuating circumstances have played a role.
10.12.7 For cases outside the provision of programme requirements and University
regulations, the decisions of Faculty Board (in accordance with the existing
terms of reference) will be referred to the Academic Regulations Committee
for ratification. Recommendations regarding the granting of aegrotat award
will be referred to the Faculty Board for approval.
10.12.8 The Faculty Board should be presented with statistical information on student
performance in each programme.
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11. Departmental Policy / Guideline on Student Misconduct
Department of Rehabilitation Sciences
The Department of Rehabilitation Sciences takes a strong stand against student misconduct. The
following policy / guideline assists both students and staff in dealing with student misconduct.
The Department expects the following conduct from students:

 To abide by the University's expectation of student conduct (refer to PolyU Student Handbook)
 To attend classes regularly and punctually, and behave appropriately in classes at all times.
 To practice ethical decision-making.
 To act honestly in examinations (written and practical), tests, assignments, reports and projects.
 To avoid plagiarism.
Academic misconduct includes (the list is not exhaustive)

 Plagiarism means "to take (words, ideas, etc.) from someone else's work and use them in one's
own work without admitting one has done so".1 It includes inappropriate paraphrasing, building
on someone's ideas without citation, copying from another source without citing (on purpose or
by accident).2 The PolyU Student handbook emphasizes that plagiarism includes intent to
plagiarize, and that this intent will be assumed.3
 Cheating, which may include
 handing in someone else's paper as your own, or borrowing or stealing a paper with or
without the knowledge of the other student;
 hiring someone to write your paper;
 sharing an assignment or report when individual work is required;
 impersonating another student or cheating during examinations (written and/or practical),
or tests (written and/or practical) .
 Submitting the same piece of work twice without prior approval.
 Helping another student commit wrongful acts.
Penalty – PolyU Student Handbook

 Disciplinary action against any misconduct may include:
 reprimand
 fine
 suspension from use of PolyU’s facilities for a specified period
 suspension of studies for a specified period
 expulsion for a specified period or indefinitely
 any other penalties as considered appropriate.
Penalty for academic offences - RS Dept:

The minimum penalty for any misconduct is a note in the student’s record and the maximum penalty is
expulsion from the programme. For plagiarism or cheating in academic work, the penalties are:
 1st offence of academic misconduct
 The student will receive a failing grade on the component of assessment or in the subject in
which the misconduct was identified.
 The subject leader will notify the programme leader and a permanent record of this event will
be placed in the student's file.
 The programme leader will notify the Head of Department, and send a warning letter to the
student.
 2nd offence of academic misconduct
 The case will be referred to the Student Discipline Committee for investigation and decision. If
the student is found guilty of the alleged offence, penalties considered appropriate by the
Student Discipline Committee may be imposed, depending on the seriousness of the case.3 The
penalty may result in suspension or expulsion.
A31
Guidelines for staff
Staff will:
 Provide students with opportunities to understand the nature and penalty of academic
misconduct, and how to avoid committing the offences.
 Provide written instructions and guidelines to students on conduct during examinations and tests
(written and/or practical).
 Provide written instructions and guidelines to students on assignment and report writing,
including how to avoid plagiarism.
 For suspected and/or proven plagiarism cases, interview and caution students; take necessary
actions; adopt an educational approach; inform programme leader.
Reference:
1. Longman Dictionary of Contemporary English, (1987). Harlow, Essex : Longman, p.784
2. Purdue University Writing Lab. Web source - http://owl.english.purdue.edu
3. Student Hand Book, The Hong Kong Polytechnic University. (see “Conduct and Disciplines –
Academic Studies”).
Bibliography
Purtilo, R. (1999). Ethical Dimensions in the Health Professions. 3rd Edition. Ch.6. Philadelphia: Saunders.
University of Northern British Columbia. Web source: http://www.unbc.ca/lsc/handouts/writing.html
Websites for information on academic writing:

http://edc.polyu.edu.hk/PSP/student.htm
http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize
http://www.plagiarism.org/
http://plagarism.com
http://www.northwestern.edu/uacc/plagiar.html
http://owl.english.purdue.edu/
http://www.powa.org/
http://www.unbc.ca/lsc/handouts/writing.html
A32
APPENDICES
PART A
A0
Appendix 1
Curriculum Map
This curriculum map gives a holistic view of the degree to which each intended learning outcome will be taught and assessed in BSc (Hons) in Physiotherapy programme.
The following indicators (I, R, A) show the treatment of the programme intended learning outcomes in a subject:
I (Introduced) That the learning leading to the particular intended outcome is introduced in that subject.
R (Reinforced) That the learning leading to the particular intended outcome is reinforced/emphasized in that subject.
A (Assessed) That the performance which demonstrates the particular intended outcome is assessed in that subject
RS2040
RS2660
RS2690
RS2050
RS2700
RS2780
RS2670
RS2730
RS3030
RS3660
RS3830
RS27100
RS3580
RS3730
RS3770
RS3780
RS37500
RS3060
RS3680
RS3731
RS3771
RS3790
RS47100
RS47200
RS4050
RS4060
RS4740
RS4790
RS4910
RS47300
RS47400
RS47500
Programme Intended
Learning Outcomes
Professional/academic
knowledge and skills
A33
1 Appraise the health and

social care needs of clients
(individuals, groups and I I
I I R R R I I R R R I R R R R R R R R R R
communities), including I I R R R R A
A A A A A A A A A A R A A A A A A A A A A
screening, prevention, and A A
wellness programmes
appropriate to physiotherapy
Practice physiotherapy safely
2 I I I I R R I I
and effectively I I I I R I R R R R R R R R R R R R R
R I A A R A I A R R R
A A A A R A A A A A A A A A A A A
A A R A A A
A
3 Recognize his/her
responsibility to deliver I
R I R R R R I I R R R R
service and practice in I I R I I R R R R R R R R R R
A A A A A A R R A A A A
A
accordance with current
legislation applicable to
RS2040
RS2660
RS2690
RS2050
RS2700
RS2780
RS2670
RS2730
RS3030
RS3660
RS3830
RS27100
RS3580
RS3730
RS3770
RS3780
RS37500
RS3060
RS3680
RS3731
RS3771
RS3790
RS47100
RS47200
RS4050
RS4060
RS4740
RS4790
RS4910
RS47300
RS47400
RS47500
Programme Intended
Learning Outcomes
physiotherapy and to
maintain and promote the
highest professional and
ethical standard and to
contribute to the
development of the
profession
4 Critically evaluate published

research evidence on
I I I
techniques / technology and I R R R R R R R
I R I R R R I R R I R R R R R A R R R R
apply relevant findings to R A A A A A A A
A A A
physiotherapy practice,
research and education
5 Demonstrate clinical
A34
decision-making skills
including clinical reasoning, I I
I R I R R R R I R R R R R R R R R R
clinical judgment, and R I I R
A
R R
A A A A A A R A A A
R
A A
R
A A
A R
A A A
reflective practice to solve A A
professional and clinical
problems
6 Demonstrate a holistic
approach to patient/client
care (ie. patient/client-
centered care) by drawing on I I
the awareness of the global I R I R R I R R R R R R R R R
I R I I I R R I R R R R
A A A A A A A A A A A A A A A
economic, cultural and A A
sociological factors which
may influence the context of
RS2040
RS2660
RS2690
RS2050
RS2700
RS2780
RS2670
RS2730
RS3030
RS3660
RS3830
RS27100
RS3580
RS3730
RS3770
RS3780
RS37500
RS3060
RS3680
RS3731
RS3771
RS3790
RS47100
RS47200
RS4050
RS4060
RS4740
RS4790
RS4910
RS47300
RS47400
RS47500
Programme Intended
Learning Outcomes
Attributes for all-

roundedness
Language Proficiency –
7 I
Bilingualism & Professional- R R I R I I R R R R R R R R R R R R R R R R R R R R R R
R R R A
based Language A A R A R R A A A A A A A A A A A A A A A A A A A A A A
A
Communication & I I I I I
8 I I R R R I R R R R R R R R R R R R R R
Interpersonal Skills R I R R R R R R R R R
R A A A A A A A A A A A A A A A A A A A
A A A A A
Problem-solving ability I
9 I I I I I I
I R I I I R R R R R R R R R R R R R R R R R R R R
R R R R R R R
A A A A A A A A A A A A A A A A A A A A A A A A A
A A A A A A
Personal and Professional I

10 I I R R R R R R R R R R R R R R
ethics I R I I IA I R R R R R R R R R
A A A A A A A A A A A A A A A
A
A35
Entrepreneurship, Leadership I
11 I R I I I R R I I I R R R R R R R
and Team-work I R I I R R R R R R
A A A R R A A R R R A A A A A A A
A
Life-long learning attitude R R I
12 R R R R R R
I R I R I I R R R R R R I R R R A A R R R
A A A A A A
A
Social and Civic I I
13 I R R R R R R R R R R
Responsibility I I I I R R R I R R R R R R R
R A A A A A A A A A A
A A
Global Outlook I
14 R I I
I I I I I I I R R I I I R R I R R R R R R
A R R
A
Appendix 2
Summary of General University Requirements (GUR)
To be eligible for an award under the 4-year full-time undergraduate curriculum, a student must satisfy
the following General University Requirement (GUR) in addition to other requirements as listed in 10.8
in this definitive document:
(a) Language and Communication Requirements 9 credits

(b) Freshman Seminar 3 credits
(c) Leadership and Intra-Personal Development 3 credits
(d) Service-Learning 3 credits
(e) Cluster Areas Requirement (CAR) 12 credits
(f) China Studies Requirement (3 of the 12 CAR credits)
(g) Healthy Lifestyle Non-credit bearing
Total = 30 credits
(a) Language and Communication Requirements (LCR)
English
All undergraduate students must successfully complete two 3-credit English language subjects as
stipulated by the University (Table 1). These subjects are designed to suit students’ different levels of
English language proficiency at entry, as determined by their HKDSE score or the English Language
Centre (ELC) entry assessment (when no HKDSE score is available). Students who are weaker in
English at entry (with a HKDSE score of Level 3 with one or two sub-scores below Level 3) are required
to take one or two extra credit-bearing English Language Enhancement subject(s) offered by ELC in
their area(s) of weakness, as a pre-requisite for taking English LCR subjects.
Students who can demonstrate that they have achieved a level beyond that of the LCR proficient level
subjects as listed in Table 2 (based on an assessment by ELC) may apply for subject exemption or credit
transfer of the LCR subject or subjects concerned.
Table 1: Framework of English LCR subjects

HKDSE Subject 1 Subject 2 Extra Subject(s)
Required
Level 5 or Advanced English for Any LCR Proficient level NIL
equivalent University Studies subject in English (see
(AEUS) Table 2)
3 credits 3 credits
Level 4 or English for University Advanced English for NIL
equivalent Studies (EUS) University Studies
3 credits (AEUS)
3 credits
Level 3 or Practical English for English for University NIL
equivalent University Studies (PEUS) Studies (EUS)
3 credits 3 credits
Level 3 with one Practical English for English for University 1 or 2 subjects from
or two sub-scores University Studies (PEUS) Studies (EUS) the ELC English
below Level 3 or 3 credits 3 credits Language
equivalent Enhancement
subjects (see Table
3)
2 credits each
A36
Table 2: LCR Proficient level subjects in English
For students entering with Advanced English Reading and Writing Skills 3 credits each
HKDSE Level 5, or at an
equivalent level or above
Persuasive Communication
English in Literature and Film
Table 3: ELC English Language Enhancement subjects

For students entering with English Language Enhancement - Speaking Skills 2 credits each
HKDSE Level 3 with one
or two sub-scores below English Language Enhancement - Listening Skills
Level 3
English Language Enhancement - Reading Skills
English Language Enhancement - Writing Skills
Chinese
All undergraduate students are required to successfully complete one 3-credit Chinese language subject
as stipulated by the University (Table 4). These Chinese subjects are designed to suit students’ different
levels of Chinese language proficiency at entry, as determined by their HKDSE score or the Chinese
Language Centre (CLC) entry assessment (when no HKDSE score is available). Students who are
weaker in Chinese at entry (with HKDSE sub-scores of Level 2) will be required to take one or two extra
credit-bearing Chinese Enhancement subject(s) offered by CLC, in their area(s) of weakness, as a pre-
requisite for taking the Chinese LCR subject. Students can also opt to take additional Chinese LCR
subjects (Table 7) in their free electives.
Students who are non-Chinese speakers (NCS), or whose Chinese standards are at junior secondary level
or below, will also be required to take one LCR subject specially designed to suit their language
background and entry standard as shown in Table 6.
Students who can demonstrate that they have achieved a level beyond that of the course “Advanced
Communication Skills in Chinese” as listed in Table 4 (based on an assessment made by CLC) may
apply for subject exemption or credit transfer of the LCR subject concerned.
Table 4: Framework of Chinese LCR subjects

Required subject Extra subjects(s) Required
HKDSE Level 4 and 5 or Advanced Communication Skills Nil

equivalent in Chinese (ACSC)
3 credits
HKDSE Level 3 or Fundamentals of Chinese Nil

equivalent Communication (FCC)
3 credits
Level 3 with one or two Fundamentals of Chinese 1 or 2 subjects from the CLC
sub-scores below Level 3 Communication (FCC) Chinese Language Enhancement
3 credits subjects
(see Table 5)
2 credits each
For non-Chinese speakers one subject from table 6 below Nil

or students whose Chinese
standards are at junior
secondary level or below
A37
Table 5: CLC Chinese Language Enhancement subjects
HKDSE Subject 1 Subject 2
For students entering with Basic Writing Skills Nil

HKDSE result at Level 3 with 2 credits
one sub-score below Level 3
For students entering with Basic Writing Skills Speech Genres and Verbal
HKDSE result at Level 3 with 2 credits Communication
two sub-scores below Level 3 2 credits
Table 6: Chinese LCR Subjects for non-Chinese speakers or students whose Chinese standards are at
junior secondary level or below
Subject Pre-requisite/exclusion
Chinese I (for non-Chinese  For non-Chinese speaking students at 3 credits
speaking students) beginners’ level each
Chinese II (for non-Chinese  For non-Chinese speaking students; and
speaking students)  Students who have completed Chinese I or
equivalent
Chinese III (for non-Chinese  For non-Chinese speaking students at higher
speaking students) competence levels; and
 Students who have completed Chinese II or
equivalent
Chinese Literature – Linguistics  For non-Chinese speaking students at higher
and Cultural Perspectives (for competence levels
non-Chinese speaking students)
Table 7: Other LCR Electives in Chinese

Subject Pre-requisite/exclusion
Chinese and the Multimedia  For students entering with HKDSE level 4 or 3 credits
above; or each
 students with advanced competence level as
determined by the entry assessment; or
 Students who have completed “Fundamentals
of Chinese Communication”
Creative writing in Chinese  For students entering with HKDSE level 4 or
above; or
 students with advanced competence level as
determined by the entry assessment; or
 Students who have completed “Fundamentals
of Chinese Communication”
Elementary Cantonese For students whose native language is not Cantonese
Putonghua in the Workplace  Students have completed “Fundamentals of
Chinese Communication” or could demonstrate
the proof with basic Putonghua proficiency
 For students whose native language is not
Putonghua
A38
Writing Requirement
In additional to the LCR in English and Chinese explained above, all students must also, among
the Cluster Areas Requirement (CAR) subjects they take (see section (e) below), pass one subject
that includes the requirement for a substantial piece of writing in English and one subject with the
requirement for a substantial piece of writing in Chinese.
Reading Requirement
All students must, among the CAR subjects they take, pass one subject that includes the
requirement for the reading of an extensive text in English and one subject with the requirement
for the reading of an extensive text in Chinese.
A list of approved CAR subjects for meeting the Writing Requirement (with a “W” designation)
and for meeting the Reading Requirement (with an “R” designation) is shown at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
(b) Freshman Seminar

All students must successfully complete, normally in their first year of study, one 3-credit
Freshman Seminar offered by their chosen Broad Discipline. The purpose is to (1) introduce
students to their chosen discipline and enthuse them about their major study, (2) cultivate
students’ creativity, problem-solving ability and global outlook, (3) give students exposure to the
concepts of, and an understanding of, entrepreneurship, and (4) engage students, in their first year
of study, in desirable forms of university learning that emphasise self-regulation, autonomous
learning and deep understanding.
A list of Freshman Seminars offered by the Broad Disciplines can be found at:
(c) Leadership and Intra-Personal Development

All students must successfully complete one 3-credit subject in the area of Leadership and Intra-
Personal Development, which is designed to enable students to (1) understand and integrate
theories, research and concepts on the qualities (particularly intra-personal and interpersonal
qualities) of effective leaders in the Chinese context, (2) develop greater self-awareness and a
better understanding of oneself, (3) acquire interpersonal skills essential for functioning as an
effective leader, (4) develop self-reflection skills in their learning, and (5) recognise the
importance of the active pursuit of knowledge on an intra-personal and interpersonal level and its
relationship to leadership qualities.
A list of designated subjects for meeting the leadership and intra-personal development
requirement is available at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
(d) Service-Learning
All students must successfully complete one 3-credit subject designated to meet the service-
learning requirement, in which they are required to (1) participate in substantial community
service or civic engagement activities that will benefit the service users or the community at large
in a meaningful way, (2) apply the knowledge and skills acquired from their Major or other
learning experiences at the University to the community service activities, and (3) reflect on their
service learning experience in order to link theory with practice for the development of a stronger
sense of ethical, social and national responsibility.
A list of designated subjects for meeting the service-learning requirement is available at:
A39
(e) Cluster Areas Requirement (CAR)
To expand students’ intellectual capacity beyond their disciplinary domain and to enable them to
tackle professional and global issues from a multidisciplinary perspective, students are required to
successfully complete at least one 3-credit subject in each of the following four Cluster Areas:
 Human Nature, Relations and Development
 Community, Organisation and Globalisation
 History, Culture and World Views
 Science, Technology and Environment
A list of CAR subjects under each of the four Cluster Areas is available at:
(f) China Studies Requirement

Of the 12 credits of CAR described in (e) above, students are required to successfully complete a
minimum of 3 credits on CAR subjects designated as “China-related”. The purpose is to enable
students to gain an increased understanding of China (e.g., its history, culture and society, as well
as emerging issues or challenges).
A list of approved CAR subjects for meeting the China Studies Requirement is available at:
(g) Healthy Lifestyle

Healthy lifestyle is the platform for all-round development. All students are required to
successfully complete a non-credit-bearing programme in healthy lifestyle offered by the Student
Affairs Office. The programme will cover: (1) fitness evaluation, (2) concepts on health and
fitness, (3) sports skills acquisition, and (4) exercise practicum. More details can be found at:
http://www.polyu.edu.hk/sao/hlr
A40
Appendix 3
References / Resource Reading
American Physical Therapy Association, Education Division (1995). A Consensus Model of Physical
Therapist Professional Education. 3rd revision. Alexandria, VA: American Physical Therapy
Association (APTA).
Biggs JB, Telfer R (1987). The Process of Learning. Sydney: Prentice-Hall.
Carter P, Chan C, Everitt A, Ng I, Tsang NM (1992). Reflecting on Supervision: supervising students in

practice. 1st ed. Hong Kong: Dept. of Applied Social Studies, The Hong Kong Polytechnic University.
Cech D, Martin S (1995). Functional Movement Development Across the Life Span. Philadelphia: WB
Saunders.
Chartered Society of Physiotherapy (1991) Curriculum of Study. 1st ed. London: The Chartered Society
of Physiotherapy.
Commission on Accreditation in Physical Therapy Education (1992). Evaluative Criteria for

Accreditation of Education Programs for the Preparation of Physical Therapists. Alexandria, VA:
American Physical Therapy Association (APTA).
Foster G (1995). Design of University Courses and Subjects: A Strategic Approach. Green Guide No.
15. Australian Capital Territory: Higher Education Research and Development Society of Australasia
(HERDSA).
Gibbs G (1990). Learning by Doing: A Guide to Teaching and Learning Methods. Birmingham:
Birmingham Polytechnic.
Hui-Chan CWY (1996). Physiotherapy education: towards the 21st century, Hong Kong Physiotherapy
Journal 14: 1-3.
Jensen GM, Shepard KF, Gwyer J, Hack LM (1992). Attribute dimensions that distinguish master and
novice physical therapy clinician in orthopedic settings, Physical Therapy 72: 710-722.
Jensen GM, Shepard KF, Hack LM (1990). The novice versus the experienced clinician: insights into the
work of the physical therapist, Physical Therapy 70: 314-323.
Jones AYM (1996). Independent learning using seminar presentation - an audit of education practice,
Hong Kong Physiotherapy Journal 14: 11-15.
Jones MA (1992). Clinical reasoning in manual therapy, Physical Therapy 72: 875-884.
Jones AYM, Mak MKY, Ferguson RA (1996). Evaluation of the undergraduate physiotherapy education
in Hong Kong, Hong Kong Physiotherapy Journal 14: 5-10.
Kolb DA (1984). Experiential Learning. New Jersey: Prentice-Hall.
Reay R (1986). Bridging the gap: a model for integrating theory and practice, British Journal of Social
Work 16: 49-64.
Ramsden P (1992). Learning to Teach in Higher Education. London: Routledge.
A41
Shepard KF, Jensen GM (1990). Physical therapist curricula for the 1990’s: educating the reflective
practitioner, Physical Therapy 70: 566-577.
Thomas-Edding D (1987). Clinical problem solving in physical therapy and its implications for
curriculum development. In: Proceedings of the 10th International Congress of the World Confederation
for Physical Therapy, May 17-22, Sydney, Australia, pp. 100-104.
Watts NT (1990). Handbook of Clinical Teaching: Exercises and guidelines for health professionals
who teach patients, train staff or supervise students. Edinburgh: Churchill Livingstone.
Webb CYY (1996). The clinical competence of recent Hong Kong physiotherapy graduates as perceived
by themselves and by other practising physiotherapists, Hong Kong Physiotherapy Journal 14: 17-21.
Wolf SL (1985). Clinical Decision Making in Physical Therapy. Philadelphia: FA Davis.
Zimny NJ, Tandy CJ (1989). Problem-knowledge coupling: a tool for physical therapy clinical practice,
Physical Therapy 69: 155-161.
A42
PART B
SYLLABI OF SUBJECTS
YEAR ONE
SEMESTER 1
Subject Code ABCT2326
(with contribution from FHSS academic staff)
Subject Title HUMAN PHYSIOLOGY
Credit Value 3
Level 2
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives By completing this subject using an organ system-based approach in teaching and
learning, students will be able to demonstrate a basic understanding of the function
of the human body and the physiological mechanisms of the operation of major
body systems.
Intended Learning Upon completion of the subject, students will be able to:
Outcomes (a) Demonstrate a basic understanding of the different levels from cells to systems
of body organization;
(b) Understand the function and inter-relatedness of the major body systems;
(c) Describe the basic physiologic mechanisms of how body systems work and
interact;
(d) Discuss the importance of communication and homeostasis at different levels
of body organization in health and disease;
(e) Collect and interpret the data derived from scientific experimentation to
address physiological question.
Subject Synopsis/ Indicative Content

Indicative Syllabus Introduction to cell physiology (structure and function of cell organelles; plasma
membrane; cytoplasm and its organelles; nucleus and gene expression; protein
synthesis and secretion; DNA synthesis and cell division)
Level of body organization from cells to systems (homeostasis and feedback
control; primary tissues; organization of organs and systems)
Body systems including
1) Respiratory system (structure of respiratory system; physical aspects of
ventilation; mechanics of breathing; gas exchange; transport of blood gases;
regulation of breathing; control of ventilation rate)
2) Cardiovascular system (structure of heart; cardiac cycle; electrical activity
of heart; nervous and endocrine control of cardiac function; blood
composition; overview of blood vessels; systemic, pulmonary and lymphatic
circulations; cardiac output; haemodynamics and regulation of blood flow)
3) Renal system (structure of renal system; structure and function of nephron;
glomerular filtration; water and salt reabsorption; renal plasma clearance;
renal control of electrolyte and acid base balance)
4) Digestive system (digestion and absorption; from mouth to stomach; small
intestine; large intestine; digestive role of liver, gallbladder and pancreas;
neural and endocrine regulation of digestive process)
5) Nervous system (structure and function of neurons and synapses; electrical
activity of neurons; overview of membrane potential, grade potential and
action potential; mechanism of neurotransmission; organization and function
of central and peripheral nervous system and autonomic nervous system;
sensory and motor cortex)
6) Reproductive system (male and female reproductive physiology; endocrine
regulation of reproduction; menstrual cycle; fertilization and pregnancy)
7) Endocrine system (endocrine glands; classification and function of
hormones; mechanisms of hormone action; control of hormone secretion;
pituitary, adrenal, thyroid glands and pancreas; autocrine and paracrine
regulation; physiological link of nervous and endocrine systems)
8) Musculoskeletal system (structure of skeletal muscle; classification of
muscle and muscle contraction, mechanism of muscle contraction; energy
B1
requirement of skeletal muscle; neural control of muscle contraction;
structure of bone and cartilage; growth and remodeling of bone; calcium
homeostasis)
9) Immune system (defense mechanisms; B and T lymphocytes; active and
passive immunity; diseases caused by immune system)
Teaching/Learning Lecture will be used to explain and impart understanding of the factual material
Methodology including basic concepts and principles of physiology. Mass lecturing with the aids
of multimedia tools such as animations will be adopted to facilitate the conceptual
learning of the students.
Tutorial will be used to supplement lectures. The tutorial will be conducted

separately based on the grouping of health professional disciplines. Tutorial will
include the use of interactive multimedia, online activities and case study to
reinforce important concepts. Class activities involving physiological problems in
health professions will be designed to engage students’ learning in regard to their
health care disciplines.
Laboratory Practical will be used to introduce the scientific experimentation

consisting of data collection and interpretation for addressing physiological
questions. Practical will be focused on the investigation of cardiovascular,
pulmonary and endocrine physiological response to different stimuli.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to
Intended Learning methods/tasks weighting be assessed
Outcomes a b c d e
Continuous 50%     
Assessment
Examination 50%    
Total 100%
Continuous Assessment
In-class quizzes and mid-term test will be used to assess the intended learning
outcomes (a) to (d). The continuous assessment will also consist of practical
laboratory reports which will assess the intended learning outcome (e).
Examination
The examination will consist of multiple choice questions and short questions. The
questions will be designed to assess the intended learning outcomes (a) to (d).
Student Study Effort Class contact: (42 Hrs)

Expected
 Lecture 24 Hrs
 Tutorial 12 Hrs
 Practical 6 Hrs
Other student study effort: (84 Hrs.)

 Independent study and preparation for mid-term test and
84 Hrs
examination
Total student study effort: 126 Hrs
Reading List and Textbook
References Human Physiology (2010) 12th Ed. Fox SI. Publisher: McGraw Hill.
Seeley’s Anatomy and Physiology (2010) 9th Ed. Vanputte C, Regan J & Russo A.
Publisher: McGraw Hill.
B2
Suggested Reference Books
Vander’s Human Physiology: The Mechanisms of Body Function (2010) 12 th Ed.
Widmaier EP, Raff H & Strang KT. Publisher: McGraw Hill.
Fundamentals of Physiology: A Human Perspective (2011) 4th Ed. Sherwood L.

Publisher: Brooks Cole.
Human Physiology: From Cells to Systems (2008) 7th Ed. Sherwood L. Publisher:
Brooks Cole.
Human Physiology: An Integrated Approach (2009) 5th Ed. Silverthorn DU.

