Academic Organisation: School of Physiotherapy and Exercise Science
Faculty: Griffith Health
Credit point value: 15
Student Contribution Band: Band 2
Course level: Postgraduate
Campus/Location/Learning Mode: Gold Coast / On Campus / In Person, In Field
Convenor/s: Ms Suzanne Kuys (Gold Coast)
Enrolment Restrictions: Restricted: Course must be listed in Program
This document was last updated: 24 January 2007
BRIEF COURSE DESCRIPTION
Continued development of clinical knowledge and skill, integrated with exercise and medical science
knowledge base will occur in this course, with a focus on neurological disorders. Analysis of evidence-
based practice of neurological physiotherapy will enable an evaluative approach to physiotherapy practice.
The multidisciplinary approach to management of people with neurological disorders will be explored.
The clinical application of knowledge and skills is a major feature of this course. Each student will complete
a 4-week clinical unit that is included in the overall assessment of the course.
Prerequisite: 7018PES Clinical Science II and 7020PES Practice of Physiotherapy III
SECTION A – TEACHING, LEARNING AND ASSESSMENT
The course aims to:
Develop student entry-level physiotherapy skills for the assessment of the neurological,
rehabilitation and elderly patient
Develop student entry-level physiotherapy skills in the treatment planning of the neurological,
rehabilitation and elderly patient
Develop student entry-level physiotherapy skills in the implementation of treatment plan in the
neurological, rehabilitation and elderly patient
Upon completion of this course students will be able to:
Integrate background knowledge of neuroanatomy and neurophysiology with the clinical
presentation of clients with neurological and gerontological disorders
Plan and perform appropriate assessment procedures, develop a diagnosis, management and
evaluation plan for patients with disorders affecting the neurological and ageing systems
Apply and integrate relevant radiological and other diagnostic tests to the above conditions
Discuss relevant research literature underpinning assessment and treatment choices for the above
Appreciate the ramifications for assessment procedures, treatment goal setting, and treatment
selection and provision for patients with acute and chronic conditions and patients being managed
in the community or hospital setting
Apply and demonstrate outcome measures relevant to management of clients with the above
Demonstrate a comprehensive understanding of and ability in analysis of ‘normal/abnormal’
movement. Demonstrate ability to postulate mechanisms underlying ‘abnormal’ movement
Demonstrate an understanding of the importance of a patient-centred and holistic approach to the
management of the person with a neurological or gerontological disorder
Demonstrate an understanding of the continuum of patient care from initial presentation through to
Demonstrate understanding of the uses of various ambulation aids and other therapeutic
equipment in the management of the person with a neurological disorder. Demonstrate
appropriate and safe use of such equipment
Appreciate the professional and referral responsibilities associated with working in an
multidisciplinary health care team
Demonstrate a strong ability in clinical reasoning
Apply principles of quality assurance to their practice.
Demonstrate ability in knowledge and reasoning, assessment and patient management, safety
and professional issues
CONTENT, ORGANISATION AND TEACHING STRATEGIES
This course will be presented to students via several different strategies including lectures, laboratory or
practical sessions and clinical placements. Written lecture and practical material will be made available to
students throughout the semester. The course builds upon 7018PES Clinical Science II and 7020PES
Practice of Physiotherapy III. Classroom practical sessions with peers and with patients will prepare the
students to develop clinical competence. Opportunity to develop and refine clinical skills will be provided in
both classroom and clinical settings. Wherever possible acute and chronic manifestations and patients
across the age span will be treated.
Students are assumed to have a knowledge and understanding of the following:
• Neuroanatomy and neurophysiology underpinning all the neurological disorders covered in this course
including the components and organisation of the nervous system and integrative functioning of the
• Neurology and neurosurgery: diagnosis, medical management, pharmacology related to the following
Acute and chronic stroke
Traumatic brain injury
Acute spinal cord injury
Degenerative neurological disorders: eg Parkinson’s disease, Alzheimer’s disease
Peripheral nervous system disorders: eg Multiple sclerosis, Guillain Barre syndrome
Students will participate in three-hour practical laboratory sessions and two-hour lecture sessions as
detailed below. A practical examination will be held at the end of the lecture series. A laboratory manual
will be available. This will include references to readings and questions pertaining to the laboratories. It is
required that manuals are completed on entering clinical placement 5.
