MPT Student Handbook 2020

Master of Physiotherapy
Student Handbook 2020
©Flinders University
1 | Master of Physiotherapy Handbook 2020

Contents
1. Welcome ....................................................................................................................................................... 4
2. Key Staff and Contact Information ................................................................................................................ 5
2.1 Physiotherapy staff ................................................................................................................................... 6
3. Master of Physiotherapy Program .......................................................................................................... 9
3.1 Course Aims .......................................................................................................................................... 9
3.2 Learning Outcomes ............................................................................................................................... 9
3.3 Program of study .................................................................................................................................10
3.4 Flinders University Graduate Qualities ..................................................................................................12
4. Teaching Schedule ......................................................................................................................................... 13
4.1 Important Calendar Dates for 2020 ..........................................................................................................13
4.2 Teaching schedule 2020 ............................................................................................................................15
4.3 Timetable 2020 .........................................................................................................................................16
4.3.1 Timetable for 2020 Year 1 Masters in Physiotherapy ....................................................................... 16
4.3.2 Timetable for 2020 Year 2 Masters in Physiotherapy ....................................................................... 16
5. Learning and teaching in the Master of Physiotherapy ................................................................................. 18
5.1 How we want you to learn on this program ...........................................................................................18
5.2 Workload management ..........................................................................................................................19
5.3 Learning experiences specific to the Flinders Master of Physiotherapy Program ..................................19
5.4 Feedback .................................................................................................................................................20
5.5 Student health and wellbeing .................................................................................................................21
6. Student Policies and Procedures.................................................................................................................... 22
6.1 Physiotherapy Procedure and Guidelines .................................................................................................22
6.1.1 Program Rules ............................................................................................................................ 22
6.1.2 Understanding your results........................................................................................................ 24
6.1.3 Social Media Protocols ............................................................................................................... 25
6.1.4 Clinical Lab Protocols ................................................................................................................. 26
6.2 University Policies and Procedures ...........................................................................................................27
6.2.1 Academic integrity ..................................................................................................................... 28
6.2.2 Copyright .................................................................................................................................... 29
6.2.3 Referencing ................................................................................................................................ 29
6.2.4 Assessment and Grading Policies ............................................................................................... 29
7. Clinical Education .................................................................................................................................. 31
7.1 Requirements to be met PRIOR to the Placement .............................................................................31
8. Registration of Physiotherapy students ................................................................................................ 31

9. Mandatory reporting obligations .......................................................................................................... 32
10. University Student Services................................................................................................................... 33

1. Welcome
Welcome to the Master of Physiotherapy program at Flinders University. Physiotherapy is part of

the College of Nursing and Health Sciences. Flinders University has an international reputation for
integration and innovation in patient care, education and research.
Our vision is to develop a world class physiotherapy program with industry ready graduates, who
will promote, improve, and maintain client-centred health and well-being through the delivery of
Best Practice Evidence-Based Interventions.
The Master of Physiotherapy builds on Flinders’ strengths in rural health with an emphasis on inter-
professional practice and chronic disease self-management. Our curriculum has been designed to
enable you to think critically, develop key clinical skills, and make significant contributions to
improving the health status of people under your care.
You are in expert hands, our course team brings excellent academic, research and client-care
experience into the classroom and clinical skills laboratory, with both national and international
expertise.
Your program has been developed with reference to national competency standards and
requirements for physiotherapy. This program is accredited by the Australian Physiotherapy Council
and satisfies the academic requirements for registration as a physiotherapist with the
Physiotherapy Board of Australia.
Our program will enable you to develop the physiotherapy knowledge and skills required to become
registered and practice as physiotherapists. We are delighted that you have chosen Flinders
University to pursue your studies and career in physiotherapy.
We look forward to working with you as you progress in your chosen career as an physiotherapist.
All the very best!
Matt Sutton
Course Coordinator
Master of Physiotherapy

2. Key Staff and Contact Information
Course Coordinator
Matt Sutton (08) 7221 8366 matthew.sutton@flinders.edu.au
Sturt West, Level 4, room W422
Academic Lead
Assoc Prof Lucy Lewis (08) 7221 8261 lucy.lewis@flinders.edu.au
Placement Experience Coordinator

Jill Williams (08) 7221 8280 jill.williams@flinders.edu.au
Student Experience Coordinator

Tracey Radford (08) 7221 8291 tracey.radford@flinders.edu.au
Regional SA Health Clinical Educator

Robyn Gill (08) 7221 8280 robyn.gill@flinders.edu.au
Lecturers in Physiotherapy
Assoc Prof Belinda Lange (08) 7221 8285 belinda.lange@flinders.edu.au
Jill Garner (08) 7221 8291 jill.garner@flinders.edu.au

Tim Morris (08) 7221 8359 tim.morris@flinders.edu.au

Dr Claire Baldwin (08) 7221 8212 claire.baldwin@flinders.edu.au

Mat Prior (08) 8201 7844 mat.prior@flinders.edu.au

Please note: Many of the physiotherapy team work on a part-time basis, therefore email is the
preferred method of communication.