Publisher: Benjamin Cummings.
Fundamentals of Anatomy & Physiology (2008) 8th Ed. Martini FH & Nath JL.
Publisher: Benjamin Cummings.
Laboratory Manual for Anatomy and Physiology (2009) 3rd Ed. Allen C & Harper
V. Publisher: Wiley.
B3
Subject Code HSS1010
Subject Title FRESHMAN SEMINAR FOR BROAD DISCIPLINE IN HEALTH SCIENCE
Credit Value 3
Level 1, Year 1-Semester 1
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives To introduce students to academic integrity, various health disciplines and excite them
about their major area of study within health science, cultivate their creative thinking
and problem solving abilities in health disciplines and encourage inter-disciplinary
activities, introduce students to health-related entrepreneurship and facilitate students’
engagement in university learning that emphasizes deep and self-directed learning.
Intended Learning Upon completion of the subject, students will be able:

Outcomes
(a) To be aware of and explain the importance of academic integrity and behaviors
(b) Articulate his/her previous learning with the area of health sciences
(c) Demonstrate awareness of various contemporary health science issues of local
and global relevance
(d) Practice ways to achieve inter-disciplinary learning and cooperation
(e) Develop inter-disciplinary approaches to the design of products, programmes and
manuals etc. through creativity, problem-solving and entrepreneurship
Subject Synopsis/  Lecture series by Chair Professors and professors/researchers of high standing to
Indicative Syllabus deliver talks on health science & public health policy, professional ethics across
health disciplines and important health science issues in Hong Kong and world-
wide (14 hours)
 Problem-based learning (PBL) and inter-disciplinary projects on
 Education and development
in health science (28 hours)
 Problem-based learning in health-science projects
 Innovation, recent advancement and entrepreneurship
in health sciences
Example of health-related projects

 Healthy life style
 Health and Chinese therapeutics
 Healthy food
 Health and science
 Health policy
 Health and alternative medicine
 Health of the minority groups
 Healthy mind
 Healthy working environment
Example of discipline-related projects
 Case management
 Clinical reasoning in health care
 E-learning and health
 Health, insurance and financing
 Health-related ethics
 Interdisciplinary team work
 Running a private business
 Socio-cultural aspect of health
 Technology and health
B4
Teaching/Learning Online tutorial on academic integrity will facilitate students’ self-learning at their own
Methodology pace through a link within this subject to Learn@PolyU.
Lectures will be used to deliver key information on the health science arena, illustrate
contemporary issues and needs, and enthuse the students in their major area of study;
PBL and interdisciplinary projects will be used to enhance students’ participation and
guide their formulation of learning outcomes by designing and producing tangible
“products” of diversified forms, which will be disseminated through inter-disciplinary
seminars, forums, web publication.
To implement PBL, a tutor guide and a student workbook are respectively developed
to stipulate the intended learning outcome, the PBL cases and suggestions to facilitate
the case and activities for students to complete after class.
Example of PBL tutorial session 1 :
In this session the students will:

• Get to know each other and establish group dynamics
• Solve a series of 2-3 short Fermi problems on local and global health-related
issues (i.e. what do we already know about this issue and how can we apply
what we know to suggest a solution for the problem)
• Reflect on what they have learned
• Self-reflect on their roles as group members
Introduction
• Introduce the Freshman Seminar outline and the intended learning outcomes
• Explain that this subject will have a problem-based learning focus, in which
the students will be guided to learn through solving problems. The purpose is
to work with cross-discipline teams (i.e. students from other disciplines than
their own within FHSS) to investigate some of the key local and international
health issues. The teacher’s role is not to give them the answers, but to guide
and support them to find their own answers.
• Explain that the purpose of PBL is not necessarily to solve the problem, but
through the identified problems/issues, students learn to engage in thinking
from different perspectives critically and creatively.
• Explain the assessment process and the final project
Ice-breaking activity to introduce Session 1

Students take turns to introduce themselves:
• Find one person you don’t know and tell them your name, the department you
have enrolled in, and one interesting thing about yourself.
• Find another pair and introduce the person you have just met (not yourself!).
• Invite students to introduce their classmates to the whole group.
Introduction to effective groupwork

• Introduce students to the benefits and strategies for effective groupwork (see
below).
• Arrange students in groups of 4-5 to work on these activities. Explain that by
session 3 they will need to have formed firm groups that will remain the same
for the rest of the semester.
• Discuss with them the process of forming these groups – is it preferable to
form friendship groups or for the teacher to use some random or other
criterion.
Co-operative Groupwork: Benefits

 higher academic achievement
 divergent thinking
 motivation
 autonomous learning behaviour
B5
 positive self-esteem
 positive attitudes
 mutual respect and concern for others
 acceptance and understanding of individual differences
Co-operative learning means:

 positive interdependence
 a group goal - joint product or single outcome
 a group task - everyone is a contributor (“If I do well, we all do well”)
 equal recognition for all group members
 individual accountability
 sharing of materials, roles, labour
 sharing of leadership
Co-operative Groupwork: The Students' Roles

These roles can be rotated for each new activity.
Leader
 Make certain only one person speaks at a time and that the noise level does not
become too loud.
 Make certain the group works on the task.
 Encourage all group members to contribute.
Recorder
Record and summarise the group's procedures and results.
Please note that one student in each group should be appointed to the role of recorder.
It is important to ensure that the recorder records what the GROUP says rather than
his/her ideas. But on the other hand, don’t let the recorder be too busy to be part of
the group.
Time-keeper
Pay attention to time spent on different aspects of task
Remind group of time deadlines
Reporter
Report to class
Assessment
Methods in Specific assessment methods/tasks % Intended subject learning
Alignment with (continuous assessments) weighting outcomes to be assessed
Intended Learning a b c d e
Outcomes 1. Online tutorial on academic Pass or √
integrity fail
2. Attendance in lecture series and 10 √ √ √ √
PBL tutorials
3. Reflective journal/essay on 15 √ √ √ √ √
selected lecture(s)
4. Ongoing discussions 15 √ √ √ √ √
5. Group project on 60 √ √ √ √ √
interdisciplinary study on
health-related issues
 Individual (20)
 Group (40)
Total 100 %
Assessment of students’ performance will use a letter-grading system, except for the
online tutorial on academic integrity (pass/fail). It is to be noted that students are
required to obtain a pass in the Online Tutorial in order to pass the entire subject.
Attendance will ensure students having ample opportunities to reflect on a diversity of
B6
health-related contemporary issues for subsequent reflective journal preparation and
resources/stimulation ideas for group projects.
Reflective journal can serve as a growing document that students write, record the
progress of learning and summarize their learning material about health and health-
related issues to prepare for study of the present study and future discipline-related
studies. Students will need to submit through Blackboard three journals according to
lectures attended, of which two of them will be rated. Students will be asked to provide
viewpoints and comments on specified, open-ended questions after attending the
lecture series on health- and professional-related issues.
Interdisciplinary project will ensure cross-discipline communication, collaboration and
integration of health-related ideas to actualize a tangible product. This will
demonstrate the learning during the Freshman Seminar through collaborative effort in
health science, and health services development. Grading will be rated by criteria
including creativity, problem-solving, entrepreneurship and global outlook and by
means of:
a. individual students’ contribution during project group session
b. overall quality of the “product” developed from the project groups, for examples:
 Prepare and present a group poster based on the group’s approach to the
case/issue addressed in the PBL activity
 Present the project in a creative way so as to capture the attention of a
particular target group (to be specified by each group, e.g. the elderly,
children, health professionals, etc.). The presentation may take any of these
forms (i.e. a product, a health program, a manual etc.)
Student Study Class contact:
Effort Expected
Lecture 14 Hrs.
PBL-type tutorials 14 Hrs.
Online contact: 14 Hrs.
Other student study effort:
Online tutorial on academic integrity 2 Hrs.
Self study, inter-disciplinary discussion and project
work 84 Hrs.
Total student study effort 128 Hrs
Reading List and Blair, J.D. (2007). Strategic thinking and entrepreneurial action in the health care
References industry. Amsterdam: Elsevier, JAI.
Claxton, G. (2007). The creative thinking plan: how to generate ideas and solve
problems in your work and life. London: BBC.
Drinka, T.J.K., Clark, P. G. (2000). Health care teamwork : interdisciplinary practice

and teaching. Westport, CT: Auburn House.
McLaunghlin, C.P., McLaughlin G.D. (2008). Health policy analysis: an

interdisciplinary approach. Sudbury, Mass: Jones and Bartlett Publishers.
Michalesen, L.K. (2008). Team-based learning for health professions education: a

guide to using small groups for improving learning. Sterling, Va: Stylus.
Moore, B. N. (2009). Critical thinking. New York: McGraw-Hill Higher Education.
National Resource Centre (2012). The first-year seminar: designing, implementing,

and assessing courses to support student learning & success. Columbia, S.C.:
University of South Carolina.
Squires A.J., Hastings, M. B. (2002). Rehabilitation of the older person: a handbook

for the interdisciplinary team. Cheltenham: Nelson Thrones.
Zhao, F. (2008). Information technology entrepreneurship and innovation. Hershey,

Pa.: Information Science Reference.
B7
Subject Code HSS2011
Subject Title HUMAN ANATOMY
Credit Value 3

Pre-requisite /
Co-requisite/ Nil
Exclusion
Objectives By completing this subject using a systemic and regional approach in teaching and
learning, the students will be able to demonstrate a basic understanding of the
structure and function of the human body.
Outcomes
a. recognize anatomical terminology of the human body
b. identify and locate relevant anatomical structures
c. explain functions of anatomical structures
d. demonstrate a basic understanding of tissue organization within the human body
e. understand the spatial relationship of the systems of the body relative to regional
anatomy
f. integrate systemic, regional and imaging anatomy
Subject Synopsis/ 1. Foundation lecture series in systemic anatomy

Indicative Syllabus a) Introduction to the g) Respiratory system
human body and h) Lymphatic system
anatomical terminology i) Digestive system
b) Skeletal system j) Renal (Urinary) system
c) Muscular system k) Endocrine system
d) Nervous system l) Reproductive system
e) Special senses
f) Cardiovascular system
2. Foundation lecture series in regional anatomy

a) Upper and lower limbs c) Thorax
b) Head and neck d) Abdomen and pelvis
3. Practical and tutorial sessions to integrate systemic and regional anatomy
4. Introduction to normal imaging anatomy
Teaching/Learning Lecture
Methodology Lectures will be delivered by introducing the students to systemic anatomy first.
This will then be followed by integration with regional anatomy, ensuring the
students understand the spatial relationship of the systems of the body relative to
regional anatomy. Students will be introduced to an appropriate level of anatomical
terminology to provide the basic knowledge for identification of human body
structures.
Students are encouraged to do some independent study in the form of pre-reading of

selected topics prior to attending the lectures. Areas of difficulty will be addressed
in the forthcoming lectures.
A range of imaging modalities and clinical cases is used to support the lecture
contents.
Tutorial
Tutorials are used to supplement lectures and may include online activities, face to
face tutorials and the use of interactive multimedia. The study of the human body
B8
will be reinforced via the use of dissected and museum specimens in the laboratory.
Students will be introduced to medical terminology with appropriate emphasis on
surface anatomy and diagnostic imaging modalities. Face to face tutorials further
check students’ knowledge and understanding.
Assessment Methods
Outcomes a b c d e f
Continuous 50     
Assessment
Examination 50      
Total 100%
Note: Pass in both continuous assessment and examination is compulsory to pass the
subject as a whole.
Continuous Assessment
Online activities or in-class quizzes will be used to assess students’ ability to:
a) recognize anatomical terms
b) identify and label anatomical structures
c) understand spatial relationships
d) integrate systemic and regional anatomy
e) explain functions of anatomical structures
A mid-term test will cover all of the items listed above.
Examination
This will assess all of the intended learning outcomes for the subject and specifically
will check students’ understanding of the integration of regional and systemic
anatomy.
Student Study Effort Class contact: (42 Hrs.)

Required
 Lecture 28 Hrs.
 Practical / Tutorial 14 Hrs.
 Independent study and online activities 30 Hrs.
 Preparation for mid-term test and final examination 60 Hrs.
Total student study effort 132 Hrs.
Reading List and Text book
References Saladin, K.S. (2010) Human Anatomy, 3rd edition. Singapore: McGraw Hill Inc.
Reading list
Anatomy & Physiology Revealed (APR) Version 2.0, 2008, An Interactive Cadaver
Dissection Experience, DVD-ROM, McGraw -Hill.
Moore KL, Dalley AF, Agur AMR (2010) Clinically Oriented Anatomy, 6th ed.
Philadelphia: Lippincott Williams & Wilkins.
Abrahams, P.H., Hutchings, R.T., Marks, Jr S.C., (2008) McMinn's Colour Alas of
Human Anatomy. 5th ed. Mosby Elsevier.
Gosling, J.A., Harris, P.F., Humpherson, J.R., Whitmore, I., Willan P.L.T. (2008)
Human Anatomy color atlas and text 5th ed. New York: Mosby.
B9
Subject Category LANGUAGE & COMMUNICATION REQUIREMENTS (LCR)
Credit Value 3
For details of the syllabus, teaching methodology, assessment etc, please refer to the department offering
the subjects, i.e. Department of Chinese & Bilingual Studies-CBS and English Learning Centre-ELC.
B10
Subject Title HEALTHY LIFESTYLE
Credit Value Non-credit bearing
Healthy lifestyle is the platform for all-round development. All students are required to successfully
complete a non-credit-bearing programme in healthy lifestyle offered by the Student Affairs Office. The
programme will cover: (1) fitness evaluation, (2) concepts on health and fitness, (3) sports skills
acquisition, and (4) exercise practicum. More details can be found at: http://www.polyu.edu.hk/sao/hlr
B11
Subject Category LEADERSHIP AND INTRA-PERSONAL DEVELOPMENT
Credit Value 3
A list of designated subjects for meeting the leadership and intra-personal development requirement is
available at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
For details of the syllabus, teaching methodology, assessment etc, please refer to the department offering
the subject.
B12
YEAR ONE
SEMESTER TWO
Subject Code RS2040
Subject Title FUNCTIONAL ANATOMY
Credit Value 3
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives By completing this subject, the students will be able to demonstrate an understanding
of structures of human body and apply anatomical knowledge to functional
perspectives of the human body.
Outcomes
Professional/academic knowledge and skills
a. identify the gross structures of the human body through regional and systemic
approaches
b. identify the connective tissue structures supporting joints.
c. analyze joint movements and the muscles which produce them
d. identify and palpate arterial pulses, and bony and soft tissue structures of human
body
e. analyze the relevant anatomical structures involved in a case study
f. synthesize patterns of muscle weakness/paralysis and/or sensory loss based on
the segmental and peripheral distribution of the body’s nerve supply, and apply
anatomical knowledge to functional perspectives of the human body
Subject Synopsis/ Systemic Study

Indicative Syllabus The following systems will be introduced:
 Integumentary system
 Skeletal system
 Muscular system
 Joint system
 Nervous system
 Cardiovascular system
 Respiratory system
 Special senses
 Lymphatic system
Focus includes anatomical terminology and descriptive terms, arrangement of the

skeletons, gross structure and classification of bones, classification and function of
joints and muscles and the regional distribution of nerves and blood vessels.
Regional Study
 Upper and lower limbs
 Head and neck
 Thorax
 Abdomen and pelvis
 Overview of regions of the brain and introduction to neuroanatomy (cranial
nerves, their functions and pathways)
Teaching/Learning Through lectures, independent and group study, students will gain a basic knowledge
Methodology of the structure of the human body, focusing on the functional perspectives of the
musculoskeletal and neurological systems. Required pre-readings will introduce the
terminology, organization, and relevant development, structure and function of the
systems or regions of the body under study each week.
B13
Tutorial format is used to provide overviews of the structures underlying the systems
and regions of the body, to clarify difficult concepts involving these structures and to
provide brief case studies which highlight the relevance of anatomical knowledge in
rehabilitation.
In laboratory sessions, a variety of educational media (e.g., skeletons, cadaver

prosections, models, reference materials, multimedia self-learning packages) is used
to enhance learning. Students will be expected to complete pre-readings prior to the
laboratory sessions so that they can participate actively in the learning process. Also,
to that end, students will teach small portions of laboratory materials to their peers.
The remainder of laboratory material is learned via instructor-facilitated, independent
and/or small group study.
Assessment Methods
Continuous assessment 60     
Examination 40      
Total 100 %
Continuous assessment
Peer teaching (10%) – achieve intended learning outcomes a-c by teaching small
portions of laboratory materials to their peers.
Mid-term test (20%) – achieve intended learning outcomes a-d through multiple
choice and labeling questions.
Laboratory test (30%) – achieve intended learning outcomes a-e through

identification of body structures, integration of the joint movements and the muscles
which produce them, and the surface anatomy of the human body.
Examination
Final examination (40%) – through multiple choice and case-related questions,
students will be assessed on all of the intended learning outcomes for the subject and,
specifically, their ability to apply anatomical knowledge in functional perspectives of
the human body.

Expected
 Laboratory 56 Hrs.
 Lecture 14 Hrs.
 Independent study and peer teaching preparation 30 Hrs.

 Preparation for continuous assessment and examination 35 Hrs.

Reading List and Agur AMR, Dalley AF (2009) Grant’s Atlas of Anatomy, 12 ed. Philadelphia:
th
References Lippincott Williams & Wilkins.
Moore KL, Dalley AF, Agur AMR (2010) Clinically Oriented Anatomy, 6th ed.
Philadelphia: Lippincott Williams & Wilkins.
B14
Subject Code RS2660
Subject Title MOVEMENT SCIENCE
Credit Value 3
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives 1. To develop in students a keen interest in human biomechanics and kinesiology
(and science in general) which will encourage independent, continuing learning
after completion of this subject.
2. Encourage students’ critical thinking and their use of investigative technique in
pursuing knowledge in movement science.
3. To enhance communication skills through tutorial discussions and
presentations.
4. To appreciate the importance of evidence-based practice.
Outcomes
a. Understand the biomechanics and kinesiology of the human musculoskeletal
system.
b. Learn the biomechanical properties of the various tissues of the musculoskeletal
system.
c. Analyze movements of the body using sound anatomical and biomechanical
principles.
d. Analyze the biomechanical mechanisms underlying musculoskeletal disorders
and their treatment.
e. Apply the principles of kinesiology in clinical decision-making in
Subject Synopsis/ a) Definitions of biomechanical terms and body mechanics.

Indicative Syllabus b) Material and structural properties of musculoskeletal tissues.
c) Joint integrity and mobility.
d) Muscle performance, functional role, strength, power and endurance, muscle
tension, length/speed/tension relationship, and electromyography.
e) Motor function and motor control.
f) Posture (static and dynamic).
g) Walking gait, locomotion and balance.
h) Introduction to prosthetic devices, alignment and functional design.
Teaching/Learning Lecture: mainly in didactic format to introduce the theories and concepts of
Methodology movement science with some introductory pathology on muscles and joints.
Tutorial: Through interactive learning, group discussions and presentations, students

will be able to develop a deeper understanding of the lecture material. They will
also be able to develop their communication and language skills during discussion
and presentations.
Laboratory: There are laboratory sessions in which the students will appreciate the
applicability of the theories taught in lectures. They will conduct the practicals in
groups and learn to communicate, and work as a team to collect data and critically
analyze the data collected.
Written test: The test will involve different formats of MCQ, short responses and
short essays. Students will need to develop their comprehensive and writing skills
in each of the components.
B15
Assessment Methods in
Alignment with Specific assessment % Intended subject learning outcomes to
Outcomes a b c d e
Mid-term test 40 √ √ √
Final test 60 √ √ √ √ √
Total 100 %
Assessment is in the form of multiple choice questions, short responses to questions

and short essays. The questions are based on the concepts and theories of human
movement science in order to achieve the learning outcomes.

Expected
 Lecture and Tutorial 42 Hrs.
Other student study effort: (86 hrs.)
 Self study 60 Hrs.
 Preparation for tutorial and laboratory 26 Hrs.

Reading List and Nordin M and Frankel VH (2012). Basic Biomechanics of the Musculoskeletal
References System. 4th ed., Philadelphia: Lippincott Williams and Wilkins.
Everett T and Kell C (2010). Human Movement: An Introductory Text. 6th ed.,
Edinburgh: Churchill Livingstone.
B16
Subject Code RS2690
Subject Title PRINCIPLES OF PHYSIOTHERAPY PRACTICE
Credit Value 3
Pre-requisite HSS2011 Human Anatomy
Co-requisite RS2040 Functional Anatomy
Objectives 1. Highlight principles and establish framework for practice in physiotherapy.
2. Develop knowledge and skills in basic physical assessment and exercise to promote
health, to prevent injury/disability as well as to remedy specific clinical problems.
Outcomes
a. Identify components of the decision-making process in the practice of
physiotherapy.
b. Apply basic principles of measurement theory and testing to assessment procedures
(e.g. use of standardized measures).
c. Observe and perform fundamental tests for the assessment of physical function.
d. Using observational skills, recognize the range of normal performance and areas in
which structure and function may be abnormal (i.e., identifying potential health
problems).
e. Apply the principles of communication to interview and instruct subjects..
f. Integrate the principles of exercise to design a progressive activity/exercise
program.
g. Teach and instruct subjects in physical activities and selected exercise programs,
applying principles from current theories of teaching and motor learning.
h. Select the mode of exercise (including intensity, frequency, duration) for an
intervention (e.g., to promote physical fitness, to prevent injury/disability or to
remediate an identified clinical problem).
i. Document observations (e.g. normal movement patterns) and measurement
findings.
j. Demonstrate selected “patient care” skills (e.g. ambulation with assistive device).
Attributes for all-roundedness

k. Reflect on personal performance to relate how knowledge learned is applied in real
life situation.
l. practice effective interpersonal communication (written, oral, nonverbal) by
seeking and providing feedback on performance.
m. read and summarize information from the professional literature.
Subject Synopsis/ Factors and Attributes Affecting Function

Indicative Syllabus e.g., sensation, balance, medical, environmental
Analysis of Movement by Observation

 Body build and shape
 Posture
 Gait
 Transfer, mobility, transitional movement
 Physical dysfunction in health and disease
 Functional activities at different life stages (young and old; healthy and diseased)
Principle and Skills of Physiotherapy Practice - Assessment

 Communication (interviewing, documentation, information retrieval)
 Reasoning, judgment and decision-making
B17
 Visual inspection/observation (body build, posture)
 Palpation of bony and soft tissue landmarks
 Measurement
- Joint range - goniometry
- Muscle strength - manual muscle testing, hand-held dynamometer
- Neurological examination – sensation, cognitive function (e.g. abbreviated mini-
mental test)
- Seating/ positioning
- Transitional movements
- Balance
- Posture
- Gait
 Patient status (vital signs, mobility, physical condition/activity-level)
Principle and Skills of Physiotherapy Practice - Intervention

 Motor learning (Psychomotor Skill Development)
 Patient care skills
- Transfer
- Turning and positioning
- Wheehchair prescription
- Ambulation with assistive devices
 Teach Activity/Exercise
- Types of contractions (isometric, isotonic, concentric, eccentric, isokinetics)
- Types of movement (passive, active, active-assisted, active-resisted (gravity,
water, manual/therapist, equipment). Equipment: springs, pulleys, weights,
theraband
- Components: individual movements, activity/exercise, programme to increase
 Range of motion, flexibility
 Postural
 Strength
 Endurance
 Power
 Assisted gait pattern
 Transitional movement (e.g. transfer from chair-to-chair)
 Documentation. (e.g., body chart, assessment forms)
Teaching/Learning An experiential learning approach – learning by doing - will be used to facilitate an

Methodology active learning process (Kolb 1984). Lectures are used to highlight principles and to
establish the framework for practice in Physiotherapy. In laboratory and practical
sessions, students develop knowledge and skills in physical assessment and exercise.
Learning activities in the testing of muscles and joints are organized using a regional
approach that is complementary to the subject, Functional Anatomy (RS2040).
Activity/exercise is explored as an intervention to promote health, to prevent
injury/disability as well as to remedy specific clinical problems.
Assessment
Methods in Specific % Intended subject learning outcomes to be assessed
Alignment with assessment weighting
Intended Learning methods/tasks a b c d e f g h i j k l m
Outcomes Written 50 √ √ √ √ √
(MCQ) tests
Practical tests 50 √ √ √ √ √ √ √ √ √ √ √ √
Total 100 %
B18
Written test (MCQ): Aims to assess students’ understanding of knowledge/theory,
framework and clinical reasoning in basic physiotherapy practice.
Practical test: The ability of students to integrate and translate theory into safe and
effective practice in preparation for clinical practice is assessed through practical tests.
Student Study Class contact: (70 Hrs.)

Effort Expected
 Lecture 14Hrs.
 Laboratory/Practical 56Hrs.
 Self-study 42Hrs.
Total student study effort 112Hrs.
Reading List and Required Text:

References For Assessment:
Clarkson HM (2013). Musculoskeletal Assessment - Joint Range of Motion and Manual
Muscle Strength. 3rd ed. Philadelphia. Lippincott Williams & Wilkins.
For activity/ exercise/ Interventions:

Kisner C and Colby LA (2007). Therapeutic Exercise. Foundations and Techniques.
5th ed. Philadelphia. F. A. Davis Company.
(Selected learning material and guidelines for different topics are provided in class).
Recommended Reading:
For measurement issues:
Rothestein JM, Echternach JL (1993). Primer in Measurement. Alexandria, VA:
American Physical Therapy Association
For activity/ exercise/ Interventions:

American College of Sports Medicine (2009). ACSM’s Guidelines for Exercise Testing
and Prescription. 6th ed. Baltimore: Lippincott Williams & Wilkins.
For palpation:
Tixa S (2007). Atlas of surface palpation: Anatomy of the Neck, Trunk, Upper and
Lower Limbs (Netter Basic Science). Churchill Livingstone Elsevier.
B19
Subject Category LANGUAGE & COMMUNICATION REQUIREMENTS (LCR)
Credit Value 3
For details covering the syllabus, teaching methodology, assessment etc, please refer to the department
offering the subject, i.e. Department of Chinese & Bilingual Studies-CBS and English Learning Centre-
ELC)
B20
Subject Category GUR: CLUSTER-AREA REQUIREMENTS (CAR)
Credit Value 3
For details covering the syllabus, teaching methodology, assessment etc, please refer to the department offering
the subject.
B21
YEAR TWO
SEMESTER ONE
Subject Code ABCT2330
Subject Title PHARMACOLOGY IN REHABILITATION
Credit Value 1
Pre-requisite ABCT2326 Human Physiology
Objectives The subject is designed to provide physiotherapy or occupational therapy students

with an overview to pharmacology. It equips students with problem solving skills,
analytical skills and conceptual framework to discuss issues from both
pharmacological and toxicological perspectives associated with physiotherapy or
occupational therapy. Studying this subject will facilitate students to further develop
their careers in physiotherapy or occupational therapy. In addition, it will help
develop students’ critical thinking for their personal development.
Outcomes a. explain and analyze pharmacological issues with an insight of the general
principles, the mechanisms of action and the fate of chemicals inside the body.
b. interpret the drug mechanisms on the treatment of selected diseases.
c. evaluate the therapeutic and toxic effects of drugs with suitable methodology of
pharmacology, and toxicology.
d. apply pharmacological and toxicological knowledge to analyze practical
examples and to solve problems in physical therapy and occupational therapy
related areas.
e. develop their analytical, critical thinking, oral and written communication skills.
Subject Synopsis/ Basic principles of Pharmacology:

Indicative Syllabus - Definition, history of pharmacology and its relationship with other medical
disciplines.
- Nature and sources of drugs, drug nomenclature.
- Effects of drugs on the body---pharmacodynamics
- Effects of the body on drugs---pharmacokinetics
- Basic principles of toxicology and adverse drug reactions
- Adverse drug effects in the geriatric population
Pharmacology of the autonomic and central nervous systems:

- Basic principles of neural transmission.
- Drugs affecting the autonomic nervous system.
- Drugs affecting the central nervous system.
- Drugs for neurological and psychiatric disorders.
Drugs affecting major organ system:

- Basic principles and drugs for cardiovascular disorders
- Basic principles and drugs for respiratory disorders.
- Basic principles and drugs for musculoskeletal disorders
- Basic principles and drugs for disorders in endocrine system.
- Basic principles and examples of antimicrobial/antiviral drugs.
- Basic principles and examples of chemotherapy.
Teaching/Learning Interactive lectures are used to provide general outlines of key concepts of the
Methodology subject and to provide guidance on further readings and applications. Each
interactive lecture has several sessions of short lectures to provide basic theoretical
framework to students. After each short lecture, in-class activities (case studies,
group discussion, etc) focusing on high order thinking are used to facilitate students’
learning.
B22
Assessment Methods
Outcomes a b c d e
Continuous Assessment 40     
Examination 60     
Total 100%
Continuous assessment methods are based upon a variety of individual and group-
based activities, which may include mid-term/quiz and in-class learning activities.
They allow students to see the link between individual theory and topic.
Examination is focused on analytical skills and problem solving skills to solve

pharmacology problems in particular.