The lectures and laboratories will complement each other providing students with theoretical knowledge
and clinical application of the impairments, disabilities and handicaps associated with brain damage. The
lecture and laboratory material covers aspects associated with brain and spinal cord damage. Specific
neurological conditions will be covered by other assessment. A resource package will be produced for
students on completion of presentations.
Class: Day Room Time
Lec1 Wednesday G23_1.14/1.18/1.19 08:00-10:00 (Weeks –1 to 6)
Lec2 Wednesday G23_1.14/1.18/1.19 11:00-13:00 (Weeks –1 to 6)
Lec3 Wednesday G30_2.11/2.12 14:00-16:00 (Weeks –1 to 6)
Lab1 Monday GO2_2.35/2.39 09:00–12:00 (Weeks –1 to 5)
Lab2 Tuesday GO2_2.35/2.39 09:00–12:00 (Weeks –1 to 2)
Lec1: Lecture 1; Lec2: Lecture 2; Lec3: Lecture 3; Lec4: Lecture 4; Lec5: Lecture 5; Lab1: Laboratory 1;
Lab2: Laboratory 2.
Lecture Content Tutorial/Laboratory Content Readings
12 Feb 2007 Lab 1: Introduction to the
Lec 1: Neurological Physiotherapy
semester and course and
Lec 2: Upper Motor Neurone Lesion discussion of course outline
Lec 3: Retraining Functional Carr & Shepherd
Lab 2: Neurological /
(2003) Ch 1, 4, 6
Movement – rolling, sitting and Functional Assessment
19 Feb 2007
Lec 1: Vestibular assessment and Lab 1: Retraining functional Carr & Shepherd
retraining (NJ) movement (2003) Ch 2,3
Lec 2: Assessment and retraining of
AJP, 39: 259-267.
Lab 2: Retraining lower limb Moores (1993)
Lec 3: Assessment and retraining function and walking AJP, 39: 271-278.
lower limb function and walking
26 Feb 2007
Lec 1: Amputees (HB) Lab 1: Retraining balance/ Carr & Shepherd
vestibular function (2003) Ch 5
Sem Wk 1 Lec 2: Retraining sensory, perceptual
and behavioural deficits Lab 2: Seating; Wheelchair
Lec 3: Assessment and retraining
upper limb function – reaching and
5 Mar 2007
Lec 1: Acute Neurological Lab 1: Retraining upper limb Carr & Shepherd
Management (JG) function (1998) Ch 12
Sem Wk 2
Lec 2: Traumatic Brain Injury (JG) Lab 2: Amputees (BL) ALL AM Carr & Shepherd
(TBC) 1998 Ch 10
Lec 3: Movement Disorders (SC)
12 Mar 2007
Lec 1: Spinal Cord Injury (LM) Lab 1: Traumatic Brain Injury Carr & Shepherd
(PAH Mon pm Masters; (2003) Ch 1, 6
Sem Wk 3 Lec 2: Paediatric Brain Injury (PI)
Tuesday pm DD) 13.30 start.
Plummer et al
Lec 3: Pre-Clinical Education
(Masters + 5 Mon AM PPIV; 2003 Physical
DD Mon pm PPIV) Therapy 83, 8:
19 Mar 2007
Case Presentations PPIV and PPV Lab 1: Spinal Cord Injury (LM) (http://www.health
all day (All Students) .qld.gov.au/qscis/i
Sem Wk 4
26 Mar 2007
Sem Wk 5
2 April 2007
Clinical Units 5/6
9 April 2007
Clinical Units 5/6
16 April 2007
Clinical Units 5/6
23 April 2007
Clinical Units 5/6
30 April 2007
Clinical Units 5/6
7 May 2007
Clinical Units 5/6
14 May 2007
Clinical Units 5/6
21 May 2007
Clinical Units 5/6
28 May 2007
Clinical Units 5/6
4 June 2007
Aquatic physiotherapy for Lab: Aquatic Physiotherapy
neurological conditions (JL) TBC TBA
Clinical Education Debrief TBA
Written exam TBA
Summary of Assessment
Item Assessment Task Length Weighting Total Due Date and Time
1. Neurological Condition 15 minutes 10% 25 21 March 2007
2. Practical Examination – 30 Minutes 20% 50 26/27th March 2007
Technique and Clinical
3. Written Exam 2 Hours 30% 100 25 June 2005
4. Clinical Unit 5 Progressive 40%
5. Clinical Unit 5 Reflective 1000 P/F Via email by 5pm Monday
Practice Exercise Words following end of Clinical Unit 5.