2.1 Physiotherapy staff
Matt Sutton
Matt joined Flinders University in 2013 as a Lecturer in Musculoskeletal
Physiotherapy. Matt is currently the Course Coordinator for the Masters of
Physiotherapy program and also works clinically as an Advanced Scope
Physiotherapist at Flinders Medical Centre. Matt qualified in 2000 from University of
South Australia, completing the Masters of Musculoskeletal and Sports
Physiotherapy in 2011. He has musculoskeletal clinical experience in private and
public sectors locally, interstate and the United Kingdom. He has worked as a
researcher at the International Centre for Allied Health Evidence in Adelaide. He has a clinical interest
in Advanced and Extended Scope roles in physiotherapy, with experience in managing and working
in multiple clinics such as Orthopaedics, Neurosurgery and the Emergency Department for which he
has been awarded Ministerial recognition. Matt’s research interests include Advanced Scope of
Physiotherapy Practice in the Emergency Department.
Associate Professor Lucy Lewis
Lucy joined Flinders University in 2015 and is the Course Coordinator of the Master
of Physiotherapy. Lucy has worked as a physiotherapist in a number of clinical areas
including acute orthopaedics and spinal, intensive care, cardio-thoracic surgery,
general surgery, acute stroke and neurological rehabilitation in both private and
public hospitals. She also has experience as a Clinical Educator for students in acute
care physiotherapy. Her teaching interests include: research methods and design,
evidence-based practice, and acute care physiotherapy.
Lucy completed her PhD on evidence-based practice and physiotherapy education at the University
of South Australia in 2010. Since then, she has worked as a Lecturer and Postdoctoral Research Fellow
at the University of South Australia, and remains an Adjunct Senior Research Fellow and an Affiliate
member of the Alliance for Research in Exercise, Nutrition, and Activity (ARENA) at the university.
Lucy’s research and supervisory interests include: physical activity, sedentary behaviour in people
with and without chronic disease, children’s health, evidence-based practice and health professional
education. She has supervised both Honours and PhD students to completion, and is currently
supervising three Honours and two PhD students. Lucy is a member of the SHAPE (Sport, Health and
Physical Education) Research Centre and teaches in both the Master of Physiotherapy and the
Bachelor of Health Science programs at the university.
Associate Professor Belinda Lange
Belinda joined Flinders University in 2016. She received her PhD and degree in
Physiotherapy (Honours) from the University of South Australia and her Science
Degree from Flinders University. Belinda is the Head of Teaching Section for the
Master of Physiotherapy course and is responsible for external relationships and
accreditation. She has been a registered Physiotherapist in Australia since 2003.
Previously, Belinda worked at the University of Southern California’s Institute for
Creative Technologies in Los Angeles from 2006 to 2014. Throughout her research

career, she has developed and evaluated virtual reality, gaming, and digital technologies for a wide
range of health applications.
Belinda is an international authority on virtual reality and game-based exercise and rehabilitation.
She has been the Principal Investigator on over $1.8 million in external funding for projects that aimed
to develop and clinically evaluate virtual reality tools for healthy aging and neurological rehabilitation.
She has over 25 peer reviewed publications, has been invited to give 18 plenary/keynote
presentations at national (USA) and international conferences and meetings and has presented peer
reviewed papers and workshops at over 60 national (USA) and international conferences. Her work
has also been recognised through Best Paper awards at the Interservice/Industry Training, Simulation
and Education Conference (I/ITSEC) and Human Computer Interaction (HCI) International
Conference.
Belinda currently serves on the Executive Committee of the International Society for Virtual
Rehabilitation (ISVR; http://www.isvr.org) and the Southern Adelaide Clinical Human Research Ethics
Committee. Belinda has supervised and mentored Honours, Masters and Postdoctoral level
researchers. Her teaching and research interests include: research methods and design,
neuroscience, digital health and technologies, telemedicine, game-based rehabilitation, virtual
reality, healthy aging, and neurological rehabilitation.
Jill Williams
Jill joined Flinders University in 2012 and is the Clinical Education Coordinator and
the 2nd year Coordinator for the Master of Physiotherapy Program. Jill qualified in
1995 at the University of South Australia and further completed a clinical Masters
in Musculoskeletal Physiotherapy in 2001, gaining research experience in both her
undergraduate and post-graduate programs. Jill has broad experience in a variety
of clinical areas including musculoskeletal and sports physiotherapy and more
recently, rehabilitation across public and private sectors within Australia and the
UK. Jill has training and experience in clinical education, inter-professional education and clinical
simulation. Jill’s research interests include identification and management of functional decline and
falls risk in our ageing population.
Tracey Radford
Tracey joined the Flinders University Physiotherapy program in 2015 and is the 1st
year Coordinator. Tracey completed a Bachelor of Applied Science in Physiotherapy
in 1984 at the SA Institute of Technology and has had 30 years’ clinical experience
mainly in acute cardiorespiratory care within South Australia and the Northern
Territory.
Clinical areas include cardiothoracic surgery, ICU, liver transplant unit, general medical, surgical and
respiratory units, pulmonary and cardiac rehabilitation, respiratory outpatients and some acute
neuro. Her areas of teaching and research interest are managing chronic cardiorespiratory disease,
cardiac surgery and ICU. She is also interested in optimising student learning in the acute care area.

Robyn Gill
Robyn joined Flinders University in 2014 as a Clinical Educator for Country Health
SA and to support embedding Clinical Simulation into the Master of Physiotherapy
program. Robyn qualified in 1986 and then gained a Masters in Musculoskeletal
Physiotherapy in 1993 at the University of South Australia. Robyn has broad
experience in teaching and research within Physiotherapy, having worked at the
University of South Australia for over 20 years, teaching both undergraduate and
postgraduate students, in a range of topics. She has combined her career in
education with working in a variety of hospital and private practice settings. Here current research
interests are in falls prevention, rural health and education including effective feedback, optimising
student learning and clinical simulation.
Jill Garner
Jill joined Flinders University in 2015 as a Clinical Educator. She also works as an
advanced clinician in neurorehabilitation within the Southern Adelaide Local
Health Network. Jill qualified as a physiotherapist in the UK in 1985 and gained a
Master of Clinical Rehabilitation in 2014 from Flinders University. She has a wide
range of experience working in England and Australia in acute and rehabilitation
services. Her special interests include neurological disorders especially neuro-
oncology, telehealth and simulation. Her research interests are simulation in
clinical practice and rehabilitation.
Tim Morris
Tim joined Flinders University in 2013 as a lecturer in Musculoskeletal
Physiotherapy. He has also undertaken clinical education roles within the
undergraduate and postgraduate University of South Australia Musculoskeletal
Physiotherapy programs. He graduated from the University of South Australia in
1995 and completed his Master of Musculoskeletal Physiotherapy in 2001. Tim has
worked in clinical practice in Australia and the United Kingdom within both the
public and private health care systems. He is an Advanced Clinician Physiotherapist
– Musculoskeletal, Orthopaedic and Rheumatology stream (Southern Adelaide Local Health
Network) in which he continues to develop Advanced Scope of Physiotherapy Practice roles
within Orthopaedics and Rheumatology. His research interests are focused on the influence
of pain mechanisms on the musculoskeletal system, and the development of alternative
models of care including Advanced Scope of Physiotherapy Practice roles within Orthopaedics
and Rheumatology.
Dr Claire Baldwin
Claire joined Flinders University in 2018 as a Lecturer. Claire is 'helping the most
at-risk people in hospital get moving.' She is a registered physiotherapist (with
AHPRA) who obtained her undergraduate degree from the University of South
Australia, and PhD from Flinders University. Claire is a researcher-teacher-clinician,
with expertise in physiotherapy and the physical recovery of people with acute
medical or surgical conditions. Her clinical and research work has specifically focused on those
recovering from a critical illness that required mechanical ventilation, other cardiorespiratory
conditions and older medical patients. She has experience in range of methods to measure
respiratory and peripheral muscle performance, body composition, exercise capacity, mobility
and physical activity.

