In Physiotherapy

BACHELOR OF SCIENCE (HONOURS) IN PHYSIOTHERAPY

物理治療學(榮譽)理學士

Programme Definitive Document 2018 Cohort

Last updated on 23 August 2018

Table of Contents

1. General Information ...... 3 2. Programme Aims and Objectives ...... 4 3. Programme Structure ...... 8 4. Learning and Teaching Strategy ...... 15 5. Assessment Principles ...... 17 6. Examination Procedures and Regulations ...... 21 7. Graduation Requirements ...... 22 8. Course Description Form ...... 23

1. General Information

Programme Title Bachelor of Science (Honours) in Physiotherapy (English and Chinese) 物理治療學(榮譽)理學士

Qualification title of Bachelor of Science (Honours) in Physiotherapy terminal exit award 物理治療學(榮譽)理學士 (English and Chinese)

QF Level Level 5 Award Granting Body Tung Wah College (English and Chinese) 東華學院 Host School School of Medical and Health Sciences (MHS) Supporting School(s) School of Arts and Humanities (ARH) School of Nursing (NUR) Mode of Study Full-time 4 Years Length of programme leading  Max. no. of years: 6 to terminal exit award  Min. no. of years: 4  Number of notional learning hours: 6,613  Number of QF credits: 668  Contact hours required for the above QF credits: 2,961 hours plus 36 examination hours  Ratio of contact hours to self-study hours for various learning and teaching activities: 1:2 (excluding Clinical Practicum and Capstone Project)  Number of TWC credits required for graduation: 135 Proportion of Generic and  Generic contents: 20% Specialised Contents of Exit  Specialised contents: 80% Award Programme Commencement 1 September 2018 Date

2. Programme Aims and Objectives

Programme Objectives

2.1 The Programme aims to equip students with graduate entry-level professional competencies in Physiotherapy practice that meet the requirements specified by the local statutory professional board (i.e. Physiotherapists Board) 1 as well as international professional association (i.e., the World Confederation for Physical Therapy (“WCPT)”)2.

2.2 The Programme aims at developing students’ knowledge, skills, behaviors and values required to practice physiotherapy in different health and social care settings with diverse clients and groups locally and globally. The Programme is also designed to encourage lifelong learning and continuous professional development in order for graduates to qualify as professionals who provide physiotherapy services for promoting the health of clients and for meeting the healthcare needs of society.

2.3 The objectives of the Programme are as follows:

a. To equip students with a broad foundation of current theoretical knowledge, skills and competencies underpinning physiotherapy professional practice locally and globally while achieving the academic award that matches the statutory requirement of the professional registration board in Hong Kong.

b. To enable students to become physiotherapists who are autonomous, client centered, capable and adaptable professional practitioners who will lead the profession into the future with awareness of the changing political, social, economic and institutional climate that impact on the sustainability of health and wellbeing of the population served;

c. To enhance the understanding of equity of health service provision in a linguistically and culturally diverse society in order for the graduates to provide equitable services in health and social care nationally and internationally within the legal and ethical mandates of the profession;

d. To develop students’ skills in communication for collaborative, inter- professional and multidisciplinary working practices;

e. To foster the development of reflective and evidence-based practices in graduates who are committed to continuing professional development with aspiration in lifelong learning; and also committed to the education of their clients and the community in safeguarding and advancing health in the context of physiotherapy; and

f. To cultivate in the graduates the professional skills for conducting health promotion and education that can enhance general wellbeing of the local community.

1 http://www.smp-council.org.hk/pt/en/intro.php 2 http://www.wcpt.org/

Programme Intended Learning Outcomes (PILOs)

2.4 Upon completion of the Programme, graduates will be able to achieve the following PILOs (Table 1):

Table 1: Programme Intended Learning Outcomes of the Programme

Demonstrate a systematic, critical and comprehensive knowledge and PILO 1 understanding of biological, physical, social, psychological and clinical sciences relevant and applicable to health care and physiotherapy practice.

Perform effective, efficient and safe physiotherapy services through logical, effective and holistic assessment, clinical reasoning and problem solving to PILO 2 collaboratively plan and implement on-going client centered physiotherapy interventions and management strategies for the health and wellbeing and social care needs of clients, groups and the society.

Demonstrate effective and efficient communication skills without prejudice, in both Chinese and English, as well as social and interpersonal and team working PILO 3 skills required for effective and professional interaction with individuals, families and members of other disciplines and society in general. Apply sound judgements in the context of social awareness and cultural values PILO 4 of the health care systems and practices, and act within the legal and ethical mandates of the profession. Access, analyse and critically evaluate information and knowledge from a wide range of sources, including research, policies, guidelines and good practices to PILO 5 support and develop innovative and contemporary physiotherapy practice as part of the health and social care.

Demonstrate a solid foundation in knowledge and skills through general PILO6 education and independent studies to embrace and meet the requirements of the fast-changing environment and society.

Actively engage in continuing and lifelong learning by formulating, implementing and reflecting on learning and professional behaviours via self- PILO7 evaluation, feedback from others and outcomes of actions.

2.5 Please refer to Table 2 for how the PILOs contribute to the Programme Objectives.

Table 2: Mapping of PILOs against Programme Objectives

PILOs Programme Objectives 1 2 3 4 5 6 7 a. To equip students with a broad foundation of current theoretical knowledge, skills and competencies underpinning physiotherapy professional practice locally and globally while achieving the academic        award that matches the statutory requirement of the professional registration board in Hong Kong; b. To enable students to become physiotherapists who are autonomous, client centered, capable and adaptable professional practitioners who will lead the profession into the future with awareness of        the changing political, social, economic and institutional climate that impact on the sustainability of health and wellbeing of the population served; c. To enhance the understanding of equity of health service provision in a linguistically and culturally diverse society in order for the graduates to provide equitable services in health and social care        nationally and internationally within the legal and ethical mandates of the profession;

d. To develop students’ skills in communication for collaborative, inter- professional and multidisciplinary working   practices; e. To foster the development of reflective and evidence-based practices in graduates who are committed to continuing professional development with aspiration in    lifelong learning; and also committed to the education of their clients and the community in safeguarding and advancing health in the context of physiotherapy; and

f. To cultivate in the graduates the professional skills for conducting health       promotion and education that can enhance general wellbeing of the local community.

3. Programme Structure

Principles Guiding the Design of the Programme

3.1. The Bachelor of Science (Honours) in Physiotherapy (“BSc(PT)”) is a 4-year full-time degree Programme which comprises academic courses, skills practice and placement learning in varied health and social care settings. The philosophy of the Programme rests on a belief that learning and teaching ethos focus on empowering and facilitating student centered learning. Through reflective, active learning individually and in groups, graduates are prepared for their engagements in lifelong learning for the future advancement in professional practice.

3.2. This Programme is designed to meet the requirements of the Hong Kong Qualifications Framework (“QF”) Level 5. The Programme consists of theoretical inputs and practicums. The curriculum comprises Discipline courses, General Education (“GE”) courses and Languages courses. The exit level is pitched at Generic Level Descriptors Level 5 of QF while some of the entry level courses in Year 1 and 2 are set at QF Level 4.

3.3. According to the TWC’s academic policy, students are required to complete a minimum of 120 TWC credits in order to be awarded a 4-year bachelor degree. The BSc(PT) is a 135-credit programme. The curriculum of the Programme consists of 27 TWC credits for language and GE courses and 108 TWC credits for discipline courses.

3.4. The discipline courses will have normally three credits and offered throughout the semesters, so that the basic and related sciences, psychosocial aspects etc. are fully integrated into physiotherapy. The course assessments will capture and assess more comprehensive understanding of the discipline, interventions and competencies of students as future physiotherapists in the context of the course rather than disconnected pieces of knowledge.

3.5. Each credit is equivalent of 14 contact hours (3 credits equal to 42 contact hours excluding examination hours if any), with the understanding that students are normally expected to spend two times the number of contact hours in various formats of individual, group and independent study: reading, preparation, group work, as well as coursework and revision. Some courses or relevant lessons will be shared with the Bachelor of Science (Honours) in Occupational Therapy (“BSc(OT)”) and other programmes at the College as appropriate to facilitate inter-professional and transdisciplinary learning and working.

3.6. All courses are assessed with a variety of assessment tasks, to reflect the required professional competencies in practice e.g. examinations, course work, assignments, projects, practical tests and examinations, presentations and professional competencies and performance in clinical practicum.

3.7. Tables 3 and 4 show the distribution of the courses of the Programme by category and by year respectively.

Table 3: Courses by Category Category Number of Percentage TWC Percentage Courses (%) Credits (%) Discipline Courses 36 80 108 80 Language Courses 6 13.33 18 13.33 General Education (GE) 3 6.67 9 6.67 Courses (selected from the College’s GE Courses List) Total 45 100% 135 100%

Table 4: Courses by Year Number of Discipline Courses Number of Number of GE Total Language Courses Courses Year 1 8 2 2 12 Year 2 8 + 1x3 week Practicum 3 1 13 Year 3 11 + 1x4 week Practicum 1 0 14 + 1x6 week Practicum Year 4 3 + 3x6 week Practicum 0 0 6 Total 36 6 3 45

Language Courses

3.8. Students will be required to take and pass a total of six language courses as follows:

1) ENG1001 Developing English Language Skills 2) ENG2006 Enhancing Academic English Skills 3) ENG2011 English for Healthcare Professionals 4) ENG3006 Advanced English Writing Skills 5) CHI1002 Applied Chinese Language or CHI1006 Basic Chinese (for non-Cantonese speaking students only) 6) CHI2003 Putonghua or CHI2007 Putonghua for Non-Chinese Speaking Students

General Education (GE) Courses

3.9. Students will be required to take and pass a total of 3 GE courses as follows:

1) GEN1304 The Development and Operation of Non-Profit Organizations; and 2) Two GE Elective courses.

Discipline Courses

3.10. The Programme offers 36 discipline courses as listed below (including 30 foundation science and discipline specific courses and 6 clinical placements):

A. Foundation Science Courses (11 Courses) 1) MED1001 Human Physiology 2) MED1002 Human Anatomy 3) MED2107 Pharmacology 4) OCC1001 Human Development across Life Span 5) PHT1010 Functional Anatomy for Physiotherapy 6) PHT1024 Applied Exercise Science 7) PHT1025 Movement Science and Kinesiology 8) PHT2011 Clinical Neuroscience 9) PHT2012 Orthopaedics, Traumatology and Rheumatology 10) PHT2013 Research Methods and Statistics 11) PSY4008 Rehabilitation Psychology

B. Discipline Specific Courses (19 Courses) 1) PHT1011 Introduction to Physiotherapy and Professional Ethics 2) PHT1021 Assessment and Evaluation in Physiotherapy 3) PHT2023 Physiotherapy in Musculoskeletal Context I 4) PHT2024 Physiotherapy in Musculoskeletal Context II 5) PHT2025 Science and Practice of Electrotherapy 6) PHT3001 Chinese Therapeutics and Acupuncture 7) PHT3002 Physiotherapy in Mental Health 8) PHT3003 Advanced Technology and Health Informatics 9) PHT3012 Rehabilitation in Older People 10) PHT3016 Primary Health Care and Community-based Rehabilitation 11) PHT3022 Physiotherapy in Paediatrics and Developmental Disabilities 12) PHT3024 Physiotherapy in Cardiorespiratory Context I 13) PHT3025 Physiotherapy in Cardiorespiratory Context II 14) PHT3026 Physiotherapy in Musculoskeletal Context III 15) PHT3027 Physiotherapy in Musculoskeletal Context IV 16) PHT3028 Physiotherapy in Neurological Context I 17) PHT3029 Physiotherapy in Neurological Context II 18) PHT4001 Capstone Project 19) PHT4002 Healthcare System and Management

C. Clinical Education: the total number of clinical practicum hours is 1,085. 1) PHT2010 Clinical Practicum I 3 weeks 2) PHT3020 Clinical Practicum II 4 weeks 3) PHT3030 Clinical Practicum III 6 weeks 4) PHT4040 Clinical Practicum IV 6 weeks 5) PHT4050 Clinical Practicum V 6 weeks 6) PHT4060 Clinical Practicum VI 6 weeks