Students must pass the practical examination component prior to commencement of Clinical Unit
5. Students must pass the academic and clinical based assessments to pass this course. If a
student fails any of these components and they achieve an overall course grade of greater than 50%, the
student will be given an SP grade. Note that an SP grade will not be considered as a passing grade for
Practice of Physiotherapy V. Additional information available under Assessment Item 2 and Additional
Assessment Item 1 Neurological Condition Seminar
The aim of this assignment is to expand your knowledge and clinical reasoning skills in a variety of
neurological conditions and asks that you apply your skills in assessment and treatment of these patients.
This assignment asks you to present information on your topic in a 15-minute presentation including
questions. This assignment will challenge you to present relevant and evidence based research on this
topic as well as your descriptions of the typical presentation of a patient with this condition, diagnostic
criteria or differential diagnoses, a physiotherapy assessment, evidence-based treatments and techniques
and the short term and long term management of such a patient with this condition.
The topics are listed below. Students will work in groups of 3 for this assignment and can nominate for a
topic of choice via the website: http://www.griffith.edu.au/ins.learningatgriffith
The criterion marking scheme for this Assessment Item will be posted on website.
Given this assignment will provide detailed information on a number of neurological conditions, which are
not covered in class, all students must attend the presentations to have obtained entry level knowledge
about these conditions one may encounter on clinical placements. Students will be required to submit an
electronic version of their presentation to the Course Convenor via the website by 8am of the day of the
presentation. All presentations will be made available via the website to share with your colleagues.
Students who do not attend the presentations nor submit an electronic version of their presentation will
receive a 0 mark for the oral presentation assessment item.
Multiple sclerosis Acoustic Neuroma
Guillain Barre Duchenne Muscular Dystrophy
Post Polio Syndrome Subarachnoid Haemorrhage
Erb’s / Bells Palsy Lateral Medullary Syndrome
Huntington’s Disease Pusher Syndrome
Spina Bifida Lacunar Infarcts
Cerebral Palsy Brain Stem Lesions
Motor Neurone Disease Peripheral Nerve Injuries – e.g Brachial Plexus Injury
Cerebellar Ataxia Amyotrophic Lateral Sclerosis
Assessment Item 2 – Practical Examination – Technique and Clinical Reasoning
The practical examination (a.k.a. Viva) is intended to assess student performance of practical and clinical
reasoning skills prior to his or her participation in a subsequent Clinical Unit. Each student must
demonstrate competence, i.e. pass the practical examination component prior to commencement of
the subsequent clinical unit. Should a student fail a practical examination, he or she will be required to
re-sit the exam within 14 days or prior to the commencement of the unit. Students who pass the second
examination will receive his or her initial grade for the examination, but will be allowed to commence the
next Clinical Unit. Should a student fail the second examination he or she will be required to show cause
to the course Convenor, as well as the Senior Lecturer in Clinical Education, as to why he or she should be
permitted to participate in that Clinical Unit. The course Convenor and the Senior Lecturer Clinical
Education may consult with any appropriate persons and will make a final determination as to whether or
not the student is permitted to commence the Clinical Unit.
A timetable for the practical examinations will be placed on the website at least one week prior to the
examination date. Students may need to bring a “model” to the exam. Students are responsible for
checking their allocated time and ensuring that they (and their partner) are present at least 10 minutes
prior to their scheduled time. Marks will be deducted at the discretion of the examiner for late arrival
without prior permission from the course convenor.
Students should come appropriately attired for the practical examination. Students who are being
examined should be attired in their full clinical uniform. Students who are the ‘patients’ should also be
suitably attired for practical testing. That is, appropriate underwear should be worn.
The purpose of the practical examination is to assess the student’s ability to:
Perform neurological assessment and practical techniques
Demonstrate in-depth understanding of neurological conditions
Design a treatment plan and justify your clinical reasoning for the chosen intervention
Provide evidence for the effectiveness of a particular intervention
Communicate effectively with the patient and plan overall management from holistic perspective
Each student will be provided with the clinical notes for a patient who will require neurological /
gerontological physiotherapy assessment and intervention. The clinical notes will be provided to the
student 30 minutes prior to the practical examination. For this patient each student will be requested to:
Demonstrate knowledge of presenting condition including aetiology, pathophysiology, and typical
Demonstrate a particular assessment technique (for example coordination, spasticity) and/or a
practical intervention technique (eg retraining sit to stand)
Interpret the clinical notes and design a treatment plan including long term and short term
Discuss relevant clinical evidence for the effectiveness of a particular intervention
A sample viva examination question is available below. The criterion based marking scheme will be posted
Mrs H suffered a (L) CVA two weeks ago and was admitted to your rehabilitation unit yesterday. The
physiotherapist on the Acute Medical Unit has telephoned informing you that the patient requires two-
person assist for transfers and has no active movement in her upper limb.