Mat Prior
Mat joined Flinders University in 2019 as a Lecturer. Mat is an experienced
Sports & Exercise Physiotherapist with passion for education and the use of
current research in delivering evidence-based, best-practice management for
patients of all levels.
Mat has extensive history working in musculoskeletal and high-level sports

physiotherapy, including previously serving as Head Physiotherapist to Adelaide United FC [A-
League] and Australian National Paralympic Football team (Pararoos), and currently serves as
physiotherapist to the Australian 'Joeys' Youth National Football (Soccer) team.
Mat also has extensive experience in providing clinical supervision to undergraduate and
postgraduate physiotherapy students, and also is an invited presenter on the APA sports
physiotherapy professional development courses; with particular teaching interests in clinical
reasoning, evidence-based practice and exercise rehabilitation.
3. Master of Physiotherapy Program

The Master of Physiotherapy is a 72-unit coursework program, which is offered by the College of
Nursing and Health Sciences. It requires two years of full-time study and is not offered externally or
on a part-time basis. The course equips graduates to meet the entry-level competency standards
specified by the Australian professional accrediting body, the Australian Physiotherapy Council. To
qualify for the Master of Physiotherapy, a student must complete 72 units with a grade of P or NGP
or better in each topic (see program of study below).
3.1 Course Aims

The Master of Physiotherapy program aims to prepare physiotherapy graduates who are principled
leaders in professional physiotherapy practice. Our graduates will practice across a range of
settings, health systems and communities, and connect with people, their culture and local
environment. They will be professionally engaged with colleagues and other health care
professions. Emphasis will be placed on developing contemporary health professionals who are
reflective and responsive critical thinkers and effective communicators. The course aims have been
developed to ensure that graduates meet the Australian Standards for Physiotherapy (Australian
Physiotherapy Council).
3.2 Learning Outcomes

On completion of the course, students are expected to be able to:
• identify and apply key theoretical and practice approaches in physiotherapy;

• integrate physiotherapy knowledge and skills to manage disorders across the lifespan in a
wide variety of settings with both individuals and populations including rural and remote
health;

• collaborate and communicate with clients to meet their health needs in a culturally sensitive
manner;
• select physiotherapy interventions relevant to the needs of clients using reflective and
evidence-based practice;
• apply physiotherapy skills in the assessment, diagnosis, treatment and rehabilitation of
clients and in health promotion and disease prevention, supported by technology;
• connect, collaborate and communicate effectively with other health professions in providing
high quality health care;
• reflect on their practice and plan their ongoing professional development as lifelong
learners.
3.3 Program of study

Master of Physiotherapy Program Structure 2020
Core - Year 1 topics
Topic Units Topic Coordinator
Semester One
PHYT8001 Musculoskeletal Practice 1 9.0 Matt Sutton
PHYT8002 Principles of Movement and Function 4.5 Claire Baldwin

(includes Clinical Placement 1)
REHB8101 Interprofessional Practice 4.5 Jill Garner / Sandra

Mortimer (OT)
Semester Two
PHYT8003 Cardiorespiratory Practice 4.5 Claire Baldwin
PHYT8007 Musculoskeletal Practice 2 9.0 Tim Morris
PHYT8011 Physiotherapy Clinical Practice 4.5 Jill Williams

(includes Clinical Simulation and Clinical
Placement 2)

Core - Year 2 topics
Topic Units Topic Coordinator
Semester One
PHYT8004 Neurological Rehabilitation 4.5 Jill Garner
PHYT9010 Health Promotion and Leadership in 4.5 Lucy Lewis

Physiotherapy
PHYT8008 Clinical Practicum 1 9.0 Jill Williams

(includes Clinical Placements 3+4)
Semester Two
PHYT9006 Complex Case and Advanced Practice 4.5 Tracey Radford
PHYT9009 Clinical Practicum 2 9.0 Jill Williams

(includes Clinical Placements 5+6)
SPTH9220 Research in Practice 4.5 Lucy Lewis / Sarahlouise

White (Speech Pathology)

3.4 Flinders University Graduate Qualities
Graduates who are:
KNOWLEDGEABLE
We expect our students to develop an extensive and well-founded knowledge in their field of study.
This includes the ability to acquire and understand, using current technologies and effective learning
strategies, information and ideas that underpin this knowledge.
APPLY THEIR KNOWLEDGE

We expect our students to develop the ability to use their knowledge to plan, to analyse, to think
critically, logically and creatively, to reflect upon and evaluate ideas, options, and potential solutions
to problems, and to make and implement decisions.
COMMUNICATE EFFFECTIVELY
We expect our students to learn to convey clearly and fluently their knowledge, understanding,
reasoning and decisions. We expect them to be able to do this in written and spoken form, as
appropriate to the particular audience and setting. We also expect them to listen well and to
respond constructively.
WORK INDEPENDENTLY
We expect our students to take responsibility for, and become self-reliant in, their learning and their
work. This includes organising their activities, prioritising their tasks and managing their time
productively. It also includes recognising that the world is dynamic and changing, and therefore
being prepared to take responsibility in the years ahead to review, update and adapt their
knowledge and skills.
COLLABORATIVE
We expect our students to interact effectively and properly with others in a variety of settings. This
includes, where appropriate, working cooperatively and productively within a group or team
towards a common outcome. It also includes showing respect to others and to their ideas and
perspectives, and learning to negotiate and resolve conflict or difficulties constructively.
VALUE ETHICAL BEHAVIOUR

We expect our students to act with integrity in all matters. We also expect them to become aware of
the ethical complexities and implications of various issues that can arise within their field of study,
and to appreciate the need for themselves and others to act ethically and to learn how to arrive at
ethical solutions to problems.
CONNECT ACROSS BOUNDARIES

We expect our students to engage positively with people and ideas beyond the limits of their own
geographical, disciplinary, social, cultural or other boundaries, and to span the boundary between
the world of study and the world of work.