Expected
 Lecture 14 Hrs

 Independent study and preparation for mid-term test and
28 Hrs
examination
Total student study effort: 42 Hrs
Reading List and Essential
References 1. Rang, H.P. Dale, M.M. Ritter, J.M. Pharmacology 6th Edition Churchill
Liverstone, 2007.
2. Richard D Howland, Pamela C. Champe. Lippincott's Illustrated Reviews:
Pharmacology. 4th Edition. Lippincott Williams & Wilkins, 2009.
Supplementary
1. Katzung, B.G. Basic & Clinical Pharmacology 11th Edition McGraw-Hill
Medical, 2009.
2. Stringer, J.L. Basic Concepts in Pharmacology 3rd Edition McGraw-Hill, 2006.
Recommended Academic Journals 1. Annual Review of Pharmacology and

Toxicology 2. Trends In Pharmacological Science
B23
Subject Code RS2050
Subject Title RESEARCH METHODS AND STATISTICS
Credit Value 3
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives The subject is designed to provide the students with a basic level of understanding
of the process of critical inquiry, research methodology, statistical concepts and
data analysis.
Outcomes
a. Explain the concept of systematic inquiry and its application to the health care
field with specific reference to rehabilitation services.
b. Explain the fundamental concepts related to different aspects of research
methodology (study designs, sampling, measurement issues).
c. Select proper methods of data coding, recording, and analysis for a given
investigative design.
d. Use the statistical package for social science (SPSS) to conduct data analysis
properly.
e. Correctly present and interpret the results of the statistical analysis of a given
set of data.
f. Perform critical appraisal of scientific literature in the field of rehabilitation.
Subject Synopsis/
Indicative Syllabus  Process of critical inquiry (formulation of research question, literature
research, critical appraisal of literature, designing a research project)
 Sampling techniques
 Concepts of measurement (Reliability, validity, variables, bias)
 Basic statistical concepts
 Quantitative research methods
 Qualitative research methods
 Evidence-based practice
 Research ethics
 Central Limit Theorem
 Probability
 Descriptive and inferential statistics
 Parametric and non-parametric statistics
 Hypothesis testing
 t-test
 Analysis of variance
 Correlation and regression analysis
 Analysis of reliability and validity of measurement tools
 Epidemiology
 Analysis of qualitative data
Teaching/Learning Lectures are used to highlight the principles of critical inquiry, theory building,
Methodology design of investigative studies, data analysis and statistical methods. Tutorials are
used to enhance students’ abilities in systematic inquiry, retrieval of information
and critical appraisal of relevant literature in order to answer clinical questions as
well as to formulate new questions and establish hypotheses. Students are also
given opportunities to use computer-based search strategies for the professional
and scientific literature (e.g., Internet, library resources, CD-ROM, etc.) in the
B24
tutorials. A practical component will be used for the application and discussion of
these principles. A laboratory handbook with step-by-step instructions will be
provided to guide the students in the use of computer software (SPSS) for data
analysis, and will allow the students to acquire the necessary skills in statistical
analysis. Seminar presentations are conducted to enhance the students’ abilities to
critically appraise journals and articles through discussion and presentation.
Assessment Methods
Online tasks 10 √ √ √ √ √
Written test 50 √ √ √ √ √
Written assignment 15 √ √ √ √
Group seminar 25 √ √ √ √
presentation
Total 100 %
Online tasks: This aim of this assessment is to evaluate the students’

understanding of the material covered each week.
Written test: This aim of this assessment is to evaluate the students'

understanding of all the major concepts learned in the semester.
Written assignment: The students are required to integrate what is learned

throughout the semester and perform a statistical analysis of a given set of data
and write up a report.
Group seminar presentation: The students are required to integrate what is

learned throughout the semester and perform a critical appraisal of a scientific
journal paper

Expected
 Lectures 24 Hrs.
 Tutorials 14 Hrs.
 Online tasks 20 Hrs.
 Written assignment 6 Hrs.
 Group seminar presentation 20 Hrs.
 Self-study 30 Hrs.
Reading List and Required textbook:

References
Berg KE, Latin RW. Essentials of research methods in health, physical education,
exercise science, and recreation. 3rd ed. Philadelphia: Wolters Kluwer/ Lippincott
Williams & Wilkins; 2008.
Reference texts:
Barbour RS. Introducing Qualitative Research: a Student's Guide to the Craft of
B25
Doing Qualitative Research. London: Sage Publications; 2008.
Berg BL. Qualitative Research Methods for the Social Sciences. Boston, MA:
Pearson/Allyn & Bacon; 2007.
Huizingh E. Applied Statistics with SPSS. London: Sage Publications; 2007.
Knowles JG, Cole AL. Handbook of the Arts in Qualitative Research:

Perspectives, Methodologies, Examples, and Issues. Los Angeles: Sage
Publications; 2008.
Leary MR. Introduction to Behavioral Research Methods. Boston, MA: Allyn and
Bacon; 2008.
Levin J. Elementary Statistics in Social Research: the Essentials. Boston: Pearson

Allyn & Bacon; 2007.
Peacock JL. Presenting Medical Statistics from Proposal to Publication: a Step-

by-Step Guide. Oxford, New York: Oxford University Press; 2007.
Portney LG, Watkins MP. Foundations of clinical research: applications to

practice. 3rd ed. Upper Saddle River, NJ: Pearson/ Prentice-Hall Inc; 2009.
Rubin A. Statistics for Evidence-based Practice and Evaluation. Belmont, CA:

Thomson Higher Education; 2007.
Willis J. Foundations of Qualitative Research: Interpretive and Critical

Approaches. Thousand Oaks: Sage Publications; 2007.
B26
Subject Code RS2700
Subject Title ORTHOPAEDICS AND TRAUMATOLOGY
Credit Value 3

Pre-requisites ABCT2326 Human Physiology
RS2040 Functional Anatomy
or equivalent knowledge
Objectives To introduce basic concepts of trauma and diseases of the musculoskeletal

system, including knowledge of the epidemiology, etiology and pathology, and
principles of diagnosis and orthopaedic management.
Outcomes
a. apply the knowledge of anatomy, physiology and biomechanics to analysis
of the clinical presentation (signs & symptoms) and diagnosis of disorders
of musculoskeletal system.
b. understand the clinical use of diagnostic imaging and modern technology
for the diagnosis of musculoskeletal disorders.
c. discuss the concepts and principles underlying the general management of
common injuries and disorders of the musculoskeletal system, e.g.,
fractures, joint and soft tissue problems.
d. identify differences in pathologies and principles of management of
musculoskeletal dysfunctions at different life stages (e.g., children, adult,
elderly).
e. compare the prevalence/incidence of musculoskeletal conditions in Hong
Kong, as available, to that observed elsewhere.
f. acquire adequate foundation knowledge to prepare himself/herself to be a
proactive member of the team which includes other medical and health
related professionals.
Subject Synopsis/
Indicative Syllabus Introduction & Common Diagnostic Tests for the Musculoskeletal System
General management principles following damage to skin, bone, soft tissue,
muscle, nerve and/or joints.
Common tests for differential diagnosis of musculoskeletal disorders, e.g., X-
ray, MRI, Ultrasound, CT scan and special manoeuvres.
Lower Limb / Upper Limb / Trunk

Etiology, pathology, signs & symptoms, diagnostic tests, general management,
prognosis, common complications and prevention. Topics include: Fractures,
articular and soft tissue problems, dislocation, deformities, degenerative
changes and amputation.
Rheumatic Diseases
Common rheumatic disease groups; pattern of development, pathological
processes, related signs and symptoms, potential for functional limitations and
general management.
Integumentary System
Causes and factors that produce or relieve trauma to the skin, burns, signs of
infection, wound and scar characteristics.
B27
Recognition of Musculoskeletal Disorders/Conditions with respect to —
-definition
-prevalence/incidence in Hong Kong / elsewhere
-progress towards prevention
-cause/etiology
-clinical features (signs & symptoms)
-general management of a specific condition
• relevant health care professionals and roles
• diagnosis/usual tests
• operative/non-operative procedures
• common medications
• complications/limitations
-classification of World Health Organization (WHO). impairment, disability,

handicap
-prognosis; time course
Teaching/Learning Through a series of interactive lectures, foundation knowledge of

Methodology muculoskeletal trauma and diseases is introduced. Multimedia technology is
incorporated in the interactive lectures to improve the efficiency of student
learning. The aim of seminars is to encourage students’ active learning.
Students are required to analyze and discuss the pathology and pathophysiology
of musculoskeletal disorders.
Alignment with Specific assessment % Intended subject learning outcomes
Intended Learning methods/tasks weighting to be assessed
Outcomes a b c d e
Coursework 60 √ √ √ √ √
Examination 40 √ √ √ √ √
Total 100%
Knowledge of the epidemiology, etiology and pathology, and principles of

diagnosis and orthopaedic management will be covered by written
examination and quiz (2/3 coursework).
Ability to apply the knowledge of anatomy, physiology and biomechanics to

analysis of the clinical presentation (signs & symptoms) and diagnosis of the
disorders of musculoskeletal system will be assessed by seminar presentation
(1/3 coursework).

Expected
 Lecture 38 Hrs.
 Seminar 4 Hrs.
 Self-learning 60 Hrs.
 Project 30 Hrs.

References
Solomon, L., Warwick, D.J., & Nayagam, S. (2010). Apley’s System Of
Orthopaedics And Fracture (9th ed.). London: Arnold.
B28
David L. Hamblen and Hamish Simpson (2007). Outline of fractures, including

joint injuries. 12th ed. Edinburgh: Churchill Livingstone.
John H. Klippel etc (eds) (2007). Primer on the rheumatic diseases. Springer.
Catherine C. etc (eds) (2008). Pathology : implications for the physical

therapist 3rd ed . Philadelphia : Saunders.
Lee SW (1999). Cervical spinal disorders. A textbook for rehabilitation

sciences students. Singapore: Springer-Verlag.
McRae R, Kinninmonth AWG. (1997). An illustrated colour txt. Orthopaedics

and Trauma. London: Churchill Livingstone.
Shepherd, R. (1995). Physiotherapy in paediatrics (3rd ed) London:

Butterworth-Heinmann.
B29
Subject Code RS2780
Subject Title HUMAN DEVELOPMENT ACROSS LIFESPAN
Credit Value 3

Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives The subject is designed to provide the students with an in-depth knowledge of
different aspects of human development in various stages of life.
Outcomes
a. Identify the developmental milestones.
b. Describe the different factors that may affect overall lifespan development.
c. Summarize typical changes in the musculoskeletal, cardiovascular,
respiratory and nervous systems throughout the lifespan.
d. Explain the relationship between body system changes and development of
gross motor function, postural control, gait, advanced locomotor skills and
upper extremity function.
e. Apply the knowledge of lifespan development, motor control, and skill
acquisition in practical situations.
f. Recognize situations where motor and functional development are not
typical and offer reasons for such observations.
Subject Synopsis/
Indicative Syllabus  Theories of lifespan development
 Principles of neuromotor development and motor control models
 Sensorimotor, neuromuscular, perceptual, cognitive, psychosocial, and
language development in different stages of life
 Sensory integration
 Developmental milestones
 Play and toy selection
 Development of body systems in different stages of life
 Aging
 Palliative care, death, dying and bereavement
Teaching/Learning
Methodology Through a series of interactive lectures, foundation knowledge of the main
stages of development in neuromotor, psychosocial and cognitive domains
across the lifespan is introduced. Video presentations, role play, case-based
discussions, and critical analysis of literature are included in the tutorials to
reinforce and apply the concepts learned in the interactive lectures. Interactive
classes with young children, young/older adults provide students with direct
experiences for face-to-face interactions with clients at different stages of life.
Fieldwork activities such as visits to clinical facilities further enhance students’
appreciation of clients with atypical motor abilities. Online tasks are
incorporated to promote active learning. In the reflective assignment, students
are required to draw from these different learning experiences to analyze and
discuss the many factors that affect motor behaviors across the lifespan.
B30
Online tasks 10 √ √ √ √ √ √
Written tests 60 √ √ √ √
Group written 30 √ √ √ √ √ √
assignment
Total 100 %
Online tasks: The tasks are designed to facilitate observational and problem-
solving skills through the use of video-based clinical scenarios, and scientific
journal papers.
Written tests: This aim of this assessment is to evaluate the student’s

understanding of the major concepts learned in the semester.
Group written assignment: Students are required to draw from the different
learning experiences to analyze and discuss the many factors that affect motor
behaviors across the lifespan.

Expected
 Tutorials 16 Hrs.
 Fieldwork 9 Hrs.
 Online tasks 15 Hrs.
 Group Assignment 20 Hrs.

References Cech D, Martin S. Functional movement development across the life span. 2nd
ed. Philadelphia: WB Saunders; 2002.
Berk LE. Exploring lifespan development. 2nd ed. Boston, MA: Allyn & Bacon;
2010.
Boyd D, Bee H. Lifespan development. 5th ed. Boston, MA: Pearson/Allyn and
Bacon; 2009.
Shumway-Cook A, Woollacott MH. Motor control: theory and practical

applications. 2nd ed. Baltimore: Lippincott Williams & Wilkins; 2001.
Steinberg L. Lifespan development: infancy through adulthood. Belmont, CA:

Wadsworth; 2011.
B31
Credit Value 3
the subject.
B32
Subject Category SERVICE LEARNING
Credit Value 3
For details covering the syllabus, teaching methodology, assessment etc, please refer to the department
offering the subject.
A list of designated subjects for meeting the service-learning requirement is available at:
B33
YEAR TWO
SEMESTER TWO
Subject Code RS2670
Subject Title ELECTROPHYSICAL THERAPY I
Credit Value 3

Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives Students will understand the theoretical knowledge and the practical application of
electrophysical agents for managing patients with disorders and injuries to the
musculoskeletal system.
Outcomes Professional/academic knowledge and skills
a. integrate knowledge of physics, anatomy and physiology to select and apply the
appropriate thermal and/or neuromuscular electrical stimulation agent(s) for
treatment of various musculoskeletal conditions.
b. understand the biophysical and therapeutic effects of thermal agents and
neuromuscular electrical stimulation agents on body tissues, covering all the
common musculoskeletal injuries.
c. select and apply the most appropriate thermal agent and/or neuromuscular
electrical stimulation agent for an individual case in a safe, effective and
efficient manner.
d. evaluate and prioritise the effectiveness of different electrophysical agents, and
modify the method as appropriate.
e. document and interpret details of treatment, modifications and patient’s
response.
f. critically appraise and synthesise information from scientific and professional
literature on various aspects of physical and electrical agents. The concept of
evidence-based practice applicable to the use of electrotherapy will be fostered.

g. enhance language proficiency by reading reference materials and writing a
report in English
h. enhance communication and interaction by practicing how to interview patients
and give instructions to patients about eletrophysical therapy
i. acquire problem-solving skills in order to make clinical decisions on how to
select various modalities, determine dosage and method of applications for the
different case types presented.
j. personal and professional ethics are emphasized in ensuring safety measures are
taken and patient confidentiality and privacy are respected.
Subject Synopsis/
Indicative Syllabus 1. Principles and concepts of biophysical, physiological and therapeutic effects of
thermal agents and neuromuscular electrical stimulation agents applied to body
tissues, covering all the common musculoskeletal injuries.
2. Selection and methods of application of appropriate thermal agent(s) and/or
neuromuscular electrical stimulation agent(s) in a safe, effective and efficient
manner.
3. Electrophysical therapy agents covered include:
 Superficial thermal agents – hot packs, paraffin baths, dry heat, whirlpool
tanks
 Deep thermal agents – shortwave diathermy
 Cryotherapy- cold packs, ice massage, vapocoolant spray, contrast bath,
vasopneumatic compression devices
 Ultrasound therapy – application using gel, water as medium,
 Electrical stimulation (sensory) – transcutaneous electrical stimulation
(TENS) and interferential therapy (IFT) for pain management
 Electrical stimulation (motor) – neuromuscular electrical stimulation using
B34
low-frequency and medium frequency currents (IFT and Russian current),
functional electrical stimulation (FES), and high voltage currents
4. Principles of evaluation of treatment effects, and the application of a clinical
reasoning approach to modify or progress the treatment method and dosage as
appropriate.
5. Documentation and interpretation of details of treatment, modifications and
patient’s response.
6. Integration of electrophysical therapy into the overall physiotherapy management
approach for musculoskeletal disorders and injuries.
7. Learning to read and synthesise information from scientific and professional
literature on various aspects of physical and electrical agents. The concept of
evidence-based practice, with respect to the use of electrotherapy, will be
fostered.
Teaching/Learning An interactive learning approach is used in this subject, and teaching content is
Methodology integrated horizontally with other related subjects taught in this semester, such as
PTDx Musculoskeletal I and ITD. Through a series of interactive lectures, students
learn about the theoretical knowledge involved in the production and application of
electrophysical therapy agents, as part of the PT management of musculoskeletal
injuries/dysfunctions. In the practical classes, students learn to perform practical
procedures in applying these EPT modalities to the relevant parts of the human body
to simulate treatment of musculoskeletal injuries. Tutorials are organised to help
students to review and integrate their knowledge. A subject-specific website is
developed to enhance interactive learning and provide supplementary information to
students. “Open” laboratory sessions are organised to encourage independent
learning and revision.
Assessment Methods Specific % Intended subject learning outcomes to be

in Alignment with assessment weighting assessed
Intended Learning methods/tasks a b c d e f g h i j
Outcomes Written test 40 √ √ √ √ √
Written 10 √ √ √ √ √ √
assignment
Practical test* 50 √ √ √ √ √ √ √
Total 100 %
* Pre-requisite for Practice Test: 85% attendance of tutorial/ practical/ seminar
Session
Written test will cover all aspects of theoretical knowledge on EPT modalities.
Written assignment requires the students to conduct a literature search (under

guidance) and learn to appreciate the research evidence for electrotherapy.
Practical test requires the student to perform applications of various modalities and
to evaluate their ability to conduct this procedure in a safe, professional and effective
manner.

Effort Expected
 Practicals/tutorials 30 Hrs.
 Literature review and written assignment 30 Hrs.
 Open lab – self practice 20 Hrs.
Reading List and Robertson V., Ward A., Low J, Reed A.(2006). Electrotherapy Explained:
References Principles and Practice,4th Ed.Butterworth Heinemann, Elsevier.
Kitchen S. (2001) Electrotherapy: Evidence-based Practice. 11th Edition, London:

Churchill Livingstone (a Harcourt Health Sciences Company).
B35
Subject Code RS2730
Subject Title MUSCULOSKELETAL PHYSIOTHERAPY I
Credit Value 3
Pre-requisite RS2700 Orthopaedics and Traumatology
Objectives The overall objective of the series Musculoskeletal Physiotherapy is to provide
students with theories, skills and clinical application for musculoskeletal
This subject focuses on developing competence in physiotherapy professional
practice in the areas of assessment, clinical reasoning, diagnosis and treatment
selection in musculoskeletal dysfunction. This subject incorporates (i) the regional
assessment and management of musculoskeletal dysfunction of the lower extremity;
and (ii) the overall integration of physiotherapy modalities including the principles
and practice of therapeutic exercises and manual therapy. Interventions for common
lower extremity conditions including soft tissue, joint, bony lesions and common
surgical interventions will be covered.
Outcomes
a. integrate knowledge of the process of injury/disease with dysfunction of the
musculoskeletal system to determine a physical diagnosis within the scope of
physiotherapy.
b. undertake an appropriate subjective examination of a patient identifying
appropriate signs and symptoms.
c. undertake an appropriate physical examination guided by the subjective
examination.
d. extract relevant information from the examination and formulate an hypothesis
for clinical decision making.
e. select and apply manipulative and exercise therapy techniques in a safe, effective
and ethical manner.
f. document an accurate clinical record based on a given format.
g. design a total plan of care that includes the full-range of physiotherapeutic
interventions (e.g. mobilisation, exercises, electrophysical modalities) taking into
consideration the nature and the pathology of the clinical problem and the needs
of the patient.
h. review the effectiveness of therapeutic interventions relating to the outcome of
short and long term plans.

i. develop problem-solving strategies by extracting and analyzing relevant
information, formulation of hypothesis and evaluation of outcome.
j. communicate effectively when presenting/expressing information and ideas
to colleagues and patients.
k. develop skills essential for independent study and life-long learning.
l. develop values and attitudes appropriate to a profession committed to meeting
the health care needs of the society.
m. develop personal skills to function as a responsible and effective member of a
team.
n. read scientific and professional literature in order to apply relevant findings to
Subject Synopsis/ 1. Principles and Concepts

Indicative Syllabus  Concept of diagnosis in physiotherapy - physical vs. medical diagnosis
 Clinical reasoning - characteristics and process
 Clinical decision making - cue acquisition, hypothesis generation, data
interpretation and hypothesis evaluation
 Principles of intervention for soft tissue injuries, fractures, arthritis, joint
B36
replacement, common orthopedic post-operative conditions and limb
amputations.
2. Assessment
a. Conduct patient interview (subjective examination) and review pertinent medical
records including:
 general demographics
 chief complaints (use of body chart)
 behavior of symptoms (including irritability, severity and 24-hour pattern)
 functional status and activity level
 current and past history
 general health status
 medical/surgical history
 medications
 family and social history
 living environment
 employment
 social health habits
 patient/client’s perception of problems and needs
 precautionary questions to rule out symptoms arising from systems other
than the musculoskeletal system
 other clinical tests (review imaging, laboratory reports, available records
and other clinical findings)
b. Conduct physical examination pertaining to the musculoskeletal system that
includes:
 posture (static and dynamic)
 bed mobility, transfer, gait, and balance
 use of assistive devices and equipment
 functional activities and limitations
 active range of motion
 passive physiological and accessory joint movements (for joint integrity,
mobility and joint play movements)
 ligament laxity tests
 muscle performance (strength, power and endurance)
 muscle length and soft tissue extensibility
 skin assessment
 sensory integrity
 functional tests
 palpation
 prosthetic, orthotic, protective and supportive devices requirements
 ‘when applicable’ tests
 screening tests
3. Diagnosis and Plan of care
 analyze and interpret examination/assessment findings
 synthesize available information and generate a working hypothesis
 recognize signs and symptoms that are beyond the scope of physiotherapy
practice
 integrate examination findings to determine the physical diagnosis of the
patient/client (in terms of human movement dysfunction)
 identify and prioritize impairments to determine a specific dysfunction
towards which the intervention will be directed
 determine the prognosis and time required for improvement in patient/client
function
 determine short-term and long-term goals for treatment
 select and prioritize treatment intervention
 evaluate the effectiveness of intervention
 progress treatment intervention in response to the patient/client’s status
 establish criteria for discharge based on patient/client’s goals and functional
status
 use of evidence-based outcome measures
 Discharge plan
B37
 Documentation
 Recognition of precautions and contraindications to physical examination
and treatment (manual therapy and exercise therapy)
4. Treatment Intervention
a. Prescription and application of therapeutic exercises including:
 muscle strength, power and endurance training (active-assistive, active,
resistive including isometric, isotonic, concentric, eccentric and plyometric)
 flexibility exercises (tissue extensibility, prevention of contractures)
 sensory training or retraining
 ambulation skills including choice of assistive devices and gait-retraining
 functional training in self-care and home management (e.g. bed mobility,
transfer, ADL training)
 balance, co-ordination and training of functional or sports-specific activities
 task-specific performance training
b. Prescription and application of manual therapy techniques including:
 manipulative therapy skills - passive physiological and accessory joint
mobilization
 scar massage or soft tissue mobilization
 therapeutic massage
c. Prescription and application of mechanical modalities including:
 compression therapy – e.g. compression bandages, residual limb bandaging
 mechanical motion device – e.g. continuous passive motion
 protective and supportive devices – e.g. splints, braces, prosthetic devices
5. Patient/client related instruction

 Injury prevention education
 Education, advice and training of patients/clients and caregivers
Teaching/Learning A student-centered learning approach is used with a combination of lectures,

Methodology tutorials/seminars and self-directed learning methods. A case-based learning
approach is adopted for the overall integration of theoretical knowledge, different
therapeutic modalities and skills. The clinical cases will reflect problems across the
life span that address psychosocial and environmental factors and examine
underlying physiological responses to inactivity or trauma etc. Students are guided in
the development of their assessment, problem-solving and treatment skills in
physiotherapy management. In clinical laboratory sessions, students focus on the
development and application of skills in assessment and treatment techniques. To
consolidate and reinforce what the students have learnt in classrooms, bedside
teaching activities are organized in clinical settings.
Other activities to promote self-directed learning include open laboratory session.
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to be assessed
Intended Learning assessment weighting
Outcomes methods/tasks a b c d e f g h i j k l m n
Written test 40       
Seminar 20         
presentation
Practical test 40          
Total 100%
Written test: The aim of this assessment is to evaluate the student’s understanding
of the principles and concepts of musculoskeletal assessment and treatment
intervention.
Seminar presentation: This assessment aims to provide the opportunity for students
to search for information on a particular topic, to present information and ideas in an
organized manner, express and defend an opinion and function as a responsible
group member.
B38
Practical test: This assessment component aims to evaluate students’ clinical skills
competence, and application of their knowledge to the planning of examination and
treatment.

Effort Expected
 Lecture 14 Hrs.
 Tutorial/Seminars 12 Hrs.
 Laboratory/Practical 42 Hrs.
 Seminar preparation 20 Hrs.
Reading List and

References Required Text:
Kisner C, Colby LA (2007). Therapeutic Exercise: Foundations and Techniques.5th

ed. Philadelphia: FA Davis Co.
Magee DJ (2008). Orthopaedic Physical Assessment. 5th ed. Philadelphia: WB

Saunders.
Maitland GD (2005). Peripheral Manipulation. 4th ed. London: Butterworth-

Heinemann.
Atkinson K, Coutts F, Hassenkamp A-M (2005). Physiotherapy in Orthopaedics: A
Problem-Solving Approach. 2nd ed., Edinburgh: Churchill Livingstone
Henegeveld E, Banks K (2005). Maitland’s Peripheral Manipulation. 4th ed. London:

Butterworth-Heinemann.
Magee DJ, Zachazewski JE, Quillen WS (2007). Scientific Foundations and

Principles of Practice in Musculoskeletal Rehabilitation. Philadelphia: WB Saunders.
Magee DJ, Zachazewski JE, Quillen WS (2009). Pathology and Intervention in

Musculoskeletal Rehabilitation. Philadelphia: WB Saunders.
Maxey L, Magnusson J (2006). Rehabilitation for the Postsurgical Orthopedic

Patient - Procedures and Guidelines, 2nd ed., Mosby Co.
Other relevant journal articles and texts will be recommended as appropriate.
B39
Subject Code RS3030
Subject Title CLINICAL NEUROLOGY & NEUROSCIENCE
Credit Value 3

ABCT2326 Human Physiology
Pre-requisite
1. Students will gain knowledge in the functions of various parts of the nervous
Objectives
system, and understand how structural and functional changes in certain parts
of the nervous system may lead to neurological deficits for patients.
2. Students will understand recent development in clinical neuroscience, and how
these concepts can be integrated in clinical applications.
On successful completion of the subject, a student will be able to:

Intended Learning
Outcomes
a. analyze mechanisms of information processing which occur at different levels
of the nervous system.
b. analyze functions of the nervous system, e.g., sensorimotor: sensation; control
of posture, locomotion, reaching; higher cortical functions: attention, memory,
perception, language.
c. integrate knowledge of the structure and function of the nervous system to
explain selected ‘altered’ states, i.e., due to development, injury or disease.
d. synthesize information on the adaptive range of the nervous system in order to
explain:
 the recovery of function following an injury
 the subsequent functioning of the system, post-injury
 the continued development of an altered system

e. read and summarize information from the scientific and professional literature
related to clinical neuroscience.
1. Review: the neuron and synaptic transmission

Subject Synopsis/
2. Development of the nervous system
Indicative Syllabus
3. Anatomy and physiology of the nervous system – system and region
approaches
 Somatosensory System
Pain
Sensations
 Autonomic Nervous System
Motor System
Perception and movement
Motor control
Muscle tone
Movement disorders
 Auditory, Vestibular, and Visual System
 Blood supply and cerebrospinal fluid system
 Peripheral Nervous System
 Spinal Region
 Brain Stem
 Cerebrum
Attention
Memory
Language, communication
Perception
 Clinical correlates - by level of the neuraxis
4. Explain how an altered state of the nervous system would lead to common
B40
neurological conditions
5. Introduce the concept of neuroplasticity as the foundation of rehabilitation
6. Introduce the advances in clinical neuroscience
A blended teaching mode will be adopted. Lectures will be delivered. Based on

Teaching/Learning
assigned readings and/or video presentations, students will be able to understand
Methodology
the mechanisms underlying specific function(s) of the nervous system. Clinical
correlates will be included to explain the pathophysiology of common neurological
conditions.
Neuroanatomy laboratory sessions allow students to observe brain specimens or

models of different neural structures. By deepening their understanding of
neuroanatomy, students can appreciate the contributions of each specific neural
structure for maintaining normal neurological function in human being.
Self-directed learning encourages students to review the subject content and to

continue to seek current knowledge by referring to reference materials.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to be
Intended Learning methods/tasks weighting assessed
Outcomes a b c d e
2 MCQ tests 70  √
Laboratory work 30 √ √
Self –directed -  √ √ √ √
learning
Total 100 %
MCQ test: Students will be tested on the theoretical background of clinical

neurology and neuroscience.
Laboratory work: In-class quizzes with short questions will be conducted to

ensure that students have actively learned during the laboratory session.
Self-directed learning encourages students to review the subject content and

continue to seek current knowledge by referring to reference materials.