1. What is the typical presentation you would expect with a left sided CVA?
2. Demonstrate how you would assess sitting balance. Include an interview and physical examination
in your assessment.
3. Demonstrate an exercise you would prescribe to strengthen a lower limb muscle and discuss how
you would progress this exercise for this patient.
4. What is the prognosis of this patient and detail your evidence to support this?
Assessment Item 3 – Written Examination
Each student is to complete a 2-hour written examination that will cover the lecture and laboratory material
of the entire semester. The exam may include but not be limited to case studies, short answer, multiple
choice and true/false questions.
Assessment Item 4 – Clinical Unit 5
On clinical placements the student’s performance will be assessed on a progressive basis to enable
formative assessment and feedback on their performance as well as summative assessment (to provide
an overall mark by the end of the unit). In particular, the student will be progressively assessed until the
midpoint of the unit and will perform a specific patient examination and treatment (or relevant task in a non-
clinical setting eg. industry) at the midpoint and will receive feedback from these modes of assessment.
During the second half of the placement, both progressive assessment and an end of unit one-off
assessment of specific performance will be conducted with the final mark being an average of the marks of
those two pieces of assessment. Again the student will receive feedback on their performance and will be
encouraged to set priorities for their self-directed learning agendas.
The assessment is based upon competencies demonstrated in clinical unit 5 (the neurological unit).
Marking sheets for clinical units are found in your clinical information package.
Students must pass both academic based and clinically based assessments to pass this course. If
a student fails the academic or clinical based assessment component and they achieve an overall course
grade of greater than 50%, the student will be given an SP grade. Note that an SP grade will not be
considered as a passing grade for Practice of Physiotherapy V.
Assessment Item 5 - Reflective Practice Assignment
The aim of the reflective practice assignment is to commence the facilitation of reflective thinking and
reflective practice in the physiotherapy students. It is important that all professionals, and especially
physiotherapy students learn to develop a critical thinking process, to reflect on their feelings, actions and
consequences and to relate explore and link the theory they have learned with the practice. Through this
reflection students will be able to facilitate deeper learning by understanding what happened and be able
to plan and implement changes of action accordingly.
As part of the requirements of the Clinical Unit V, students are expected to complete a Reflective Practice
Assignment by the end of Unit V, which should be emailed to the Course Convenor by 5.00 pm on the
Monday immediately following the completion of the Clinical Unit V.
Record as a journal in the following format:
1. Day 1 of Clinical Unit, describe:
a. How you felt as you were starting this clinical unit
b. What you see as being the role of a physiotherapist in this rehabilitation setting
c. How you see the role of the physiotherapist in association with other health care professionals
in this setting
2. Twice weekly entry – Select a patient/client you treat and describe (Please select a different patient
a. The medical condition of the patient
b. How you felt when you were in contact with the patient
c. What you did well for the patient
d. What you could have done better and how would you do this better next time
3. Last day of Clinical Unit (last day), describe:
a. How you felt at the end of this clinical unit
b. What you see as being the role of a physiotherapist in a rehabilitation setting now
d. How you see the role of the physiotherapist in association with other health care professionals
in this setting now
4. Write a small paragraph in your own words about your experience in the clinical unit. Please relate
areas, conditions, and situations you have experienced in your clinical unit with the content of your
lectures, and practicals of 7023PES Practice of Physiotherapy v course. Relate areas of
the course content that have assisted in enhancing your experience in Clinical Unit V.
The students may choose to also include additional information into their reflective practice entries that will
assist them to better learn to reflect on their actions, and are not required to submit this additional
information as part of the assignment. They are welcome to discuss any components they want to
understand better with the course convenor or the Clinical manager.
Reflective Practice Assignment Criteria
The Reflective Practice Assignment is only marked on PASS/FAIL criteria. A student will fail only if the
reflective practice assignment has not been completed. Evidence that the assignment has been done with
an appropriately completed reflective assignment will automatically meet the requirements for this
exercise and automatically grant a Pass to the student. The assignment may be up to approximately 1000
words in length; 1.5 line space; left justified; Times New Roman font 12; bulleted lists may be used when
required; headings, page numbers, and a title page are mandatory.