4. Teaching Schedule
The dates listed in 4.1, 4.2 and 4.3 are correct at the time of publication of this
handbook on the 15th January 2020; we reserve the right to make changes.
4.1 Important Calendar Dates for 2020

Please note that all topics in the MPT are non-semester topics. This means that the dates may differ
from the standard university academic calendar. Please use the below dates as a guide, but please
also check individual topics for dates
(https://www.flinders.edu.au/webapps/stusys/index.cfm/topic/main/)
Topic Dates
Orientation February 24th
Non-semester 1 – classes start March 2nd
Last day to enroll in new non-semester 1 topics Check topic course rule for date
Census date - the last day on which a student can withdraw Check topic course rule for date
from topics without incurring student contribution amounts
(Commonwealth supported student), tuition fees (fee-
paying student) and student services and amenities fees.
Mid-semester break April 13th – 17th
Last day to withdraw without fail Check topic course rule for date
Revision week June 1st
Exam week June 8th
CP1 Clinical Placement 1 (1 week each student) June 15th – June 27th
Mid-year break June 29th – July 3rd
Non-semester 2 – classes start July 6th
Last day to enroll in new non-semester 2 topics Check topic course rule for date
Census date - the last day on which a student can withdraw Check topic course rule for date
from topics without incurring student contribution amounts
(Commonwealth supported student), tuition fees (fee-
paying student) and student services and amenities fees.
Mid-semester break August 12th-16th

Last Day to withdraw without fail Check topic course rule for date
Clinical simulation week October 7th
Revision week October 14th
Exam week October 21st
Clinical Placement 2 CP2 (5 weeks) November 4th – December 6th

Christmas break (TBC) 9th December
Year 2 -Semester 1 starts (To be confirmed – Please speak mid- January 2021
to Course Coordinator prior to booking leave/holidays in
this period)
Please do not schedule holidays for your final year before checking with the Course
Coordinator.
Final year semester will start mid-January 2021 (this date will be confirmed in
semester 2 2020).

4.2 Teaching schedule 2020

4.3 Timetable 2020
4.3.1 Timetable for 2020 Year 1 Masters in Physiotherapy

4.3.2 Timetable for 2020 Year 2 Masters in Physiotherapy

5. Learning and teaching in the Master of Physiotherapy
5.1 How we want you to learn on this program
Flinders University in Adelaide is a major provider of education for Health Professionals. The course
team has worked closely with our partners in the clinical field to ensure excellence in the delivery of
your Master of Physiotherapy program. The program is informed by best practice evidence for
education, practice, research and contemporary health policy and health provision. A thematic
approach has been adopted so that all aspects relevant to clinical practice are included in the
relevant topic. There are three core themes related to professional practice: musculoskeletal
practice, cardiorespiratory practice and neurological rehabilitation.
The majority of your classes take place in the Sturt Buildings at the Bedford Park campus. You also
have access to a well-equipped Medical Library within Flinders Medical Centre as well as extensive
libraries in other parts of the University. Our small class size enables you and staff to get to know
each other and aims to provide a friendly supportive learning environment.
You are all mature students, who already have an undergraduate degree. Our program aims to
capitalise on the skills you have acquired in your previous degree. As mature students, you also
bring acquired personal and interpersonal skills such as initiative, communication and social and
community awareness to the program. Our program is designed to build upon these qualities and
transferable graduate skills. Learning will be student-led from the start of the course, as you already
have some ability to identify your own learning needs and retrieve and interpret information from a
wide range of sources, including textbooks and key papers from the published evidence base such
as Cochrane Reviews. It is not sufficient to rely on a core textbook as your main source of reference.
We will focus on the further development of analysis, synthesis, evaluation and problem solving,
which will encourage reflective practice. You will be expected to read widely in advance of classes.
Problem-based learning using a case study approach is a key component of our program, as is
reflective practice. Reflective practice is a core requirement of health professional practice. You will
engage in reflective activities throughout the program with the use of a portfolio to document your
changing beliefs, understandings and knowledge formation. There will be an emphasis on master’s
level learning reflected in the nature of the course delivery, and master’s level learning outcomes
such as critical review, synthesis, summarisation and evaluation. This means that we expect you to
acquire new knowledge but in a different way from your undergraduate degree, by accessing
information yourself with some guidance and explaining your understanding of the material to the
tutors and your class mates. Small group-work using modified problem-based learning is a big part
of learning on our program.
We will be keeping formal lectures to a minimum; we encourage you to view staff as facilitators in
your active learning process. Staff will sign-point you in the right direction, but it will be up to you to
seek out the knowledge required to apply the clinical reasoning skills you will develop, in order to
promote, improve and maintain client-centered health and well-being. We also expect you to be
able to teach your fellow students. Student-centred learning will be facilitated using case-based
scenarios, problem-based learning, small group tutorials and clinical skills laboratories. An evidence
based practice approach is embedded throughout the program; professional practice will be based
on the best available evidence, which includes evidence gained from research, patients and experts.
5.2 Workload management

There is no doubt that the workload is challenging, requiring a full-time commitment. Assessments
are continuous and most topics require substantial preparation for classes on a weekly basis. This
preparation and participation are assessed in many topics. You are also expected to do
independent clinical skills practice outside of class time to help develop your clinical skills.
For the Master of Physiotherapy program, you can expect to be timetabled for classes from Monday
to Friday, with classes starting at 09:00am and sometimes continuing until 06:00pm.
Classes and clinical placements also operate outside the University academic calendar year. You
will undertake 26 weeks of clinical placements across the two years of the program. You will only
have short periods of holiday as outlined in your academic teaching schedule.
5.3 Learning experiences specific to the Flinders Master of Physiotherapy Program

Our College has invested significantly in rural and remote clinical sites where you will be able to
undertake clinical placement. This is an opportunity for you to develop a deeper understanding of
the specific requirements of people living in rural and remote communities with respect to health,
and the challenges faced by health professionals working in these areas.
Our inter-professional practice topics are embedded throughout Year 1 in order to develop
knowledge, attitudes and skills in common health professional core areas of practice, and inter-
professional practice (IPP). This encourages you to look beyond your own profession in terms of the
provision of health services and the experience of the patient/client in this process.
The development of an inter-professional program and close clinical partners provides further
opportunities for inter-professional practice. There are dedicated inter-professional practice
streams embedded in some placements.
You will also gain a Certificate in the Flinders Chronic Condition Management Program to enable
you to promote self-management and person-centered care with your clients.