Programme Curriculum

3.11. The programme curriculum by semester is provided in Table 5 below:

Table 5: Programme Curriculum Year Notional QF Self- (Yr) Course Title QF Pre- TWC Teaching Exam Learning Credits Study Semester Level requisite Credits Hours Hours Hours (=NLH/ Hours (Sem) (NLH) 10) YEAR 1 *MED1001 Human 4 Nil 3 42 3 84 129 13 Sem 1 Physiology *MED1002 Human Anatomy 4 Nil 3 42 3 84 129 13 *PHT1011 Introduction to Physiotherapy and 4 Nil 3 45 0 84 129 13 Professional Ethics #ENG1001 Developing 4 Nil 3 42 3 90 135 14 English Language Skills #CHI1002 Applied Chinese 4 Nil 3 42 3 84 129 13 Language ^GE elective 1 4/5 Nil 3 42 3 90 135 14 Sub-total 18 255 15 516 786 YEAR 1 *PHT1010 Functional 4 MED1002 3 63 0 84 147 15 Sem 2 Anatomy for Physiotherapy *PHT1021 Assessment and 4 MED1002 3 61 0 70 131 13 Evaluation in Physiotherapy *PHT1024 Applied Exercise 4 Nil 3 45 0 84 129 13 Science *PHT1025 Movement Science 4 Nil 3 45 0 84 129 13 and Kinesiology #CHI2003 Putonghua 4 Nil 3 42 3 90 135 14 ^GE elective 2 4/5 Nil 3 42 3 90 135 14 Sub-total 18 298 6 502 806 YEAR 2 *MED2107 Pharmacology 5 Nil 3 42 3 84 129 13 Sem 1 *PHT2012 Orthopaedics, Traumatology and 5 PHT1010 3 45 0 84 129 13 Rheumatology *PHT2023 Physiotherapy in 5 PHT1021 3 73 0 70 143 14 Musculoskeletal Context I *PHT2025 Science and 5 Nil 3 51 0 84 135 14 Practice of Electrotherapy ^GEN1304 The Development and Operation of Non-profit 4 Nil 3 42 3 84 129 13 Organizations #ENG2006 Enhancing 4 Nil 3 42 3 90 135 14 Academic English Skills Sub-total 18 295 9 496 800 YEAR 2 *PHT2011 Clinical MED1001 5 3 45 0 84 129 13 Sem 2 Neuroscience MED1002 *PHT2013 Research Methods 5 Nil 3 45 0 84 129 13 and Statistics *PHT2024 Physiotherapy in 5 Nil 3 73 0 70 143 14 Musculoskeletal Context II *PSY4008 Rehabilitation 5 Nil 3 42 3 80 125 13 Psychology *OCC1001 Human 4 Nil 3 45 0 84 129 13 Development across Life Span

Year Notional QF Self- (Yr) Course Title QF Pre- TWC Teaching Exam Learning Credits Study Semester Level requisite Credits Hours Hours Hours (=NLH/ Hours (Sem) (NLH) 10) #ENG2011 English for 4 ENG1001 3 42 3 155 200 20 Healthcare Professionals Sub-total 18 292 6 557 855 Year 2 *PHT2010 Clinical Practicum PHT2023 4 1 105 0 15 120 12 Sem3 I PHT2024 Sub-total 1 105 0 15 120 YEAR 3 *PHT3002 Physiotherapy in 5 PSY4008 3 45 0 84 129 13 Sem 1 Mental Health *PHT3003 Advanced Technology and Health 5 PHT2025 3 47 0 82 129 13 Informatics *PHT3024 Physiotherapy in 5 Nil 3 55 0 74 129 13 Cardiorespiratory Context I *PHT3026 Physiotherapy in 5 PHT2024 3 61 0 68 129 13 Musculoskeletal Context III *PHT3028 Physiotherapy in 5 PHT2011 3 65 0 64 129 13 Neurological Context I #ENG3006 Advanced English 5 ENG1001 3 42 0 158 200 20 Writing Skills Sub-total 18 315 0 530 845 YEAR 3 *PHT3012 Rehabilitation in 5 Nil 3 45 0 84 129 13 Sem 2 Older People *PHT3016 Primary Health Care and Community-based 5 Nil 3 45 0 84 129 13 Rehabilitation *PHT3022 Physiotherapy in Paediatrics and Developmental 5 OCC1001 3 56 0 70 126 13 Disabilities *PHT3025 Physiotherapy in 5 PHT3024 3 45 0 84 129 13 Cardiorespiratory Context II *PHT3027 Physiotherapy in 5 PHT3026 3 45 0 84 129 13 Musculoskeletal Context IV *PHT3029 Physiotherapy in 5 PHT3028 3 59 0 70 129 13 Neurological Context II Sub-total 18 295 0 476 771 Year 3 *PHT3020 Clinical Practicum 5 PHT2010 2 140 0 24 160 16 Sem 3 II *PHT3030 Clinical Practicum III 5 PHT3020 3 210 0 30 240 24

Sub-total 5 350 0 54 400 YEAR 4 *PHT3001 Chinese 5 Nil 3 45 0 84 129 13 Sem 1 Therapeutics and Acupuncture *PHT4001 Capstone Project 5 PHT2013 3 18 0 108 126 13 *PHT4002 Healthcare System 5 Nil 3 45 0 84 129 13 and Management Sub-total 9 108 0 276 384 YEAR 4 Sem 2 *PHT4001 Capstone Project 5 PHT2013 3 18 0 108 126 13

Year Notional QF Self- (Yr) Course Title QF Pre- TWC Teaching Exam Learning Credits Study Semester Level requisite Credits Hours Hours Hours (=NLH/ Hours (Sem) (NLH) 10) *PHT4040 Clinical Practicum IV 5 PHT3020 3 210 0 30 240 24

*PHT4050 Clinical Practicum 5 PHT3020 3 210 0 30 240 24 V *PHT4060 Clinical Practicum 5 PHT3020 3 210 0 30 240 24 VI Sub-total 12 648 0 198 846 TOTAL 135 2,961 36 3,620 6,613 QF Credits@ (=NLH/10) = 661

Consolidated Summary of the Contribution of Courses to PILOs 3.12. A summary table of contribution of courses to PILOs is in Table 6:

Table 6: Summary Table of Contribution of Courses to PILOs

PILO Programme Intended Learning Outcomes (PILOs) Course Title 1 2 3 4 5 6 7 Discipline Courses MED1001 Human Physiology    MED1002 Human Anatomy    MED2107 Pharmacology     OCC1001 Human Development across Life Span    PHT1010 Functional Anatomy for Physiotherapy      PHT1011 Introduction to Physiotherapy and       Professional Ethics PHT1021 Assessment and Evaluation in Physiotherapy        PHT1024 Applied Exercise Science        PHT1025 Movement Science and Kinesiology      PHT2011 Clinical Neuroscience     PHT2012 Orthopaedics, Traumatology and      Rheumatology PHT2013 Research Methods and Statistics     PHT2023 Physiotherapy in Musculoskeletal Context I       PHT2024 Physiotherapy in Musculoskeletal Context II       PHT2025 Science and Practice of Electrotherapy        PHT3001 Chinese Therapeutics and Acupuncture       PHT3002 Physiotherapy in Mental Health        PHT3003 Advanced Technology and Health Informatics        PHT3012 Rehabilitation in Older People       

PILO Programme Intended Learning Outcomes (PILOs) Course Title 1 2 3 4 5 6 7 PHT3016 Primary Health Care and Community-based        Rehabilitation PHT3022 Physiotherapy in Paediatrics and       Developmental Disabilities PHT3024 Physiotherapy in Cardiorespiratory Context I       PHT3025 Physiotherapy in Cardiorespiratory Context       II PHT3026 Physiotherapy in Musculoskeletal Context III       PHT3027 Physiotherapy in Musculoskeletal Context IV       PHT3028 Physiotherapy in Neurological Context I       PHT3029 Physiotherapy in Neurological Context II       PHT4001 Capstone Project        PHT4002 Healthcare System and Management     PSY4008 Rehabilitation Psychology       Practicum Courses PHT2010 Clinical Practicum I 3 weeks       PHT3020 Clinical Practicum II 4 weeks       PHT3030 Clinical Practicum III 6 weeks       PHT4040 Clinical Practicum IV 6 weeks       PHT4050 Clinical Practicum V 6 weeks       PHT4060 Clinical Practicum VI 6 weeks       Language Courses ENG1001 Developing English Language Skills      ENG2006 Enhancing Academic English Skills      ENG2011 English for Healthcare Professionals      ENG3006 Advanced English Writing Skills      CHI1002 Applied Chinese Language      or

CHI1006 Basic Chinese (for non-Cantonese speaking students only) CHI2003 Putonghua      or CHI2007 Putonghua for Non-Chinese Speaking Students General Education Courses GEN1304 The Development and Operation of Non-      

profit Organizations

4. Learning and Teaching Strategy

4.1 In line with the College’s vision and missions, the learning and teaching strategies are adopted to:

(a) support an all-round development of students; (b) achieve measurable learning outcomes among students; (c) create a student-centered learning environment; (d) strengthen interactions between teachers and students; (e) be supported by technology; and (f) strengthen partnership and linkage with professional bodies and community.

4.2 Teaching staff will meet students three hours per week. These three contact hours are normally divided into two sessions, a two-hour session and a one-hour session. The two-hour session is usually for lecture, and the one-hour session is for tutorial/seminar.

4.3 Innovative teaching and learning strategies will be adopted which include: (i) Experiential learning – students will be arranged to learn in authentic settings given that they will enter the community to meet the different types of clients such as the elderly, adults and children with disabilities, to provide assessment, health education and health promotion activities for them. (ii) Clinical Case Studies – “Standardised” patients may be trained to provide opportunity for students to practice their communication skills, physical assessment and treatment applications before they perform these tasks in real life clinical education sites. Different kinds of simulation teaching will also be employed to help students apply the knowledge they have learned in theory into simulated patient scenarios and they can prepare more adequately before they undergo clinical practicums.

Transdisciplinary

(iii) Case discussions – in working closely with other academic staff and clinicians in different disciplines, case studies and questions will be posed for students from different programmes through which they can learn to appreciate the different roles played by different healthcare professionals who must all work together to provide the holistic care for the patients or clients.

(iv) Project planning, proposal writing – students will learn to plan new projects and write the full proposal as if submitting for a project grant through which their creative thinking and problem-solving skills will be enhanced and, in the process, they will also understand and appreciate the needs of the community as gained from the experiential learning activities.

Clinical

4.4 Clinical Practicum includes: (a) intended learning outcomes; (b) structure; (c) work place arrangement; (d) monitoring and evaluating mechanism; (e) assessment methods and criteria; (g) guidelines to students and supervisors.

Policy on Medium of Instruction for the Programme 4.5 The medium of instruction of the Programme follows TWC’s language policy which is English. Learning materials are in English except for Chinese language, Chinese medicine and Chinese culture courses, other language courses as well as other programmes specially approved by the Academic Board.

Other Learning Enhancement Services

English Enhancement

4.6 The College recognises the importance of English language training for the students and offers English Enhancement Programme (EEP) to the students in need of additional support to English. The EEP is a College-wide service offers to all eligible students.

Launch of Chinese Courses for Non-Chinese Speaking Students

4.7 At present, students are required to take the Chinese course CHI1002 Applied Chinese Language and CHI2003 Putonghua. For non-Chinese speaking students, they are required to take an elementary Chinese Language course CHI1006 Basic Chinese and CHI2007 Putonghua for Non-Chinese Speaking Students.

5. Assessment Principles

Assessment components

5.1 Given assessment is an essential component of learning and teaching, especially under the OBTL approach, TWC has developed a set of assessment policy to guide the practice of assessment within the College.

5.2 Table 7 shows the assessment scheme of the Programme:

Table 7: Assessment Scheme of the Programme

Continuous Assessment Summative Assignment Project/ Course Written Assessment Course Title / Case Presentation/ Others (%) Code Test / Final Study/ Discussion (%) Exam (%) Report (%) (%) Discipline Courses MED1001 Human Physiology 40 0 20 0 40 MED1002 Human Anatomy 0 0 60 0 40 MED2107 Pharmacology 40 0 20 0 40 Human Development across OCC1001 20 40 0 0 40 Life Span Functional Anatomy for 30 PHT1010 20 0 50 0 Physiotherapy (Practical Test) 40 Introduction to (Individual PHT1011 Physiotherapy and 20 40 0 0 Learning Professional Ethics Portfolio) Assessment and Evaluation 60 PHT1021 0 0 40 0 in Physiotherapy (Practical Test) 20 PHT1024 Applied Exercise Science 0 20 60 0 (Lab Report) Movement Science and 20 PHT1025 0 40 40 Kinesiology (Lab Report) 20 PHT2011 Clinical Neuroscience 0 0 80 0 (Lab Report) Orthopaedics Traumatology PHT2012 0 40 60 0 0 and Rheumatology Research Methods and PHT2013 20 20 60 0 0 Statistics Physiotherapy in 40 PHT2023 0 20 40 0 Musculoskeletal Context I (Practical Test) Physiotherapy in 50 PHT2024 0 20 30 0 Musculoskeletal Context II (Practical Test) Science and Practice of 50 PHT2025 10 0 40 0 Electrotherapy (Practical Test) Chinese Therapeutics and 40 PHT3001 0 30 30 0 Acupuncture (Practical Test)

Continuous Assessment Summative Assignment Project/ Course Written Assessment Course Title / Case Presentation/ Others (%) Code Test / Final Study/ Discussion (%) Exam (%) Report (%) (%) 20 Physiotherapy in Mental PHT3002 0 40 40 (Reflective 0 Health Journal) Advanced Technology and 30 PHT3003 20 30 20 0 Health Informatics (Practical Test) 10 Rehabilitation in Older PHT3012 50 40 0 (Reflective 0 People Journal) Primary Health Care and 40 PHT3016 Community-based 30 0 30 (Seminar 0 Rehabilitation Participation) Physiotherapy in Paediatrics 40 PHT3022 and Developmental 0 20 40 0 (Practical Test) Disabilities Physiotherapy in 30 PHT3024 30 0 40 0 Cardiorespiratory Context I (Practical Test) Physiotherapy in PHT3025 20 20 60 0 0 Cardiorespiratory Context II Physiotherapy in 40 PHT3026 0 30 30 0 Musculoskeletal Context III (Practical Test) Physiotherapy in 50 PHT3027 0 20 30 0 Musculoskeletal Context IV (Practical Test) Physiotherapy in 35 PHT3028 0 25 40 0 Neurological Context I (Practical Test) Physiotherapy in 40 PHT3029 0 20 40 0 Neurological Context II (Practical Test) 10 (Evaluation by PHT4001 Capstone Project 60 30 0 0 external member) 20 Healthcare System and PHT4002 40 40 0 (Reflective 0 Management Journal)

PSY4008 Rehabilitation Psychology 30 30 0 0 40

Language Courses ENG1001 Developing English 40 30 0 0 30 Language Skills ENG2006 Enhancing Academic 40 30 0 0 30 English Skills ENG2011 English for Healthcare 40 30 0 0 30 Professionals ENG3006 Advanced English Writing 60 30 0 10 0 Skills (Peer Review) CHI1002 Applied Chinese Language 40 20 0 0 40

Continuous Assessment Summative Assignment Project/ Course Written Assessment Course Title / Case Presentation/ Others (%) Code Test / Final Study/ Discussion (%) Exam (%) Report (%) (%) CHI1006 Basic Chinese (for non- 50 0 50 0 0 Cantonese speaking students only) CHI2003 Putonghua 45 0 15 0 40 CHI2007 Putonghua for Non-Chinese 35 0 0 0 65 Speaking Students (Speaking Assessments) General Education Course GEN1304 The Development and 30 30 0 10 30 Operation of Non-profit (Class Organizations Performance)

Grading System and Assessment Criteria

5.3 Assessment grades shall be awarded on a criterion-referenced basis. A student’s overall performance in a course is graded as follows:

For students admitted in 2015/2016 and thereafter Grade Range of Marks A ≥ 85 A- 82 – 84 B+ 78 – 81 B 74 – 77 B- 70 – 73 C+ 66 – 69 C 62 – 65 C- 58 – 61 D+ 54 – 57 D 50 – 53 F ≤ 49

5.4 “F” is a course failure grade, whilst all others (“D” to “A+”) are course passing grades. No credit will be earned if a course is failed.