Expected
 Lecture 38 Hrs.
 Laboratory session 6 Hrs

(62 Hrs.)
 Self –directed learning 62 Hrs.


Lundy-Ekman L. (2007). Neuroscience – Fundamentals for Rehabilitation. 3rd ed.
References
Philadelphia: W.B. Saunders. USA.
Recommended Text / Reading:

Bear M F. (2007) Neuroscience : exploring the brain. 3rd ed. Baltimore:
Lippincott.
Kandel ER, Schwartz JH , Jessell, TM (2000). Principles of Neural Science. 5th ed.
New York: Elsevier.
B41
Subject Code RS3660
Subject Title EXERCISE SCIENCE
Credit Value 3

Pre-requisite / Nil
Co-requisite/
Exclusion
The overall objective of this subject is to equip students with the knowledge
Objectives
and skills of exercise sciences for health and fitness promotion, injury
prevention and rehabilitation of musculoskeletal injuries across the life span.
Upon completion of the subject, students will be able to:

Intended Learning
Outcomes
a. present the role of physiotherapy in applying the knowledge of exercise
sciences for health and fitness promotion, injury prevention and
rehabilitation of musculoskeletal injuries across the life span.
b. elaborate increased knowledge in exercise physiology, specifically of the
acute physiological changes and long-term adaptations of the body systems
to exercise and inactivity, and to evaluate the effects of exercise on growth,
development and the ageing process.
c. apply the physiological principles of exercise to individuals representing
different life stages as well as to individuals representing special
populations; integrate the principles of exercise training and modification
of training methods for different age groups and to address different needs,
i.e., exercise for health promotion, for injury prevention or for performance
enhancement; and to apply the principles of group exercise programs to
meet the health needs of special populations, e.g., for pregnancy, children,
older athletes, people with chronic conditions - diabetes, osteoporosis,
cardiac, respiratory, asthma, hypertension and rehabilitation of the injured
population.

d. communicate effectively in oral and written English when
presenting/expressing information and ideas to colleagues and patients, and
develop personal skills to function as responsible and effective members in
a team.
e. develop an active and healthy life style and develop values and attitudes
appropriate to a profession committed to meeting the health care needs of
the society.
f. develop problem-solving strategies by extracting and analysing relevant
information, formulating an hypothesis and evaluating outcomes, and
reading scientific and professional literature in order to apply relevant
findings to physiotherapy practice and acquire the skills essential for life-
long learning.
1. Introduction of the physiotherapy perspective in health and fitness

Subject Synopsis/
promotion.
Indicative Syllabus
Physiotherapy input to preventative, health promotional and
rehabilitative exercise and recreational activity in the normal population
and in those with specific conditions (emphasis on local scenario,
demands and inadequacies).
2. Principles of exercise physiology

Cardiovascular, respiratory, neuromuscular, metabolic, and thermal
responses to exercise
B42
Biochemistry of exercise
Acute and chronic adaptations to exercise
Nutrition and ergogenic aids in exercise
Environmental considerations for exercise
3. Application of physiological principles in health promotion

Concept of physical fitness and fitness testing
Physiological principles in conditioning and training
Training methods
Aerobic training
Anaerobic training
Strength and power training
Speed and agility training
Specific skill training
Flexibility training
Training and recovery
Over training, s/s, role of physiotherapy
Muscle pain, fatigue and DOMS
4. Application of physiological and exercise principles for the special

population
Children and adolescents
physical development and characteristics
growth and musculoskeletal development
body composition
cardiorespiratory system development
responses to exercises and adaptations to training
chronic childhood illness and exercises participation (e.g. asthma)
special issues (e.g. weight training and distance running for
children)
Female population
gender differences
pre- and postpubertal differences
muscle performance - power, strength and endurance
cardiovascular system - VO2 max
menstrual cycle
Elderly population
adaptations based on aging of body systems
value of physical fitness
essential elements of physical fitness for the elderly
People with chronic diseases
exercise needs for people with chronic diseases
physiological responses/adaptations to physical activity
risk factors/ precautions/contraindications prior to participation in
physical activity
define ways to monitor and evaluate the effectiveness of the
program
5. Application of physiological principles in rehabilitation

effects of inactivity and immobilization
physiological principles of exercise prescription in rehabilitation
biomechanical principles of exercise prescription in rehabilitation
mode of exercise in rehabilitation
functional progress in rehabilitation
aquatic exercises in rehabilitation
6. Application of physiological principles in sports specific training skills
B43
An integrative learning approach is used which makes use of problem solving
Teaching/Learning
and case studies to allow students to integrate knowledge and skills gained in
Methodology
other subjects with that of exercise science. Students apply the physiological
principles of exercise in order to use exercise as a means for health promotion,
injury prevention or to enhance performance for individuals from different
populations (e.g. children and adolescents, elderly, females, people with chronic
conditions) and life stages.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes
Exercise log book 15 √ √ √
Seminar presentation 25 √ √
& written assignment
Written tests 60 √ √ √ √
Total 100 %
Exercise log book: Students acquire and consolidate their knowledge in

exercise science through learning by participation. In conjunction with the
lectures, laboratory activities and tutorials, students decide their own exercise
training schedule and adhere to their training schedule for 6 weeks. This
learning-through-participation approach allows in-depth understanding, and
aims to develop an active and healthy life style such that they will pursuit
exercise lifelong attitudes as role models and leaders in exercise participation in
the community.
Seminar presentation: This assessment aims to provide an opportunity for

students to search for information on a particular topic related to exercise
science, to present information and ideas in an organized manner, express and
defend an opinion and function as a responsible group member.
Written assignment: This assessment aims to provide an opportunity for

students to present their review topic in a well structured and succinct manner.
Written tests: Both MCQ and essay questions are used in the written tests.
MCQ tests are used to test the students’ ability to recall the key elements of
exercise sciences. Essay question aims to test the students’ ability to integrate
and synthesise the content knowledge of exercise science and apply it in
different scenarios.

Expected
 Lecture 24 Hrs.
 Tutorial/seminar 12 Hrs.
 Laboratory/practical 12 Hrs.
 Journal and textbook readings 45 Hrs.

 Preparation of seminar presentation, tests and written
40 Hrs.
assignments
Reading List and

Required Texts:
References
McArdle WD, Katch FI, Katch VL (2007). Exercise Physiology: Energy,
Nutrition and Human Performance. 6th ed. Baltimore: William and Wilkins.
Thompson WR, et al. (2010) ACSM’s guidelines for exercise testing and
prescription. 8th edition, Lippincott William & Wilkins
B44
Durstine JL, et al. (2009) ACSM’s Exercise management for persons with
chronic diseases and disabilities. 3rd edition. Human Kinetic.
Kisner C, Colby LA (2007) Therapeutic exercise: Foundations and Techniques

5th edition, Philadelphia: FA Davis Co.
B45
Subject Code RS3830
Subject Title REHABILITATION PSYCHOLOGY
Credit Value 3

Pre-requisite / Nil
Co-requisite/
Exclusion
This subject introduces the key psychological perspectives for understanding the
Objectives
processes of adjustment to trauma, disability, and illness. It also prepares students
of helping professions to examine their values of helping, to develop basic
communication skills needed in building a helping relationship with clients, and
to help clients with problems in psychological adjustment. Students are
encouraged to develop an understanding of psychological issues that need to be
considered when managing patients with physical and mental dysfunctions and
disabilities.

Intended Learning
Outcomes
a. demonstrate effective communication skills in an interview or intervention
with a person with disabilities or chronic illness and who is psychologically
affected by the illness.
b. evaluate the impact of trauma, disability, and chronic illness, by applying
appropriate psychological theories.
c. explain the application of principles and selected methods in the facilitation
of psychological adjustment to illness or disability.
d. recognize common problems in patients with mental health issues in
rehabilitation.
e. understand how physiotherapy interventions may influence the psychosocial
well-being of persons with physical and/or mental health problems.

f. use English and Chinese language skills effectively in presentations and
report writing.
g. develop effective communication and interactive skills with persons with
physical and/or mental health problems and their caregivers or families.
h. demonstrate empathy and cultural sensitivity for persons with disabilities and
chronic diseases.
i. recognise the roles and contributions of other health team members in
rehabilitation.
j. demonstrate problem-solving strategies in working with other students as a
team and interacting with different persons and different professions.
k. realize the importance of personal and professional ethics in interacting with
persons with various disabilities.
1) Psychological impact and adjustment to trauma, disability, and chronic illness

Subject Synopsis/
– behavioural signs and symptoms, risk factors
Indicative Syllabus
2) Theories of psychological adjustment:
i) Stress, adaptation and coping strategies
ii) Cognitive perspective
iii) Transitions perspective
iv) Grief and disability
v) Self-efficacy
3) Aspects of Social Adjustment
i) Work
ii) Family and social support
B46
iii) Sexuality
4) Psychological aspects of specific disorders including:
i) neurological disorders – e.g. stroke, spinal cord injury, Parkinson’s
disease, Alzheimer’s disease
ii) chronic diseases – e.g. heart disease, diabetes mellitus, rheumatoid
arthritis
iii) congenital and/or developmental diseases – autism, cerebral palsy,
mental handicap
iv) somatoform and chronic pain disorders
5) Introduction to mental health issues – including conditions such as anxiety
and adjustment disorders, mood disorders, schizophrenia and psychotic
disorders
6) Therapist-client relationship – interviewing and basic counseling skills,
family and social support, empowerment
7) Introduction to psychosocial intervention approaches – cognitive behavioural
therapy, self-efficacy theory, relaxation therapy, alternative therapy
8) Physiotherapist’s role in dealing with psychological issues in patients with
physical disabilities or chronic diseases, as well as patients with mental health
issues.
Theoretical part of the course content will be delivered through interactive

Teaching/Learning
lectures where students are expected to actively participate in all the learning and
Methodology
teaching activities. Video clips of case studies of persons with various disabilities
will be shown during lectures. The professional skills component of the subject
includes class exercises, practicum or laboratory sessions, demonstrations and
role-play, small group discussions, case studies and seminar presentations.
Physiotherapy students will explore and practice specific intervention
programmes such as aerobic exercises and relaxation that are commonly
employed in clinical practice. Students will conduct a field study to different
community organisations to interact with clients of different disabilities. Students
will present their findings in a seminar, where they will lead the discussion and
receive feedback on their work.
Alignment with Specific % Intended subject learning outcomes to be
Intended Learning assessment weighting assessed
Outcomes methods/tasks a b c d e f g h i j k
Multiple 50 √ √ √ √ √ √ √ √ √ √
choice quizzes
Seminar 30 √ √ √ √ √ √ √ √ √
presentation
Written 20 √ √ √ √ √ √ √ √ √ √ √
assignment
Total 100 %
Multiple choice quizzes aim to test the understanding of the students in all the
various topics covered by the subject.
Seminar presentation aims to evaluate how well the students have understood
the concepts learned in this subject and whether they are able to understand the
psychological issues or problems faced by the clients that they have interviewed.
Written assignment will evaluate how well each individual student can integrate
all the knowledge learned in this subject and apply the appropriate concepts in
different case scenarios.
B47
Expected
 Tutorials/practicals 14 Hrs.
 Field visit 4 Hrs.
 Group discussion/preparation of seminar presentation 20 Hrs.
 Written assignment 20 Hrs.
Egan, G. (2007). The skilled helper: a problem-management and opportunity-
Reading List and
development approach to helping. (8th ed.) Pacific Grove, USA:
References
Thomson/Brooks/Cole.
Everett, T. Donaghy M. & Feaver S. (2003). Interventions for mental health.- an

evidence-based approach for physiotherapists and occupational therapists.
Butterworth Heinemann.
Frank, R. G., & Elliott, T. R. (Eds.) (2000). Handbook of rehabilitation

psychology. Washington, DC, USA: American Psychological Association.
French, S. & Sim, J. (Eds.) (2004). Physiotherapy: a psychosocial approach.

Edinburgh. Butterworth Heinemann
B48
YEAR TWO
SUMMER PERIOD
Subject Code RS 27100
Subject Title CLINICAL EDUCATION I
Credit Value 1
Level 2 , Year 2-Summer Period

Pre-requisites RS2690 Principles of Physiotherapy Practice
RS2730 Musculoskeletal Physiotherapy I
A valid First-aid Certificate
Buddy Attachment
Objectives To expose students to physiotherapy service delivered in two different clinical

settings (in-patient/out-patient/ extended rehabilitation)
Intended Learning Upon completion of the subject, students will be able to achieve the following
Outcomes skills under full guidance:

a. Extract relevant information from the patient's medical notes and initiate its
interpretation.
b. Select and perform appropriate basic assessment procedures for patients with
musculoskeletal problems.
c. Contribute to the planning of physiotherapy treatment and management for
the assessed patient.
d. Start to develop an appreciation of the foundation knowledge (e.g.,
pathophysiology) underlying the rationale and application of selected
physiotherapy techniques.
e. Exhibit awareness of patient safety, comfort and dignity in all situations.
f. Begin to adopt ethical behaviour in interactions between health care
personnel and patients.
g. Contribute to the documentation of assessments, treatment methods and
patient progress.
h. Reflect on personal performance in the decision-making process and in the
application of clinical procedures through self-, peer- and instructor-
assessment.

i. Show ability to develop appropriate values and attitudes to the profession
j. Practise effective interpersonal communication (written, oral and nonverbal)
with patients, relatives, carers, colleagues and other medical or allied health
professionals.
Subject Synopsis/ 1. Patient/client care/management

Indicative Syllabus 2. Analysis of patient history (current condition, medical/social/family history)
through system reviews
3. Use of relevant clinical tests and measureable outcomes
4. Formulation of plan of care underpinned by clinical reasoning
5. Effective communication and collaboration with clients, family members,
health care professionals and other individuals to determine a plan of care
6. Use of clear and accurate documentation
7. Use of clinical judgment and reflection
B49
Teaching/Learning Clinical placement provides the opportunity for students to experience placements
Methodology in a range of different facilities, including public, community and private
organizations. Students will learn to assess, evaluate and treat clients through
guided observation, individual and group work under the full supervision of a
Clinical Educator (CE) on a daily basis. Students will have case discussions with
the CE during tutorials in order to enhance the integration of foundation
knowledge acquired at the University into physiotherapy practice.
Pre-clinical seminar is mandatory and conducted by the Clinical Education

Coordination Team in The Hong Kong Polytechnic University. It provides
students an overview of the learning outcomes of the clinical training and
discusses expected professional attitude and behaviour and related learning
activities, In addition, it provides students a learning opportunity to review and
practice clinical knowledge and skills required for their assigned clinical setting
and sub-specialties.
Outcomes methods/tasks a b c d e f g h i j
Clinical 100  √ √ √ √ √ √   
placement
(continuous
assessment)
Total 100 %
Clinical placement: The nature of physiotherapy practice requires a range of

complex skills that is more appropriately assessed on a continuous basis. Students
are provided with on-going feedback on their performance during clinical
placement which enables the students to monitor their own learning process.
Continuous assessment also encourages students to undertake regular and
systematic study. This is a pass/fail subject without grade.
Student Study Effort Class contact:

Expected
 Clinical attachment (35Hrs per week for 2 weeks) 70 Hrs.
Pre-clinical seminar 3 Hrs.

Reading List and Students are required to integrate knowledge obtained from all previous subjects.
References For specific information, policies and procedures for clinical education, please
refer to the following documents:
1. Department of Rehabilitation Sciences (current year). B.Sc.(Honours)
Physiotherapy Programme Clinical Education Handbook. The Hong Kong
Polytechnic University.
2. Clinical Education Information on LEARN@PolyU.
B50
YEAR THREE
SEMESTER ONE
Subject Code RS3580
Subject Title MUSCULOSKELETAL PHYSIOTHERAPY II
Credit Value 3
Pre-requisite RS2730 Musculoskeletal Physiotherapy I

This subject builds on the knowledge and skills acquired in the subjects
Objectives
“Orthopedics & Traumatology” and “Musculoskeletal Physiotherapy I” and
extends students’ clinical skills in the physiotherapy assessment and management
of the musculoskeletal dysfunction of the upper limb and conditions affecting the
integumentary system.
Upon completion of the subject, students will be able to perform:

Intended Learning
Outcomes
a. basic regional assessment and management of musculoskeletal problems of the
upper limb;
b. basic assessment and management of integumentary integrity;
c. overall integration of physiotherapy modalities including the principles and
practice of therapeutic exercises, integumentary repair and protection
techniques, and manual therapy.

d. develop problem-solving strategies by extracting and analyzing relevant
information, formulating hypothesis and evaluating outcomes.
e. communicate effectively when presenting/expressing information and ideas
to colleagues and patients.
f. develop skills essential for independent study and life-long learning.
g. develop values and attitudes appropriate to a profession committed to meeting
the health care needs of the society.
h. develop personal skills to function as responsible and effective members in a
team.
i. read scientific and professional literature in order to apply relevant findings to
1. Principles and Concepts

Subject Synopsis/
 Concept of diagnosis in physiotherapy - physical vs. medical diagnosis
Indicative Syllabus
 Clinical reasoning - characteristics and process
 Clinical decision making - cue acquisition, hypothesis generation, data
interpretation and hypothesis evaluation
 Principles of intervention for integumentary (with or without skin graft),
tendon (tendon rehabilitation program of the hand), nerve and soft tissue
injuries , fractures (post-traumatic immobilization), arthritis and common
orthopedic surgeries
2. Assessment
a. Conduct patient interview (subjective examination) and review pertinent
medical records that include:
 general demographics
 chief complaints (use of body chart)
 behavior of symptoms (including irritability, severity and 24-hour pattern)
 functional status and activity level
 current and past history
 general health status
 medical/surgical history
B51
 medications
 family and social history
 living environment
 employment
 social health habits
 patient/client’s perception of problems and needs
 precautionary questions to rule out symptoms arising from systems other
than the musculoskeletal system
 other clinical tests (review imaging, laboratory reports, available records
and other clinical findings)
b. Conduct physical examination pertaining to the musculoskeletal system that
includes:
 posture (static and dynamic)
 transfer, transitions, gait, locomotion, balance and agility
 functional activities and limitations
 active range of motion
 passive physiological and accessory joint movements (for joint integrity,
mobility and joint play movements)
 muscle performance (strength, power and endurance)
 muscle length and soft tissue extensibility
 circulation
 motor function (dexterity, coordination, hand function)
 peripheral nerve integrity (motor and sensory distribution of nerves)
 sensory integrity (sensation and sensibility)
 palpation
 prosthetic, orthotic, protective and supportive devices requirements
 ‘when applicable’ tests
 screening tests
c. Conduct physical examination pertaining to the integumentary system that
includes:
 skin colour and integrity
 burns
 signs of infection
 wound and scar characteristics
3. Diagnosis and Plan of care

 Interpret and analyze examination/assessment findings
 Synthesize available information and generate a working hypothesis
 Recognize signs and symptoms that are beyond the scope of
physiotherapy practice
 Integrate examination findings to determine the physical diagnosis of the
patient/client (in terms of human movement dysfunction)
 Identify and prioritize impairments to determine a specific dysfunction
towards which the intervention will be directed
 Predict the prognosis and time required for improvement in patient/client
function
 Determine short-term and long-term goals for treatment
 Select and prioritize treatment intervention
 Evaluate the effectiveness of intervention
 Progress treatment intervention in response to the patient/client’s status
 Establish criteria for discharge based on patient/client’s goals and
functional status
 Use of evidence-based outcome measures
 Discharge plan
 Documentation
 Recognition of precautions and contraindications to physical examination
and treatment (manual therapy and exercise therapy)
B52
a. Prescription and application of manual therapy techniques that include:
 manipulative therapy skills - passive physiological and accessory joint
mobilisation
 soft tissue and scar mobilisation
 therapeutic massage
b. Prescription and application of therapeutic exercises that include:
 muscle strength, power and endurance training (active-assistive, active,
resistive including isometric, isotonic, concentric and eccentric)
 flexibility exercises
 co-ordination and training of functional activities
 task-specific performance training
c. Prescription and application of neuromuscular and sensory training or re-
training
d. Prescription and application of integumentary repair and protection techniques
that include:
 Debridement
 dressings (wet and wet-to-dry dressings)
 topical agents (cleansers, creams, moisturizers, ointments, sealants)
 positioning and stretching for prevention of contractures
 scar massage and mobilisation
e. Prescription and application of mechanical modalities that include:
 compression therapy – e.g. compression bandages, boxing glove
 mechanical motion device – e.g. continuous passive motion (CPM)
 protective and supportive devices – e.g. splints, braces, prosthetic devices

 Injury prevention and ergonomics education
 Education, advice and training of patients/clients and caregivers
A student-centered learning approach is used with a combination of lectures,

Teaching/Learning
tutorial/seminar and self-directed learning activities. A case-learning approach is
Methodology
adopted for the overall integration of theoretical knowledge, different therapeutic
modalities and skills for assessment and treatment. With guidance, problem solving
skills, planning of appropriate physiotherapy assessment and management strategy
will be developed. In clinical laboratory/practical sessions, students focus on the
development and application of skills in assessment and treatment techniques. Bed-
side teaching activities in clinical settings are organized for students to consolidate
the knowledge gained in classroom.
Assessment
Methods in Specific assessment % Intended subject learning outcomes to be
Alignment with methods/tasks weighting assessed
Intended Learning a b c d e f g h i
Outcomes Clinical reasoning 30         
test
Seminar presentation 20        
Practical test 50        
Total 100%
Clinical reasoning: The aim of this assessment component is to evaluate the

students’ clinical reasoning skill and application of knowledge to the
musculoskeletal system. Based on a given case scenario, students will be asked to
formulate an hypothesis on certain aspects of the case, and to plan an appropriate
assessment and management strategy in a written format.
Seminar Presentation: The assessment aims to provide opportunity for students to

research information for a particular topic. The will be required to gather up-to-
B53
date evidence-based information, critically analyse the information, present it in an
organized manner and then express their own ideas on that topic. They are also
required to defend an opinion and function as a responsible group member.
Practical Test: The aim of this assessment component is to evaluate the students’
clinical skills and application of knowledge to the planning of examination and
treatment. Each student will be given an excerpt of a clinical case scenario and
he/she will be questioned on certain aspects of the case which demand clinical
reasoning skills. The student will then be required to perform a selection of
practical skills relating to the case.

Effort Expected
 Lecture 14 Hrs.
 Tutorial / Seminar 4 Hrs.
 Laboratory / Practical 48 Hrs.
 Preparation of seminar presentation 30 Hrs.
Reading List and

References Required Text:
Henegeveld E, Banks K (2005). Maitland’s Peripheral Manipulation. 4th ed.
Butterowrth-Heinemann.
Kisner C, Colby LA (2007). Therapeutic Exercise: Foundation and Techniques. 5th

ed. FA Davis.
Magee D (2008). Orthopedic Physical Assessment. 5th ed. Saunders Elsevier.
Herndon DN (ed) (2007). Total Burn Care. 3rd Ed. Saunders Elsevier.
Magee DJ, Zachazewski JE, Quillen WS (ed) (2007). Scientific foundations and
principles of practice in musculoskeletal rehabilitation. Saunders Elsevier.
Magee DJ, Zachazewski JE, Quillen WS (ed) (2009). Pathology and intervention in
musculoskeletal rehabilitation. Saunders Elsevier.
B54
Subject Code RS3730
Subject Title NEUROLOGICAL PHYSIOTHERAPY I
Credit Value 3
Pre-requisite RS3030 Clinical Neurology & Neuroscience

Objectives This subject is designed to achieve the competence and clinical skills in neuro-
rehabilitation for an entry level physiotherapist.
Outcomes
a. describe the pathophysiology, medical and surgical management of common
neurological conditions.
b. apply the principles of neuroplasticity, motor control and motor learning to
the physiotherapy management of neurological dysfunction.
c. identify problems of the patient that are within the scope of physiotherapy,
using a clinical decision-making process.
d. select, implement and/or interpret the findings of validated outcome
measures.
e. design a comprehensive plan of care that incorporates the principles of
patient- and /or family-centered care, including goals which have been agreed
to by the patient.
f. implement, modify and progress the physiotherapy plan to ensure the best
functional outcome.
g. integrate the physiotherapy plan of care for neurological patients within an
inter-disciplinary holistic framework.
h. select and critically evaluate published studies on the rationale and scientific
evidence for given techniques/technology, and to apply relevant findings to
physiotherapy practice, research and education.

i. practice effective interpersonal communication (i.e., written, oral, nonverbal)
by seeking and providing feedback on professional performance.
j. reflect on personal performance in the decision-making process and in the
application of technical procedures.
Subject Synopsis/ 1. Principles of holistic management of individuals with neurological

Indicative Syllabus impairment
 Application of neuroplasticity to neuro-rehabilitation
 Application of motor learning principles to neuro-rehabilitation
 Concept of International Classification of Functioning, Disability and
Health (ICF)
 ‘Rehabilitation pathways’ and outcome measures
2. General management of common neurological conditions, with respect to

their --
 Definition
 Prevalence/incidence in Hong Kong/elsewhere
 Cause/etiology
 Clinical features/signs & symptoms
 Common tests for differential diagnosis of neurological disorders, e.g.,
X-ray, MRI, Ultrasound, CT scan and special manoeuvres.
 Management of a specific condition (operative vs. non-operative
B55
management, common medications, complications/limitations)
 Prognosis; time course; assessment and treatment
* Head injury
* Stroke
3. Assessment
a. Examine patients/clients by obtaining a history from them and from other
relevant sources:
 General demographic
 Family history
 Social history
 Living environment (home and community, device and equipment)
 Environmental and home barriers
 Employment
 Functional status and activity level (current and premorbid functional
status)
 Medical/surgical/neurological history
 Chief complaints
 Medications
 Medical/surgical treatment
 Laboratory and diagnostic tests (neuroimaging, electrophysiology)
 Fall history
b. Perform systematic assessment of:
 Neuromuscular system
 Sensory integrity and Perception
 Motor control, control of voluntary movement
 Muscle length, active and passive range of movement,
 Muscle strength
 Reflex integrity
 Muscle tone
 Hand function, dexterity
 Movement patterns
 Coordination and agility
 Posture
 Balance, gait and locomotion
 Function, ADL, IADL, self-care
 Arousal, consciousness, cognition, attention, recall
 Mental status, cognition
 Integrity of cranial and peripheral nerves
 Orthotic and assistive devices
 Home environment
 Work, community, and leisure re-integration
4. Diagnosis and plan of care

 Interpret and analyse the assessment findings
 Formulate a diagnosis utilizing an hypothesis-driven clinical decision
making process to identify existing impairments, activity limitations, and
participation restrictions
 Incorporate additional information from other professionals, as needed,
in the diagnostic process
 Determine short- and long-term functional goals
 Address required functions
 Establish a treatment plan that is safe, effective and client-centered
 Prioritize treatment interventions
 Evaluate the effectiveness of treatment interventions
 Utilize reliable and valid outcome measures
B56
 Progress/modify treatment interventions in response to client status
 Admission and discharge planning
 Data collection, analysis and reporting
 Documentation
 Interdisciplinary teamwork
 Collaboration and communication among team members
 Refer to another health practitioner if appropriate
5. Treatment interventions
Design and implementation of a physiotherapy treatment plan, based on
scientific evidence, which integrates techniques/components from what some
consider different ‘approaches’, for example:
 Motor Control ‘systems’
 Motor relearning model
 Biomechanical principles
 Facilitation principles - Bobath/Neurodevelopmental therapy (NDT)/
Proprioceptive neuromuscular facilitation
 Constraint-induced therapy
 Harness body weight-support for gait training
 Movement control, Movement pattern training
 Flexibility exercises
 Coordination training
 Proprioception training
 Somatosensory training
 Practice of functional tasks
 Transfer training
 Gait and locomotion training
 Balance and fall prevention
 Gaze stabilization
 Posture, postural stabilization
 Technology Application - Functional electrical stimulation (FES),
Biofeedback (EMG, electromyography), Prosthetics & Orthotics:
Inhibitory casting, ankle-foot orthosis

 Education, advice and training of patients/clients and carers
 Level of communication and instruction
Teaching/Learning Lectures will cover medical/neurosurgerical management, neuroplasticity and

Methodology motor-learning theories in neuro-rehabilitation. In seminars and tutorials sessions,
students will discuss clinical reasoning, appraise evidence-based practice and
outcome measures. In practical classes, students will learn assessment and
treatment skills and the rationale of selecting these skills. There is also case-based
clinical teaching enabling students to apply their theory and knowledge into
clinical practice. Web-based learning allows students to learn and enhance their
clinical problem ability at their own pace.
Assessment Methods Specific % Intended subject learning outcomes to be

in Alignment with assessment weighting assessed
Intended Learning methods/tasks a b c d e f g h i j
Outcomes Written test 40 √ √ √ √ √ √ √ √ √ √
Practical test* 35 √ √ √ √ √ √ √ √ √
Written 25 √ √ √ √ √ √ √ √ √
assignment
Total 100 %
*Pre-requisite for Practical Test: 85% attendance of tutorial/practical/seminar
sessions and 100% of clinical teaching
B57
Written test: Aims to assess students’ understanding of theory, pathology, and
management of people with neurological dysfunctions
Practical test: Aims to evaluate students’ clinical reasoning, selection of

evaluation and treatment methods, and skills in managing simulated common
neurological problems
Written assignment: Aims to evaluate students’ ability to critically select

relevant journal articles and appraise evidence-base physiotherapy practice in the
area of neuro-rehabilitation

Expected
 Lecture 18 Hrs.
 Tutorial/Seminar 6 Hrs.
 Clinical Teaching 2 Hrs.
 Web-based activities 15 Hrs.
 Preparation for seminar presentation 15 Hrs.