5.4 Feedback
Feedback has two major aspects in the program:
• Feedback on performance
• Feedback as part of quality assurance
Feedback on student performance

In order to facilitate your learning there will be both formative and summative feedback. Formative
feedback is given regularly during classes, especially during practical classes and tutorials. This is
usually informal and should be a conversation between you and your tutor. It enables you to learn
through your experiences and helps you construct your own learning. It requires you to be active in
this process.
You should expect written feedback on assignments that assist you to learn more complex concepts
in order to help you understand the theoretical paradigms that underpin physiotherapy practice.
You should expect verbal feedback during practical classes that enable you master the skills
required for physiotherapy practice.
You should engage in peer feedback with your fellow students. Peer feedback is very powerful and
helps both the person giving and the person receiving feedback to move forward in their
understanding.
Summative feedback is that which gives you a mark or a grade. Again this feedback is about
learning. This measures the outcomes of learning. It enables you to understand where your learning
is in relation to a set of criteria. It is important that you follow up aspects of summative learning
that you have not understood in order to improve the outcomes.
Feedback for quality assurance

Student feedback on the physiotherapy program is essential and of particular importance for
accreditation. In order for the staff to continually improve the quality of the course, feedback by
students is important. These opportunities for providing feedback should be taken seriously by you;
the course cannot grow and improve without your commitment to providing feedback.
It will be important for you to elect two student representatives to represent your views on our
committees.
These may take the form of:
• Participating in staff student committees in the School such as the Course Advisory
Committee
• Student /Staff liaison meetings
• Focus groups
• Questionnaires as required by the University/Department. This may be on a specific
topic or on matters such as learning expectations, facilities etc.
• Participating in SET evaluations via FLO for each topic
• Feedback regarding clinical education
• Qualitative feedback on each topic.
5.5 Student health and wellbeing
We understand the importance of maintaining both physical and mental health. There are a range of
resources available, both within the Physiotherapy program and the University. We encourage you to discuss
any concerns with the Physiotherapy Student Experience Coordinator at any time. We also encourage the
use of services available within the University including Health, Disability and Counselling services. Most of
these services are free of charge. There are also a range of resources available such as self-help mental
health resources.
More detail on the services and resources available and how to access can be found here:
https://students.flinders.edu.au/student-services/hcd

6. Student Policies and Procedures
6.1 Physiotherapy Procedure and Guidelines

6.1.1 Program Rules
Professional Conduct
Students entering the Master of Physiotherapy program become part of the profession of
physiotherapy. As such there are expectations of behaviour over and above those of the University.
Students should be familiar with the codes of conduct of the Allied Health Practitioner Regulation
Authority (https://www.ahpra.gov.au/), the Physiotherapy Board of Australia
(http://www.physiotherapyboard.gov.au/) and the Australian Physiotherapy Association
(http://physiotherapy.asn.au); you should abide by this code. The community expects that health
professional students act in accordance with these principles.
Classes are an introduction to professional practice. During these classes, students should maintain
professional behaviours in order to enhance the learning outcomes for all students.
As part of the clinical skills labs, students will be required to practice physiotherapy techniques on
each other. It is important that students ask permission of their colleagues to ask questions of them
and to touch them. Students will also be required to remove clothing in order for observation of
specific areas being examined or the practice of an intervention technique. This should be done
with respect to each other and considerations of the maintenance of dignity and privacy as would
be afforded a patient in practice.
All students will be required to complete an Informed Consent Form prior to the beginning of
Semester 1 (during Orientation week).
Attendance
Attendance at all practical and tutorial sessions of each topic is compulsory. A class roll will be taken
at all sessions. Non-attendance of any session should be discussed with the Topic Coordinator prior
to the session.
If you miss more than three sessions in any topic this may affect your ability to go out on clinical
placement. You may be required to undertake additional remedial work and may also place yourself
at risk of failing a topic on the grounds of non-attendance. The course team need to be sure that
you are safe and competent to work with patients in the clinical field.
University based Topics

Non-attendance of three (3) sessions in any topic, without reasonable justification or medical
certification may result in students being unable to participate in clinical placements.

Non-attendance of three (3) sessions with reasonable / medical justification will mean that the
student may be required to 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.
Clinical Placements
Failure to complete the required number of clinical days for the topic will result in a non-graded fail
for the clinical component of the topic, which will result in a fail grade for the whole topic.
Occasionally a student is unable to undertake or complete placement due to unforeseen
circumstances. In such a case the grade will be marked as incomplete, and you may be required to
attend clinical placement at a different time.
Clinical skills labs

You should attend class appropriately attired to allow your participation as "patients" or "models".
At all times you must follow the direction of the teaching staff and have high regard for your own
safety, and the safety of others.
The presence of children may contravene University Workplace Health and Safety policies – it is not
permitted to bring children to classes.
You are permitted to practice clinical skills independently and unsupervised, provided that
guidelines for use and safe conduct are followed, and an academic member of staff has been
notified. You are responsible for being familiar with the rules and regulations for unsupervised
practice. You are also responsible for the care and maintenance of equipment and facilities during
practice sessions.
Leave of absence from studies

If you wish to take leave from the course you must discuss this with the Course Coordinator. You
may be eligible for special leave for short periods. Special leave of absence may be granted for
legitimate purposes, including defence force leave, emergency services leave, university or national
sporting activities, jury service and for extenuating circumstances such as extended illness or a
death in the family. Special leave of absence will not be granted for events such as holidays. The
length of time given will be decided by the department after discussions with the student and other
relevant staff. It will be expected that as part of your application for special leave, a study plan
will be provided to all Topic Coordinators outlining how you will stay up to date during your
absence.
If you are a continuing postgraduate student and you wish to take leave from a course for a full
year, you must apply for leave. Please discuss this with the Course Coordinator. You may also be
required to undertake additional clinical skills assessment to ensure you are safe and competent to
go out on clinical placement before you return to continue your academic studies.