Please do not identify any patients by full name, can use initials. But please do refer to any patients as a
person and not as ‘the patient’. The following marking criteria are utilised in assessing the assignment:
1. Correct spelling, grammar, punctuation, and unambiguous sentence structures.
2. Referencing of course content (lectures, practicals, site visits and reading material)
The Griffith Graduate Statement states the characteristics that the University seeks to engender in its
graduates through its degree programs.
Convenors are encouraged to make reference to graduate skills development within the subsections
Learning Outcomes, Content, Organisation and Teaching Strategies and Assessment.
In this section, convenors are required to summarise how this course contributes to the development of all
or some of these graduate skills by checking the appropriate boxes in the following table.
Effective communication (written)
Effective communication (oral)
Effective communication (interpersonal)
Work in teams
Creativity and innovation
Ethical behaviour in social / professional / work environments
Responsible, effective citizenship
Convenors are required to provide information about the teaching team. For courses offered at more than
one campus, the following table may be copied for each campus, or columns may be added/deleted as
Convenor Details Gold Coast
Campus Convenor Suzanne Kuys
Office Location GO2 1.18 (Clinical Science 1 building, Gold Coast campus)
Phone 555 27087
Fax 555 28674
Consultation times Tuesdays
Additional teaching team members
Additional teaching team members include:
Mr Michael Harris Mrs Lucy Maugham
Ms Heather Batten Ms Janelle Gesch
Ms Natalie Johnson Ms Penny Ireland
Mrs Judy Larsen Mr Barry Leech
At all times students are encouraged to contact the Course Convenor or the Physiotherapy Administration
Officer (Laurance Robillard) if they have any queries about this course or the program.
Mrs Suzanne Kuys Tel: 07 5552 7087
Fax: 07 5552 8674
Laurance Robillard: Tel: 07 5552 8922
Fax: 07 5552 8674
Lecture material and other support documents pertaining to the course will be posted on the
Learning@Griffith website. Students are encouraged to check this on a regular basis.
TEXTS AND SUPPORTING MATERIALS
• (*) Carr J & Shepherd R. (2003 ) Stroke Rehabilitation, Butterworth Heinemann, Oxford.
• Carr J & Shepherd R. (1998) Neurological Rehabilitation – Optimizing Motor Performance, Butterworth
• (*)Hill K., et al (2005) Manual for clinical outcome measurement in adult neurological physiotherapy.
APA Neurology Special Interest Group (Victoria). (Available from the APA Office Melbourne – see
attached application form)
• (*) Stokes M. (2004) Physical Management in Neurological Physiotherapy. Mosby London
• (*)Umphred, D. A. (2001) Neurological Rehabilitation. Mosby, London.
Other Supporting Material The books with (*) are held on closed reserve in the Griffith University
• Davies P.M., (1990) Steps to Follow, Springer-verlag, Germany
• Davies P.M., (1990) Right in the Middle, Springer-verlag, Germany
• Davies P.M., (1998) Starting Again, Springer-verlag, Germany
• Kandel E., Schwartz JH. Jessell TM (2000) Principles of Neuroscience. 4 Ed. Appleton-Lange,
• Morris M, et al (1995) Moving ahead with Parkinson' a guide to improving mobility in people with
Parkinson' Kingston Centre, Victorial.
• Refshauge K et al (2005) Science Based Rehabilitation. Butterworth Heinemann, Oxford.
• De Lisa J A., Gans B M., (eds) (1998) Rehabilitation medicine: principles and practice. 3 edition.
• Edwards S E (ed.) (2002) Neurological Physiotherapy: a problem-solving approach. Churchill
Livingstone New York
• Bertoti DB (2004) Functional Neurorehabiltiation Through The Lifespan. FA Davis, Philadelphia
SECTION B – ADDITIONAL COURSE INFORMATION
Attendance at all lecture/laboratory/practical sessions/coursework sessions is compulsory and a class roll
will be taken at random.
Absence without proper justification from any session is not acceptable. If there is a valid medical reason
for absence, the course Convenor should be notified and a supporting medical certificate supplied as soon
as possible. Remedial classes or evidence of extra study may be required. The details of make-up work
after an absence should be negotiated with the course Convenor.
Where extenuating circumstances create student absence the situation should be explained to the course
Convenor as early as possible, in writing, accompanied by supporting documentation. The plan and
strategies required to cover the missed course content must be documented.