Reading List and Agency for Health Care Policy and Research (1995). Post-Stroke Rehabilitation,
References Clinical Practice Guideline No. 16. Rockville, MD: US Dept. of Health and
Human Services. (http://text.nlm.nih.gov/tempfiles/tempD134085)
Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd
ed. Hong Kong: Springer.
Bromley I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists. 6th

ed. Edinbergh: Churchill Livinstone
Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd

ed. Edinburgh: Churchill Livingstone.
Bossoe Gjelsvik BE (2008) The Bobath Concept in Adulat Neurology. 1st ed. New
York: Thieme
Raine S, Meadows L, Lynch-Ellerington M (2009) Bobath Concept: Theory and

Clinical Practice in Neurological Rehabilitation. Iowa: Wley-Blackwell
Publishing Co.
Shumway-Cook, A. and Woollacott, M. (2007) Motor Control – Translating

Research into Clinical Practice 3rd ed. Baltimore: Lippincott Williams and
Wilkins.
Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed.

Edinburgh: Elsevier
B58
Subject Code RS3770
Subject Title CARDIOPULMONARY PHYSIOTHERAPY I
Credit Value 3

Pre-requisite Nil
Objectives This subject is designed to achieve entry level physiotherapist competence and
clinical skills in respiratory physiotherapy.
Outcomes
a. identify (screen) abnormal symptoms of major body systems (for example the
musculoskeletal and neurological systems) and recognize the need to refer to
other medical professionals if necessary
b. explain the pathophysiology and be familiar with current medical,
pharmacological and surgical management strategies for common respiratory
conditions specific to particular age groups (neonates, children, adults and
elderly)
c. accurately interpret medical records and investigatory reports related to
respiratory disorders
d. accurately perform a physiotherapy assessment to enable identification and
prioritisation of respiratory problems using a clinical decision-making process
e. apply principles of functional anatomy and applied physiology of the
cardiopulmonary system to select, implement and evaluate best evidence
practice in cardiopulmonary physiotherapy techniques through a process of
critical evidential analysis and validated outcome measures
f. formulate and implement physiotherapy intervention for patients in
accident/emergency departments, and devise a holistic intervention plan in a
community setting (home and self management program) during the acute and
rehabilitative stages of a respiratory disorder to promote the best functional
outcome and maximize the quality of life
g. select and critically evaluate published studies on the rationale and scientific
evidence supporting a given technique, and apply the relevant findings to
physiotherapy practice, research and education.

h. practise effective interpersonal communication (i.e. written, oral and
nonverbal) by seeking and providing feedback on professional performance to
patients, relatives, carers, colleagues and other medical or allied health
professionals.
i. develop problem-solving strategies by extracting and analyzing information
from written reports and patients
j. develop values and attitudes appropriate to a profession
k. recognise the social demand for health care services in the community
Subjective 1. Principles of holistic management of people with respiratory dysfunction

Synopsis/Indicative  Application of functional anatomy and applied physiology to respiratory
Syllabus physiotherapy
 The application of the International Classification of Functioning,
Disability and Health (ICF)
 Best evidence practice through critical evidential analysis
 Provide respiratory physiotherapy services for prevention, health
promotion, fitness, and wellness to individuals, groups, and communities
B59
 Provide respiratory physiotherapy services in different practice settings
2. Assessment
a. Take a History from relevant sources and perform a thorough and appropriate
Examination of the patient:
 Family history
 Social history
 Employment
status)
 Medications
 Laboratory and diagnostic tests (radiology, imaging, electrophysiology)
b. Perform systematic assessment procedures on the pulmonary system:

 Respiratory rate
 Assessing for edema
 Ventilation and respiratory/gas exchange
 Pulmonary signs of respiratory/gas exchange
 Pulmonary signs of ventilator function
 Pulmonary symptoms
 Lung volumes and expiratory flows
 Aerobic capacity/endurance (for example 6 minute walk test); pulmonary
signs and symptoms during exercise or activity)

 Interpret and analyse assessment findings
 Formulate a diagnosis utilizing a hypothesis-driven clinical decision
making process to identify current problems, existing or potential
impairments, activity limitation, participation restrictions and
environmental factors
 Incorporate additional information from other professionals, as needed, in
the diagnostic process
 Evaluate the effectiveness of treatment interventions with reliable and
valid outcome measures
 Produce accurate documentation
 Appreciate interdisciplinary teamwork
 Collaborate and communicate effectively among team members
 Be aware of procedures for referral to other health practitioners as
appropriate
Design and implementation of a physiotherapy treatment plan which integrates
techniques using an evidence-based approach, for example:
B60
a. Airway clearance techniques
Breathing strategies
 Active cycle of breathing or forced expiratory technique
 Assisted cough/huff techniques
 Autogenic drainage
 Paced breathing
 Pursed lip breathing
Techniques to maximize lung volume and ventilation
 Maximum inspiratory hold
 Stair case breathing
 Manual hyperinflation
Manual/Mechanical Techniques
 Gravity assisted drainage
 Assisted devices
 Chest percussion and vibration
 Chest wall manipulation
 Suctioning
 Ventilatory aids (eg, Flutter, ventilatory muscles trainer)
 Manual inflation techniques
 Supplemental oxygen
Positioning
 Positioning to alter the work of breathing
 Positioning to maximize ventilation and perfusion
 Pulmonary postural drainage
b. Community and long-term care

 Pulmonary rehabilitation program
c. Communication & patient/client related instruction

 Communicate with others using written, oral and non-verbal modes
Teaching/Learning Lectures will cover the knowledge base of respiratory system reviews,
Methodology pathophysiology and principles of management and current management strategies
(medical, pharmacological and surgical) for respiratory conditions.
In tutorials sessions students will discuss clinical reasoning, and appraise best
evidence-based practice, and outcome measures relevant to current respiratory
physiotherapy.
In practical sessions students will learn assessment and treatment skills and the
rationale for selecting a particular treatment/technique.
Relevant medical notes of clinical cases, in the form of self-learning exercises and
tutorial notes, will be provided for students to apply their theory and knowledge to
clinical practice.
Virtual classroom facilities (in-hospital video conferencing) will provide clinical

experiences of pulmonary rehabilitation to students.
B61
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to be assessed
Intended Learning assessment weighting a b c d e f g h i j k
Outcomes methods/tasks
Written test 40 √ √ √ √ √ √ √ √ √ √
Practical test* 30 √ √ √ √ √ √ √
MCQ 30 √ √ √ √ √ √ √ √ √
Total 100 %
*Pre-requisite for Practice Test: 85% attendance of tutorial/ practical/ seminar
session
Written test: Based on hospital notes of a patient, this assessment aims to evaluate
students’ ability to identify the problems encountered by the patient, and propose an
intervention plan with justification to maximize the patient’s recovery of physical
and functional capacity.
Practical test: This assessment aims to evaluate students’ clinical reasoning,

selection of evaluation and treatment methods and skills in managing patients with
simulated respiratory problems
MCQ test: This test aims to assess students’ understanding of theory, pathology,
laboratory investigations and management of people with respiratory dysfunction
Anticipated hours of Class contact: (50 Hrs.)

Student Study
 Lecture 32 Hrs.
 Tutorial/Laboratory 16 Hrs.
 Virtual classroom 2 Hrs.

 Self-study
a. Self-Learning Exercises: Respiratory Physiology &
Chest Physiotherapy Techniques) 60 Hrs.
b. Self-Learning Exercises: The Clinical Teaching of
Cardio-Pulmonary Care in Acute Conditions
Reading List and Bourke SJ (2007). Lecture Notes. Respiratory Medicine. 7th Edition. Malden, Mass:
References Blackwell Publishing.
Corne J, Pointon K (2010). Chest X-ray made easy. 3rd Ed. Edinburgh: Churchill
Livingstone.
Pryor JA and Webber BA (2008). Physiotherapy for Respiratory and Cardiac

Problems. 4th Edition. Edinburg: Churchill Livingstone.
West J (2008). Pulmonary Pathophysiology-The Essentials. 7th Edition. Baltimore:

Williams & Wilkins.
West J (2006). Respiratory Physiology-The Essentials. 8th Edition. Baltimore:

Williams & Wilkins.
B62
Subject Code RS3780
Subject Title ELECTROPHYSICAL THERAPY II
Credit Value 2
Pre-requisite RS2670 Electrophysical Therapy I

Students will acquire the knowledge and skills necessary to ensure the effective use of
Objectives
electrical stimulation for neurological conditions including microcurrent, pulsed
electromagnetic field, biofeedback, laser, ultraviolet radiation, and functional electrical
nerve stimulation etc.
On successful completion of the subject, given a clinical problem or a case history, a

Intended Learning
student will be able to:
Outcomes
a. apply their knowledge of physics, anatomy and physiology to the effective use of
microcurrent, pulsed electromagnetic field, biofeedback, laser, and ultraviolet
radiation, functional electrical nerve stimulation, and electrical stimulation for
managing neurological conditions.
b. understand the biophysical and therapeutic effects of various electrophysical
agents in performing electrodiagnosis, pain modulation, wound management and
integumentary repair using electrophysical modalities reducing edema and
promoting nerve repair.
c. compare and contrast the electrophysical agents in terms of physical properties,
therapeutic effects, and versatility in clinical applications, and potential health
benefits or hazards.
d. select and apply the most appropriate electrophysical agent safely, effectively and
efficiently.
e. discuss the rationale and/or evidence supporting the selection of a given
electrophysical modality.
f. evaluate the outcome of different applications and modify methods as needed.
g. document details of treatment parameters, modifications and patient response
h. introduce the contemporary trend of clinical use of electrophysical agents

i. practise effective communication skills by explaining treatment effects to patients,
or the progress of treatment to other health professionals.
j. develop problem-solving strategies by extracting and analyzing information from
written reports and patients, then make appropriate clinical decision on treatment
planning
k. develop professional values and attitudes
1. Principles and concepts of biophysical, physiological and therapeutic effects of

Subject Synopsis/
electrophysical agents
Indicative Syllabus
2. Selection and administration of the most appropriate electrophysical agents:
a. Stimulation of afferent nerve including microcurrent, acupuncture and
electroacupuncture
b. Electrical stimulation for neurological conditions for reducing spasticity,
treating shoulder subluxation, reducing drop foot phenomenon in hemiplegic
patients and managing Bell’s Palsy
c. Laser therapy for soft tissue injuries and wound healing
d. Pulsed electromagnetic field
e. Biofeedback for muscle relaxation and re-education
f. Ultraviolet Radiation
B63
g. Newly developed treatment modalities including extracorporeal shock wave
therapy, monochromatic infrared irradiation, polychromatic light therapy
3. Evaluation and diagnosis using electrophysical agents
a. Biofeedback for research and evaluation of treatment outcome
b. Contemporary electrical evaluation techniques such as strength duration
curve, nerve conduction test, clinical electromyography (EMG)
c. Consideration for clinical application, data acquisition, normal and abnormal
findings
4. Clinical applications & decision making
Students will be able to formulate the plan of care underpinned by clinical
reasoning, and understand the rationale behind the selection of electrophysical
modalities, treatment parameters, progression of treatment and their integration of
electrophysical therapy into the overall physiotherapy treatment plan for patients.
5. Recording of treatment methods, parameters and clinical outcomes
6. Evaluation and modification of the treatment for achieving optimal treatment
efficacy
7. Integration of best evidence-based physiotherapy in the application of
electrotherapeutic agents
Lectures provide the opportunity for students to learn the theoretical background of
Teaching/Learning
electrophysical modalities.
Methodology
Practical sessions and tutorials allow students to develop the skills necessary to apply
various electrophysical modalities safely, effectively and efficiently. They will learn
how to choose the correct treatment parameters for:
o microcurrent
o laser therapy
o biofeedback
o pulsed electromagnetic field
o ultraviolet radiation
o functional electrical stimulation
Self-directed learning encourages students to review the subject content and practice the
skills that they have learned.
Assessment Methods
in Alignment with Specific assessment % Intended subject learning outcomes to be
Intended Learning methods/tasks weighting assessed
Outcomes a b c d e f g h i j k
Written test 50  √ √ √ 
Practical test* 50  √ √ √ √ √   
Self –directed learning -  √ √ √  √ √ √
Total 100 %
*Pre-requisite for Practice Test: 85% attendance of tutorial/practical/seminar session
Written test: Students will be tested on the theoretical background about the
biophysical and therapeutic effects of various electrophysical agents in performing
electrodiagnosis, pain modulation, wound management, reducing edema and promoting
nerve repair
Practical test: Given a clinical case, students are required to demonstrate clinical
reasoning in selecting appropriate electrophysical modality and treatment parameters,
then demonstrate the technique and skills to apply electrophyscial modalities in an
effective and safe manner.
Self-directed learning encourages students to review the subject content and practice
the skills that they have learned.
B64
Student Study Class contact: (34 hrs.)
Effort Expected
 Lecture 14 Hrs.
 Tutorial 2 Hrs
 Practical/ Laboratory 18 Hrs.
 Self –directed learning 36 Hrs
Reading List and Recommended Reading:

References
Belanger AY. (2009). Therapeutic Electrophysical Agents: Evidence Behind Practice.
2nd ed. Baltimore: Lippincott Williams & Wilkins.
Cameron M H (2008). Physical Agents in Rehabilitation: From research to practice. 3rd

ed, Philadelphia: Saunders.
Robertson V., Ward A., Low J, Reed A. (2006). Electrotherapy Explained: Principles
and Practice,4th ed. Butterworth Heinemann, Elsevier.
Watson T (2008). Electrotherapy: Evidence-based practice. 12th ed. Edinburgh:

Churchill Livingstone.
B65
Credit Value 3
the subject.
B66
YEAR THREE
INTER-SEMESTER PERIOD
Subject Code RS37500
Subject Title CLINICAL EDUCATION II
Credit Value 2
Level 3
Pre-requisite RS 27100 Clinical Education I

Through active participation in different types of accredited activities, students will
Objectives
understand various forms of physiotherapy service or health care promotion activities
delivered in primary health care settings

Intended Learning
Outcomes
a. Participate in the planning of primary health care related activities, e.g. primary
health care programmes, health promotion activities or clinical research activities
etc, for certain patient or community groups
b. Participate in the implementation of primary health care delivery
c. Utilize clinical reasoning and evidence-based practice in primary health care
delivery
d. Exhibit a professional and caring approach towards clients, relatives and health
care workers
e. Collaborate and communicate effectively with clients/patients, family members,
health care professionals and other individuals in an interdisciplinary team in
written, verbal and non-verbal modes
f. Reflect on personal performance through self, peer and/or clinical educator reviews
on clinical judgments
g. Understand the roles of other health care professionals and the concepts of multi-
professional practice in primary health care delivery

h. Show awareness and ability to develop values and attitudes appropriate to the
profession
i. Practise effective interpersonal communication (written, oral and nonverbal) with
professionals.
j. Develop problem solving strategies in clinical settings
k. Recognise the social demand for primary health care services in the community
1. Patient/client care/management across lifespan

Subject Synopsis/
2. Evaluation of the required functions of patient/client
Indicative Syllabus
3. Evaluation of environmental, home and work (job/school/play) barriers
4. Cost-effective resource utilization
5. Collaboration and coordination with agencies
6. Referrals to other professions
7. Design and implementation of physiotherapy interventions
8. Effective communication and collaboration with others
9. Practice in multiple settings and community based rehabilitation
10. Interdisciplinary teamwork
11. Development of community based rehabilitation, health promotion and education,
function training programmes and/or instrumental activities of daily living training
in community, school and work
12. Facilitation of injury prevention or reduction (injury prevention education and
safety awareness) and independent living (ADL training, home management and
self-care)
B67
13. Promotion of fitness, wellness and mental health to improve quality of life for
clients/patients
14. Critical appraisal of clinical research evidence and application to clinical practice
Fieldwork provides the opportunity for students to experience placements in a range of

Teaching/Learning
different facilities, including public, community and private organizations. Students
Methodology
will learn to assess, evaluate, and treat clients and become involved in health education
and promotion activities under the supervision of registered physiotherapists, in order
to enhance the integration of foundation knowledge into physiotherapy practice.
A logbook and a self reflective journal allow students to consolidate the newly learnt
knowledge and evaluate personal performance.

Coordination Team in The Hong Kong Polytechnic University. It provides students an
overview of the learning outcomes of the clinical training and discusses expected
professional attitude and behaviour and related learning activities, In addition, it
provides students a learning opportunity to review and practice clinical knowledge and
skills required for their assigned clinical setting and sub-specialties.
Assessment Methods
Outcomes a b c d e f g h i j k
Fieldwork 100 √ √ √ √ √ √ √ √ √ √ √
(continuous assessment),
logbook and self-reflective
journal
Total 100 %
Fieldwork: Students are required to actively participate in different types of accredited

activities in various settings in order to gain an understanding of primary health care
and the provision of related services. This is a pass/fail subject without grade.
Logbook and self reflective journal: Students are required to reflect critically on their
clinical experiences through written report or reflective journal. Students are also
required to document their clinical experiences systematically in a logbook.

Expected  Fieldwork 70 Hrs.
 Logbook and self reflective journal 20 Hrs.
 Pre-clinical seminar 3 Hrs.

Students are required to integrate knowledge obtained from all academic subjects.
Reading List and
For specific information, policies and procedures for clinical education, please refer to
References
the following documents:
2. Clinical Education Information on LEARN@PolyU..
B68
YEAR THREE
SEMESTER TWO
Subject Code
RS3060
(with contribution from CBS academic staff)
Subject Title FUNDAMENTALS OF TRADITIONAL CHINESE MEDICINE FOR
PHYSIOTHERAPY PRACTICE
Credit Value 3
Pre-requisite / Students will take this subject in the 3rd year of their programme as they will
Co-requisite/ have normally completed the general language and communication
Exclusion requirements in their previous years. This subject will serve to meet the
Chinese language requirement embedded as discipline-specific.
Objectives 1. demonstrate an understanding of the meaning of East-meet-West

integration which would inspire new ways of thinking and practice; and
2. acquire ways of promoting personal health through an understanding of the
practice of traditional Chinese health maintenance techniques and
traditional Chinese therapeutics.
3. enhance students’ Chinese language competence in order to cope with the
workplace communication requirements relative to their training in a
specific discipline, i.e. rehabilitation studies.
Outcomes
a. outline the key theoretical concepts of Traditional Chinese Medicine
(TCM) which is evolved from traditional Chinese philosophy;
b. describe “disease prevention - health maintenance” and “health
maintenance – rehabilitation” perspectives of TCM;
c. demonstrate a basic understanding of the traditional Chinese “health
maintenance – rehabilitation” therapeutic modalities;
d. relate the integration of TCM into Physiotherapy practice from a theoretical
perspective; and
e. demonstrate an understanding of the possible applications of TCM within
the Physiotherapy context to the rehabilitation of different clients groups
which are commonly seen in Physiotherapy practice.
f. develop effective communication skills (for example Chinese writing
across the discipline, and oral presentations for experts and laymen) and
strategies for promotional activities
Students will be required to read and write intensively to enhance their

proficiency in written Chinese. The mastering of effective communication skills
in both written and spoken Chinese will also facilitate their life-long learning in
various disciplines.
Subject Synopsis/ 1. Foundation theoretical systems of TCM:

Indicative Syllabus a. Foundation theoretical framework of TCM based on traditional Chinese
philosophy including: Qi, Yin Yang, Wu Xing (the five-element
theory).
b. Foundation knowledge of human structure in TCM including: Zangfu;
Meridians; Jin; and Qi, blood and Essence of Life and Spirit.
c. Holistic view of diseases in TCM: basic concepts in aetiology,
pathogenesis, diagnosis, differential diagnosis, treatment principles and
treatment modalities.
d. Integration of foundation theoretical framework of TCM into the
theories of Physiotherapy.
2. Application of selected branches of “health maintenance – rehabilitation”
B69
techniques of TCM:
a. Tui Na as a hands-on-body treatment modality.
b. Various forms of Health Qigong, Tai Chi Ch’uan as health maintenance
exercises.
c. Therapeutic acupoints techniques such as acupuncture and acupressure.
d. Knowledge in basic Chinese Materia Medica.
e. Other TCM therapeutics adjunctive to Physiotherapy.
3. Application of TCM to rehabilitation within the Physiotherapy context of

the following client groups in primary health care, acute care, chronic
disease management in the community:
a. Neurological disorders and psychiatric illness: e.g. stroke, depressive
disorder.
b. Cardiopulmonary disorders: e.g. hypertension, chronic obstructive
pulmonary disease.
c. Orthopaedic and traumatic conditions: e.g. sprains, fractures.
4. Related professional literacy in Chinese medicine
5. Chinese writing for professional activities
6. Chinese writing and oral presentation for practical communication in
various contexts
Teaching/Learning Students will have the opportunity to explore the basic philosophy, theory,
Methodology concepts and systems of TCM in the applied context of the classroom setting,
drawing on their experiential learning and independent study experiences.
The subject will motivate the students’ active participation through group
collaboration, individual presentation, and group discussion. Teaching materials
will be presented in both printed mode and audio-visual mode. For the training
of accuracy in written and spoken Chinese, students will be supplemented with
materials in a self-access manner. Teacher consultation will be offered to the
students on an individual needs basis. Lessons will be delivered in Putonghua.
Reading of related 30 √ √ √ √ √ √
classical Chinese text
& quizzes
Presentation 30 √ √ √ √ √ √
Written assignment 40 √ √ √ √ √ √
Total 100 %
Experiential learning, case studies, class discussion and student seminars will
be used to enhance students’ learning and integration of TCM concepts in
clinical practice of Physiotherapy.

Expected
 Lecture 28Hrs.
 Tutorial/seminar/practical 14Hrs.

 Self study 20Hrs.
 Outside class practice 40Hrs.
B70
Reading List and
References 許健鵬、高文柱《中國傅統康複治療學》高等醫學院校康複治療專業教材
中國‧北京‧東直門外香河園華夏出版社
普通高等教育“十五”國家級規劃教材之新世紀全國高等中醫藥院校規劃教
材
21 世紀課程教材之全國高等醫藥教材建設研究會規劃教材
Gascoigne, S. (2000). The Chinese Way to Health: a Self-Help Guide to

Traditional Chinese Medicine. London: Connections.
Xu, X. (2001). Principles of Traditional Chinese Medicine: the Essential Guide

to Understanding the Human body. Boston: YMMA Publication Center.
王力主編，《古代漢語》，1999，北京中華書局。
于成鯤等主編，《中國現代應用文寫作規範叢書》，2011，上海復旦大學
出版社。
廖玉蕙，《我把作文變簡單了》，2011，長虹出版社。
周錫韋复，《中文應用寫作教程》，1996，三聯書店。
路德慶主編(1982) 《寫作教程》，華東師範大學出版社。
邢福義、汪國勝主編（2003）《現代漢語》，華中師範大學出版社。
陳建民（1994）《說話的藝術》，語文出版社。
李軍華（1996）《口才學》，華中理工大學出版社。
B71
Subject Code RS3680
Subject Title MUSCULOSKELETAL PHYSIOTHERAPY III
Credit Value 3

Pre-requisites RS2730 Musculoskeletal Physiotherapy I
RS3580 Musculoskeletal Physiotherapy II
To enable students to identify and treat clinical problems that are associated
Objectives
with disorders of the musculosheletal system relating to the spine.

Intended Learning
Outcomes
a. synthesize knowledge and information on the medical diagnosis, the
etiology and disease process of musculoskeletal disorders, and the relevant
professional and scientific literature.
b. extract, interpret and hypothesize on clinical findings through the use of
subjective examination, objective tests, measurement scales and other
secondary information, and determine a physical diagnosis within the
scope of physiotherapy.
c. design and implement manipulative techniques and exercise therapy, with a
maximum and appropriate level of safety, effectiveness, efficiency and
ethical standards. and evaluate its outcome.
d. document and communicate relevant findings and the treatment
programme, as appropriate.
e. promote understanding of the disease process to patients and their families
and therefore encourage their active participation to achieve the best
outcome
1. Learning
Subject Synopsis/
 Content and learning experience in the clinical sciences in spinal
Indicative Syllabus
conditions frequently seen by physiotherapists
 Content and learning experiences in management of patients with
cervical and lumbar disorders across the continuum of care (prevention,
overuse, post-traumatic and post-surgical) and across the lifespan
 Concepts of interdisciplinary care in spinal rehabilitation
2. Strategies
An integrative approach including
 Didactic teaching in subject matter-based learning
 Problem-based learning in clinical reasoning and decision making
 Practice-based learning in skill development
3. Physiotherapist Practice
a. Assessment
- Undertake a comprehensive evaluation of the patient/client that
includes patient interview and review pertinent medical records
including general demographics, main concerns/problems, present/past
history, medical and surgical history, general health status, bebavior of
symtoms, functional and activity level, psycho-social status
- Conduct a physical examination of the cervical and lumbar regions that
includes observation of postural and gait, assessment of active range of
motion, neurological examinations, soft tissue palpation and passive
intervertebral accessory movement tests, muscle flexibility and
performance
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- Undertake screening tests to rule out symptoms arising from other
problems e.g. the sacral-iliac joint
b. Evaluation and Diagnosis

- Integrate findings from the comprehensive examination with clinical
findings of patients/clients
- Formulate a diagnosis utilizing a process of clinical reasoning that
results in the identification of existing or potential impairments,
activity limitations and participation restrictions
- Incorporate additional information from other investigations, e.g. X-
ray, MRI, as needed, in the diagnostic process
- Determine whether patients/clients need to be referred to other
healthcare professionals when the diagnostic process reveals findings
that are not within the scope of the physiotherapist’s knowledge or
expertise
c. Prognosis
- Determine the prognosis and time required for improvement in
patient/client function
d. Plan of care /intervention and treatment

- Collaborate with patients/clients, family members and other
professionals to determine a plan of care/intervention /treatment
- Determine patient/client short- and long-term goals and outcomes and
specify expected timeframe to achieve the goals and outcomes
- Determine specific interventions with measureable outcome goals in
the plan
- Establish a physiotherapeutic plan of intervention that is safe,
effective, and patient/client-centered
- Monitor and adjust the plan of intervention in response to patient/client
status
- Refer to another professionals/healthcare practitioners when
physiotherapy is inappropriate for the patient/client
e. Intervention/treatment programme
- Selection of intervention/treatment based on physical diagnosis and
evidenced-based practice
- Provision of intervention/treatment for the spine using an integrated
approach that includes manual therapy, exercise therapy, and advice
- Manual therapy techniques include:
 Passive physiological and accessory joint mobilization
 Traction
 Soft tissue mobilization
 Passive stretching
- Therapeutic exercise program including:
 Mobilization exercises for the spinal joints
 Stretching exercises for the spine and muscles linking the limbs
and spine
 Strengthening exercise to the core and global muscles of the spine
 Postural exercises
- Prescription and application of protective and supportive devices such
as neck collars and lumbar corsets
- Advice:
 Advice on posture, exercise and work habit
althcare professional
f. Determine the outcomes of any interventions/treatments
- Re-examine patient/client throughout the intervention process to
evaluate the effectiveness of intervention/treatment.
- Adjust plan of intervention in response to re-examination and outcome
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findings
- Use of validated outcome measures
- Evaluate and record outcomes at the end of care/intervention/treatment
g. Prevention, health promotion

- Neck and back care
- Back schools
1. Lecture,
Teaching/Learning
2. Web-based clinical cases
Methodology
3. Practical laboratory
4. Seminar
5. Tutorials
A student-centred learning focus is used to identify and treat clinical problems

that are associated with disorders of the musculoskeletal system relating to the
spine. Principles and concepts are introduced in lectures and subsequently
reinforced through guided learning in tutorials and laboratories with clinical
reasoning and demonstration sessions. Seminars help to develop the integration
of principles and practice in the use of manipulative techniques and other
therapeutic modalities in near and long-term management. Throughout, students
are guided to identify and critically appraise the evidence underlying the
rationale and practice of different treatment techniques, drawing from recent
articles in various fields (e.g., epidemiology, images). Students must integrate
this knowledge to develop methods to educate their clients and the public at
large in disease/injury prevention and health promotion.
In addition, “e-platform” has been developed, which facilitates students’

clinical reasoning skill.
Outcomes a b c d e
Clinical reasoning test 30 √ √ √
Practical test 40 √
Seminar presentation 30 √
Total 100%
Clinical reasoning test aims to assess students’ clinical reasoning ability.