5.5 Letter grades are used in the results slips and transcripts to indicate the results of assessment. A numerical grade point is assigned to each course grade.

For students admitted in 2015/2016 and thereafter Grade Grade Point A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7

C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0

5.6 The award for passing of a course is based on outcome-based assessment criteria. Students who achieve the intended learning outcomes by the specific learning criteria of the course will be granted the relevant grade / grade point without any quota system.

5.7 The grade of a course is computed by summing up the weighted marks of assessment (coursework and examination). Grade D is the minimum level required for course progression. A student can earn the grade points of a course only if he/she has gained a pass (Grade D) or above in that course.

5.8 The GPA is obtained by adding all the grade points gained (grade points multiplied by the number of credit units of the courses concerned) and dividing the sum by the total number of credit units attempted except failed course(s) for which students have re- taken the course or taken a replacement course. Only the number of credit units of the latest attempt of the re-taking course will be counted. When calculated for a given semester, it is known as the Semester GPA (“sGPA”). When calculated for the minimum required credit units as prescribed for the programme, it is known as the Graduation GPA (“gGPA”). When calculated cumulatively for all courses attempted, it is known as the Cumulative GPA (“cGPA”).

Academic Probation on Progression

5.9 Students who meet the minimum entry requirements but fail to attain sGPA of 2.0 or above in a semester are put on academic probation on progression in the subsequent semester. These students are required to seek academic consultation from the Student Academic Advisors (“SAAs”).

5.10 A student on academic probation may be required to take a reduced load, with his/her performance being reviewed at the end of the semester of the probation. If the student has attained a GPA of 2.0 or above in the semester of the probation, the academic probation shall be lifted; otherwise, academic probation shall continue to apply in the next semester unless he/she is required to de-register from his/her studies or has completed all graduation requirements.

5.11 Students who fail to attain sGPA of 2.0 or above for three consecutive semesters will be de-registered from their studies of the academic programme. Details are available from Student Handbook para 2.10.3 (15 August 2016 edition).

6. Examination Procedures and Regulations

6.1 TWC has set Examination Regulations for Students, students will find these regulations in their Student Handbook for details.

6.2 An advisory structure is adopted as part of the quality assurance mechanism of TWC in line with the standard practice of local and international tertiary institutions. External Examiners will be appointed for programmes to ensure that standards in TWC are benchmarked against local and international standards in similar tertiary institutions that courses are well designed, and that coursework assessments, examinations, grades and awards are appropriate. They also serve in the Programme Examinations Committee of the respective Departments.

6.3 External Examiners are to give their views on the quality and appropriateness of the examination papers; assess on the examination answer papers and coursework assignments; and comment on the QF level relevance of the assessments.

7. Graduation Requirements

7.1 To be considered for the award of BSc(Hons) in Physiotherapy a student shall:

a. Have completed the minimum required credit units as prescribed for the programme with a cumulative GPA of at least 2.0; b. Have achieved GPA of 1.0 or above in all courses in the programme; c. Have satisfied the requirements of the graduation project / practicum, if any, as prescribed for the programme d. Have completed 30 hours of Community Service programme as required by the programme; and e. Have attained 6.0 in IELTS or equivalent.

Classification of Awards

7.2 Grades of students will be presented to the Examinations Board for recommending the classification for the award of a Bachelor’s degree as appropriate according to the following respective cumulative GPA criteria. The awards are conferred by the Academic Board noting the recommendation of the Examinations Board.

Classification of Honours Degree Cumulative GPA (cGPA) First Class Honours 3.5 or above Second Class Honours Upper Division 3.0 or above, below 3.5 Second Class Honours Lower Division 2.7 or above, below 3.0 Third Class Honours 2.3 or above, below 2.7 Pass 2.0 or above, below 2.3

8. Course Description Form

Discipline Courses

No Course Code Course Title Page

1. MED1001 Human Physiology 25 2. MED1002 Human Anatomy 28 3. MED2107 Pharmacology 31 4. OCC1001 Human Development across Life Span 34 5. PHT1010 Functional Anatomy for Physiotherapy 37 6. PHT1011 Introduction to Physiotherapy and Professional Ethics 40 7. PHT1021 Assessment and Evaluation in Physiotherapy 43 8. PHT1024 Applied Exercise Science 46 9. PHT1025 Movement Science and Kinesiology 49 10. PHT2011 Clinical Neuroscience 52 11. PHT2012 Orthopaedics, Traumatology and Rheumatology 55 12. PHT2013 Research Methods and Statistics 58 13. PHT2023 Physiotherapy in Musculoskeletal Context I 61 14. PHT2024 Physiotherapy in Musculoskeletal Context II 65 15. PHT2025 Science and Practice of Electrotherapy 68 16. PHT3001 Chinese Therapeutics and Acupuncture 71 17. PHT3002 Physiotherapy in Mental Health 74 18. PHT3003 Advanced Technology and Health Informatics 77 19. PHT3012 Rehabilitation in Older People 80 20. PHT3016 Primary Health Care and Community-based Rehabilitation 83 21. PHT3022 Physiotherapy in Paediatrics and Developmental Disabilities 86 22. PHT3024 Physiotherapy in Cardiorespiratory Context I 90 23. PHT3025 Physiotherapy in Cardiorespiratory Context II 94 24. PHT3026 Physiotherapy in Musculoskeletal Context III 97 25. PHT3027 Physiotherapy in Musculoskeletal Context IV 101 26. PHT3028 Physiotherapy in Neurological Context I 104 27. PHT3029 Physiotherapy in Neurological Context II 108 28. PHT4001 Capstone Project 112 29. PHT4002 Healthcare System and Management 115 30. PSY4008 Rehabilitation Psychology 117

Clinical Education Course No Code Course Title Page 31. PHT2010 Clinical Practicum I 120 32. PHT3020 Clinical Practicum II 123 33. PHT3030 Clinical Practicum III 126 34. PHT4040 Clinical Practicum IV 129 35. PHT4050 Clinical Practicum V 132 36. PHT4060 Clinical Practicum VI 135

Language Courses Course No Code Course Title Page 1. ENG1001 Developing English Language Skills 138 2. ENG2006 Enhancing Academic English Skills 141 3. ENG2011 English for Healthcare Professionals 144 4. ENG3006 Advanced English Writing Skills 147 5. CHI1002 Applied Chinese Language 151 6. CHI1006 Basic Chinese (for non-Cantonese speaking students only) 153 7. CHI2003 Putonghua 155 8. CHI2007 Putonghua for non-Chinese Speaking Students 157

Required General Education Course Course No Code Course Title Page 1. GEN1304 The Development and Operation of Non-profit Organizations 159

Course Description Form

Course Code MED1001 Course Title Human Physiology Credit Value 3 QF Level 4 QF Credit 13 Pre-requisite Nil Objectives This course aims to provide students with a basic presentation of the function of the major organs and organ systems of the human body. This course will help the student understand the role of each organ and organ system in maintaining health as a whole. Course Intended Upon successful completion of this course, students will be able to: Learning a. Describe the functions of the distinctive cells that comprise each major organ; Outcomes b. Define the role of physiological functional units; (CILOs) c. Describe and discuss the regulation of homeostasis by neuronal, endocrine, and local chemical messengers; d. Integrate the principles of physiology with the changes in human body function to the extent of fundamental level of medical sciences. CILOs in Alignment with

PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)    (b)   (c)    (d)   

Course 1. The Cell and General Physiology Synopsis/ 2. Membrane Physiology, Nerve, and Muscle Indicative 3. The Heart Syllabus 4. The Circulation 5. The Body Fluids and Kidneys 6. Blood Cells, Immunity, and Blood Clotting 7. Respiration 8. The Nervous System: General Principles and Sensory Physiology 9. The Nervous System: The Special Senses 10. The Nervous System: Motor and Integrative Neurophysiology 11. Gastrointestinal Physiology 12. Metabolism and Temperature Regulation 13. Endocrinology and Reproduction Learning & Lecture Teaching Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on Methodology how the theories and techniques are applied.

Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include games and case studies that allow students to recognise, remember and understand physiologic concepts, and thereby build confidence in their mastery of the course.

Laboratory Session Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. They will be coached through several small scale experiments to explore how the body works.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d Learning 1. Written Assignment(s) 40     Outcomes 2. Written Test(s) 20     3. Examination 40     Total 100

Written Assignment(s) Written assignment is used to assess students’ learning on theoretical knowledge. It evaluates students’ understanding on the concepts taught in this course.

Written Test(s) Written test(s) are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject.

Examination Examination will consist of different types of questions which will assess all of the intended learning outcomes for the course and will specifically check their understanding of the integration of physiologic concepts. Student Study Class contact: Effort Required  Lecture 28 Hrs.  Tutorial 6 Hrs.  Laboratory sessions 8 Hrs. Assessment Hours:  Examination 3 Hrs. Other student study effort:  Self-reading and preparation of written assignment(s) 60 Hrs.  Preparation for written test(s) and examination 24 Hrs. Total student study effort 129 Hrs. Reading List and Textbook(s) References 1. Widmaier, EP, Raff, H, and Strang, KT. (2015). Vander's human physiology: the mechanisms of body function with ARIS. (14th ed.). New York: McGraw-Hill.

References 1. Sherwood, L. (2012). Human Physiology: From cells to systems. (8th ed.). Brooks/Cole. 2. Guyton, AC, and Hall, JE. (2016). Textbook of medical physiology. (13th ed.). Elsevier Saunders; Philadelphia. 3. Fox, SI. (2015). Human Physiology. (14th ed.). McGraw-Hill. 4. Waugh, A, and Grant, A. (2010). Ross and Wilson anatomy and physiology in health and illness: With access to Ross & Wilson website for electronic ancillaries and eBook (11th ed.). Edinburgh: Churchill Livingstone. 5. Paul, A L. (Ed.) (2009). Handbook of Cardiac Anatomy, Physiology, and Devices. (2nd ed.). Springer: New York. 6. Shier, DN, Butler, JL, & Lewis, R. (2010). Hole's human anatomy and physiology. (12th ed.). New York: McGraw-Hill. 7. Fox, SI. (2010). A laboratory guide to human physiology, concepts and clinical applications. (14th ed.). New York: McGraw-Hill.

8. Fox, SI. (2009). Laboratory guide to accompany human physiology. (13th ed.). New York: McGraw-Hill.

Updated on 30 November 2017 Included in BMSc, BSc(RT), BSc(MLS), BSc(PT) and HD(HSc) programme

Course Description Form

Course Code MED1002 Course Title Human Anatomy Credit value 3 QF Level 4 QF Credit 13 Pre-requisite Nil Objectives This course aims to provide students with a fundamental knowledge of the structures of human body. Its emphasis is on the organisational and structural features of organs and organ systems at macroscopic level. Correlated laboratories provide students an opportunity to view body structures and their relationships in three dimensions. Course Upon successful completion of this course, students will be able to: Intended a. Describe the human body with appropriate anatomical terminology; Learning b. Describe, draw and label anatomical structures corresponding to different body systems; Outcomes c. Analyse the integrative nature of the body systems from the structural aspect; (CILOs) d. Integrate anatomical features with functions to the extent understanding normal and altered conditions of human body at a fundamental level in medical science. CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)    (b)    (c)    (d)   

Course 1. An Introduction to Anatomy Synopsis/ 2. The Integumentary System Indicative 3. The Skeletal System Syllabus 4. The Muscular System 5. Surface Anatomy and Cross-Sectional Anatomy 6. The Nervous System 7. The Endocrine System 8. The Cardiovascular System 9. The Lymphoid System 10. The Respiratory System 11. The Digestive System 12. The Urinary System 13. The Reproductive System 14. Embryology and Human Development Learning & Lecture Teaching Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on how Methodology the theories and techniques are applied.

Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include games that allow students to recognise, remember and understand anatomical terminology, and thereby build confidence in their mastery of the course.

Laboratory Session Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. 3D models will be used so as to gain a better understanding of spatial relationships. They will be coached through several small scale experiments to explore how the body works. 28

Assessment Methods in Specific assessment % CILOs to be assessed Alignment methods/tasks weighting (Please tick as appropriate) with Course a b c d Intended 1. Written Test(s) 60     Learning 2. Examination 40     Outcomes Total 100

Written Test(s) Written test(s) are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject.

Examination Examination will consist of different types of questions which will assess all of the intended learning outcomes for the course and will specifically check their understanding of the integration of regional and systemic anatomy. Student Study Class contact: Effort 28 Hrs. Required  Lecture  Tutorial 6 Hrs.  Laboratory sessions 8 Hrs. Assessment Hours:  Examination 3 Hrs. Other student study effort:  Self-reading 60 Hrs.  Preparation for written test(s) and examination 24 Hrs. Total student study effort 129 Hrs. Reading List Textbook(s) and 1. Tortora, GJ, and Nielsen, MT. (2014). Principles of human anatomy (13th ed.). John Wiley References & Sons.

References 1. Moore, KL, Dalley, AF, and Agur, AMR. (2013). Clinically oriented anatomy. (7th ed.). Philadelphia: Lippincott Williams & Wilkins. 2. Martini, FH, Timmons, MJ, and Tallitsch, RB. (2011). Human Anatomy. (7th ed.). Benjamin Cummings. 3. Drake, RL, Vogl, W, and Mitchell, A. (2015). Gray's Anatomy for Students. (3rd ed.). Elsevier. 4. Netter, FH. (2011). Atlas of human anatomy. (5th ed.). Saunders/Elsevier. 5. Waugh, A, and Grant, A. (2014). Ross and Wilson anatomy and physiology in health and illness: With access to Ross & Wilson website for electronic ancillaries and eBook (12th ed.). Edinburgh: Churchill Livingstone. 6. Shier, DN, Butler, JL, and Lewis, R. (2015). Hole's human anatomy and physiology. (14th ed.). New York: McGraw-Hill. 7. Jacob, S. (2002). Atlas of human anatomy. Edinburgh: Churchill Livingstone. 8. Weir, J, et al. (2011). Imaging atlas of human anatomy. (4th ed.). Philadelphia: Mosby Elsevier. 9. Anatomy & Physiology Revealed (APR) Version 2.0 (2008). An Interactive Cadaver Dissection Experience, CD-ROM, McGraw-Hill. 29

10. Abrahams, PH, Boon, JM, and Spratt, JD. (2013). McMinn's colour atlas of human anatomy. (7th ed.). Philadelphia: Mosby.

Updated on 30 November 2017 Included in BMSc, BSc(RT), BSc(MLS), BSc(PT) and HD(HSc) programme

Course Description Form

Course Code MED2107 Course Title Pharmacology Credit Value 3 QF Level 5 QF Credit 13 Pre-requisite Nil Objectives This course aims to provide students with a basic knowledge in principles of pharmacology and apply knowledge of the actions of many of the important groups of drugs used in treatment of common diseases.

Course Upon successful completion of this course, students will be able to: Intended a. Explain the drug actions in treatment of common diseases; Learning b. Appraise the fundamental principles in drug development; Outcomes c. Analyse the concepts of pharmacology including, but not limited to, (CILOs) pharmacokinetics, pharmacodynamics, side effects, toxicity and drug- receptor interactions; d. Apply the concepts of general pharmacology in understanding the issues pertaining to drug therapy including dosage control, route of administration, drug monitoring, toxicity prevention etc.

CILOs in Alignment PILOs with PILOs 1 2 3 4 5 6 7 CILOs (a)    (b)    (c)   (d)   

Course 1. Fundamental principles of pharmacology Synopsis/ 2. Principles of neuropharmacology Indicative 3. Principles of cardiovascular pharmacology Syllabus 4. Principles of endocrine pharmacology 5. Principles of chemotherapy 6. Principles of inflammation and immune pharmacology 7. Principles of Gastrointestinal pharmacology 8. Principles of toxicology 9. Principles of Chinese medicine 10. Contemporary approaches to drug discovery, development and delivery

Learning & Lecture Teaching Lectures deliver information for later discussion on how the theories and Methodology techniques are applied, making use of well-designed real-life scenarios to enhance and motivate student’s active and independent learning. Integrate the subject matter with theoretical input learnt from the course into clinical practice.

Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include case studies that allow students to recognise, remember and understand pharmacologic concepts, and thereby build confidence in their mastery of the course.

Assessment Specific CILOs to be assessed % Methods in assessment (Please tick as appropriate) weighting Alignment methods/tasks a b c d with Course 1. Written 40     Intended Assignment(s) Learning 2. Written test(s) 20     Outcomes 3. Examination 40     Total 100

Written Assignment(s) and Written Test(s) Both written assignment(s) and written test(s) are used to assess student’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course.

Student Class contact: Study Effort - Lecture 36 Hrs. Required - Tutorial 6 Hrs. Assessment hours: - Examination 3 Hrs. Other student study effort: - Self-study and preparation of written assignment(s) 60 Hrs. - Preparation for written test(s) and examination 24 Hrs. Total student study time 129 Hrs. Reading List Textbook(s) and 1. Golan, DE, et al. (2016). Principles of pharmacology: the pathophysiologic References basis of drug therapy. (4th ed.). Philadelphia: Lippincott Williams & Wilkins.

References 1. Kumar, P, and Clark, M. (2016). Clinical medicine. (9th ed.). Philadelphia: Sauders. 2. Rang, HP, et al. (2003). Pharmacology Illustrations by Peter Lamb. (5th ed.). Edinburgh, Churchill Livingstone. 3. Hollinger, MA. (2007). Introduction to Pharmacology. (3rd ed.) Washington, D.C. Taylor and Francis. 4. Katzung, B, Masters, S and Trevor, A. (2009). Basic and clinical pharmacology. (11th ed.). San Francisco: McGraw-Hill Companies, Inc. 5. Waller, DG, et al. (2005). Medical Pharmacology and therapeutics. Edinburgh, New York, Elsevier/Saunders. 6. Harvey, RA, Clark, MA, Finkel, R, Rey, JA, and Whalen, K. (2011). Lippincott's Illustrated Reviews: Pharmacology. (5th ed.). Lippincott Williams & Wilkins.

7. Bardal, SK, Waechter, JE, and Martin, DS. (2011). Applied pharmacology. St. Louis: Elsevier/Saunders.

Useful website(s) for Pharmacology 1. MIMS Hong Kong http://www.mims.com

Updated on 27 September 2017 Included in BMSc, BSc(MLS), and BSc(PT) programme

Course Description Form

Course Code OCC1001 Course Title Human Development across Life Span Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This subject introduces students to the concept of lifespan development and why health professional students study the subject. Physical, cognitive and socio-emotional development is examined in relation to major theorists and stages of human development from birth through to death. Socio-cultural aspects in relation to multi-culturalism and health and well-being are examined. Major topics will include: biological beginnings, infancy, early childhood, middle and late childhood, adolescence, early adulthood, middle adulthood, late adulthood, and death and dying.

Course Intended Upon completion of the course, students will be able to: Learning a. Demonstrate a knowledge of the relevance of lifespan development Outcomes to future health work settings (CILOs) b. Identify the main developmental periods from conception to death c. Identify and explain theories associated with lifespan development d. Describe the complexities of human development, as well as the potentials and constraints in human actions e. Analyse the influences upon people from their genes, their families and the world with the social context of daily life

CILOs in alignment with

PILOs PILOs

CILOs 1 2 3 4 5 6 7 a.  b.  c.  d.  e.       

Course Synopsis The purpose of this course is to examine the normal patterns of human /Indicative development from birth to old age within the social context of everyday life. Syllabus Upon completion of this course, students should have acquired and developed the conceptual framework for understanding human behaviors throughout the life span.

 Hereditary Influences on development  Prenatal development  Infancy, Perceptual and Physical development  Cognitive development  Intelligence  Language development  Emotional Development & Temperament  Social Development & attachment  Self and Gender concept

 Aggression, Altruism and Moral Development  Description of human development in the sensory, motor, perceptual, cognitive and social areas throughout the life span and how these changes affect one’s life role and performance.  Identification and description of role development from childhood to adulthood and old age (from play to work and then to retirement) and the associated human behaviours from various theoretical perspectives  Identification and description of socio-cultural factors, including Chinese culture and family, that impact on the developments in role and associated function and human behaviours Teaching/Learnin Lecture g Methodology The course content will be delivered generally by lectures. The pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes.

Tutorial and Seminar Students have chances to clarify confusion from the lectures and/or have elaboration on certain points. Topics will be provided to integrate formal analysis into context to ensure students’ understanding of the subjects taught in the lectures.

Presentations Students will work in small groups to develop a presentation about their observations and analysis of the development characteristics of a particular age-group person.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Intended a b c d e Learning 1. Written report 20      Outcomes (individual) 2. Group 40      Presentations 3. Examination 40      Total 100 % Written report Students will be given specific topics to write about the human development.

Group Presentations Students will work in small groups to develop a presentation about their observations and analysis of the development characteristics of a particular age-group person.

Examination There will be end of semester examination to assess students’ overall achievement for the course according to the related intended learning outcomes. They are designed to assess students’ basic knowledge of human development across lifespan.

Anticipated hours Class contact: of Student Study . Lecture / Seminar 28 Hrs. . Tutorials 14 Hrs.

Assessment: . Group presentations 3 Hrs. Other student study effort: . Self-study 20 Hrs. . Search information 24 Hrs. . Preparation of group presentation 40 Hrs. Total student study effort 129 Hrs. Required Text: Reading List and 1. Boyd, D, and Bee, HL. (2015). Lifespan Development. (7th Ed.). New References York, NY: Allyn & Bacon.

Recommended text: 1. Sigelman, CK, and Rider, EA. (2012). Life-Span Human Development. (7th Ed.). Belmont, CA; Wadsworth.

References

1. Berk, LE. (2013). Development through the Lifespan. (6th Ed.). Allyn & Bacon. 2. Boyd, DR and Stevens, GD. (2002). Current Readings in Lifespan Development. NY: Allyn & Bacon. 3. Cassidy J and Shaver, PR. (Eds) (2002). Handbook of Attachment – Theory, Research, and Clinical Applications. The Guildford Press. 4. Paludi, MA. (2002). Human Development in Multicultural Contexts: A Book of Readings. NJ: Prentice Hall. 5. Richardson, K. (2000). Developmental Psychology- How Nature and Nurture Interact. Psychology Press. 6. Saraswathi, T.S. (Ed.) (2003). Cross-cultural Perspectives in Human Development: Theory, Research, and Applications. Thousand Oaks, Calif.: Sage. 7. Swing, N. (2017). Child’s play. Pacific Grove, CA: Park Place Publications. 8. Taylor, R.D., & Wang, M. C. (2014). Resilience Across Contexts: Family, Work, Culture and Community. NY: Psychology Press.

Updated on 30 November 2017 Included in BSc(PT) and BSc(OT) programme

Course Description Form

Course Code PHT1010 Course Title Functional Anatomy for Physiotherapy Credit Value 3 QF Level 4 Pre-requisite MED1002 Human Anatomy Objectives This functional anatomy course introduces the phenomenon of human motion and function within the context of physiotherapy. A detailed study of the skeletal, articular, muscular and nervous systems is offered. In the course, students will analyse human joint motion, identify anatomical landmarks through palpation and investigate human movement required for daily activities. Intended Learning After completing this course, the student will demonstrate the ability to: Outcomes a. Identify the major structures of each of the body regions in the musculoskeletal system. b. Correlate structure and function as it applies to the gross anatomical features and overall function of the body systems. c. Integrate basic physiological and biomechanical concepts, to better understand the gross anatomical structure and function. d. Provide clinical examples of how the anatomical knowledge may be applied to physiotherapy. e. Develop an ability to predict the anatomical basis for a number of injury mechanisms and congenital anomalies.

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)  (b)  (c)     (d)     (e) 

Subject Synopsis/ 1. Introductory terminology, anatomic position, planes of the body, joint types, Indicative Syllabus analysis of joint motion (proximal, distal attachments, actions innervations 2. Joints and Vertebral column –structures and functions 3. Skull, brain and cranial nerves 4. Circulation and nervous systems 5. Spinal cord and Peripheral Nervous system 6. Introduction to Upper limb, muscles of the Scapula 7. Pectoral Muscles and Axilla, Brachial Plexus, arm, shoulder and elbow joints 8. Forearm, wrist and hand – flexors, extensors, carpal tunnel, extensors, muscles and joints of the hands 9. Lumbosacral plexus; Gluteal and pelvic regions; sacro-iliac joint 10. Lower limb region – hip, knee , ankle and foot – structures and functions 11. Surface anatomy of different body regions and palation of important anatomical landmarks

Teaching/Learning Lecture Methodology The course content will be delivered generally by lectures. The pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes.