6.1.2 Understanding your results
Progression
To qualify for the Master of Physiotherapy, a student must complete 72 units with a grade of P or
NGP or better in each topic, according to the program of study.
Except with the permission of the College:

• the course must be completed within four consecutive years, or where credit has been
granted for previous work, a period determined by the College;
• a student may not proceed to a higher year unless they have satisfactorily completed the
previous year’s topics.
The award of a grade of Fail (F) in the same topic on more than one occasion, or failure to complete
the course within four consecutive years may constitute prima facie evidence of unsatisfactory
progress for the purpose of the University’s Policy on Student Progress.
Topics containing clinical placement

In any topic that contains clinical units, students must pass clinically based assessments to pass that
topic. In some instances, students must pass all components of assessment within a topic.
With regard to clinical placement, if a student passes the academic component of the course and
fails the clinical placement unit, they have not reached a competency standard to make them
eligible for graduation from Flinders University. To ensure competency, the student will be required
to complete a supplementary clinical placement. A limited number of supplementary attempts are
available and conditions are outlined within the assessment methods for the specific topic.
You may also be required to undertake additional clinical skills assessment to ensure you are safe
and competent before you are sent out again to complete clinical placement.
Late Submission
An assessment item submitted after the due date, without an approved extension from the Topic
Coordinator, will be penalised by a deduction of 5% of the total marks possible for the assessment
exercise, or the equivalent where percentage marks are not awarded, for every day (or part
thereof) late.
Communication of results
Please refer to the Statement of Assessment Methods (SAMS) for each individual topic for dates
and times for the notification of results.
Appeals and complaints

The Physiotherapy Department and the University have processes in place should you experience
difficulties with your studies. In the first instance a student should approach the Topic Coordinator
responsible for the specific topic. If you are dissatisfied with a response from a lecturer or Topic
Coordinator, please discuss your concerns with the Course Coordinator in the first instance. If the

issue is more general the student should discuss the issues with either the Course Coordinator or
the Student Experience Coordinator directly.
If you are dissatisfied with the physiotherapy team’s response, or with provisions made for
reasonable adjustments to assessment, you should follow the procedures detailed in the
University’s policy on student appeals, complaints and grievances. Further information can be found
at: https://www.flinders.edu.au/content/dam/documents/staff/policies/academic-
students/student-complaints-policy.pdf.
6.1.3 Social Media Protocols

Overview
Flinders University and the Master of Physiotherapy course acknowledge the value of social media
and social networking in education and health care; however, use of the technologies can
potentially create legal and ethical dilemmas, especially when on-line behaviour is unprofessional
(or unlawful). These protocols are intended to inform students of expected professional behaviour
so as to protect their personal and professional integrity, patient/client privacy, and corporate
image and reputation of Flinders University.
‘Social media’ includes websites and applications used for social networking. Common sources of
social media include, but are not limited to, social networking sites such as Facebook and LinkedIn,
blogs (personal, professional and those published anonymously) and micro-blogs such as Twitter,
content-sharing websites such as YouTube and Instagram, and discussion forums and message
boards.
You can read the University Guidelines on Social Media here:

http://www.flinders.edu.au/flinders/digital-presence/social-media/social-media-guidelines.cfm
Protocols
Students must consider their professional obligations, confidentiality and privacy, and the
requirements of the National Law relating to advertising.
Professional Behaviour
As in any other context, physiotherapy students should act in a professional manner when using
social media.
• While respect and good communication with colleagues and other practitioners enhances
good care, critiquing or comparing and contrasting other health services does not
• Students should not discuss their clinical/placement/internship activities on-line
• Students shall not participate in social networking activities which use language (text or
audio) or images which portray or can be interpreted to portray illegal activities,
intoxication, harassment, obscenity, pornography, defamatory or libelous matter, threats,
infringement of intellectual property rights, invasion of privacy, discrimination,

embarrassment to any person or entity, or matter otherwise injurious, objectionable, or
inhospitable to professionalism, or the image of Flinders University
• Students should respect their commitment to learning and patient/client care, thus they
should not use class time or clinical time for personal social networking. Such acts of
unprofessionalism, if deemed problematic by the Physiotherapy team, can result in
disciplinary action.
Confidentiality and privacy

Students and health practitioners have an ethical and legal responsibility to maintain patient privacy
and confidentiality.
• Students should not make comments about patients on social media, even in a de-identified
way, as it may breach the patients’ privacy and confidentiality (such as discussing patients or
posting pictures of procedures, case studies, patients or sensitive material)
• Students should avoid non-therapeutic online relationships with current or former patients
(i.e. “friend” requests through Facebook). These types of relationships can blur professional-
patient boundaries
• Students and teachers should avoid “friending” as this can blur the student-teacher
relationship. If students need to communicate electronically with their teachers, they should
use facility-approved mechanisms that use encryption and password protection to ensure
privacy protection.
Disciplinary Action
Students in regulated professions such as physiotherapy are not held to any lesser standards of
professionalism than registered professionals. In addition to disciplinary action from Flinders
University, they may face disciplinary action from the Australian Health Practitioner Regulation
Agency (AHPRA) and/or their professional society (if a member).
A violation of the social media protocols is a professionalism issue, as such disciplinary action shall
be per the policies and procedures pertaining to Student Fitness for Practice, see:
http://www.flinders.edu.au/ppmanual/teaching-course-management/admin-proceed-for-student-
wil-placements.cfm
6.1.4 Clinical Lab Protocols