Applications for leave of absence will be treated confidentially; none will receive automatic approval.
Approvals require input from all the relevant staff members from the School of Physiotherapy and Exercise
Science. The student will subsequently be notified of the decision in writing (where possible).
Non-attendance of three (3) sessions in any one semester or course of study, without reasonable
justification or medical certification (see below) will result in; the deduction of 15% of the academic
component of this course. The consequences of a deduction of 15% may jeopardize progress to the
subsequent clinical placement. Non-attendance of three (3) sessions with reasonable / medical
justification will mean that the student must take remedial action. These provisions are in place to ensure
that the clinical competencies prescribed for this course are fulfilled, and that clinical placements can be
safely completed without detriment to patients, to the facility and its staff, or to the student.
2. Medical Certificates
The following extract is taken from the Griffith University Undergraduate Studies Handbook and relates to
deferred assessment. This policy will be strictly enforced.
Students may apply for Deferred Assessment if they were prevented from performing an assessment item
on the grounds of illness, accident, disability, bereavement or other compassionate circumstances.
Students applying for deferred assessment on medical grounds must submit a medical certificate from a
registered medical or dental practitioner stating:
(i) The date on which the practitioner examined the student;
(ii) The severity and duration of the complaint;
(iii) The practitioner' opinion of the effect of the complaint on the student' ability to
undertake the assessment item
A statement that the student was "not fit for duty" or was suffering from a "medical condition" will not be
accepted unless the information required in (i), (ii) and (iii) above is included. A copy of the recommended
student medical certificate for use by Griffith University students is attached. It is the student’s
responsibility to ensure they are familiar with this material.
3.1 Viva Voce
In most cases a practical examination (a.k.a. Viva) is intended to assess student performance of practical
and clinical reasoning skills prior to his or her participation in a subsequent Clinical Unit. Each student
must demonstrate competence, i.e. pass the practical examination component prior to
commencement of the subsequent clinical unit. Should a student fail a practical examination, he or
she will be required to re-sit the exam within 14 days or prior to the commencement of the unit. Students
who pass the second examination will receive his or her initial grade for the examination, but will be
allowed to commence the next Clinical Unit. Should a student fail the second examination he or she will
be required to show cause to the course Convenor, as well as the Senior Lecturer in Clinical Education, as
to why he or she should be permitted to participate in that Clinical Unit. The course Convenor and the
Senior Lecturer Clinical Education may consult with any appropriate persons and will make a final
determination as to whether or not the student is permitted to commence the Clinical Unit.
3.2 Return of Assessment Items
Results of presentations, viva and written examinations will be posted in ‘My Grades’, Learning@Griffith,
within a reasonable time frame after the due date of each assessment item.
Feedback on each assessment item will be available to students from the course Convenor for a period of
2 weeks following the return or posting of results of the assessment item. Criterion based marking will be
used, and there will be no scaling of marks. Allocation of grades will be according to Griffith University
High Distinction (HD) > 85%
Distinction (D) 75% - 84%
Credit (C) 65% - 74%
Pass (P) 50% - 64%
Pass Conceded (PC) 48%-49%
Fail (F) < 48%
If a student gains a Pass Conceded, then the course cannot be used as a prerequisite for another course.
Please consult the Griffith University handbook for all procedures associated with process to be followed if
students are in circumstances, which might adversely influence their progress and performance in the
3.3 Notification of Availability of Feedback on Assessment
Students are encouraged to discuss with academic staff their performance in assessment items during a
course. Should a student wish to review their feedback or mark with the convenor, the following procedure
should be followed:
1. A request for an appointment must be made with the convenor in writing by email
2. The email must state the specific reason for the request
3. The request must be received by the course convenor within 14 days of having received the
marked assessment item
Please note, should a student request an assessment item be remarked, the item will be remarked by the
course convenor as well as a second academic staff member. The mark for the reviewed item may
increase, decrease, or be the same as the original mark, and it is the reviewed mark that will be
considered to be the final mark for that assessment item.
3.4 Assignment Extensions
Extensions will not be given automatically. Each request for an extension will be judged on a case-by-
case basis with the final decision to grant/reject an extension application to be made by the course
Convenor. Students seeking an extension or change are encouraged to submit their request early.
Extensions/changes will only be considered after evidence of significant application/progress to the
coursework/assignment has been demonstrated.