From the information provided on the cases, students are expected to extract
and analysis relevant information, identify problems, provide an appropriate
treatment plan, and suggest appropriate PT intervention.
Students’ clinical skills are being evaluated during and at the end of the
semester. All manipulative and exercises therapy skills being taught will be
examined.
Seminar presentation aims to provide students an opportunity for in-depth

exploration of a selected topic, to extract information from journal articles, and
to share information and ideas in an organized manner.
B74
Expected
 Lecture 8 Hrs.
 Tutorial 10Hrs.
 Laboratory 44 Hrs
 Seminar 2 Hrs
 Web-based clinical cases 6 Hrs.

 Self reading & practice 30 Hrs.
Reading List and
References Required Texts:
Magee DJ (2008). Orthopaedic Physical Assessment. 5rd ed. Philadelphia: WB
Saunders.
Maitland GD (2000). Vertebral Manipulation. 5th ed. London: Butterworth-

Heinemann.
Grant R (2002). Physical therapy of the cervical and thoracic spine. 3nd ed.
New York: Churchill Livingstone
Butler DS (2000). The Sensitive Nervous System. Noigroup Publication,

Australia
McGill S (2007). Low Back Disorders. Human Kinetics, NZ
Note: other relevant journal articles and texts will be recommended as

appropriate.
B75
Subject Code RS3731
Subject Title NEUROLOGICAL PHYSIOTHERAPY II
Credit Value 3

Pre-requisites RS3030 Clinical Neurology & Neuroscience
RS3730 Neurological Physiotherapy I
Objectives To achieve the competence and clinical skills in neuro-rehabilitation necessary

for an entry level physiotherapist.
Outcomes
a. Discuss the plan of care, intervention, treatment efficacy and expected
outcomes for commonly encountered diagnoses in neuro-rehabilitation
b. Prioritize physiotherapy-related problems and develop appropriate
intervention strategies
c. Implement, modify and progress the physiotherapy plan to ensure the best
functional outcome.
d. Recognize what is beyond the scope of physiotherapy and instigate
referrals to other health care professionals or community resources
e. Discuss the key prognostic indicators for specific diagnosis.
f. Develop a plan of discharge from physiotherapy and for follow-up care
including community re-integration, home management, and barrier
modification.
g. Outline the community services and other resources available for
individuals with neurological impairments
h. Discuss the role of physiotherapists in primary health care and disease
prevention
i. Identify optimal intervention strategies based on the best available research
evidence specific to each diagnostic group.

j. practice effective interpersonal communication (i.e., written, oral,
nonverbal) by seeking and providing feedback on professional
performance.
k. reflect on personal performance in the decision-making process and in the
application of technical procedures.
Subject Synopsis/ 1. Principles of holistic management of individuals with neurological

Indicative Syllabus impairment
 Application of neuroplasticity to neuro-rehabilitation
 Application of motor learning principles to neuro-rehabilitation
 Concept of International Classification of Functioning, Disability and
Health (ICF)
 ‘Rehabilitation pathways’, outcome measures, preventive measures,
community resources
 Role of other disciplines within the ‘rehabilitation pathway’
 Environmental, social & cultural factors and their effects on the
overall management.
2. General management of common neurological conditions, with respect to

their --
 Definition
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 Prevalence/incidence in Hong Kong/elsewhere
 Cause/etiology
 Clinical features/signs & symptoms
 Common tests for differential diagnosis of neurological disorders, e.g.,
X-ray, MRI, Ultrasound, CT scan and special manoeuvres.
 Management of a specific condition (operative vs. non-operative
management, common medications, complications/limitations)
 Prognosis; time course; assessment and treatment
* Peripheral nerve lesion
* Spinal cord injury
* Cerebral infection
* Balance and vestibular dysfunction
* Ataxia and In-coordination disorders
* Cognitive and perceptual problems
* Neurodegenerative disease - Parkinson’s disease, Alzheimer’s
disease
* Neuropathy - Guillain-Barre Syndrome, Motor Neurone Disease,
Poliomyelitis/Post-Polio Syndrome
3. Assessment
a. Examine patients/clients by obtaining a history from them and from other
relevant sources:
 Family history
 Social history
 Employment
status)
 Medications
 Laboratory and diagnostic tests (neuroimaging, electrophysiology)
 Fall history
 Perform systematic assessment procedures:
 Neuromuscular system
 Sensory integrity and Perception
 Motor control, control of voluntary movement
 Muscle length, active and passive range of movement,
 Muscle strength
 Reflex integrity
 Muscle tone
 Hand function, dexterity
 Movement patterns
 Coordination and agility
 Posture
 Balance, gait and locomotion
 Arousal, consciousness, cognition, attention, recall
 Mental status, cognition
 Integrity of cranial and peripheral nerves
 Orthotic and assistive devices
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 Formulate a diagnosis utilizing an hypothesis-driven clinical decision-
making process to identify existing impairments, activity limitations,
and participation restrictions
 Incorporate additional information from other professionals, as needed,
in the diagnostic process
 Address required functions
 Evaluate the effectiveness of treatment interventions
 Utilize reliable and valid outcome measures
 Data collection, analysis and reporting
 Engage interdisciplinary teamwork
 Refer to other health practitioners if appropriate
scientific evidence, which integrates techniques/components from what
some consider different ‘approaches’, for example:
 Motor Control ‘systems’
 Motor relearning model
 Biomechanical principles
 Facilitation principles - Bobath/Neurodevelopmental therapy (NDT)/
Proprioceptive neuromuscular facilitation
 Constraint-induced therapy
 Harness body weight-support for gait training
 Movement control, Movement pattern training
 Strength and endurance program
 Flexibility exercises
 Coordination training
 Proprioception training
 Somatosensory training
 Practice of functional tasks
 Transfer training
 Gait and locomotion training
 Balance and fall prevention
 Gaze stabilization
 Posture, postural stabilization
 ADL: bathing, bed mobility, transfer, dressing, eating, grooming
 Instrumental ADL training: home maintenance
 Home exercise program
 Functional training in self-care and home management
 Environmental modifications
 Prescription of assistive/adaptive device, use and training
 Barrier accommodation or modifications
 Technology Application - Functional electrical stimulation (FES),
Biofeedback (EMG, electromyography), Prosthetics & Orthotics:
Inhibitory casting, ankle-foot orthosis
 Vestibular rehabilitation
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 Health promotion
 Disease prevention i.e. recurrence of stroke
 Level of communication and instruction
Teaching/Learning Lectures will cover medical/neurosurgerical management, neuroplasticity and

Methodology motor-learning theories in neuro-rehabilitation. In seminars and tutorials
sessions, students will discuss clinical reasoning, and appraise evidence-based
practice and outcome measures. In practical classes, students will learn
assessment and treatment skills and the rationale of selecting these skills. There
is also case-based clinical teaching enabling students to apply their theory and
knowledge into clinical practice. Web-based learning allows student to learn the
knowledge and enhance their clinical problem ability at their own pace.
Outcomes methods/tasks a b c d e f g h i j k
Written test 45 √ √ √ √ √ √ √ √ √ √ √
Practical test* 30 √ √ √ √ √ √ √ √ √
Seminar 25 √ √ √ √ √ √ √ √ √ √ √
presenta ion
Total 100 %
*Pre-requisite for Practical Test: 85% attendance of tutorial/practical/seminar

sessions and 100% of clinical teaching
Written test: Aims to assess students’ understanding of theory, pathology, and

management of people with neurological dysfunctions
Practical test: Aims to evaluate students’ clinical reasoning, selection of

evaluation and treatment choice and skills in managing simulated patients with
common neurological problems
Seminar presentation: Aims to evaluate students’ ability to critically review

the best available research evidence to identify the management strategies in the
area of neuro-rehabilitation

Expected
 Lecture 8 Hrs.
 Tutorial/Seminar 16 Hrs.
 Clinical Teaching 2 Hrs.
 Preparation for written assignment 15 Hrs.
B79
Reading List and Agency for Health Care Policy and Research (1995). Post-Stroke
References Rehabilitation, Clinical Practice Guideline No. 16. Rockville, MD: US Dept. of
Health and Human Services. (http://text.nlm.nih.gov/tempfiles/tempD134085)
Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd
ed. Hong Kong: Springer.
Bromley I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists.

6th ed. Edinbergh: Churchill Livinstone
Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach.

2nd ed. Edinburgh: Churchill Livingstone.
Bossoe Gjelsvik BE (2008) The Bobath Concept in Adulat Neurology. 1st ed.
New York: Thieme
Raine S, Meadows L, Lynch-Ellerington M (2009) Bobath Concept: Theory

and Clinical Practice in Neurological Rehabilitation. Iowa: Wley-Blackwell
Publishing Co.
Shumway-Cook, A. and Woollacott, M. (2007) Motor Control – Translating

Research into Clinical Practice 3rd ed. Baltimore: Lippincott Williams and
Wilkins.
Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed.

Edinburgh: Elsevier
B80
Subject Code RS3771
Subject Title CARDIOPULMONARY PHYSIOTHERAPY II
Credit Value 2

RS3770 Cardiopulmonary Physiotherapy I
Pre-requisite
To achieve the competence and clinical skills in cardiovascular physiotherapy
Objectives
necessary for an entry level physiotherapist.

Intended Learning
Outcomes
a. identify (screen) abnormal symptoms of major body systems (for example the
musculoskeletal and neurological system) and recognize the need to refer to
other medical professionals if necessary
b. explain the pathophysiology and be familiar with current medical,
pharmacological and surgical management strategies for common
cardiovascular conditions specific to particular age groups (neonates, children,
adults and elderly)
c. accurately interpret medical records and investigatory reports related to
cardiovascular disorders
d. accurately perform a physiotherapy assessment to enable identification and
prioritisation of cardiovascular problems using a clinical decision-making
process
e. apply principles of functional anatomy and applied physiology of the
cardiopulmonary system to select, implement and evaluate best evidence-based
practice in cardiopulmonary physiotherapy techniques through a process of
critical evidential analysis and validated outcome measures
f. formulate and implement a holistic intervention plan in a community setting
(home and self management program) during the acute and rehabilitative
stages of cardiovascular disorders to promote the best functional outcome and
maximize the quality of life
g. explain the effects of major surgery and anaesthetic techniques on the
cardiopulmonary system, and formulate and implement physiotherapy
intervention for pre-surgical and post-surgical conditions
h. formulate and implement physiotherapy intervention for patients in an acute
ward setting and in intensive care unit.

i. practise effective interpersonal communication (i.e. written, oral and
nonverbal) by seeking and providing feedback on professional performance to
professionals.
j. develop problem-solving strategies by extracting and analyzing information
from written reports and patients.
k. develop values and attitudes appropriate to the profession
l. recognise the social demand for health care services in the community
Subjective 1. Principles of holistic management: cardiovascular dysfunction and

Synopsis/Indicative surgical conditions
Syllabus  Application of functional anatomy and applied physiology to
cardiovascular physiotherapy
 Application of the International Classification of Functioning, Disability
and Health (ICF)
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 Best evidence-based practice through critical evidential analysis
 Provide cardiovascular physiotherapy services for prevention, health
promotion, fitness, and wellness to individuals, groups, and communities
 Provide cardiovascular physiotherapy services in different practice
settings, from intensive care units to community
 Provide physiotherapy intervention to patients/clients pre- and post-major
surgeries (head and neck, thoracic, heart and lung transplantation, breast,
abdomen, and pelvic regions)
 Provide physiotherapy services to burns victims
2. Assessment
a. Take a History from relevant sources and perform a thorough and appropriate
Examination of the patient:
 Family history
 Social history
 Employment
status)
 Medications
 Laboratory and diagnostic tests (radiology, imaging, electrocardiography)
b. Perform systematic assessment procedures on cardiovascular system:

 Blood pressure (arterial and venous)
 Heart rate
 Presence of edema
 Electrocardiogram
 Aerobic capacity/endurance (aerobic capacity during functional activities
and during standardized tests)
 Cardiovascular signs and symptoms during exercise or activity
 Circulation (arterial, venous, lymphatic): signs, symptoms, physiological
responses to positions
c. Perform systematic assessment of the integumentary system

 Presence of any scar formation
 Skin colour
 Skin integrity
 Activities, position, posture, devices, and equipment that produce or
relieve trauma to skin
 Burns
 Signs of wound infection
 Wound and scar characteristics after burns

 Formulate a diagnosis utilizing an hypothesis-driven clinical decision-
making process to identify current problems, existing impairments,
activity limitations, and participation restrictions
 Incorporate additional information from other professionals, as needed, in
B82
the diagnostic process
 Evaluate the effectiveness of treatment interventions with reliable and
valid outcome measures
 Appreciate interdisciplinary teamwork
 Be aware of procedures for referral to other health practitioners as
appropriate
scientific evidence which integrates techniques using an evidence-based
approach, for example:
a. Post-surgical intervention
 Breathing strategies
 Relaxation strategies
 Strength, power and endurance training
b. Intensive and critical care areas
 Management of patients on a ventilator (adults and neonates)
c. Community and long term care

 Cardiovascular rehabilitation program
 Renal rehabilitation
d. Integumentary repair and protection techniques

 Non-selective debridement (enzymatic debridement, wet dressings, wet-
to-dry dressings, wet-to-moist dressings)
 Selective debridement (debridement with other agents including autolysis,
enzymatic debridement, sharp debridement)
 Dressings (including hydrogels, vacuum-assisted closure, wound
coverings)
 Oxygen therapy for wounds (including supplemental, topical)
 Topical agents for wounds (including cleaners, creams, moisturizers,
ointments, sealants)
e. Communication & patient/client related instruction

 Communicate with others using written, oral and non-verbal modes
Lectures will cover cardiovascular system reviews, pathophysiology and principles

Teaching/Learning
of management for common cardiovascular conditions, and current management
Methodology
strategies (medical, pharmacological and surgical) for cardiovascular conditions..
The lectures will also introduce transplant surgical procedures and facilities in
intensive care units
In tutorials sessions, students will discuss clinical reasoning, and appraise best
evidence-based practice and outcome measures relevant to current cardiovascular
physiotherapy in different practice settings.
In practical sessions, students will learn assessment and treatment skills and the
rationale for selecting these skills.
Relevant medical notes of clinical cases will be provided for students to apply their
B83
theory and knowledge into clinical practice.
A virtual classroom via in-hospital video conferencing will provide students with
clinical exposure to cardiovascular, pulmonary and renal rehabilitation to students.
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to be
Outcomes methods/tasks a b c d e f g h i j k l
MCQ 50 √ √ √ √ √ √ √ √ √ √ √
Written test 35 √ √ √ √ √ √ √ √ √ √ √ √
/Case Study
/Case Report
Debate 15 √ √ √ √ √ √
Total 100%
MCQ: Aims to assess students’ understanding of theory, pathology, and

management of people with cardiovascular dysfunction.
Written test: Aims to evaluate students’ ability to critically select relevant journal
article and appraise evidence-based practice in cardiovascular physiotherapy.
Debate: Evaluates the students’ understanding of the role of a cardiovascular

physiotherapist in the community, and their ability to express their views on
contemporary issues encountered by cardiovascular/respiratory physiotherapists.
Anticipated hours of Class contact: (40 Hrs.)

Student Study
 Lecture 30 Hrs.
 Tutorial/Laboratory 8 Hrs.
 Virtual classroom 2 Hrs.
 Self-study
a. Self Learning Exercises: The Clinical Teaching of 20 Hrs.
Cardio-Pulmonary Care in Acute Conditions
 Preparation for debate 15 Hrs.
ACSM (2005). ACSM’s Guidelines for Exercise Testing and Prescription. 7th
Reading List and
Edition. American College of Sports Medicine. Philadelphia: Lippincott Williams &
References
Wilkins.
Gray H, dawkins K, Morgan J, Simpson I (2008). Lecture Notes. Cardiology. 5th

Edition. Malden, Mass: Blackwell Publishing.
Hampton JR (2008). The ECG made easy. 7th Edition. Edinburgh: Churchill
Livingstone.
McArdle WD, Katch FI, Katch VL (2006). Esstentials of Exercise Physiology. 3rd
Edition. Baltimore, Md: Lippincott Williams & Wilkins.
Pryor JA and Webber BA (2008). Physiotherapy for Respiratory and Cardiac

Problems. 4th Edition. Edinburg: Churchill Livingstone.
B84
Subject Code RS3790
Subject Title PEDIATRIC NEUROLOGY AND DEVELOPMENTAL DISABILITIES
Credit Value 3
Pre-requisite RS3030 Clinical Neurology & Neuroscience

1. Identify, assess, analyze, plan and manage the multiplicity of problems associated
Objectives
with pediatric neurological dysfunction and developmental disabilities.
2. Integrate and apply motor learning and contemporary approaches to the treatment
of motor control-related problems in children.
3. Taking into context the whole child, select and apply appropriate handling skills
and educationally-relevant therapeutic skills to assist the child’s sensor-motor
development and learning.
4. Collaborate with caregivers and other member of pediatric developmental teams to
assist children in their natural settings (e.g. schools and homes), and to emphasize
the need for the overall balanced development of young clients as individuals, and
the need for planning for their future.

Intended Learning
Outcomes
a. Integrate knowledge of pathology and developmental milestones to determine the
functional status, activity and participation levels of children.
b. Implement age-appropriate assessment (including standardized tests) to identify
physical, sensori-motor, attention, arousal status and cognitive function of the child
within the scope of practice of physiotherapy.
c. Design age-appropriate therapeutic play activities.
d. Formulate management priorities using a clinical decision-making process and best
evidence available.
e. Integrate therapy into an individualized educational plan for the child within the
multi-disciplinary framework, including:
 Developmental and therapeutic exercises to enhance perception, balance,
posture, transitional/transfer movement and locomotion
 Self-care and upper limb function
 Use of assistive devices, prosthetics & orthotics, and mobility aids
 Instrumental activity of daily living
 Oral-motor function and speech
 Educate care-givers in home therapy and injury prevention.
f. Project habilitation or rehabilitation pathway as appropriate, with reference to:
 Functional status
 Living environment
 Work, employment, leisure and safety
g. Implement and monitor a physiotherapy plan to ensure best functional outcome.
h. Critique various management approaches based on published studies.
i. Recommend community service and resources for the individual child.
j. Identification of children with special education needs, and the promotion of their
integration into mainstream education.

k. Work and communicate effectively as a team member with children, their
caregivers and/ or their families.
l. Apply problem-solving strategies regarding the paediatric services for a given
child.
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m. Seek feedback on professional performance from team members.
1. Principles and Concepts

Subject Synopsis/
Indicative Syllabus  Conceptual framework for pediatric physiotherapy
 International Classification of Function, Disability, and Health (ICF)
 Clinical reasoning and decision process
 Principles of assessment and management
2. Assessment
 Plan a developmental age-appropriate assessment
 Interview parents/caregiver and extract relevant history of the child
 Select and conduct tests (including standardized test) in accordance with
areas of concern of child & parents
3. Diagnosis and Plan of Care

 Analyze, interpret and synthesize assessment findings
 Determine the functional status and participation level of child
 Identify factors affecting function, treatment outcome and prognosis
 Prioritize short-term and long-term treatment goals
 Set functional measurable goals and specific treatment plans
 Determine an individualized and educational-relevant care plan that
incorporate child-centre and family-centre concepts
 Evaluate effectiveness of treatment
 Progress treatment intervention
 Project prognosis and “habilitation” and “rehabilitation” pathway
 Use of evidence-based outcome measures
 Provide accurate documentation
 Recognize signs and symptoms of developmental problems or complications
Principles and applications of:
 physiologically based stretchings
 sensorimotor facilitation
 appropriate play and toys for free or designed play/ play group
 preventive measures
 teaching caregivers
 paediatric aids and equipment, etc.
 Intensive physiotherapy programmes for pre- and post selective surgery and
special medical interventions.
 Prosthetics & Orthotics
o inhibitory casting
o ankle-foot orthosis
o prophylactic support and splintage
o corrective splintage, etc.
 Adaptive equipment and mobility aids
o standing frames, buggies, scooters, wheelchairs, workboards, tilt tables,
etc
 Integrating physiotherapy programmes within the daily routine of the child
 Developmental activities training
 Conductive education/learning (Peto)
 Bobath/Neurodevelopmental therapy (NDT)
 Proprioceptive neuromuscular facilitation (Voss, Knott)
 Sensorimotor facilitation techniques
 Technologically-based and electrically-powered assistances in cases of severe
and multiple handicaps.
 Selected electrotherapy-based assistance
o Functional electrical stimulation (FES)
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o Biofeedback (EMG).
 Clinical gait analysis and Harness weight-support for gait training (Barbeau)
5. Child/family related instruction and education

Community services and resources for individual child.
Guided by reading references, students will integrate knowledge of diseases of the

Teaching/Learning
neurological system and developmental disabilities into the physiotherapy
Methodology
management of clinical problems (e.g. transitional movement, coordination).
Following analysis of clinical problems, students will identify and prioritize a
problem list, select and apply appropriate handling skills and educationally-relevant
therapeutic skills to assist the sensorimotor development and learning of children.
Content knowledge and practical skills will be extended in the area of motor learning,
and several contemporary approaches to the treatment of motor control-related
problems will be introduced. Inclusion of caregivers, families and other members of
the pediatric developmental teams in assisting children with special needs in their
natural settings (e.g. schools and homes) will be discussed in tutorials. The need for an
overall balanced development of the young clients as individuals with plans projecting
into the future will be emphasized. A student-centered learning approach is used in
lectures, tutorials, seminars, practicals and video presentations. Guided by clinical
physiotherapists in various paediatric settings, students will have “hands-on” practice
in the assessment and management of children, and in the holistic management of a
given child condition.
Assessment Specific % Intended subject learning outcomes to be assessed

Methods in assessment weighting
Alignment with methods/tasks a b c d e f g h i j k l m
Written 70 √ √ √ √ √ √
Intended Learning
Outcomes (MCQ) tests
Seminar 30 √ √ √ √ √ √ √ √ √ √ √ √ √
presentation
Total 100%
Written test (MCQ) Aims to evaluate students’ understanding of the pathology

underlying paediatric neurological and developmental disabilities, and the principles
and concepts of assessment and treatment within the scope of practice of
physiotherapy
Seminar presentation Assesses the students’ ability to draw upon their experience in
interacting with children during clinical attachments, to synthesize information, to
reflect and present the decision-making process and the skills required in assessing
and managing a given child’s condition, with short and long term planning and
projection into the future.

Effort Expected  Lecture 24Hrs.
 Tutorial 6Hrs.
 Laboratory 20Hrs
 Seminar 2Hrs
 Fieldwork 8hrs

 Self-study 50Hrs.
B87
Reading List and
Required Texts:
References
Long TM & Toscano K (2002). Handbook of pediatric physical therapy. Philadelphia:
Lippincott Williams & Wilkins.
Tecklin J S (2008). Pediatric physical therapy (4rd Edition) Philadelphia: Lippincott

Williams Wilkins.
Provided in Class:
World Health Organization (1993). Promoting the Development of Young Children
with Cerebral Palsy. Geneva, Switzerland: World Health Organization (WHO).
(Notification of selected parts for reading will be provided prior to respective classes)
Campbell SK. Ed (1999). Decision Making in Pediatric Neurologic Physical Therapy.