Tutorial and Practocal classes Students have chances to clarify confusion from the lectures and/or have elaboration on certain points. Topics will be provided to integrate formal analysis into context to ensure students’ understanding of the subjects taught in the lectures. In the practical classes, students will practice the skills of palpating important bony landmarks and joint structures in different regions of the body.

Dissection Practicum Students will learn anatomy in a dissection laboratory and get a multidimensional understanding of the organization of human body, and the concept of anatomical variability. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Intended Learning Outcomes a b c d e 1. Written Assignment 20      2. Written Test 50      3. Practical test 30    Total 100

Written Assignment(s) and Test(s) Both written assignment(s) and written test(s) are used to assess student’ learning on theoretical knowledge. The written assignment will test the students’ understanding about the coordination of muscle activity and joint movements in activities of daily living. The Written test will cover all the theoretical knowledge in this course. Practical test on surface anatomy will evaluate the students’ learning and understanding about the manual palpation skills. Student Study Class contact: Effort Expected  Lecture 28 Hrs.  Tutorial & practical class 14 Hrs.  Dissection Practicum 18 Hrs. Assessment:  Tests 3 Hrs. Other student study effort:  Self-reading and preparation of written assignment(s) 30 Hrs.  Preparation for written test(s) and examination 24 Hrs.  Self-practice of surface anatomy and palpation skills 30 Hrs. Total student study effort 147 Hrs. Reading List and Textbook: References 1. Kendall, Florence Peterson. (2005). Muscles: Testing and function with posture and pain (5th ed.). Baltimore, MD: Lippincott Williams & Wilkins. 2. Andrew Biel (2014). Trail Guide to the Body: How to Locate Muscles, Bones and More. Books of Discovery 38

. References

1. Agur AMR. & Dalley AF. (2009). Grant’s Atlas of Anatomy. (12th ed.). Philadelphia: Lippincott Williams & Wilkins.

2. Moore KL, Dalley AF, Agur AMR. (2010). Clinically Oriented Anatomy. (6th ed.). Philadelphia: Lippincott Williams & Wilkins.

Updated on 24 July 2018 Included in BSc(PT) programme

Course Description Form

Course Code PHT1011 Course Title Introduction to Physiotherapy and Professional Ethics Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This is the first discipline course for the students. As students have just entered this program, it is important to introduce to students, what Physiotherapy is about. This subject aims to give students a correct start to have an overview of the Physiotherapy, the past, present and future, in professional boundary and development. Students will also learn about the fundamental principles in professional ethics, in terms of respect for patients’ integrity and privacy. The core values of allied health professionals will be emphasised. Course Intended Upon completion of the course, students will be able to: Learning a. appreciate the Physiotherapy profession, the uniqueness of our Outcomes expertise and the local and global trends for professional (CILOs) development. b. recognise the diverse roles of physiotherapists working in different specialty areas and different work settings – in hospitals, non- government organisations (NGO) and private sector. c. recognise the legal and professional responsibilities in physiotherapy practice and learn about the rules and regulations related to physiotherapy practice. d. develop an awareness of the relevant documents for the Hong Kong legislation: including Personal Data (Privacy) Ordinance, Prevention of Bribery Ordinance, Standards of Physiotherapy Practices and Service, Code of Practice and Code of Ethics. e. cultivate the basic core values of a professional person, and develop respect for patients’ rights – including the right for respect, confidentiality and informed consent. f. apply the basic skills of communication with clients, carers and with other professionals.

CILOs in

alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 a.    b.    c.      d.     e.     f.   

Course Synopsis 1. What is Physiotherapy – scope of practice, and professional identity /Indicative 2. Development of Physiotherapy profession in Hong Kong and around the Syllabus world 3. Physiotherapy specialty areas and work settings 4. Role of professional organisations in the governance of physiotherapy practice: i. Hong Kong Physiotherapy Association (HKPA); ii. Hong Kong Physiotherapy Union (HKPU) iii. World Confederation for Physical Therapy (WCPT); 40

iv. Hong Kong Supplementary Medical Professions Council (SMPC) v. The Physiotherapists’ Board of Hong Kong 5. Legal and professional responsibilities and rights i. Patient’s Rights & the Patient’s Charter (Hospital Authority) – confidentiality and informed consent. ii. Professional Liability and Malpractice – Standards of Physiotherapy Practices and Service, Code of Ethics, Code of Practice, Supplementary Medical Professions Ordinance - Physiotherapists (Registration and Disciplinary Procedure) Regulations (CAP 359J). iii. Personal Data (Privacy) Ordinance & Prevention of Bribery Ordinance iv. Risk management to reduce professional liabilities – liability insurance and documentation of physiotherapy reports. 6. Introduction to Communication skills and professional manners – how to communicate with patients, family members and other healthcare professionals 7. Concept of transdisciplinary, inter-disciplinary and multi-discinplinary team work. Specific role of physiotherapist versus other healthcare professionals such as occupational therapist is introduced.

Teaching/Learni Lectures ng Methodology A few lectures will be conducted to direct students to learn about the Physiotherapy profession. Interactive approach will be used. Students will be encouraged to search for information about the various aspects of the profession on the internet and in the literature. The Rules & Regulation governing physiotherapy practice and relate ethical principles to professional practice will be introduced in the lectures.

Tutorials Role-play and open discussion will be encouraged. Students will also be encouraged to find relevant examples of stories in peoples’ lives that will highlight the role and potential contribution of physiotherapy. Experienced physiotherapists will be invited to join the classes and have discussions with the students, so they can learn from them about the work in different fields – e.g. in hospital setting, in NGO and private practice.

Presentations Students will work in small groups to develop a presentation about how different physiotherapists working in different specialty areas, e.g. paediatrics, geriatrics, sports etc. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f 1. Written report 20 Learning       Outcomes (individual) 2. Learning 40 portfolio       (individual) 3. Group 40       Presentations Total 100% Written report Students will be given specific topics to write about the physiotherapy profession.

Learning portfolio Students will be required to do different readings and find information about the topics and they can collect these in a “learning portfolio”. They will also be required to write short “reflections” on their thoughts about these information. They will also to write “reflections” – to evaluate their own personalities and attributes, whether they have the suitable qualities to become physiotherapists.

Group Presentations Working in small groups, students will explore on the diverse roles of physiotherapists and how the work can affect people’s lives. Anticipated Class contact: hours of Student . Lecture / Seminar 28 Hrs. Study . Tutorials 14 Hrs.

Assessment: . Group presentations 3 Hrs. Other student study effort: . Self-study 20 Hrs. . Search information 24 Hrs. . Preparation of learning portfolio 40 Hrs. Total student study effort 129 Hrs. Textbook: Reading List and 1. Dutton, M. (2014). Introduction to Physical Therapyt and Patient Skills. References McGraw-Hill Books, New York. 2. Gabard, DL. (2011). Physical therapy ethics. (2nd ed.). F. A. Davis Co. Philadelphia. 3. Erickson, M. L., Utzman, R., & McKnight, R. (2014). Physical therapy documentation from examination to outcome. Thorofare, NJ: SLACK Incorporated.

References: 4. Hong Kong Government SAR. (1992). The Supplementary Medical Professions Ordinance. Chapter 359. Hong Kong: Hong Kong Government SAR. 5. Hong Kong Government SAR. (1999). Physiotherapists (Registration and Disciplinary Procedures) Regulation. (CAP.359 sub. Leg. J). Hong Kong: Hong Kong Government SAR. 6. Hong Kong Physiotherapy Association (Ltd). Publications on Standards of Professional Practice and Services. 7. Beauchamp TL, Childress JF. (2009). Principles of biomedical ethics. (6th ed.). Oxford University Press. New York, N.Y. 8. Purtilo R. (2004). Ethical Dimensions in the Health Professions. (4th ed.). Saunders.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT1021 Course Title Assessment and Evaluation in Physiotherapy Credit Value 3 QF Level 4 Pre-requisites MED1002 Human Anatomy Objectives This course aims to prepare students to have a good understanding of the Physiotherapy process which is built on a thorough and systematic assessment of the patient or client. The conceptual framework of the International Classification of Functions (ICF) is incorporated. The course also equips the students with the fundamental knowledge and practical skills in conducting a basic physical assessment – in terms of subjective and objective examination, interviewing skills and documentation. The students are also taught to perform appropriate evaluations of the effects after treatment and the importance of setting short-term and long-term goals for their clients. Basic manual handling techniques are also included in this course. Course Intended Upon completion of the course, students will be able to: Learning a. Apply the concept of the Physiotherapy process – involving assessment, Outcomes problem identification, intervention and evaluation. (CILOs) b. Understand the concepts behind the clinical decision-making process in the practice of physiotherapy. c. Perform basic assessment procedures including observation and fundamental clinical tests for physical functions. d. Demonstrate respect and caring attitude when communicating with clients. e. Recognise the clients’ limitations in mobility, physical functions and activities of daily living, and how these factors may limit their participation in the community (ICF model). f. Apply appropriate interviewing skills with clients and document the subjective examination and objective examination findings – including observations (e.g. normal movement patterns) and measurement findings. g. Perform effectively the basic patient handling techniques such as transfers and assisted ambulation, and able to prescribe appropriate walking aids for the patients with different disabilities. CILOs in alignment with

PILOs PILOs 1 2 3 4 5 6 7 CILOs a.        b.        c.    d.   e.    f.    g.  Course Synopsis/ 1. Principles of Physiotherapy Process – Assessment, problem Indicative identification, intervention, evaluation. Syllabus 2. Basic components of Physiotherapy Assessment.

Subjective examination :

- Patient’s complaints or symptoms - Treatment received so far - Past history and present history - Functional limitations - 24 hours’ picture of symptom behavior – concept of “irritability” - Short and long term expectations

(ii) Objective examination: Visual inspection/observation (body build, posture) - Observation of posture, alignment and contour of muscles and joints - Range of movement measurements – Active and passive range, use of goniometers - Muscle strength testing – manual muscle tests and grading of muscle strength, use of handheld dynamometer for hand grip and other muscle testing - Assessment of basic functional activities – walking, sitting, standing, stairs - Assessment of balance, coordination - Palpation of joints and soft tissues

3. Patient handling, transfers and walking with assistive devices - Principles in patient manual handling – safety and body mechanics - Patient transfers – bed to chair, chair to wheelchair, sit to stand, 1 or 2 persons’ transfers - Walking – with different degrees of assistance and how to teach patient walking with various assistive devices -crutches, walking sticks, walking frames

4. Basic principles of exercise therapy - Types of contractions (isometric, isotonic, concentric, eccentric, isokinetics) - Basic types of exercise therapy for different grades of muscle strength – active, active assisted, active-resisted, use of different types of small equipment for exercise – theraband, weights, slings and springs

5. Basic principles in Evaluation of treatment effects and Documentation in Physiotherapy assessment - Documentation of initial and subsequent assessment - Documentation of treatment plan- treatment methods, dosage - Pre- and post-treatment evaluation - Advise for home exercise and self-management

Teaching/Learni Lectures ng Methodology Basic principles and fundamental concepts will be first introduced in lectures.

Tutorials Students will hold discussions on different topics and explore the concepts in more depth.

Practical sessions Students will practice their skills in small groups, following demonstrations by instructors. Learning activities in the form of case studies and problem- solving tasks will be conducted., Multi-media packages and video clips will be used to enhance students’ learning.

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Intended methods/tasks a b c d e f g Learning Written test 40 Outcomes       (MCQ) Practical tests 60        Total 100 % Written test (MCQ) The test will assess students’ understanding of knowledge/theory, framework and clinical reasoning in basic physiotherapy practice.

Practical test The ability of students to integrate and translate theory into safe and effective practice in preparation for clinical practice is assessed through practical tests. Student Study Class contact: Effort Expected . Lecture 10 Hrs. . Tutorial 8 Hrs. . Laboratory/Practical 40 Hrs. Assessment: . Written and practical test 3 Hrs. Other student study effort: . Self- practice of hands-on skills 30 Hrs. . Self-study for written test 20 Hrs. . Reading literature 20 Hrs. Total student study effort 131 Hrs. Reading List and Textbooks: References 1. Clarkson HM (2013). Musculoskeletal Assessment - Joint Range of Motion and Manual Muscle Strength. 3rd ed. Philadelphia. Lippincott Williams & Wilkins. 2. Kisner C and Colby LA (2017). Therapeutic Exercise. Foundations and Techniques. 7th ed. Philadelphia. F. A. Davis Company. 3. Fruth S.J., (2017). Fundamentals of the Physical Therapy Examination, Patient Interview and Tests and Measures. 2nd ed. Jones & Bartlett Learning Books.