The laboratory protocols below have been developed to keep students and staff safe. This is a
requirement under the Occupational Health, Safety and Welfare Act 1986 (SA).
More information about expected student conduct can be found in Flinders University Statute 6.4
App C (http://www.flinders.edu.au/ppmanual/student/student-conduct.cfm).
It is your responsibility to be familiar with this Statute.
1. No eating or drinking is permitted in the clinical labs, with the exception of bottles
containing water. Please clean up any spillage immediately.
2. Feet must be appropriately covered at all times. No thongs or open-toed shoes are
permitted.
3. Long hair must be tied back when practising clinical skills.
4. To prevent tripping hazards, all bags and coats must be stored safely out of the way for
practicals and workshops.
5. For your safety in some tasks we recommend that you wear protective clothing, for example
gloves relevant to the task being undertaken. Please refer to the material safety data sheets
(MSDS) located in plastic racks within the lab.
6. Equipment can only be used by those who have received appropriate training. If you are
unsure about any equipment, please ask an academic member of staff before using.
7. It is your responsibility to be able to locate and be familiar with the following:
• safe operating procedures (SOPs)
• material safety data sheets (MSDs)
• fire extinguishers and emergency exits
• the location of safety notices—see the OHS notice boards
• emergency procedures appropriate to the laboratories—these are introduced in your
topic
• the location of first aid cabinets in lab 109
• immediately report any injury or hazard to a lecturer or staff member.
8. In the event of damage to or malfunction of equipment, immediately stop using it and
advise staff.
9. Do not remove equipment or models from the laboratories without prior approval of staff.
10. Please advise a member of academic staff if you are practising clinical skills with your
colleagues outside clinical lab sessions. Please do not practice clinical skills outside office
hours unless a member of staff is on campus.
11. Please be considerate: keep noise to a minimum, as there is often more than one group
working in the labs.
12. Return all equipment to its original location, whilst leaving the labs and equipment clean and
tidy at the end of a workshop.
13. Consult staff about any lost or found property.
14. Any deliberate damage, defacing or theft of University property will be dealt with according
to University Statute 6.4
You may be asked to leave the laboratories if your behaviour breaches Statute 6.4, referred to
above.
6.2 University Policies and Procedures
It is your responsibility to be aware of the statutes and policies of the University. In particular,
please refer to the Student related policies and procedures manual, which describes University
policies and procedures regarding:
• admission
• appeals and complaints
• assessment and teaching
• computing
• equal opportunity
• financial matters
• intellectual property
• library rules
• prizes and awards
• student conduct
The manual can be found here: http://www.flinders.edu.au/ppmanual/student/student_home.cfm
6.2.1 Academic integrity
All students should be familiar with the website ‘Academic Integrity’ from the topic list in Flinders
Learning Online (FLO) (http://www.flinders.edu.au/academicintegrity/academic-
integrity_home.cfm).
The website contains:

• definitions of academic integrity and an explanation of its importance
• tips on how to avoid plagiarism
• tips on how to avoid collusion
• tips on how to avoid being accused of academic dishonesty.
Further information about the University’s Academic Integrity Management Strategy can be found
at:
www.flinders.edu.au/teaching/quality/aims/aims_home.cfm.
Detecting breaches of academic integrity

Staff may use a range of methods (including electronic means) to assist in the detection of breaches
of academic integrity. In addition, the University makes available for staff and student use the
electronic text-matching software application Turnitin. You will find a statement on Flinders
Learning Online (FLO) describing how the software will be used. You are also referred to the FLO
academic integrity site at: https://students.flinders.edu.au/my-course/academic-integrity
Plagiarism
Flinders University policy defines plagiarism as:
“… the use of another person's words or ideas as if they were one's own. It may occur as a result of
lack of understanding and/or inexperience about the correct way to acknowledge and reference
sources. It may result from poor academic practice, which may include poor note taking, careless
downloading of material or failure to take sufficient care in meeting the required standards. It may
also occur as a deliberate misuse of the work of others with the intent to deceive. It may include,
but is not restricted to:
• presenting extracts, without quotation marks and/or without appropriate referencing, from
books, articles, theses, other published or unpublished works, films, music, choreography,
working papers, seminar or conference papers, internal reports, computer software codes,
lecture notes or tapes, numerical calculations, data or work from another student. In such
cases, it is not adequate merely to acknowledge the source. This applies to material
accessed in hard copy, electronically or in any other medium;
• close paraphrasing of sentences or whole paragraphs with or without acknowledgement by
referencing of the original work;
• adopting ideas or structures from a source without acknowledgment;
• using source codes and data from other's work without acknowledgement;
• acquiring or commissioning a piece of work from someone else or a commercial service,
including internet sites, whether pre-written or specifically prepared, and presenting that
work as one's own.
• submitting another student's work whether or not it has been previously submitted by that
student.”
Flinders University, Policy and academic Integrity

https://www.flinders.edu.au/content/dam/documents/staff/policies/academic-students/student-
academic-integrity-policy.pdf
6.2.2 Copyright
You are required to abide by Australian copyright regulations. If you require further information
about using copyrighted materials including publications, sound recordings, films, broadcasts and
computer programs, consult the University’s Copyright Officer or refer to the ‘Quick copyright
guide’: https://libraryflin.flinders.edu.au/copyright
Also refer to the Australian Copyright Council at: www.copyright.org.au for further information.
6.2.3 Referencing
You are required to use the APA Referencing Guide which is available through the Student Learning
Centre and as a PDF file from:
https://students.flinders.edu.au/content/dam/student/slc/apa-referencing.pdf
6.2.4 Assessment and Grading Policies

Details on assessment and grading are included in the University Assessment and Teaching:
Assessment Policies and Procedures at
http://www.flinders.edu.au/ppmanual/student/student_home.cfm
Details on Examinations are available at:

http://www.flinders.edu.au/ppmanual/student/student_home.cfm
Special Consideration
For information on University Special Consideration policies refer to 7.3 of the link below:
http://www.flinders.edu.au/ppmanual/student/assessment_2016.cfm
Alternative Examination Arrangements (AEAs)

AEAs are adjustments to timed assessment tasks that ameliorate disadvantage that a student may
experience due to the impact of a health condition or impairment and the format or venue of an
exam.
AEAs may include, but are not limited to:
• Rescheduling of exams
• Additional writing and/or reading time
• Rest breaks
• Ergonomic furniture
• Approved Assistive Technology
• Accessible formats
• Use of computers
• Alternative venue
Students must meet eligibility criteria for AEAs and adhere to the AEA process. For information on
University Alternative Examination Arrangements refer to Appendix A in the link below:
https://students.flinders.edu.au/my-course/exams-assess-results/alternative-exam-arrangements

7. Clinical Education
Clinical education forms a vital and mandatory part of a physiotherapy degree. You will undertake
your learning in a variety of different clinical contexts during the degree. The Physiotherapy degree
at Flinders University has six clinical education placements placed across each of the semesters of
the program. Clinical education provides an opportunity for you to integrate your physiotherapy
knowledge, attitudes and skills in a practice environment. The clinical placements will be
undertaken in various metropolitan and rural and remote locations. The MPT places a particularly
strong emphasis in rural and remote sites which is a hallmark feature of the Flinders program. It is
likely that you will be required to undertake at least one rural placement.
A Clinical Education Manual has been developed for you which should be read in conjunction with
this handbook prior to any clinical education being undertaken.
7.1 Requirements to be met PRIOR to the Placement