Philadelphia, Pennsylvania: Churchill Livingstone.
Campell SK, Vanden Linden DW, Palisanno RJ. (2005). Physical Therapy for
Children. Philadelphia, Pennsylvania: W.B. Saunders Company, 3rd ed.
Shumway-Cook A, Woollacott MH (2007). Motor Control: Translating Research into

Clinical Practice. Baltimore, Maryland: Lippincott Williams & Wilkins, 3rd ed.
Kurtz LA, Dowrick PW, Levy SE, Batshaw ML (1995). Handbook of Developmental
Disabilities. Gaithersburg, Maryland: Aspen Publishers, Inc.
Mak Rose HL, Lam Catherine CC, Ho Cherri CY, Wong May MY (ed). (2006). A
Premier in Common Developmental Disabilities: experience at Child Assessment
Service, Hong Kong. Child Assessment Service, Department of Health, Hong Kong
Special Administrative Region Government
C W Chan et al. (eds.).Manual of Child Neurology (1999). The Hong Kong Society
of Child Neurology & Developmental Paediatrics. Icon Media Co.: Authors.
Gallahue KL and Ozmun JC (1998). Understanding motor development: Infants,

children, adolescents and adults (4th ed.) Boston: McGraw-Hill.
B88
Subject Code RS4050
(with contribution from ELC academic staff)
Subject Title CAPSTONE PROJECT
Credit Value 3
Level 4, Year 3-Semester 2 to Year 4-Semester 1
Pre-requisite RS2050 Research Method and Statistics
Objectives 1. To consolidate students’ learning experience accumulated over the entire

undergraduate course in a project
2. To help to prepare students for professional practice in the workplace, for
further academic pursuits, for future lifelong learning, and for developing
their generic competencies
3. To enhance students’ ability to use English in a clear, systematic and
scientific manner in professional practice.
Outcomes
a. Demonstrate initiative, independence and the ability to solve problems
during the pursuit of a defined project.
b. Select suitable information from the scientific literature, justify, design and
interpret project and service work.
c. Integrate learning experiences accumulated over the entire undergraduate
course within the specific objectives of the project.
d. Understand and integrate the interrelationships between project rationale,
project design/methodology, service needs for the population and final
project outcomes.
e. Present the results of the project, in English, orally and in writing, in a
clear, systematic and scientific manner.

f. Seek knowledge by referring to reference materials in related topics
g. Demonstrate logical and systematic ways of analyzing and disseminating
information collected.
h. Work as a team in organization and presentation of the project.
Subject Synopsis/ Within the subject, a range of learning experiences, including research
Indicative Syllabus experiences and service-learning opportunities, will be provided to allow the
students to integrate subject content learned in the program. In addition, this
discipline-specific subject will provide training for students in the effective use
of English in verbal and written presentations of project reports.
The project will represent a component of an on-going project or a new venture

(e.g. pilot project). The project is composed of multiple components including:
literature review, data collection, preliminary data analysis, drawing clinical
applications from the results of project, identification of the service needs in the
community, and provision of such services to the target population. Projects
may reflect different areas and approaches, such as:
 experiment-based (e.g., measures of change, reliability);

 service-based (e.g., ‘needs’ assessment, develop/evaluate exercise or
intervention programmes);
 survey-based (e.g., quality of life measures, profile of continuing
education);
 observation-based (e.g., interactions between clients and rehabilitation
B89
professionals, rehabilitation team interactions);
 interview-based (e.g., client’s perception of service/intervention, impact of
disability on client’s daily living),
 aids and technology development (e.g., develop/adapt an assistive
device/aid), or
 literature review-based (e.g., detailed review on efficacy of a specific
intervention, development of social policy)
This project study aims to meet the institutional objectives of

a. critical thinking and problem-solving abilities;
b. creativity and innovation;
c. global outlook;
d. leadership and teamwork skills;
e. entrepreneurship
f. effective use of English in the chosen discipline
Teaching/Learning Independent study is the primary mode of learning. It is focused on a specific

Methodology project with identified objectives. Students will form small groups and
undertake an independent project under the guidance of a project supervisor.
The guidance may take the form of regular meetings, laboratory sessions,
tutorials and/or consultations during field visits.
Part of the teaching and learning activities will be delivered by the English
Language Centre (ELC) to enhance students’ skills in using English in a
systematic and scientific manner in their oral and written project reports.
Outcomes a b c d e f g h
Individual assessment 10 √ √ √ √ √ √ √ √
(viva)
Participation in activities 10 √ √ √ √ √ √ √ √
(continuous assessment)
Written report 60 √ √ √ √ √ √ √
Presentation 15 √ √ √ √ √ √ √ √
Peer assessment 5 √ √ √ √ √
Total 100 %
Individual Assessment and Continuous Assessment (total of 20%) – achieve

intended learning outcomes (a-d) through continuous assessment and a viva
examination, with regard to active participation and critical analysis of each
student.
Written Report (60%) – achieve intended learning outcomes (b-g) through

completion of a written report in the format of a manuscript for publication. The
ELC will assess students’ use of English in the reports submitted, and this
assessment contributes to 20% of the written report.
Presentation (15%) – achieve intended learning outcomes (a-g) through a

scientific oral presentation.
Peer assessment (5%) – achieve intended learning outcomes (b-d, f and g)

through critical appraisal by other students.
B90
Required
 Seminars 16 Hrs.
 Seminars and consultation sessions conducted by the
ELC on the use of English in oral and written project 14 Hrs.
reports
 Independent study + discussion time with supervisor(s) 130 Hrs.
+ group-related activities
References
Cooper, H.M. (1989). Integrating research: a guide for literature reviews. 2nd
Ed. Newbury Park: Sage Publications. (The latest edition?)
Day, R.A. (2006). How to Write and Publish a Scientific Paper. 6th ed.
Phoenix, Az: Oryx Press.
Domholdt, D. (2005). Rehabilitation research: principles and applications. 3rd

Ed. St. Louis, Mo.: Elsevier Saunders.
Hicks, C.M. (1995). Research for Physiotherapists: Project Design and

Analysis. 2nd ed. Edinburgh: Churchill Livingstone. (The lastest edition?)
Ottenbacher, K.J. (1986). Evaluating Clinical Change: Strategies for

Occupational and Physical Therapists. Baltimore: Williams & Wilkins. (The
latest edition?)
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:

Applications to Practice. 3nd ed. Upper Saddle River, New Jersey: Prentice-Hall
Inc
B91
Credit Value 3
the subject.
B92
YEAR THREE
SUMMER PERIOD
Subject Title CLINICAL EDUCATION III-1
Credit Value 4
Level 4
Pre-requisites RS27100 Clinical Education I
RS3680 Musculoskeletal Physiotherapy III
RS3731 Neurological Physiotherapy II
RS3771 Cardiopulmonary Physiotherapy II
RS3790 Paediatric Neurology and Developmental Disabilities
Objectives To develop skills in assessment and client care management with a focus on the
musculoskeletal system and the ability to apply treatment techniques integrating theory
and science into MUSCULOSKELETAL physiotherapy practice
Outcomes
a. Demonstrate a knowledge base and a level of competence in musculoskeletal
b. Obtain and analyse the pertinent history including current condition, relevant
medical, social and family history from the client’s/patient’s medical record
c. Undertake a comprehensive examination, assessment and evaluation of the
clients/patients, particularly their musculoskeletal conditions, by performing system
reviews
d. Formulate a diagnosis, prognosis and a comprehensive management plan with
measurable objectives and goals through clinical reasoning procedures
e. Address the required functions of the clients/patients, and suggest appropriate
accommodations or modifications to environmental, home and work barriers
f. Implement interventions with the best evidence-based physiotherapy practice for
musculoskeletal care
g. Exhibit professional and caring interpersonal relationships with clients/patients,
relatives, health care professionals and the community
h. Establish and maintain accurate, clear and current records of relevant information
within the legal and ethical framework
i. Evaluate the effectiveness of treatment in achieving the planned outcome
j. Modify the plan of care as appropriate and plan for admission, discharge and
follow-up care
k. Engage in self-directed learning to enhance the outcomes of client/patient care
l. Collaborate and communicate effectively with clients/patients, family members,
health care professionals and other individuals in interdisciplinary team in written,
verbal and non-verbal modes
m. Refer clients/patients to other health care professionals when appropriate
n. Reflect on personal performance through self, peer and/or clinical educator reviews
on clinical judgments
o. Understand the roles of other health care professionals and the concepts of multi-
professional practice in client/patient care and assure the safety and organization of
the unit.

p. Show awareness and ability to develop values and attitudes appropriate to the
profession
q. Practise effective interpersonal communication (written, oral and nonverbal) with
professionals.
r. Develop problem solving strategies in clinical settings
s. Recognise the social demand for health care services in the community
B93
Subject Synopsis/
Indicative Syllabus 1. Patient/ client care/ management with a focus on the musculoskeletal system
2. History analysis (current condition, medical/social/family history) through system
reviews
3. Use of relevant clinical tests and outcome measures
4. Identification of intervention strategies for patient/client care/management with
measureable goals and outcomes
5. Determination of client/patient prognosis
7. Understanding clients’ barriers and functional needs with appropriate
accommodations or modifications
8. Effective communication and collaboration with clients, family members, health
care professionals and other individuals to determine a plan of care
9. Best evidence-based physiotherapy treatments for musculoskeletal conditions
10. Adjustment to and monitoring of the plan of care
11. Evaluation of the effectiveness of treatment and recording of outcomes
12. Plan for admission, discharge and follow-up care
13. Maintenance of clear and accurate documentation
14. Provision of referral to other healthcare professionals when appropriate
Teaching/Learning Clinical placement provides the opportunity for students to experience placements in a
Methodology range of different facilities, including public, community and private organizations.
Students will learn to assess, evaluate and treat clients under the supervision of a
Clinical Educator (CE) on a daily basis. Students will have case discussions with the
CE during tutorials in order to enhance the integration of foundation knowledge
acquired at the University into physiotherapy practice.

Coordination Team in The Hong Kong Polytechnic University. It provides students an
overview of the learning outcomes of the clinical training and discusses expected
professional attitude and behaviour and related learning activities, In addition, it
provides students a learning opportunity to review and practice clinical knowledge and
skills required for their assigned clinical setting and sub-specialties.
Self-directed learning encourages students to identify their learning objectives and

continue to seek up-to-date information from reference materials. Students may work
alone or in a group in the learning activities and must develop a written or verbal
presentation under the supervision of a CE. Students are required to reflect critically on
their clinical experiences through written report or case presentation. Students are also
required to engage in appropriate self-directed learning that allows them to keep abreast
of current knowledge.

Methods in assessment weighting a b c d e f g h i j k l m n o p q r s
Alignment with methods/
Intended Learning tasks
Outcomes Clinical 100                   
placement
(continuous
assessment)
Total 100 %
Clinical placement: The nature of physiotherapy practice requires a range of complex

skills which is more appropriately assessed on a continuous basis. Students are
provided with on-going feedback on their performance during clinical placement which
enables the students to monitor their own learning process. Continuous assessment also
encourages students to have regular and systematic study.
B94
Effort Expected
 Clinical placement (35Hrs per week for 5 weeks) 175 Hrs.
 Pre-clinical seminar 3 Hrs.

 Self-directed learning 25 Hrs.
References For specific information, policies and procedures for clinical education, please refer to
B95
Credit Value 4
Level 4
Pre-requisites RS27100 Clinical Education I
Objectives To develop skills in assessment and client care management with a focus on the
cardiopulmonary system, and an ability to apply treatment techniques integrating theory
and science into CARDIOPULMONARY physiotherapy practice.
Outcomes
a. Demonstrate a knowledge base and a level of competence in cardiopulmonary
b. Obtain and analyse the client’s/patient’s pertinent history including current
condition, relevant medical, and social and family history from their medical
record
clients/patients particularly of cardiopulmonary conditions, by performing system
reviews
measurable objectives and goals through clinical reasoning procedures
e. Address the required functions of the clients/patients and suggest appropriate
cardiopulmonary care
j. Modify the plan of care as appropriate, and plan for admission, discharge and
follow-up care
n. Reflect on personal performance through self, peer and/or clinical educator
reviews on clinical judgments
professional practice in client/patient care, and assure the safety and organization
of the unit

p. Show an awareness and ability to develop values and attitudes appropriate to the
profession
professionals.
B96
Subject Synopsis/ 1. Patient/ client care/ management with a focus on the cardiopulmonary system
Indicative Syllabus 2. History analysis (current condition, medical/social/family history) through system
reviews
accommodations or modification
8. Collaboration with clients, family members, health care professionals and other
individuals to determine a plan of care
9. Best evidence-based physiotherapy treatments for cardiopulmonary conditions
11. Evaluation of the effectiveness of treatment and record of outcomes
13. Maintenance of clear and accurate documentation
14. Use of effective communication and collaboration with others
Teaching/Learning Clinical placement provides the opportunity for students to experience placements in a
Methodology range of different facilities, including public, community and private organizations.

continue to seek up-to-date information in reference materials. Students may work
alone or in a group in the learning activities and to develop a written or verbal
presentation under the supervision of the CE. Students are required to reflect critically
on their clinical experiences through written report or case presentation. Students are
also required to engage in appropriate self-directed learning that allows them to keep
abreast of current knowledge.
Assessment
Alignment with assessment weighting a b c d e f g h i j k l m n o p q r s
Intended Learning methods/
Outcomes tasks
Clinical 100                   
placement
(continuous
assessment)
Total 100 %

enables the students to monitor their own learning process. Continuous assessment also
encourages students to have regular and systematic study.
B97
Effort Expected
References For specific information, policies and procedures for clinical education, please refer to
B98
YEAR FOUR
SEMESTER ONE
Subject Code RS4050
(with contribution from ELC academic staff)
Subject Title CAPSTONE PROJECT
Credit Value 3
Level 4, Year 3-Semester 2 to Year 4-Semester 1
Pre-requisite RS2050 Research Method and Statistics
Objectives 1. To consolidate students’ learning experience accumulated over the entire

undergraduate course in a project
2. To help to prepare students for professional practice in the workplace, for
further academic pursuits, for future lifelong learning, and for developing
their generic competencies
3. To enhance students’ ability to use English in a clear, systematic and
scientific manner in professional practice
Outcomes
a. Demonstrate initiative, independence and the ability to solve problems in
undertaking a defined project.
b. Select suitable information from the scientific literature, justify, design and
interpret project and service work.
c. Integrate learning experiences accumulated over the entire undergraduate
course within the specific objectives of the project.
d. Understand and integrate the interrelationships between project rationale,
project design/methodology, service needs for the population and final project
outcomes.
e. Present the results of the project, in English, orally and in writing, in a clear,
systematic and scientific manner.

f. seek knowledge through the use of reference materials in related topics
g. demonstrate logical and systematic way of analyzing and disseminating
information collected.
h. work as a team in organization and presentation of the project.
Subject Synopsis/ Within the subject, a range of learning experiences, including research
Indicative Syllabus experiences and service-learning opportunities, will be provided to allow the
students to integrate the subject content learned in the program. In addition, this
discipline-specific subject will provide training for students in the effective use of
English in verbal and written presentations of project reports.
The project will represent a component of an on-going project or a new venture

(e.g. pilot project). The project is composed of multiple components including:
literature review, data collection, preliminary data analysis, drawing clinical
applications from the results of the project, identifiying the service needs in the
community and provision of such services to the target population. Projects may
reflect different areas and approaches, such as:
 experiment-based (e.g., measures of change, reliability);

 service-based (e.g., ‘needs’ assessment, develop/evaluate exercise or
intervention programmes);
 survey-based (e.g., quality of life measures, profile of continuing education);
 observation-based (e.g., interactions between clients and rehabilitation
professionals, rehabilitation team interactions);
B99
 interview-based (e.g., client’s perception of service/intervention, impact of
disability on client’s daily living),
 aids and technology development (e.g., develop/adapt an assistive
device/aid), or
 literature review-based (e.g., detailed review on efficacy of a specific
intervention, development of social policy)
This project study aims the meet the institutional objectives of

a. critical thinking and problem-solving abilities;
b. creativity and innovation;
c. global outlook;
d. leadership and teamwork skills;
e. entrepreneurship
f. effective use of English in the chosen discipline
Teaching/Learning Independent study is the primary mode of learning. It is focused on a specific

Methodology project with identified objectives. Students will form small groups and undertake
an independent project under the guidance of a project supervisor. The guidance
may take the form of regular meetings, laboratory sessions, tutorials and/or
consultations during field visits.
Part of the teaching and learning activities will be delivered by the English
Language Centre (ELC) to enhance students’ skills in using English in a
systematic and scientific manner in their oral and written project reports.
Outcomes a b c d e f g h
Individual assessment 10 √ √ √ √ √ √ √ √
(viva)
Participation in activities 10 √ √ √ √ √ √ √ √
(continuous assessment)
Written report 60 √ √ √ √ √ √ √
Presentation 15 √ √ √ √ √ √ √ √
Peer assessment 5 √ √ √ √ √
Total 100 %
Individual Assessment and Continuous Assessment (total of 20%) – achieve

intended learning outcomes (a-d) through continuous assessment and a viva
examination with regard to active participation and critical analysis of each
student.
Written Report (60%) – achieve intended learning outcomes (b-g) through

completion of a written report in the format of a manuscript for publication. The
ELC will assess students’ use of English in the reports submitted, and this
assessment contributes to 20% of the written report.
Presentation (15%) – achieve intended learning outcomes (a-g) through a

scientific oral presentation.
Peer assessment (5%) – achieve intended learning outcomes (b-d, f and g) through
critical appraisal by other students.
B100
Required
 Seminars 16 Hrs.
 Seminars and consultation sessions conducted by the
ELC on the use of English in oral and written project 14 Hrs.
reports
 Independent study + discussion time with supervisor(s) 130 Hrs.
+ group-related activities
References
Cooper, H.M. (1989). Integrating research: a guide for literature reviews. 2nd Ed.
Newbury Park: Sage Publications. (The latest edition?)
Day, R.A. (2006). How to Write and Publish a Scientific Paper. 6th ed. Phoenix,
Az: Oryx Press.
Domholdt, D. (2005). Rehabilitation research: principles and applications. 3rd

Ed. St. Louis, Mo.: Elsevier Saunders.
Hicks, C.M. (1995). Research for Physiotherapists: Project Design and Analysis.
2nd ed. Edinburgh: Churchill Livingstone. (The lastest edition?)
Ottenbacher, K.J. (1986). Evaluating Clinical Change: Strategies for

Occupational and Physical Therapists. Baltimore: Williams & Wilkins. (The
latest edition?)
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:

Applications to Practice. 3nd ed. Upper Saddle River, New Jersey: Prentice-Hall
Inc
B101
Subject Code RS4060
Subject Title AGING AND GERIATRICS
Credit Value 2
Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives By completing this subject, the students will be able to develop the knowledge
and skills essential for understanding the aging population and the physiotherapy
management of geriatric clients.
Outcomes
a. describe the worldwide and local scenarios of aging population and explain
how the epidemiology could impact on the development of health care policy
and services for this population.
b. apply the knowledge of aging theories and age-related changes in different
bodily systems in handling the clinical problems of older adults.
c. select and perform the assessment and management in geriatric practice.
d. understand the specific conditions encountered by the geriatric population.
e. discuss the services across various levels of rehabilitation – acute,
rehabilitation/extended care, home/community-based rehabilitation, long-
term care and end-of-life.
f. review and explore the recent development in geriatrics and gerontology.
Subject Synopsis/ a. Epidemiology of aging population and its implications on health care policy
Indicative Syllabus and services
b. Theories of aging and age-related changes in different bodily systems
c. Assessment and management in geriatric practice
d. Specific geriatric conditions
- immobility and balance impairment
- visual impairment
- falls
- physical mobility with concurrent cognitive activity
- incontinence
- dementia and delirium
- psychogeriatrics
- pain
- aging with lifelong disabilities
- medications and the older adults
e. Practice at various levels of rehabilitation
- acute care
- rehabilitation/extended care
- home/community-based rehabilitation
- long-term care/end-of-life
f. Recent development in geriatrics and gerontology
Teaching/Learning Lectures are used to equip students with the knowledge and principles for the
Methodology physiotherapy management of geriatric populations. In the laboratory sessions,
students will conduct physiological assessments on young and older adults.
Through interactive experimental work, students will understand and appreciate
age-related changes in different bodily systems. Students are required to compare
the data with the literature and present their findings in a seminar. Visits and
service learning will be arranged to enable students to learn about geriatric
practice in clinical settings.
B102
Seminar presentation 40 √ √ √ √ √ √
Individual assignment 50 √ √ √ √ √
Active participation 10 √ √ √ √ √ √
Total 100 %
Seminar presentation of laboratory work – students will take measurements of

the physiological characteristics of young and older adults and present their
findings related to the respective literature in a seminar.
Individual assignment – students are required to review literature related to the

specific physiological characteristics that they measure in the laboratory session.
Active participation – students have to demonstrate an active contribution in the

learning process.

Expected
 Lectures 8Hrs.
 Laboratory/field visit 20Hrs.
 Preparation of individual assignment 40Hrs.
 Preparation of seminar presentation 40Hrs.

Reading List and Indicative reading and references:
References Primary care geriatrics: a case-based approach / [edited by] Richard J. Ham,
Philip D. Sloane. St. Louis, Mo.: Mosby-Year Book, 1997. 3rd ed.
Physiological basis of aging and geriatrics / edited by Paola S. Timiras.

New York: Informa Healthcare, 2007. 4th ed.
Ethics, aging, and society: the critical turn / Martha B. Holstein, Jennifer A. Parks,
Mark H. Waymack. New York: Springer Pub. Co., 2011.
Physical change & aging: a guide for the helping professions / Sue V. Saxon,
Mary Jean Etten, Elizabeth A. Perkins. New York: Springer Publishing Company,
2010. 5th ed.
Health management for older adults: developing an interdisciplinary approach /

edited by David G. Satin. New York: Oxford University Press, 2009.
Journals:
Age and Aging
Journal of the American Geriatrics Society
Journal of Gerontology: Biological Sciences
Journal of Aging and Physical Activity
Physical & Occupational Therapy in Geriatrics
The Gerontologist
B103
Subject Code RS4740
Subject Title PRIMARY HEALTH AND COMMUNITY CARE
Credit Value 3

Pre-requisites RS2050 Research Methods and Statistics
RS27100 Clinical Education I
RS3660 Exercise Science
RS3730 Neurological Physiotherapy I
RS3731Neurological Physiotherapy II
RS3770 Cardiopulmonary Physiotherapy I
RS3771Cardiopulmonary Physiotherapy II
RS3830 Rehabilitation Psychology
RS37500 Clinical Education II
Objectives 1. To acquaint students with the biopsychosocial, cultural and environmental

attributes of health and disease across the life span
2. To integrate knowledge of holistic health care in managing non-
communicable diseases, and in preventing and managing health risks for
individuals and target populations.
3. To acquire knowledge of health care management, resources and evidence-
based interventions in chronic disease management, health promotion and
disease prevention in primary health and community settings.
Outcomes a. synthesize knowledge of epidemiology of health and non-communicable
diseases in the health care burden;
b. appraise needs and resources (patients/clients, caregivers, health care
providers, educational and community resources) in holistic health care for
chronic health problems;
c. determine strategies to meet identified goals optimal bio-psycho-social
functioning and quality of life, taking into consideration physical,
psychological, cognitive, social and environmental factors, as well as ethics;
d. specify the role and activities of physiotherapists in health promotion and
primary care of people with chronic health problems;
e. select evidence-based intervention and outcome evaluation for specific/
overall health care management in primary health and community settings.
f. apply management concepts in organizing health promotion and primary care
activities.
g. Interact with peers, clinical experts and clients through effective
communication, both self-directed and actively, in order to achieve the
learning goals.
Subject Synopsis/ 1. Epidemiology of health and chronic illnesses

Indicative Syllabus a. metabolic/environmental/lifestyle – e.g., cancer, DM, renal disorders,
obesity
b. mental health – e.g., stress, sleep disorders, depression, schizophrenia,
substance abuse
c. neuro-/musculo-skeletal degenerative/auto-immune conditions – e.g.,
dementia, chronic pain, arthritis
2. Addressing ICF and quality of life in chronic illness management
3. Economics and management concepts in primary health care
4. Health risk assessment and management (physical, mental, cognitive, social
and environmental – residential/vocational)
B104
5. Primary, secondary and tertiary prevention of illness
6. Physiotherapy in primary and community health care delivery for optimal
functioning of clients – strategies of empowerment, evidence based
interventions, including case management, self-management methods, safe
environment, inter-professional communication, education, integration of
primary health and community care resources
7. Determining outcomes and evaluation in provision of primary and
community health care services
Teaching/Learning Lectures, interactive tutorials and seminars, self-directed experiential learning

Methodology through field work/visits, and reading of literature.
Outcomes a b c d e f g
Action Learning √ √ √ √ √ √ √
60
written reports
Seminar participation 40 √ √ √ √ √ √ √
Total 100 %
Action-learning written reports would be the individual student’s learning

portfolio on the designated learning task. Through interim and final reports,
students should obtain feedback from peers and faculty consultants to improve the
necessary skills of analytical and critical thinking in self-directed learning.
Seminar participation will indicate the students’ active learning capacity, critical
thinking, collegiality and creativity. Both tasks also demonstrate students’
communication and literacy skills.

Required
 Lecture 14 Hrs.
 Tutorial 20 Hrs.
 Seminars 8 Hrs.
 Fieldwork/Visits 14 Hrs.
 Reading and preparing action learning project &
56 Hrs.
seminars
Reading List and
References Cattan M., Tilford S. Mental health promotion : a lifespan approach. Maidenhead
; New York : Open University Press, 2006.
Greenhaigh T. Primary health care: theory and practice. Malden, Mass: Blackwell
Pub. 2007.
Sapsford R, Bullock-Saxton J, Markwell S. Women’s health: a textbook for
physiotherapists. London, Philadelphia: W.B. Saunders, 1998.
World Health Organization. The world health report 2008: primary health care
now more than ever. Geneva: WHO Press, 2008
Flinders Human Behaviour and Health Research Unit, Flinders University.

Capabilities for Supporting Prevention and Chronic Condition Self-Management.
Commonwealth of Australia 2009
B105
Subject Code RS4790
Subject Title MUSCULOSKELETAL PHYSIOTHERAPY IV
Credit Value 2
Pre-requisite RS3680 Musculoskeletal Physiotherapy III

Objectives To enable students to identify and practice recent developments and
perspectives in manipulative therapy approaches and work-related
musculoskeletal disorders and injuries management in interactive lectures. To
develop students’ ability to critically appraise the evaluation, rationale and
efficacy of these different approaches in tutorials and seminars.
Outcomes
a. integrate knowledge from a range of manipulative approaches into their
clinical reasoning model for the assessment and management of neuro-
musculoskeletal problems and work-related musculoskeletal disorders and
injuries.
b. synthesize knowledge of the principles and the safe and effective
application of manipulative therapy modalities in the examination and
treatment of neuro-musculoskeletal disorders and work-related
musculoskeletal disorders and injuries.
c. critically appraise the rationale and efficacy of manipulative therapy
approaches and treatment strategies.
d. apply and evaluate the effect of appropriate manipulative physiotherapy
techniques to the spinal and peripheral joints in the management of a
variety of neuro-musculoskeletal problems.
e. assess patients and make rational decisions regarding physiotherapeutic
approaches to treatment, through a logical clinical reasoning process.
f. identify and apply different measurement tools for the evaluation of
treatment outcomes.
g. communicate effectively with patients and other health professionals
Subject Synopsis/ 1. Learning

Indicative Syllabus  integrate knowledge from a range of manipulative approaches into a
clinical reasoning model for the assessment and management of
neuro-musculoskeletal problems
 apply and evaluate the effect of appropriate manipulative
physiotherapy techniques to the spinal and peripheral joints in the
management of a variety of neuro-musculoskeletal problems
 identify and apply different measurement tools for the evaluation of
treatment outcomes.
 communicate effectively with patients and other health professionals
2. Strategies
 a problem-orientated approach through case studies is adopted to
enhance the overall integration and consolidation of the theory and
practice of manipulative therapy Problem-based learning in clinical
reasoning and decision making
 an inquiry-based approach is used and students learn how to actively
apply theories into practice, and the skills required to do so.
B106
3. Physiotherapist Practice
a. Assessment
 use hypothetico-deductive strategies to determine the specific tests
and measures.
 Introduce reliable and valid tests and measures.
b. Evaluation and Diagnosis

 Formulate a Differential Physical Diagnosis using clinical reasoning
in the form of case studies and a clinical forum involving experienced
Manipulative Physiotherapists.
c. Plan of care /intervention and treatment

 Recent developments in manipulative therapy, including Neural
Tissue Longitudinal Provocation Tests, active muscle stabilization of
spine and peripheral joints, combined movements etc.
 Application/demonstration of mobilisation techniques for the spinal
and peripheral joints (thrust and nonthrust).
 Understanding manipulative therapy perspectives: Traditional
Chinese Manipulative Therapy, McKenzie approach & Mulligan’s
techniques etc.
 Understanding the process of rehabilitation of work-related
musculoskeletal disorders and injuries – to prepare the patient for
successful return-to-work. This includes assessment of work duties,
physical demands of work functional capacity evaluation, job
modification and return-to-work training. Principles of ergonomics
and occupational health will also be covered.
-
d. Evidence Based Practice
 Critically evaluate sources of information related to manual therapy.
 Consistently integrate the best evidence for practice from sources of
information with clinical judgment
Teaching/Learning A problem-orientated approach with case studies is adopted to enhance the

Methodology overall integration and consolidation of the theory and practice of
musculskeletal therapy. In practical sessions, an inquiry-based approach is
used, and students learn to actively apply theories into practice and develop
the essential skills. DVDs are used to demonstrate the application of
manipulative therapeutic techniques. A subject-specific website has been
developed to allow students access to teaching material, and discussion of
issues relating to the subject is encouraged via the ‘Discussion Forum’.
Frequently asked questions are also posted on the website for student
reference.
B107
Outcomes a b c d e f g
Clinical Reasoning 40 √ √ √ √ √ √
Test
Practical 60 √ √ √ √
Examination
Total 100 %
Clinical Reasoning Test: Aims to assess students’ understanding of theory,

pathology, and management of people with musculoskeletal dysfunctions.
Practical Examination: Aims to evaluate students’ clinical reasoning,

selection of evaluation and treatment choice and skills in managing simulated
common musculoskeletal dysfunctions.
Expected
 Lecture/Tutorial/Seminar 20 Hrs.
 Practical 16 Hrs.
 Reading/Self-practice 30 Hrs.