References: 1. Rothestein JM, & Echternach, JL. (1993). Primer in Measurement. Alexandria, VA: American Physical Therapy Association 2. American College of Sports Medicine. (2017). ACSM’s Guidelines for Exercise Testing and Prescription. (10th ed.). Baltimore: Lippincott Williams & Wilkins. 3. Johansson C, & Chinworth SA (2018). Mobility in Context: Principles of Patient Care Skills. (2nd ed). F.A. Davis Company. Updated on 24 July 2018 Included in BSc(PT) programme

Course Description Form

Course Code PHT1024 Subject Title Applied Exercise Science Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The overall objective of this course is to equip students with the knowledge about exercise physiology, exercise testing and exercise prescription. Physiotherapists prescribe different types of exercises for health and fitness promotion, injury prevention and rehabilitation of musculoskeletal injuries and cardiorespiratory diseases across the life span. This course will enable the students to be able to perform this role.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Describe and discuss specific topics of human physiology under conditions (CILOs) of rest and exercise with emphasis on metabolic, cardiovascular and pulmonary function. b. Describe specific physiological responses and adaptations to exercise that are dependent on exercise intensity, duration, frequency, environmental conditions, and the physiological status of the individual. c. Understand the basic concepts in exercise physiology including the human body’s responses during and after exercises – from acute responses to long- term adaptations. d. Understand the physiological basis and responses expected during exercise testing. Conduct assessment of clients’ fitness including assessment of an individual’s physiological function with emphasis on maximum oxygen consumption and anaerobic threshold. e. Appreciate and evaluate the effects of exercise on growth, development and the ageing process, and how different individuals may need different types of exercises, e.g. children, older adults, people with chronic diseases. f. Apply the principles of exercise physiology in advising athletes and sportsmen in different kinds of sports. g. Conduct exercises in water (hydrotherapy) as part of physiotherapy intervention.

CILOs in alignment with PILOs

PILOs

1 2 3 4 5 6 7 CILOs a.    b.        c.        d.        e.        f.        g. 

Course Synopsis/ 1. Overview of Physical Activity (PA) and Fitness Indicative Syllabus - Why these are important to people –effect on health and prevention of chronic disease - Impact of PA on health and adverse effects of sedentary lifestyles 2. Cardiovascular and respiratory responses to exercise 46

- Oxygen consumption, cardiac output, heart rate and blood pressure responses - Effects of aerobic and anaerobic exercise - Acute and chronic adaptations to exercise 3. Metabolic responses to exercise - responses of metabolites to exercise such as glucose, proteins, fats 4. Neuromuscular responses to exercise - Responses of different muscle fibre types and motor recruitment to exercise - Strength vs endurance training - Balance and coordination training 5. Concept of physical fitness and fitness testing - -Maximal and submaximal exercise testing - field test vs lab test –different types of testing protocols - -ACSM guidelines 6. Exercise prescription and training methods - Determination of mode, frequency, duration, intensity - Aerobic vs anaerobic training - Strength and power training - Speed and agility training - Training specificity and overloading principle - Muscle pain, fatigue and DOMS (delayed onset muscle soreness) 7. Application of physiological and exercise principles for the special population –e.g. children, women, elderly, disabled populations 8. Principles of exercise prescription in rehabilitation - effects of inactivity and immobilisation - mode of exercise and how to progress in rehabilitation process 9. Principles of exercises in water – applications of Hydrotherapy in rehabilitation 10. Application of physiological principles in sports specific training skills

Teaching/Learning Lectures Methodology Basic concepts and theories are introduced in lectures.

Tutorials and Laboratory sessions Tutorials are conducted to encourage students to hold small group discussions, to share their knowledge and learn problem-solving through case studies. In laboratory sessions, they will learn the exercise and fitness testing methods. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f g Learning Outcomes 1. Written test 60        (CILOs) 2. Seminar 20        presentation 3. Lab report 20      Total 100 %

Written tests Both MCQ and essay questions are used in the written tests. The test will evaluate the students’ learning of the basic concepts and ability to integrate and apply the knowledge in different scenarios.

Seminar presentation

Students will work in small groups on a specific topic related on a particular topic related to exercise science.

Lab report Students will be required to submit written laboratory reports based on the topics in the laboratory sessions.

Student Study Class contact: Effort Expected . Lecture 20 Hrs. . Tutorial/seminar 10 Hrs. . Laboratory/practical 12 Hrs. Assessment: . Written test and presentation 3 Hrs. Other student study effort: . Journal and textbook readings 40 Hrs. . Preparation of seminar presentation, tests and written 44 Hrs. assignments Total student study effort 129 Hrs. Reading List and Textbook References 1. McArdle WD, Katch FI, Katch VL. (2007). Exercise Physiology: Energy, Nutrition and Human Performance. (6th ed.). Baltimore: William and Wilkins. 2. Thompson WR, et al. (2010). ACSM’s guidelines for exercise testing and prescription. (8th ed.). Lippincott William & Wilkins

Recommended Reading 1. Durstine JL, et al. (2009). ACSM’s Exercise management for persons with chronic diseases and disabilities. (3rd ed.). Human Kinetic. 2. Kisner C, Colby LA. (2007). Therapeutic exercise: Foundations and Techniques. (5th ed.). Philadelphia: FA Davis Co.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT1025 Course Title Movement Science and Kinesiology Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The scientific study of human movements is the foundation of physiotherapy practice. In this course students will study the terminology and concepts including, osteokinematics and arthrokinematics, muscle actions and motor control principles, all of which are fundamental to the understanding of human movements. An important application of kinesiology is movement analysis of common functional, sports and recreational activities, which is the foundation of physiotherapy diagnosis and practice.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Explore the basic principles of human movements in different body (CILOs) regions. b. Appreciate the science of kinesiology involving the human musculoskeletal system. c. Evaluate the biomechanical properties of the various tissues of the musculoskeletal system. d. Analyse movements of the body in activities of daily living while integrating the knowledge on functional anatomy and biomechanics inanatomical and biomechanical principles. e. Analyse the biomechanical mechanisms underlying musculoskeletal disorders and how different physiotherapy treatment may affect the biomechanics. f. Apply the knowledge on kinesiology to understand the physical demands of selected sports and potential mechanisms for sports injuries.

CILOs in alignment with PILOs

PILOs 1 2 3 4 5 6 7 CILOs a.        b.        c.        d.   e.  f. 

Subject Synopsis/ 1. Introduction to kinesiology and movement science – terminology Indicative Syllabus - basic concepts of human movements– Inertia, acceleration and action- reaction 2. Morphorlogical and mechanical considerations of muscles and joints - Different types of joint structures, and muscle fibre types - Mechanical properties of musculoskeletal system - Stress – strain relationship 3. Different types of joint movements and joint loading - Joint axis and rotation - Force production, torque generation and equilibrium 49

- Effects of gravity, stability and base of support 4. Muscle contractions and muscle performance - isometric, isotonic, isokinetic - concentric, eccentric - length-tension relationship - biomechanical levers, line of pull - Neuromuscular control of movements 5. Analysis of different activities of daily living - Gait cycle and analysis of different - sitting, standing, walking up and down stairs - consideration of healthy individuals and patients with different injuries and disabilities 6. Biomechanical mechanisms in injury and pain - tissue overload, tissue sensitisation - motor control issues and pain - healing process following muscle/joint injury 7. Analysis of movements in sports – e.g. football, swimming, badminton etc - Apply biomechanical principles to understand sports techniques and performance issues - Physical demands of sports and risk of injuries are explored 8. Applications of biomechanical principles in the study of Ergonomics - understanding of biomechanical principles can contribute towards analysis of physical demands at the workplace for different jobs

Teaching/Learning Lectures Methodology Basic theories and concepts of movement science are introduced in lectures.

Tutorials Student learning will be enhanced through interactive learning, group discussions and presentations. They will be encouraged to integrate the knowledge from this subject with other courses such as Functional Anatomy. Case studies will be used to challenge students to analyse the movement problems of patients with different disorders. Students will be introduced to different research papers and group discussions will be held to critically appraise the papers.

Laboratory Sessions Laboratory sessions require students to perform movement analysis and measurement of muscle performance. They will conduct the practicals in groups and learn to communicate, and work as a team to collect data and critically analyse the data collected. These exercises will enhance their critical thinking skills and problem-solving skills.

Assessment Methods Specific assessment % CILOs to be assessed in Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f Learning Outcomes 1. Written test 40       (CILOs) 2. Group 40       presentation 3. Written lab 20       report Total 100 %

Written test Students will be tested on their understanding of concepts through multiple choice questions, short responses to questions and short essays.

Group presentation Students will work in small groups to explore some topics that are not covered in depth during the classes. For example, analyse a specific movement/functional task in terms of the muscle work and joint loading, or evaluate a certain sport for the movements involved and the risk for injury.

Student Study Effort Class contact: Expected . Lecture 22 Hrs. . Tutorial /Laboratory 20 Hrs. Assessment  Written tests 3 Hrs. Other student study effort: . Self-study 60 Hrs. . Preparation for tutorial and laboratory work 24 Hrs.

Total student study effort 129 Hrs. Reading List and Required Textbook: References 1. Nordin M and Frankel VH. (2012). Basic Biomechanics of the Musculoskeletal System. (4th ed.). Philadelphia: Lippincott Williams and Wilkins.

References:

1. Levangie PK and Norkin CC. (2011). Joint Structure and Function: A Comprehensive Analysis. (5th ed.). Philadelphia: F.A. Davis Company. 2. Lippert LS. (2011). Clinical Kinesiology and Anatomy. (5th ed.). Philadelphia, PA: F. A. Davies Company. 3. Klavora, P. (2012). Scientific Foundations of Kinesiology: studying human movement and health. Toronto, ON, Canada : Kinesiology Books Publisher. 4. McGinnis PM. (2013). Biomechanics of Sport and Exercise. (3rd Ed.). Champaign USA: Human Kinetics.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT2011 Course Title Clinical Neuroscience Credit Value 3 QF Level 5 Pre-requisite MED1001 Human Physiology MED1002 Human Anatomy Objectives The aim of the subject is to equip students with the basic knowledge about neuroanatomy and neurophysiology, in order to prepare them to proceed with learning about the physiotherapy management of neurological conditions. The functions of the central and peripheral nervous systems including the autonomous nervous system will be covered. The structural properties of the neural cells and the functions of various parts of the nervous system, in the normal state and the pathology will be introduced.

Course Intended Upon completion of the course, students will be able to: Learning a. Analyse the anatomical structures of the central and peripheral nervous Outcomes (CILOs) systems. b. Evaluate the physiological mechanisms and the control of bodily functions at different levels of the nervous system - e.g. sensorimotor, control of movements and postures; higher cortical functions: attention, memory, perception, language. c. Integrate knowledge of the structure and function of the nervous system to understand the pathological mechanisms that affect the nervous system. d. Recognise and understand the diagnosis and clinical presentations of common neurological conditions such as stroke, parkinson’s diseases, multiple sclerosis, traumatic brain injuries etc. e. Explain the concept of neuroplasticity and the healing process in the nervous system, and how these factors may be applied in physiotherapy. f. Explain the concepts of diagnostic imaging for the nervous system – MRI, CT Scan etc. CILOs in alignment with

PILOs PILOs 1 2 3 4 5 6 7 CILOs a.     b.     c.     d.    e.    f.  

Course Synopsis/ 1. Introduction to the overall structure of the nervous system Indicative Syllabus ‐ types of neurons, glial cells and matrix ‐ neurotransmission ‐ metabolism

2. Structure of the brain and its function ‐ Brain regions: cerebrum, brainstem and cerebellum ‐ Cerebrospinal fluid, Meninges and blood supply ‐ Motor control and sensory functions including speech, hearing and vision ‐ Control of emotion, cognition and memory

3. Central nervous system (CNS) ‐ white and gray matter ‐ spinal cord and spinal nerves ‐ corticospinal tracts

4. Peripheral nervous system (PNS) ‐ Autonomic nervous system – sympathetic and parasympathetic nervous systems ‐ Somatic nervous system – spinal nerves, brachial plexus, lumbosacral plexus ‐ cranial nerves

5. Different types of nerve injuries and regeneration ‐ Peripheral nerve injury ‐ Nerve regeneration and neuroplasticity ‐ Treatment approaches – surgical and conservative

6. Common types of neurological disorders affecting CNS and PNS ‐ CNS: Stroke, parkinson’s disease, epilepsy, alzheimer’s disease, multiple sclerosis, traumatic brain injuries, meningitis ‐ PNS: neuropraxia, axonotmesis, neurotmesis, peripheral neuropathies ‐ Spinal cord: cauda equina, spina bifida, spinal stenosis ‐ Tumours and aneurysms

Teaching/Learning Lectures Methodology Lectures will provide the main topics and key concepts.

Laboratory sessions Neuroanatomy and physiology will be learned through observation on models and software packages, to enhance understanding of the structures and functions of the nervous system. Assessment Methods in Specific assessment % weighting CILOs to be assessed Alignment with methods/tasks (Please tick as appropriate) Course Intended a b c d e f Learning  Outcomes (CILOs) 1. Written tests 80      2. Laboratory 20   report Total 100 %

Written tests Students will be tested on their knowledge through multiple choice questions.

Laboratory work report Students have to submit a written report on specific case studies following the laboratory sessions. Student Study Class contact: Effort Expected . Lecture 36 Hrs. . Laboratory session 6 Hrs. Assessment: . Written test and lab report 3 Hrs.

Other student study effort: . Self –directed learning 40 Hrs. . Preparation for lab report and written test 44 Hrs. Total student study effort 129 Hrs. Reading List and Textbook References 1. Lundy-Ekman L. (2012). Neuroscience – Fundamentals for Rehabilitation. (4th ed.). Philadelphia: W.B. Saunders. USA.