Prior to clinical placement students must complete a number of mandatory requirements, these
include:
1. Criminal History Checks

2. Health Checks
3. Student Placement Agreement
4. Senior First Aid (Level 2) Certificate (now called a 'Provide First Aid' certificate) with
a current CPR Training
Students are required to have completed a HLTAID003 Provide First Aid course which includes
Cardiopulmonary Resuscitation (CPR). Evidence of having successfully completed this certificate
needs to be shown to the Physiotherapy department prior to undertaking your first clinical
education placement.
Students must purchase and wear a Physiotherapy student uniform for clinical placement. Payment
must be paid in full with the order before delivery. You should wear a uniform only while on
placement or while travelling to and from the clinical venue.
Delivery time for shirts is approximately 2-3 weeks. Once your shirt(s) are delivered to us we will
contact you via email. Shirt(s) can be collected from the College Reception at Sturt.
Students attending clinical placement must wear the official Flinders University clinical ID badge at
all times. This ID badge will be provided by the College and will identify you as a Flinders University
Physiotherapy student. ID badges will be issued after students have obtained their University
student ID cards. The College will advise you by University email when they are available. Lost or
broken ID badges must be replaced, at a small cost to the student.
8. Registration of Physiotherapy students

Under the Australian Health Professional Regulatory Authority (AHPRA) Act, students enrolled in an

accredited physiotherapy course are required to be registered. This will be undertaken by the
University. Students should read the information provided on the following web site:
http://www.ahpra.gov.au/
9. Mandatory reporting obligations

Under Section 143 of the Health Practitioner Regulation National Law Act (SA) 2010, the University
is obliged to notify the Australian Health Practitioner Regulation Agency (AHPRA) if it reasonably
believes that a student has an impairment that, in the course of the student undertaking clinical
training as part of the program of study, may place the public at substantial risk of harm. These
provisions apply to students enrolled in physiotherapy.
A new section has been included in the Administrative Procedures for Student Work-Integrated
Learning Placements, which sets out the procedures that should be followed in the event that a
student discloses, or a course coordinator is concerned that a student has, an impairment that may
place the public at substantial risk of harm.
The Administrative Procedures for Student Work-Integrated Learning Placements have also been
amended to require relevant schools to ensure that students are informed of any mandatory
reporting requirements and to enable a School to withdraw a student from a placement where it
has received a notification to that effect from a registration body.
The revised procedures are now available on the web under Section 4.1 at:
https://www.flinders.edu.au/content/dam/documents/staff/policies/academic-students/work-
integrated-learning-procedures.pdf

10. University Student Services
Useful links to student services at Flinders University:
Flinders Connect
Online: Ask Flinders (via Okta dashboard)
Phone: 1300 354 633
FLO Student Help Desk

Online: https://libraryflin.flinders.edu.au/students/flo/flo-help
Phone: 1300 3546 3377 (press 3 for FLO assistance)
e-mail: flo.student@flinders.edu.au
Student Learning Centre

http://www.flinders.edu.au/current-students/slc/
Flinders University Library

http://www.flinders.edu.au/library/
Health, Counselling and Disability Services

http://www.flinders.edu.au/current-students/healthandcounselling/
iFlinders and Flinders Learning Online (FLO)

https://flo.flinders.edu.au/
Meet Flinders Connect staff: Level 0, Central Library, Bedford Park campus
Student email
http://livemail.flinders.edu.au/
Student computer access requirements

http://www.flinders.edu.au/current-students/computing/

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Master of Physiotherapy

Student Handbook 2020

1 | Master of Physiotherapy Handbook 2020

2 | Master of Physiotherapy Handbook 2020

3 | Master of Physiotherapy Handbook 2020

Welcome to the Master of Physiotherapy program at Flinders University. Physiotherapy is part of

All the very best!

4 | Master of Physiotherapy Handbook 2020

Placement Experience Coordinator

Student Experience Coordinator

Regional SA Health Clinical Educator

Jill Garner (08) 7221 8291 jill.garner@flinders.edu.au

Tim Morris (08) 7221 8359 tim.morris@flinders.edu.au

Dr Claire Baldwin (08) 7221 8212 claire.baldwin@flinders.edu.au

Mat Prior (08) 8201 7844 mat.prior@flinders.edu.au

5 | Master of Physiotherapy Handbook 2020

Associate Professor Lucy Lewis

Associate Professor Belinda Lange

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8 | Master of Physiotherapy Handbook 2020

Mat has extensive history working in musculoskeletal and high-level sports

3. Master of Physiotherapy Program

3.1 Course Aims

3.2 Learning Outcomes

• identify and apply key theoretical and practice approaches in physiotherapy;

9 | Master of Physiotherapy Handbook 2020

3.3 Program of study

PHYT8002 Principles of Movement and Function 4.5 Claire Baldwin

REHB8101 Interprofessional Practice 4.5 Jill Garner / Sandra

PHYT8007 Musculoskeletal Practice 2 9.0 Tim Morris

PHYT8011 Physiotherapy Clinical Practice 4.5 Jill Williams

10 | Master of Physiotherapy Handbook 2020

PHYT9010 Health Promotion and Leadership in 4.5 Lucy Lewis

PHYT8008 Clinical Practicum 1 9.0 Jill Williams

PHYT9009 Clinical Practicum 2 9.0 Jill Williams

SPTH9220 Research in Practice 4.5 Lucy Lewis / Sarahlouise

11 | Master of Physiotherapy Handbook 2020

Graduates who are:

APPLY THEIR KNOWLEDGE

VALUE ETHICAL BEHAVIOUR

CONNECT ACROSS BOUNDARIES

12 | Master of Physiotherapy Handbook 2020

4.1 Important Calendar Dates for 2020

Orientation February 24th

Non-semester 1 – classes start March 2nd

Revision week June 1st

Exam week June 8th

Non-semester 2 – classes start July 6th

Mid-semester break August 12th-16th

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Clinical simulation week October 7th

Revision week October 14th

Exam week October 21st

Clinical Placement 2 CP2 (5 weeks) November 4th – December 6th

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5.2 Workload management

5.3 Learning experiences specific to the Flinders Master of Physiotherapy Program

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Feedback on student performance

Feedback for quality assurance