Reading List and
References Required Texts:
Butler DS (2000). The Sensitive Nervous System. Noigroup Publications,
Australia
.Maitland GD (2005). Peripheral Manipulation. 4th ed. London: Butterworths.
Maitland GD (2001). Maitland’s Vertebral Manipulation. 6th ed. London:

Butterworths.
Higgs J, Jones M (2008). Clinical Reasoning in the Health Professions. 3rd ed

. Edinburgh : Elsevier Churchill Livingstone,
Grant R (2002). Physical therapy of the cervical and thoracic spine. 3rd ed.
New York: Churchill Livingstone
Twomey LT, Taylor JR (2000). Physical therapy of the low back. 3rd ed. New
York: Churchill Livingstone
Boyling JD, (2004). Grieve's modern manual therapy : the vertebral column.
3rd ed. Edinburgh: Churchill Livingstone
Deutsch, J. E, Anderson E Z (2008) Complementary therapies for physical

therapy: a clinical decision-making approach.
Journal articles appropriate to the topics are recommended in class.
B108
Subject Code RS4910
Subject Title ACUPUNCTURE FOR PHYSIOTHERAPY PRACTICE
Credit Value 3

Pre-requisite / Nil
Co-requisite/
Exclusion
Objectives 1. Draw on the experiential learning during the acupuncture placement in
mainland china to further develop global outlook, language and
communication skills.
2. Explore local, regional and international developments and major health
issues relevant to acupuncture.
3. Recognize social demand for acupuncture physiotherapy services in the
community.
Outcomes
a. theorise the fundamental knowledge and skills in acupuncture.
b. implement practical strategies for the prevention of harm.
c. identify the major acupuncture points of the body and their therapeutic
effects.
d. design appropriate protocols for treating various musculo-skeletal,
neurological and cardiopulmonary conditions.
e. apply appropriate techniques of acupuncture manoeuvres through clinical
practicum.
f. critically analyse an individual patient's response to treatment.
Subject Synopsis/
Indicative Syllabus 1. Introduction to Acupuncture and its application in Physiotherapy
2. The theory of the Meridians and Collaterals
3. Standards of Practice
4. Sterilization and aseptic technique, Acupuncture technique
5. Practice of needling
6. Introduction of acupoints of lower limbs, upper limbs, trunk and head
7. Therapeutic, strategic & scientific bases of studies
8. Auriculotherapy
9. Clinical application in musculoskeletal disorders and pain syndrome,
neurological conditions and cardiopulmonary conditions
10. Clinical practice
Teaching/Learning
Methodology Interactive lectures and demonstrations will be delivered to highlight the concepts
of meridians, acupuncture points and acupuncture techniques. Students will
practise the skills and techniques in acupuncture. A clinical decision-making
approach is used to identify and treat clinical problems that can be treated by
acupuncture.
A subject-specific website has been developed to allow students’ access to

teaching material, and discussion of issues relating to the subject is encouraged
via the ‘Discussion Forum’.
All the students will have clinical practice experience in Mainland China for
treating different clinical problems.
B109
Written assessment 30 √ √ √ √
Presentation 30 √ √ √ √ √
Practical skill 40 √ √ √ √
Total 100 %
A variety of assessment tools will be used, including presentations, written

assignment and examination. These are designed to develop clinical decision
making skills as well as acupuncture skills.
Student Study Effort Class contact: (33 hrs.)

Expected
 Lecture 23Hrs.
 Practical 10Hrs.
 Clinical practice 56Hrs.
 Self study 31Hrs.

Reading List and Hopwood V., Lovesey M., Mokone S. (1997). Acupuncture & related techniques
References in Physical Therapy. USA: Churchill Livingstone.
Baldry P.E. (1995). Acupuncture, trigger points and musculoskeletal pain. 2nd
ed. UK: Churchill Livingstone.
Han J.S. (1998). The neurochemical bases of pain relief by acupuncture Vol.2.
Hubei: Hubei Science and Technology Press.
Liu G. and Akira H. (1998). Fundamentals of acupuncture & moxibustion.

Tianjin: Tianjin Science & Technology Translation & Publishing Corporation.
Liu G. (1997). Acupoints & Meridians: A complement work of present

acupuncture and moxibustion. HuaXia: HuaXia Publishing House.
Liu G. (1998). Clinical acupuncture & moxibustion. Tianjin: Tianjin Science &
Technology Translation & Publishing Corporation.
Shi X.M. and Zhang M.C. (1998). A Chinese-English dictionary of acupuncture

and moxibustion HuaXia: Huaxia Publishing House.
Yang J. (1998). The way to locate acupoints. Beijing: Foreign Languages Press.
B110
YEAR FOUR
SEMESTER TWO
Credit Value 4
Level 4
RS27100 Clinical Education I
Pre-requisites
To develop skills in assessment and client care management with a focus on the
Objectives
neurological system, and an ability to apply treatment techniques integrating theory
and science into NEUROLOGICAL physiotherapy practice

Intended Learning
Outcomes
a. Demonstrate a knowledge base and a level of competence in neurological
b. Obtain and analyse the pertinent patient history including current condition,
relevant medical, social and family history of the clients/patients from their
medical record
c. Undertake a comprehensive examination, assessment and evaluation of
clients/patients with mainly neurological conditions by performing system reviews
measurable objectives and goals through a clinical reasoning procedure
neurological care
follow-up care
professional practice in client/patient care and in assuring the safety and
organization of the unit

p. Show awareness and ability to develop values and attitudes appropriate to the
profession
professionals.
Subject Synopsis/
1. Patient/ client care/ management with a focus on neurological system
Indicative Syllabus
2. History analysis (current condition, medical/social/family history) by performing
system reviews
8. Collaboration with clients, family members, health care professionals and other
individuals to determine a plan of care
9. Use of best evidence-based physiotherapy treatments for neurological conditions
10. Adjustment and monitoring to the plan of care
11. Evaluation of the effectiveness of treatment and record of outcomes
13. Provide clear and accurate documentation
14. Use of effective communication and collaboration with others
Clinical placement provides the opportunity for students to experience placements in a

Teaching/Learning
range of different facilities, including public, community and private organizations.
Methodology

continue to seek current knowledge through the use of reference materials. Students
may work alone or in a group in the learning activities and to develop a written or
verbal presentation under the supervision of the CE. Students are required to reflect
critically on their clinical experiences through written report or case presentation.
Students are also required to engage in appropriate self-directed learning that allows
them to keep abreast of current knowledge.

Methods in assessment weighting a b c d e f g h i j k l m n o p q r s
Alignment with methods/
Intended Learning tasks
Outcomes Clinical 100                   
placement
(continuous
assessment)
Total 100 %

enables them to monitor their own learning process. Continuous assessment also
encourages students to undertake regular and systematic study.
B112
Effort Expected

Students are required to integrate knowledge obtained from all previous subjects.
Reading List and
References
B113
Credit Value 4
Level 4
RS 27100 Clinical Education I
Pre-requisites
To develop skills in assessment and client care management of a variety of health

Objectives
conditions across the lifespan, including MUSCULOSKELETAL,
NEUROLOGICAL, CARDIOPULMONARY, INTEGUMENTARY, and an
ability to apply physiotherapy treatment techniques in the management of patients
with MULTIPLE OR COEXISTING HEALTH PROBLEMS/PATHOLOGIES.

Intended Learning
Outcomes
a. Demonstrate a knowledge base and a level of competence in providing a
continuum of care for clients/patients with a variety of conditions across the
lifespan
b. Obtain and analyse the pertinent client/patient history, including current
condition, relevant medical, and social and family history , from their medical
record
clients’/patients’ physical functions, communication skills, emotional state,
cognition, language and learning styles by performing system reviews
measurable objectives and goals through a clinical reasoning procedure
f. Implement interventions with the best evidence-based physiotherapy practice
h. Establish and maintain accurate, clear and current records of relevant
information within the legal and ethical framework
follow-up care
health care professionals and other individuals
o. Understand the roles of other health care professionals and exhibit good inter-
disciplinary teamwork in client/patient care and assuring the safety and
organization of the unit
p. Participate in community based rehabilitation, health promotion and education,
functional training programmes and/or daily living training in community, school
and workplace settings
q. Promote injury prevention strategies, health, fitness and wellness in physical,
mental and social aspects to improve quality of life for clients/patients
B114
r. Show awareness and ability to develop appropriate values and attitudes to a
profession
s. Practise effective interpersonal communication (written, oral and nonverbal)
professionals.
t. Develop problem solving strategies in clinical settings
u. Recognise the social demand for health care services in the community
Subject Synopsis/
1. Patient/ client care/ management across lifespan (paediatrics/geriatrics)
Indicative Syllabus
2. History analysis (current condition, medical/social/family history) by performing
system reviews
8. Effective communication and collaboration with clients, family members, health
care professionals and other individuals to determine a plan of care
9. Best evidence-based physiotherapy treatments
10. Adjustment and monitoring to the plan of care
13. Provision of clear and accurate documentation
Clinical placement provides the opportunity for students to experience placements in a

Teaching/Learning
range of different facilities, including public, community and private organizations.
Methodology

verbal presentation under the supervision of CE. Students are required to reflect
Assessment
Alignment with assessment weigh
Intended Learning methods/ ting a b c d e f g h i j k l m n o p q r s t u
Outcomes tasks
Clinical 100
placement
                    
(continuous
assessment)
Total 100 %
B115
provided with on-going feedback on their performance during clinical placement
which enables them to monitor their own learning process. Continuous assessment
also encourages students to undertake regular and systematic study.

Effort Expected

Reading List and
References
B116
Subject Code RS 47500
Credit Value 4
Level 4
RS 27100 Clinical Education I
Pre-requisites
RS 3680 Musculoskeletal Physiotherapy III
RS 3731 Neurological Physiotherapy II
RS 3771 Cardiopulmonary Physiotherapy II
RS 3790 Paediatric Neurology and Developmental Disabilities
Objectives This placement is conducted in either a LOCAL COMMUNITY-BASED

REHABILITATION SETTING OR IN AN OVERSEAS PHYSIOTHERAPY
CENTRE. It aims to develop skills in assessment and client care management of a
variety of conditions (e.g. musculoskeletal, neuromuscular,
cardiovascular/pulmonary, integumentary) across the lifespan, and an ability to
apply physiotherapy treatment techniques in either non-government organizations,
community-based settings or overseas clinical settings.

Intended Learning
Outcomes
a. Undertake a comprehensive examination, assessment and evaluation of
clients with different conditions
b. Formulate a diagnosis, prognosis and management plan that is within the
scope of physiotherapy practice
c. Implement physiotherapy practice by applying clinical reasoning and best
evidence-based interventions
d. Evaluate the effectiveness of treatment and adjust the plan of care as
appropriate
e. Reflect on personal performance through self, peer and/or clinical educator
f. Engage in self-directed learning to enhance the outcomes of client care
g. Communicate effectively with clients, family members, health care
professionals and other individuals in interdisciplinary team in written, verbal
and non-verbal modes
h. Demonstrate cultural competence, professional integrity and ethical behaviors
in physiotherapy practice

i. Show awareness and ability to develop values and attitudes appropriate to the
profession
j. Practise effective interpersonal communication (written, oral and nonverbal)
professionals.
k. Develop problem solving strategies in clinical settings
l. Recognise the social demand for health care services in the community
1. Patient/ client care/ management across lifespan (paediatrics/geriatrics)

Subject Synopsis/
2. History analysis (current condition, medical/social/family history) by
Indicative Syllabus
performing system reviews
B117
8. Effective communication and collaboration with clients, family members,
health care professionals and other individuals to determine a plan of care
9. Best evidence-based physiotherapy treatments
13. Provision of clear and accurate documentation
15. Clinical judgment and reflection
17. Integration of cultural competence, professional integrity and ethical behaviors
into physiotherapy practice with guidance
18. Practice in multiple settings and community based rehabilitation
19. Development of community based rehabilitation, health promotion and
education, function training programmes and/or instrumental activities of daily
living training in community, school and work settings
20. Facilitation of injury prevention or reduction (injury prevention education and
safety awareness) and independent living (ADL training, home management
and self-care)
21. Promotion of fitness, wellness and mental health to improve quality of life for
clients/patients
Clinical placement provides the opportunity for students to experience placements

Teaching/Learning
in a range of different facilities, including public, community and private
Methodology
organizations. Students will learn to assess, evaluate and treat clients under the
supervision of a Clinical Educator (CE) on a daily basis. Students will have case
discussions with the CE during tutorials in order to enhance the integration of
foundation knowledge acquired at the University into physiotherapy practice.

verbal presentation under the supervision of CE. Students are required to reflect
Assessment Methods
in Alignment with Specific % Intended subject learning outcomes to be
Intended Learning assessment weighti assessed
Outcomes methods/tasks ng a b c d e f g h i j k l
Clinical            
placement 100%
(continuous
assessment)
Total 100%
Clinical placement: The nature of physiotherapy practice requires a range of

complex skills which is more appropriately assessed on a continuous basis.
Students are provided with on-going feedback on their performance during clinical
placement which enables the students to monitor their own learning process.
Continuous assessment also encourages students to undertake regular and
systematic study.
B118
Expected

Reading List and
For specific information, policies and procedures for clinical education, please refer
References
to the following documents:
B119
KEYWORDS INDEX
Keywords as appeared in the
BSc (Hons) in Physiotherapy Programme Information and Syllabus
(2012-2016)
I) Assessment
Page No.
History
General demographics B37,51, 72
Social history B37, 52, 56,60,77.82
Employment B37,52,56,60,77,82,85
Growth B42,43
Development B27,30,38,40,43,85,86
Living environment B37,52,56,60,77,82
General health status B37,51,72
Social/health habits B37, 48
Family history B49,56,60,77,82,94,97,112,115,117
Medical/surgical history B37,51,72
Current condition B49,94,97,112,115,117
Chief complaint B37,51,56,60,77,82
Functional status B37,51,52,56,60,77,82
Activity level B18,37,51,56,60,72,77,82
Medication B28,37,52,56,60,77,82,102
Other clinical tests B37,52
System review
Cardiovascular system B1,8,13,43,82
Pulmonary system B60
Musculoskeletal system B1,15,27,34,36,37,52,54,74,94
Neuromuscular system B56,77
Integumentary system (scar formation, skin colour,
skin integrity) B13,27,52,82
Assessment of communication B17
Behaviour/emotional state B46,114
Cognition B56,77,114
Tests & Measures
Aerobic capacity/endurance B60,82
- aerobic capacity B60,82
- cardiovascular signs and symptoms B82
- pulmonary signs and symptoms B60
Anthropometric characteristics (body composition) B43
Arousal, attention, and cognition B56,77,85
- arousal B56,77,85
- attention B40,56,77,85
- cognition B56,77
B17,40,50,57,61,67,70,79,83,94,97,104,105,
- communication 112,115,118
- consciousness B56, 77
- orientation B56 , 77
- recall B56,77
Assistive technologies and adaptive devices B18,37,38,53,56,77,78,86,90,100
- Orthotic, prosthetic. protective, and
supportive devices/equipments B12,14,37,38,52,53,56,57,73,77,86
- components, alignment, and fit B15 (alignment)
- functional limitation B27
- disabilities B47,102
- safety B34, 49, 67
B120
Page No.
- use B37,78,85
Circulation(arterial, venous, lymphatic) B1,52,82
- blood pressure B82
- heart rate B82
- signs (cardiovascular conditions) B82
- symptoms (cardiovascular conditions) B82
- physiological responses to positions B82
Cranial and peripheral nerve integrity B13,52,56,77
- motor distribution of nerves B52
- sensory distribution of nerves B52
- electrophysiological testing B56,60,77
Environmental, home, and work (job/school/play)
barriers B56,60,67,77,82,93,96,111,114,118
Ergonomics B53,107
- dexterity and coordination B52
- functional capacity B107
- body mechanics B15
Gait B15,17,18,37,38,52,53,56,57,72,77,78,87
locomotion B15,40,52,53,56,57,77,78,85
balance B15,17,18,37,38,52,53,56,57,77
- static and dynamic balance B15
- balance during functional activities B53
- gait and locomotion B56,77
Integumentary integrity/ assessment/ system B13,27,52,82
- burn B27,52,82
- signs of infection B27,52
- wound and scar characteristics B27,52,82
Joint integrity and mobility B15,37,52
- joint integrity and mobility B15,37,52
- joint play movements B37,52
Motor function B15,52
- dexterity B52,56,77
- coordination B52,56,77
- agility B52,56,77
- hand function B52,56,77
- control of movement patterns/control of
voluntary movement/ voluntary postures B56,77
Muscle performance B15,37,43,52
- , muscle strength, power, and endurance B15,18,38,53,56,77
- muscle tension B15
Neuromotor development B30
sensory integration, e.g. acquisition of motor
learning skills, oral motor function, speech,
sensorimotor integration B30,55,56,76,77,79,85
Pain B34,40,43,47,63,102,104,109
Posture B15,17,18,37,52,56,57,73,77,78,82
- static postural alignment and position B15,37,52
- dynamic postural alignment and position B15,37,52
Range of motion B18,37,52,72
- functional range /gross range of motion, B15,18,37,52,72
active and passive range of motion B37,52,56,77
- muscle length B37,52,56,77

- soft tissue extensibility B37,52
- flexibility B18,38,43,53,57,72,78
Reflex integrity B56,77
B121
Page No.
- postural reflexes and reactions B56
- resistance to passive stretch B56
Self-care B38,56,60,67,77,78,82,118
home management B38,67,78,118
- activities of daily living [ADL] B38,56,60,67,77,78,82,118
- instrumental activities of daily living B67,118
- safety during self-care and home
management B38,78
Sensory integrity B37,52,56,77
Ventilation B1,60,61
Respiration/gas exchange B1,60
- pulmonary signs of respiration/gas
exchange B1,60
- pulmonary signs of ventilator function B60
- pulmonary symptoms B60
- respiratory rate B60
Work (job/school/play), community, and leisure
integration or reintegration B56,60,77,82,85
B) Intervention and Treatment
Page number
Coordination, communication and documentation
Address required functions B56,78
Admission and discharge planning B57,60,78,83
Case management B105
Collaboration and coordination with agencies B67
Communication across settings B57,67,83,94,97,105,112,116,118
Cost-effective resource utilization B67
Data collection, analysis, and reporting B57,78
Documentation B17,18,35,38,50,52,56,60,78,83,86,94,97,112
,115,118
Interdisciplinary teamwork B57,60,67,78,83
Referrals to other professions B67,76
Patient/client-related instruction
Instruction B38,53,57,61,8,83
Education B38,53,57,61,79,83,87
Training B38,53,57,79,83
Training of caregivers B38,53,57,79,83,86
Therapeutic exercise B38,53,73,85
Aerobic capacity B60,82
Endurance Training B60,82
- aquatic exercise B43
- gait/locomotor training B53,57,78
Balance, coordination, agility training B43
- developmental activities training B86
- neuromuscular education or re-education B53
- perceptual training B56
- sensory training or retraining B38,53
- task-specific performance training B38,53
- vestibular rehabilitation B79
Body mechanics B12
postural stabilisation B56
Flexibility exercises B38,53,57,78
- muscle lengthening B37, 52,56,77
B122
Page number
- range of motion B18,37,52,72
- stretching B53,73,86
Gait and locomotion training B53,57,78
- motor skill learning B56
- movement pattern training B57,78
Relaxation B47,63,83
- breathing strategies B61,83
- relaxation techniques B47
Strength, power, and endurance training B38,53,83
- active assistive, active, and resistive
exercises B18,38,53
- aquatic B43
- task-specific performance training B38,53
Tai Chi, Qigong
B70
Functional training in self-care and home
management B38,78
Activities of daily living [ADL] training B38,67,78,118
- bathing B78
- bed mobility B78
- transfer training B78
- dressing B78
- eating B78
- grooming B78
- toileting B78
Barrier accommodations or modifications B78
Device and equipment use B56,60,77,82
Device and equipment training B56,60,77,82
- assistive technologies and adaptive devices
or equipment training B38,78
- orthotic, protective,prothetic and supportive
device/ equipment training B38,52,53,73
Instrumental activities of daily living [IADL]
training (examples include caring for dependents,
home maintenance, shopping, structured play for
infants and children, community service training,
school and play activities training, work training
with tools B67,118
Injury prevention or reduction B38,42,44,53,67,85,118
- injury prevention education during self-care
and home management B67,118
- injury prevention or reduction with use of
devices and equipment B53
- safety awareness training during self-care
and home management B67,118
Functional training in work (job/school/play),
community, and leisure integration or
reintegration
- Barrier accommodations B78
- Barrier modifications B78
- assistive technologies and adaptive device
or equipment training during IADL B67,118
- orthotic, protective, or supportive device or
equipment training during IADL B67,118
- prosthetic device or equipment training
during IADL B67,118
- back schools B74
B123
Page number
- job coaching B107
- simulated environments and tasks B107
- task adaptation B107
- task training B53
- travel training B107
- work conditioning B107
- work hardening B107
Injury prevention or reduction B38,42,53,67,118
- safety awareness training during work
(job/school/play), community, and leisure
integration or reintegration B67,118
Leisure and play activities and training B85

Manual therapy techniques B38,53,73
Acupressure B70
Massage, therapeutic massage B38,53
Mobilisation B53,107
Manipulation B61
- soft tissue B18,27,36,38,51,52,53,63,72,73
- spinal and peripheral joints B106,107
Prescription, application, and, as appropriate,
fabrication of devices and equipment B18,38,53,73,78,107
Adaptive devices & environmental adaptation B78,86
- seating systems B53
Assistive devices, i.e. stick, crutches, walking frame,
wheelchairs B38,53,86
Orthotic,prosthetic , protective or supportive
devices/equipments B18,53,73
- braces B38,53
- corsets B73
- mechanical ventilators B60, 82
- neck collars B73
- supplemental oxygen B61
- splints B38,53
Airway clearance techniques B61
Breathing strategies B61
- active cycle of breathing B61
- forced expiratory techniques B61
- assisted cough/huff techniques B61
- autogenic drainage B61
- paced breathing B61
- pursed lip breathing B61
- techniques to maximise ventilation B61
Manual/mechanical techniques B61
- assistive devices B61
- chest percussion B61
- chest vibration B61
- chest wall manipulation B61
- suctioning B61
- ventilatory aids B61
Positioning B61
- positioning to alter work of breathing B61
- positioning to maximise ventilation and B61
perfusion
- pulmonary postural drainage B61
B124
Page number
Integumentary repair and protection techniques B53,83
Debridement—nonselective B83
- enzymatic debridement B83
- wet dressings B53,83
- wet-to-dry dressings B53,83
- wet-to-moist dressings B83
Debridement—selective B83
- debridement with other agents B83
- sharp debridement B83
Dressings B53,83
- hydrogels B83
- vacuum-assisted closure B83
- wound coverings B83
Oxygen therapy B83
- supplemental B83
- topica B83
Topical agents B83
- cleansers B83
- creams B83
- moisturisers B83
- ointments B83
- sealants B83
Electrophysical modalities
Biofeedback B57,63,64,78,87
Electrical stimulation B34,35,57,63,78,86
- electrical muscle stimulation (EMS) i.e.
interferential therapy (IFT) B34
- electrical stimulation for tissue repair
(ESTR) i.e. microcurrent B63,64
- functional electrical stimulation (FES) B35,57,64,78,86
- high voltage pulsed current (HVPC) B35
- neuromuscular electrical stimulation
(NMES) B34
- transcutaneous electrical nerve stimulation
(TENS)/ transcutaneous electrical
stimulation (TENS) B34
Mechanical modalities
Athermal agents- pulsed electromagnetic fields B63,64
Cryotherapy e.g. cold packs, ice massage, ice
brushing, vapocoolant spray B34
Aquatic exercise B43
- contrast bath B34
- whirlpool tanks B34
Light agents
- phototherapy including infrared, laser,
ultraviolet B63,64
Sound agents
- extracorporeal shock-wave therapy B64
- ultrasound B27,34,55,77
Thermotherapy
- dry heat B34
- hot packs B34
- paraffin baths B34
- Shortwave diathermy B34
Mechanical modalities B38,53
- Acupuncture, dry needling B63,70,109
B125
Page number
Compression therapies B38,53
- compression bandaging B38,53
- vasopneumatic compression devices B34
Gravity-assisted compression devices
- standing frame B86
- tilt table B86
Mechanical motion devices B38
- continuous passive motion (CPM) B38
Traction devices B73
B126
FACULTY MEMBERS LIST
Department of Rehabilitation Sciences
BSc (Honours) in Physiotherapy
FACULTY MEMBERS
Name Telephone No. Room No. E-mail
AU-YEUNG, Stephanie (Dr.) 6707 ST530 Stephanie.AuYeung
CHEING, Gladys (Dr.) 6738 ST513 Gladys.Cheing
CHENG, Wing-Kei (Mr.) 4197 ST525 wkcheng
CHEUNG, Dennis (Mr.) 4838 ST517 KK.Cheung
CHEUNG, Roy (Dr.) 6739 ST511 roy.cheung
CHIU, Thomas (Dr.) 6709 ST542 Thomas.Chiu
CHONG, Doris (Dr.) 4198 ST519 doris.y.chong
FU, Amy (Dr.) 6726 QT506 Amy.Fu
GUO, Xia (Dr.) 6720 ST532 Xia.Guo
HE, Jufang (Prof.) 6741 QT515 Jufang.He
LAU, Rufina (Ms) 6718 ST526 Lau.Rufina
LEUNG, Mason (Dr.) 4831 QT520 Mason.Leung
MAK, Margaret (Dr.) (Programme Leader) 6708 QT521 Margaret.Mak
MOK, Nicola (Dr.) (Year 1 Coordinator) 4890 ST508 Nicola.Mok
NG, Gabriel (Prof.) (Head) 6721 QT510 Gabriel.Ng
NG, Joseph (Dr.) (Clinical Coordinator) 6765 QT522 Joseph.Ng
NG, Shamay (Dr.) 4889 ST506 Shamay.Ng
NGAI, Shirley (Dr.) 4801 ST510 Shirley.Ngai
PANG, Marco (Dr.) 7156 QT503 Marco.Pang
SO, Billy (Dr.) 4377 ST520 billy.so
SZETO, Grace (Dr.) 6706 ST505 Grace.Szeto
TSANG, William (Dr.) 6717 ST502 William.Tsang
YEUNG, Ella (Dr.) 6748 ST507 Ella.Yeung
YEUNG, Simon (Dr.) 6705 QT516 Simon.Yeung
TSANG, Sharon (Ms.) 4332 ST535 Sharon.Tsang
GENERAL OFFICE 5398 / 5399 QT512
6719 / 6728 / 6730
Telephone No. prefix:2766-

E-mail suffix: @polyu.edu.hk
B127

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(As of 13 September 2012)

This document applies to the

PART A PROGRAMME INFORMATION

1. Programme Information A1

PART B SYLLABI OF SUBJECTS

Year II: Semester I

Year II: Summer Period

Year III: Semester I

Year III: Inter-Semester Period

Year III: Semester II

Year III: Summer Period

Year IV: Semester I

Year IV: Semester II

KEYWORDS INDEX 120

FACULTY MEMBERS LIST 127

1.1 Programme Title: Bachelor of Science (Honours) in Physiotherapy

1.2 Mode of Attendance and Study: Full-time

1.3 Student Numbers: 110 (annual intake)

1.4 Duration: Four years (includes summer clinical placements

1.5 Educational Programme: 131 credits

1.6 Final Award: Bachelor of Science (Honours) in Physiotherapy

1.7 Medium of Instruction English

2.1 Department of Rehabilitation Sciences

2.2 Mission Statement

5.2 Five examinations are planned within the programme.

6. PROGRAMME STRUCTURE AND CURRICULUM

Clinical Education II Primary Health Care

Clinical Education III-1 Musculoskeletal System

Clinical Education III-2 Cardiopulmonary System

Clinical Education III-3 Neurological System

Clinical Education III-4 Multi-systems in a variety of settings (Acute Care,

Clinical Education III-5 Community-Based Placement in a variety of settings

Clinical placements in successive years require progressively more integrated work by

Throughout the clinical placement blocks, clinical attachments in community-based

Theory is developed and validated by practitioners by reflecting critically in an informed

Applying the principles of physiotherapy practice under the guidance of a clinical

6.5.1 Year 2 consists of two University-based semesters followed by a 2-week, full-time

 GUR(LCR) 2 – Eng ELCxxxx 3  GUR(CAR) GUR 3

 Leadership and Intra-personal GUR-LID 3  Functional Anatomy RS2040 3

 Human Physiology ABCT2326 3  Movement Science RS2660 3

 Human Anatomy HSS2011 3  Principles of Physiotherapy RS2690 3

 Freshman Seminar for Broad HSS1010 3

TOTAL CREDITS 18 TOTAL CREDITS 15

Year II – Semester I Year II – Semester II

 Pharmacology in Rehabilitation ABCT2330 1  Musculoskeletal Physiotherapy I RS2730 3

 Research Methods and Statistics RS2050 3  Clinical Neurology & RS3030 3

 Orthopaedics and Traumatology RS2700 3  Exercise Science RS3660 3

 Human Development across RS2780 3  Rehabilitation Psychology RS3830 3

 (Minor options/Free electives)#

TOTAL CREDITS 16 TOTAL CREDITS 15

Year IV – Semester I Year IV – Semester II

BSc (Honours) in Physiotherapy

Categories Subject Subject Title Credit

(LCR, 9 Cr ) Language & Communication Requirements

(Other requirements, 9 Cr) HSS1010  Freshman Seminar for Broad Discipline in 3

DISCIPLINE SPECIFIC HSS2011  Human Anatomy 3

(Physiotherapy-Specific,15Cr) RS2660  Movement Science 3

(Physiotherapy-Specific,44 Cr) RS2670  Electrophysical Therapy I 3

RS3060  Fundamentals of Traditional Chinese 3

University Based Education (Subtotal) 108

Categories Subject Subject Title Credit

Clinical Setting Based Education (Subtotal) 23

BSc (Hons) in PHYSIOTHERAPY TOTAL CREDITS5 131