Recommended Text / Reading: 1. Bear MF. (2007). Neuroscience: exploring the brain. (3rd ed.). Baltimore: Lippincott. 2. Kandel ER, Schwartz JH, Jessell, TM. (2000). Principles of Neural Science. (5th ed.). New York: Elsevier.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT2012 Course Title Orthopaedics, Traumatology and Rheumatology Credit Value 3 QF Level 5 Pre-requisites PHT1010 Functional Anatomy for Physiotherapy Objectives This subject is designed to provide students with knowledge about the pathology and management of common orthopaedic conditions – including injures and diseases, as well as rheumatological diseases. This knowledge will prepare the students to start the series of courses on musculoskeletal physiotherapy. Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Integrate the knowledge of functional anatomy and biomechanics, to (CILOs) understand the most common types of diseases and injuries that affect the musculoskeletal system, in terms of pathology, signs and symptoms and diagnosis of these disorders. b. Analyse the conservative and surgical approaches to manage these injuries and disorders of the musculoskeletal system, e.g., fractures, joint and soft tissue problems. c. Grasp the basic principles in the use of diagnostic imaging and learn to read and interpret the reports for these procedures. d. Identify differences in pathologies and principles of management of musculoskeletal dysfunctions at different life stages (e.g., children, adult, elderly). e. Appreciate the role of the physiotherapist in the multi-disciplinary healthcare team in the management of these conditions in different settings – including primary, secondary and tertiary care institutions. f. Review critically the research literature on these conditions and their management. CILOs in alignment with PILOs

PILOs 1 2 3 4 5 6 7 CILOs (a)   (b)   (c)   (d)    (e)  (f)   

Course Synopsis/ 1. Introduction to the common types of orthopaedic conditions Indicative Syllabus  including fractures, soft tissue injuries, joint strain and sprains, joint dislocations, degenerative changes,  Pathology, etiology, epidemiology.

2. General management principles following damage to skin, bone, soft tissue, muscle, nerve and/or joints. i. Management in hospital and out-patient setting ii. Discussion on regional problems – lower limb, upper limb, spine iii. Fractures – different types of fractures, stabilisation, surgical vs non-surgical management iv. Joint replacements – pre- and post-op management

v. muscle and nerve injuries –surgical and non-surgical management

3. Common tests for differential diagnosis of musculoskeletal disorders, e.g., X-ray, MRI, Ultrasound, CT scan and special manoeuvres.

4. Orthopaedic conditions such as osteoarthritis, osteoporosis, Paget’s disease, Perthes disease, scoliosis, radiculopathy, spinal stenosis, sciatica etc. will be introduced. Soft tissue conditions such as bursitis, tendinitis, synovisitis, carpal tunnel syndrome, epicondylitis will be included.

5. Rheumatic Diseases:  Common rheumatic disease groups; pattern of development, pathological processes, related signs and symptoms, potential for functional limitations and general management.

6. Integumentary System  Causes and factors that produce or relieve trauma to the skin, burns, signs of infection, wound and scar characteristics.

Teaching/Learning Lectures Methodology The basic principles and concepts about musculoskeletal trauma and diseases are introduced in the lectures. Multimedia technology is incorporated in the interactive lectures to improve the efficiency of student learning.

Tutorial In the tutorials, students will be encouraged to hold small group discussions about specific conditions and further explore the pathophysiology and management strategies. They will be asked to give presentations about their discussions and findings of new information. Assessment Methods in Alignment with Specific % CILOs to be assessed Course Intended assessment weighting (Please tick as appropriate) Learning Outcomes methods/tasks a b c d e f (CILOs) 1. Written tests 60       2. Group 40       presentations Total 100%

Written Tests Students will be tested on their integration of knowledge in this subject through multiple choice questions and short answer questions.

Group Presentations Working in small groups, students can further explore the knowledge about certain conditions in more depth – in terms of pathology, diagnosis and management. This information will be shared among all students and enhance the breadth and depth of their learning. Student Study Effort Class contact: Expected . Lecture 36 Hrs. . Seminar 6 Hrs.

Assessment: . Written test and presentation 3 Hrs. Other student study effort: . Self-learning 44 Hrs. . Work on presentation 40 Hrs. Total student study effort 129 Hrs. Reading List and Textbook References 1. Solomon, L, Warwick, DJ, & Nayagam, S. (2010). Apley’s System Of Orthopaedics And Fracture. (9th ed.). London: Arnold. 2. Frontera, W. R., Silver, J. K., & Rizzo, T. D. (2015). Essentials of Physical Medicine and Rehabilitation: Musculoskeletal Disorders, Pain and Rehabilitation. (3rd ed.). Philadelphia: W.B. Saaunders Company.

Recommended Reading: 1. Hamblen, DL and Simpson, H. (2007). Outline of fractures, including joint injuries. (12th ed.). Edinburgh: Churchill Livingstone. 2. Klippel, JH, Stone, JH, Crofford, LEJ, (eds.). (2007). Primer on the rheumatic diseases. Springer. 3. Goodman, CC, & Fuller, KS. (2015). Pathology: implications for the physical therapist. St. Louis, MO: Elsevier Saunders. 4. Shepherd, R. (1995). Physiotherapy in paediatrics. (3rd ed.). London: Butterworth-Heinmann.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course code PHT2013 Course Title Research Methods And Statistics Credit Value 3 QF Level 5 Pre-requisite Nil Objectives The course is designed to equip the Physiotherapy students with a basic knowledge of research designs and statistical methods, so that they can understand and critically evaluate the research literature. The course will also prepare them to design their own research studies for the capstone projects in the final year.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Explain the fundamental concepts and principles behind modern day scientific (CILOs) research, and its application to the health care field with specific reference to rehabilitation services especially physiotherapy practice. b. Explain the principles and concepts about the research process including study designs, sampling and recruitment, design experimental procedures, measurement issues c. Conduct literature search on specific topics using electronic databases and different search strategies; and critically appraise the research publications and d. Apply the principles of research ethics when conducting studies e. Use the statistical package for social science (SPSS) to conduct data coding and data analysis f. Correctly present and interpret the results of the statistical analysis and make appropriate inferences of clinical meaning or significance

CILOs in alignment with PILOs

PILOs 1 2 3 4 5 6 7 CILOs a.   b.   c.  d.   e.  f.   Course Synopsis/ 1. Introduction to the research process Indicative Syllabus ‐ formulation of research question, literature search, critical appraisal of literature, decide on the study design and develop the valid procedures for data collection and data analysis

2. Concept of “Evidence-based Practice” and applications in Physiotherapy

3. Different types of study designs – longitudinal, retrospective, prospective, cross- sectional

4. sampling methods and challenges, ethics approval

5. Concepts of measurement (Reliability, validity, variables, bias)

6. Basic statistical concepts and methods of analysis ‐ Quantitative research methods ‐ Qualitative research methods ‐ Probability, statistical significance ‐ Central Limit Theorem, ‐ Descriptive and inferential statistics ‐ Parametric and non-parametric statistics ‐ Hypothesis testing ‐ t-tests ‐ Analysis of variance ‐ Correlation and regression analysis

7. Critical review of research studies, systematic analysis and meta-analysis

Teaching/Learning Lectures Methodology Lectures are conducted to introduce the basic concepts and principles of critical inquiry, research design and statistical methods.

Tutorials These are conducted for students to learn and practice using SPSS for statistical analysis. Students will also learn to read and critical appraise research papers and use electronic databases to conduct literature search.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f Learning Outcomes 1. Written test 60       (CILOs) 2. Written 20     assignments (individual) 3. Group 20      presentation Total 100 %

Written test This aim of this assessment is to evaluate the students' understanding of all the major concepts learned in the semester.

Written assignment The students are required to integrate what is learned throughout the semester and perform a statistical analysis of a given set of data and write up a report.

Group seminar presentation The students are required to integrate what is learned throughout the semester and perform a critical appraisal of a scientific journal paper

Student Study Class contact: Effort Expected . Lecture 24 Hrs. . Tutorial 18 Hrs.

. Seminar 3 Hrs.

Other student study effort: . Written assignment 24 Hrs. . Group seminar presentation 30 Hrs. . Self-study for written test 30 Hrs. Total student study effort 129 Hrs. Reading List and Textbook: References 1. Berg KE, Latin RW. (2008). Essentials of research methods in health, physical education, exercise science, and recreation. 3rd ed. Philadelphia: Wolters Kluwer/ Lippincott Williams & Wilkins. 2. Fetters, L., & Tilson, J. (2012). Evidence based physical therapy. Philadelphia: F. A. Davis Company.

Reference texts: 1. Barbour RS. (2008). Introducing Qualitative Research: a Student's Guide to the Craft of Doing Qualitative Research. London: Sage Publications Ltd. 2. Portney, L. G., & Watkins, M. P. (2015). Foundations of clinical research: applications to practice. Upper Saddle River, NJ: Pearson/Prentice Hall. 3. Rubin, A. (2013). Statistics for Evidence-Based Practice and Evaluation. Australia: Brooks/Cole.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT2023 Course Title Physiotherapy in Musculoskeletal Context I Credit Value 3 QF Level 5 Pre-requisite PHT1021 Assessment and Evaluation in Physiotherapy Objectives This course is the first one in a series of 4 courses for musculoskeletal physiotherapy. A regional approach is adopted for the first 3 courses (PHT2023,2024,3026).

This course aims to provide students with the knowledge and skills in conducting physiotherapy assessment and treatment of lower limb disorders and injuries. Fundamental concepts of clinical reasoning and problem-solving is introduced. Students are to perform appropriate assessment, make physical diagnosis and prioritise the problems. They also need to develop competency in conducting the interventions for common lower extremity conditions which include manual therapy techniques, exercise therapy, electrotherapy and functional training.

Course Intended Upon completion of the course, students will be able to: Learning a. Integrate knowledge on the anatomy, physiology and pathology related to Outcomes (CILOs) musculoskeletal injury/disease/dysfunction to determine a plan of assessment and treatment of the patient. b. Perform an appropriate subjective examination of a patient identifying appropriate signs and symptoms. c. Perform an appropriate objective (physical) examination guided by the subjective examination. d. Based on the findings of the subjective and objective examination, apply the clinical reasoning process to determine a physical diagnosis of the patient’s problem(s), and prioritise the various problem(s) that require physiotherapy treatment. e. Select and apply appropriate treatment techniques including manual therapy, exercise therapy and functional training in a safe, effective and ethical manner. f. Document the assessment and treatment procedures and the findings in an accurate clinical record based on a given format. g. Provide effective patient education for home exercise program and self-care strategies. h. Design a total plan of care with short- and long-term goals with consideration of the nature and the pathology of the clinical problem and the needs of the patient. i. Review the effectiveness of therapeutic interventions regularly to ensure optimal efficiency of the intervention programme, and to make decisions regarding change of treatment and suitable discharge plan.

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 a.     b.       c.      d.      e.     f.    g.      h.      i.   

Subject Synopsis/ 1. Principles and Concepts in Physiotherapy assessment and Clinical Reasoning Indicative Syllabus 2. Principles of intervention for soft tissue injuries, fractures, arthritis, joint replacement, common orthopedic post-operative conditions and lower limb amputations. Case studies will be designed to ensure all these different types of MSK disorders in the lower limb are covered.

3. Assessment of regional problems (Hip, knee, ankle/foot) – Subjective examination (S/E) and objective examination (O/E) – S/E include present and past history of complaints and functional limitations, treatment received and 24 hour change in symptoms/functions (concept of irritability) – O/E include: observation of posture, bony and soft tissue contours, range of movements (active, passive, accessory), muscle tests, gait, balance, coordination, neurological examination, special tests and palpation

4. Identify and prioritise problems and design treatment plan – based on the assessment findings, identify the physical problems that require physiotherapy treatment, and prioritise these in terms of urgency/severity

5. Implement physiotherapy interventions (Hip/knee/ankle/foot) – These include manual therapy techniques, exercise therapy, postural re- education, gait and motor control training, functional training – Pre- and post-treatment evaluation, and progress/modify treatment – Integrate electrotherapy treatment where indicated – Use of other mechanical devices – pressure therapy, continuous passive movement, mechanical traction – protective and supportive devices – e.g. splints, braces, prosthetic devices

6. Planning of treatment for short-term and long-term care – Apply the ICF model to consider the overall care plan and discharge strategy to enhance patients’ quality of life and social participation – Discuss different management approaches for in-patient, out-patient and extended rehabilitation settings

7. Review research literature for physiotherapy treatment for MSK conditions – Evidence-based practice, best practice, and clinical guidelines

Teaching/Learning Lectures Methodology In lectures, the key concepts of clinical reasoning approach and specific regional problems are highlighted. These sessions are designed to guide the students to integrate knowledge of anatomy, biomechanics, ergonomics and pathology; as well as understand the neurophysiological mechanisms behind the various treatment methods.

Tutorials Specific clinical cases will be designed in a regional approach – hip, knee, ankle joint, to stimulate student discussion and enhance learning about the clinical reasoning process and treatment planning.

Practicals Based on the clinical case examples presented in the tutorials, students will be instructed on the application of physical examination and treatment techniques for the lower limb. Students will be encouraged to explore and design suitable exercise training program and functional rehabilitation for patients in the hip, knee, ankle regions.

Innovative approaches Online case studies will be designed to guide students in self-learning and have appropriate exposure to a wide variety of MSK injuries and disorders. Students will have the chance to conduct interviews and perform physical examination on real patients and Standardised patients.

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/tasks a b c d e f g h i Learning 1. Written test 40       Outcomes (CILOs) 2. Seminar 20      presentation 3. Practical 40        test Total 100%

Written test The written test aims to examine the student’s understanding of the key concepts of musculoskeletal assessment and treatment intervention, and their clinical reasoning skills.