3.5 Late Submission of Assignments
Students are expected to coordinate assessment schedules for all courses studied during a semester in a
timely manner in order to avoid late submissions. Penalties for late submissions are as follows:
1 day late - item will be marked at 85% of original assessment value (e.g. item assessment value of 30%
will be marked out of 25.5%)
2 days late - item will be marked at 70% of original assessment value (e.g. item assessment value of 30%
will be marked out of 21%)
3 days late - item will be marked at 50% of original assessment value (e.g. item assessment value of 30%
will be marked out of 15%)
4 days late - item will not be marked (e.g. item assessment value of 30% will receive 0%)
4. ASSESSMENT OF CLINICAL COMPETENCE
In 7023PES Practice of Physiotherapy V, clinical assessment is worth 40% of the total course mark.
Assessment is based upon competencies demonstrated in Clinical Unit 5.
Each student’s performance on clinical placement will be assessed on a progressive basis to enable
formative assessment and feedback on performance as well as summative assessment (to provide an
overall mark by the end of the unit). Complete details of assessment in clinical units can be found in the
clinical education policy and procedures manual which can be found at:
During Clinical Placements, physiotherapy students are expected to conduct themselves according to the
standards set by the University for student behaviour, according to the professional standards set by the
Course Convenor and Senior Lecturer in Clinical Education for clinical placements and the ethical
guidelines of the Australian Physiotherapy Association.
In any course that contains a clinical unit students must pass both academic based and clinically based
assessments to pass that course. If a student fails the academic or the clinical based assessment
component, but achieves an overall course grade of greater than 50%, then he or she will be awarded a
Supplementary Pass (SP). Note that an SP grade may not be considered as a passing grade for
Specifically, if a student passes the academic component of the course and fails a clinical unit, they not
have reached a competency standard to make them eligible for graduation from Griffith University. To
ensure competency, the student will be required to complete a supplementary clinical unit. The format of
the supplementary clinical unit will be decided by a committee comprising the course Convenor, the Senior
Lecturer in Clinical Education (PES) and the relevant Clinical Educator, in accordance with Griffith
University Assessment Policy.
If a student passes the clinical component of the course, but fails the academic component of the course
they will be required to complete a supplementary examination. The format of the supplementary
examination will be decided by the course Convenor, in accordance with Griffith University Assessment
Under Griffith University policy, 7023PES (Practice of Physiotherapy V) is a designated course for
exclusion, ie, a course comprising a clinical placement setting where failure may be associated with
unprofessional conduct and/or client-at-risk conduct, and where the option of allowing the student back for
another clinical placement may be problematic.
5.1 Conduct on campus
Students should attend class appropriately attired to allow his or her participation as "patients" or "models".
Students are permitted to practice independently and unsupervised in rooms GO2_2.35 & 2.39 provided
they have completed the appropriate paperwork available from the course Convenor, and provided that
guidelines for room use, and safe conduct, are followed. Students are responsible for being familiar with
the rules and regulations for unsupervised practice. Students are responsible for the care and
maintenance of equipment and facilities during practice sessions. Only academic staff can grant access to
At all times students must follow the direction of the teaching staff and have high regard for their own
safety, and the safety of others.
The presence of children may contravene University Workplace Health and Safety policies - students
should discuss this matter with the course Convenor prior to bringing children to classes.
5.2 Conduct on clinical placement
Physiotherapy students are expected to conduct themselves according to; the behavioral standards set by
the University, the professional standards set by the course Convenor and Senior Lecturer in Clinical
Education for clinical placements, and the ethical guidelines of the Australian Physiotherapy Association.
Where it is noted that a student has been in breach of the Student Charter or the expected standards of
appropriate, ethical behaviour the course Convenor has the right to:
o Discuss the behaviour with the student
o Note the behaviour on an incident report (to be signed by both the student and staff)
o Refer the behaviour to the Physiotherapy Program Convenor
o Institute or require remedial action of the student, as appropriate
If the student’s behaviour remains below a level appropriate for acceptable professional conduct, then he
or she may be required to present to a School Academic committee (to be advised).
5.3 Academic Misconduct
Plagiarism will not be tolerated. The following extract from the Griffith University Undergraduate
Handbook outlines behaviours considered to be academic misconduct.
“Students must conduct their studies at the University honestly, ethically and in accordance with
accepted standards of academic conduct. Any form of academic conduct that is contrary to these
standards is academic misconduct, for which the University may penalize a student. Specifically it is
academic misconduct for a student to:
o Present copied, falsified or improperly obtained data as if it were the result of laboratory work, field
trips or other investigatory work;
o Include in the student' individual work material which is the result of significant assistance from
another person if that assistance was unacceptable according to the instructions or guidelines for
o Assist another student in the presentation of that student' individual work in a way that is
unacceptable according to the instructions or guidelines for that work;
o Cheat; (cheating is dishonest conduct in assessment);
o Plagiarize; (plagiarism is knowingly presenting the work or property of another person as if it were
i. Examples of Plagiarism
Example 1: Word for word copying
…. of sentences or paragraphs from one or more sources which are the work or data of other persons
(including books, articles, thesis, unpublished works, working papers, seminar and conference papers,
internal reports, lecture notes or tapes) without clearly identifying their origin by appropriate referencing.
“Word for word copying must be properly referenced as a direct quote, not by an in text
reference to the author.”
Example 2: Closely para-phrasing
…. sentences or paragraphs from one or more sources without appropriate acknowledgment in the form of
a reference to the original work or works.
Sanctions for plagiarism are Course specific, and extend to exclusion from the Course, the Program in
which the student is enrolled, and/or Griffith University. For full information about Griffith University’s
guidelines regarding academic misconduct or plagiarism see
The link below opens a guide to referencing, avoiding plagiarism, and study skills that was developed by
the Faculty of Arts, Griffith University.
Another useful site is the Learning Assistance Unit’s information on referencing at:
All physiotherapy courses require compliance by students with the Student Charter, available at:
6. PROFESSIONAL SKILLS
The course Practice of Physiotherapy V provides the student with knowledge, skill and attitudes that relate
to many aspects of the Australian Standards for Physiotherapy (2006).
A copy of the Standards may be downloaded from the Australian Physiotherapy Council website:
For details see policy document "Inability to complete required components of professional qualification"
which can be found at:
Where it is noted that a student has been in breach of the Student Charter or the expected standards of
appropriate, ethical behaviour the Course Convenor has the right to:
- Discuss the behaviour with the student
- Note the behaviour on an incident report (to be signed by both the student and staff)
- Refer the behaviour to the Physiotherapy Program Convenor
- Institute or require remedial action of the student, as appropriate
If the student’s behaviour does not improve to a level appropriate for acceptable professional conduct,
students may be required to present to a School Academic committee (to be advised).
SECTION C – KEY UNIVERSITY INFORMATION
Students must conduct their studies at the University honestly, ethically and in accordance with accepted
standards of academic conduct. Any form of academic conduct that is contrary to these standards is
academic misconduct, for which the University may penalise a student. Specifically it is academic
misconduct for a student to:
present copied, falsified or improperly obtained data as if it were the result of laboratory
work, field trips or other investigatory work;
include in the student' individual work material that is the result of significant assistance
from another person if that assistance was unacceptable according to the instructions or
guidelines for that work;
assist another student in the presentation of that student' individual work in a way that is
unacceptable according to the instructions or guidelines for that work;
cheat; (Cheating is dishonest conduct in assessment);
plagiarise (Plagiarism is knowingly presenting the work or property of another person as if
it were one' own.)
Visit the University’s Policy on Academic Misconduct for further details.
KEY STUDENT-RELATED POLICIES
All University policy documents are accessible to students via the University’s Policy Library website at:
www.griffith.edu.au/policylibrary. Links to key policy documents are included below for easy reference:
Student Charter Academic Standing, Progression and Exclusion Policy
Student Administration Policy Policy on Student Grievances and Appeals
Assessment Policy Examinations Timetabling Policy and Procedures
Academic Calendar Guideline on Student E-Mail
Health and Safety Policy
UNIVERSITY SUPPORT RESOURCES
The University provides many facilities and support services to assist students in their studies. Links to
information about University support resources available to students are included below for easy
Learning Centres - the University provides access to common use computing facilities for educational
purposes. For details visit www.griffith.edu.au/cuse
Learning@Griffith - there is a dedicated website for this course via the Learning@Griffith student portal.
Student Services facilitate student access to and success at their academic studies. Student Services
includes: Careers and Employment Service; Chaplaincy; Counselling Service; Health Service; Student
Equity Services (incorporating the Disabilities Service); and the Welfare Office.
Learning Services within the Division of Information Services provides learning support in three skill areas:
computing skills; library skills; and academic skills. The study skills resources on the website include self-
help tasks focusing on critical thinking, exam skills, note taking, preparing presentations, referencing,
writing, proof reading, and time management.