Seminar presentation Different topics involving different kinds of clinical cases will be assigned to students in small groups of 4-5. This will test their ability to find relevant information in the literature, and to extract and summarise suitable information for in-class group presentation. All students can learn from attending these presentations, and they will be encouraged to ask each other questions.

Practical test The practical test aims to evaluate students’ clinical skills and ability to interpret findings of subjective and objective examination that is given in a case format, and design appropriate exercise or functional training.

Student Study Class contact: Effort Expected . Lecture 10 Hrs.

. Tutorial/Seminars 8 Hrs.

. Laboratory/Practical 52 Hrs. Assessment Hours: . Practical test 3 Hrs. Other student study effort: . Self-study and reading literature 30 Hrs. . Self-practice of hands-on skills (with supervision) “open lab self practice” 30 Hrs.

. Seminar preparation 10 Hrs. 146 Hrs. Total student study effort

Reading List and Textbook References 63

1. Kisner C, Colby LA. (2007). Therapeutic Exercise: Foundations and Techniques. (5th ed.). Philadelphia: FA Davis Co. 2. Magee DJ. (2008). Orthopaedic Physical Assessment. (5th ed.). Philadelphia: WB Saunders. 3. Hoogenboom, B. J., Voight, M. L., & Prentice, W. E. (2014). Musculoskeletal interventions: techniques for therapeutic exercise. New York: McGraw Hill Medical.

Recommended Reading 4. Maitland GD. (2005). Peripheral Manipulation. (4th ed.) London: Butterworth- Heinemann. 5. Atkinson, K., Coutts, F., & Hassenkamp, A. (2011). Physiotherapy in orthopaedics: a problem-solving approach. Edinburgh: Elsevier Churchill Livingstone. 6. Henegeveld E, Banks K. (2005). Maitland’s Peripheral Manipulation. (4th ed.). London: Butterworth-Heinemann. 7. Magee DJ, Zachazewski JE, Quillen WS. (2007). Scientific Foundations and Principles of Practice in Musculoskeletal Rehabilitation. Philadelphia: WB Saunders. 8. Magee DJ, Zachazewski JE, Quillen WS. (2009). Pathology and Intervention in Musculoskeletal Rehabilitation. Philadelphia: WB Saunders. 9. Domenico, G. D., & Beard, G. (2007). Beards massage: principles and practice of soft tissue massage. St. Louis, MO: Saunders Elsevier.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT2024 Course Title Physiotherapy in Musculoskeletal Context II Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to equip students with knowledge and practical skills in assessing and managing musculoskeletal dysfunction in the upper limb region. The same regional approach is adopted as in PHT2023: Physiotherapy in Musculoskeletal Context I. Course Intended Upon completion of the course, students will be able to: Learning a. Integrate knowledge on anatomy, physiology and pathology of musculoskeletal Outcomes (CILOs) conditions in the upper limb in the planning and implementation of physiotherapy assessment and treatment of these cases. b. Perform systematic assessment (subjective and objective) and management of musculoskeletal problems of the upper limb (shoulder, elbow, wrist/hand regions); c. Use the Clinical Reasoning approach to prioritise physical problems and select the most appropriate and effective treatment techniques, d. Conduct the interventions effectively and safely on patients with relevant pre- and post-intervention evaluations e. Develop short- and long-term goals while applying the ICF model to consider the overall care plan and discharge strategy to enhance patients’ quality of life and social participation f. Review the literature critically to determine the level of evidence for different interventions CILOs in alignment with PILOs PILOs CILOs 1 2 3 4 5 6 7

a.     b.       c.      d.      e.      f.   Course Synopsis/ 1. Review the anatomy and pathology of common upper limb orthopaedic Indicative Syllabus conditions and their management (conservative and surgical) - Soft tissue injuries, fractures, joint dislocations, arthritis, nerve injuries, fractures, repetitive strain injuries/cumulative trauma disorders

2. Assessment of regional problems (Shoulder, elbow, wrist/hand) - Subjective examination (S/E) and objective examination (O/E) - S/E include present and past history of complaints and functional limitations, treatment received and 24-hour change in symptoms/functions (concept of irritability) - O/E include: observation of posture, bony and soft tissue contours, range of movements (active, passive, accessory), muscle tests, dexterity, coordination, neurological examination, special tests and palpation

3. Identify and prioritise problems and design treatment plan – based on the assessment findings, identify the physical problems that require physiotherapy treatment, and prioritise these in terms of urgency/severity 65

4. Implement physiotherapy interventions (Shoulder, elbow, wrist/hand) - These include manual therapy techniques, exercise therapy, postural re- education, motor control training, functional training - Pre- and post-treatment evaluation, and progress/modify treatment - Integrate electrotherapy treatment where indicated - Use of other mechanical devices – pressure therapy, continuous passive movement, - Protective and supportive devices – e.g. splints, braces, prosthetic devices

5. Planning of treatment for short-term and long-term care - Apply the ICF model to consider the overall care plan and discharge strategy to enhance patients’ quality of life and social participation - Discuss different management approaches for in-patient, out-patient and extended rehabilitation settings

6. Review research literature for physiotherapy treatment for MSK conditions - Evidence-based practice, best practice, and clinical guidelines

Tutorials Specific clinical cases will be designed in a regional approach –shoulder, elbow, wrist/hand, to stimulate student discussion and enhance learning about the clinical reasoning process and treatment planning. The ICF model is applied in the case discussions.

Practicals Based on the clinical case examples presented in the tutorials, students are instructed on the application of physical examination and treatment techniques for the upper limb regions. Students will be encouraged to explore and design suitable exercise training program and functional rehabilitation for patients.

Innovative approaches Online case studies will be designed to guide students in self-learning and enhance the exposure to a wide variety of MSK injuries and disorders. Students will have the chance to conduct interviews and perform physical examination on real patients and Standaridsed patients.

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/tasks a b c d e f Learning 1. Written test 30       Outcomes (CILOs) 2. Seminar 20       presentation 3. Practical test 50       Total 100%

Written test

The test is designed to evaluate the students’ understanding of the key concept and apply clinical reasoning to address the upper limb musculoskeletal conditions.

Seminar Presentation Students will work in small groups to search information on specific topics, that will broaden their exposure to the extensive knowledge base. Students will learn from each other as they present on different topics under the guidance of the instructors. They will also be encouraged to be creative in using multi-media for their presentations and designing suitable exercise and home training/education for the specific topics/case studies.

Practical Test Each student will be evaluated individually on their clinical skills and understanding of the physical examination and treatment techniques. A case-based approach will be used for this test. Student Study Class contact: Effort Expected . Lecture 10 Hrs. . Tutorial 8 Hrs. . Practical 52 Hrs. Assessment . Written and practical test 3 Hrs. Other student study effort: . Self-study. Literature search and reading 20 Hrs. . Self-practice of hands-on skills (with 30 Hrs. supervision) . Preparation of seminar presentation 20 Hrs. Total student study effort 143 Hrs. Reading List and Textbook References 1. Henegeveld E, Banks K. (2014). Maitland’s Peripheral Manipulation. (5th ed). Butterowrth-Heinemann. 2. Hoogenboom, B. J., Voight, M. L., & Prentice, W. E. (2014). Musculoskeletal interventions: techniques for therapeutic exercise. New York: McGraw Hill Medical. 3. Magee D. (2014). Orthopedic Physical Assessment. (6th ed.). Saunders Elsevier.

Recommended Reading: 1. Kisner C, & Colby LA. (2007). Therapeutic Exercise: Foundation and Techniques. (5th ed.). FA Davis. 2. Herndon DN. (ed.) (2007). Total Burn Care. (3rd Ed.). Saunders Elsevier. 3. Magee DJ, Zachazewski JE, Quillen WS. (ed.) (2007). Scientific foundations and principles of practice in musculoskeletal rehabilitation. Saunders Elsevier. 4. Magee DJ, Zachazewski JE, Quillen WS. (ed.) (2009). Pathology and intervention in musculoskeletal rehabilitation. Saunders Elsevier. 5. Hertling, D., & Kessler, R. M. (2006). Management of common musculoskeletal disorders: physical therapy principles and methods. Philadelphia: Lippincott Williams & Wilkins. Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form Course Code PHT2025 Subject Title Science and Practice of Electrotherapy Credit Value 3 QF Level 5 Pre-requisite Nil Objectives The aim of this course is to provide students with a thorough understanding of the theoretical knowledge and the practical application of the commonly used electrophysical agents, for managing patients with disorders and injuries to the musculoskeletal system.

Course Intended Upon completion of the course, students will be able to: Learning a. apply the knowledge of physics, anatomy and physiology to understand the Outcomes (CILOs) biophysical and therapeutic effects of thermal agents and neuromuscular electrical stimulation agents on body tissues. b. select and apply the appropriate thermal and/or neuromuscular electrical stimulation agent(s) for treatment of various musculoskeletal conditions. c. observe the safety and ensure effectiveness of the electrotherapeutic application. d. evaluate the therapeutic effectiveness of different electrophysical agents, and modify the method as appropriate. e. document the method of treatment and dosage as well as the patient’s response. f. critically appraise the research literature according to the concept of evidence- based practice. CILOs in alignment with PILOs PILOs CILOs 1 2 3 4 5 6 7 a.    b.     c.      d.       e.     f.   

Course Synopsis/ 1. Principles and concepts of the “electrotherapy application process” Indicative Syllabus . These include: Obtain consent, screen for contraindications, precautionary measures, apply treatment, and monitoring patient’s response.

2. Review of the biophysical, physiological and therapeutic effects of thermal agents and neuromuscular electrical stimulation agents applied to body tissues.

3. Electrophysical therapy agents covered include: . Superficial thermal agents – hot packs, paraffin baths, dry heat, whirlpool tanks . Deep thermal agents – shortwave diathermy . Cryotherapy- cold packs, ice massage, vapocoolant spray, contrast bath, vasopneumatic compression devices . Ultrasound therapy – application using gel, water as medium, . Electrical stimulation (sensory) – transcutaneous electrical stimulation (TENS) and interferential therapy (IFT) for pain management . Electrical stimulation (motor) – neuromuscular electrical stimulation using low- frequency and medium frequency currents (IFT and Russian current), functional electrical stimulation (FES), and high voltage currents . Low-frequency electromagnetic field (PEMF)

4. Principles of evaluation of treatment effects, and the application of a clinical reasoning approach to modify or progress the treatment method and dosage as appropriate.

5. Documentation and interpretation of details of treatment –include treatment method, instrument, dosage, modifications and patient’s response.

6. Integration of electrophysical therapy into the overall physiotherapy management approach for musculoskeletal disorders and injuries.

7. Review scientific and professional literature on various aspects of physical and electrical agents. The concept of evidence-based practice, with respect to the use of electrotherapy, will be fostered.

Teaching/Learning Lectures Methodology Lectures will provide students with the fundamental knowledge about the different electrotherapy modalities.

Tutorials In tutorials, a case-based approach will be used to enhance students’ understanding on how to select the appropriate modality and the correct dosage for treating different musculsoskeletal conditions.

Practicals In the practical classes, students learn to perform practical procedures in applying these EPT modalities to the relevant parts of the human body to simulate treatment of musculoskeletal conditions. “Open” laboratory sessions are organised to encourage independent learning and revision.

Assessment Specific % CILOs to be assessed Methods in assessment weighting (Please tick as appropriate) Alignment with methods/tasks a b c d e f Course Intended 1. Written test 40    Learning 2. Written 10    Outcomes (CILOs) assignment 3. Practical test 50     Total 100 %

Written test Written test will cover all aspects of theoretical knowledge on EPT modalities.

Written assignment In this task, the students will learn to read the research literature to appreciate the research evidence for electrotherapy.

Practical test Practical test requires the student to perform applications of various modalities and to evaluate their ability to conduct this procedure in a safe, professional and effective manner. Student Study Class contact: Effort Expected . Lectures 20 Hrs.

. Tutorials 4 Hrs.

. Practicals 24 Hrs.

Assessment: . Written test and practical test 3 Hrs.

Other student study effort:

. Literature review and written assignment 34 Hrs.

. Open lab – self practice 50 Hrs.

Total student study effort 135 Hrs. Reading List and Textbook: References 1. Watson, T. (2008). Electrotherapy: Evidence Based Practice. Elsevier. 2. Belanger AY. (2012). Therapeutic Electrophysical Agents. Evidence Behind Practice. Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia.

Recommended Reading: 3. Knight, KL, Draper, DO. (2013). Therapeutic Modalities, The Art and Science. (2nd Ed.). Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3001 Course Title Chinese Therapeutics and Acupuncture Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to introduce the concepts of “east-meets-west” in rehabilitation to students. The commonly practiced Chinese therapeutic methods and basic concepts behind TCM will be introduced. The theory and practical technique of acupuncture in the western approached will be taught in this course, with the aim to equip students to integrate this treatment approach into physiotherapy practice upon graduation.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Demonstrate an understanding of the concepts and theory behind Traditional (CILOs) Chinese Medicine (TCM), and the possible applications of TCM to integrate or complement Physiotherapy treatment. b. Appreciate the potential developments in the concept of East-meets-West and the wide range of “Chinese therapeutic” methods such as Tai Qi, Qi Gung. c. Understand the fundamental concepts and principles in using acupuncture as a treatment. d. Perform acupuncture techniques in a safe and effective manner for managing common musculoskeletal disorders, pain syndrome, neurological conditions and cardiopulmonary conditions. e. Identify clinical indications for acupuncture applications and how it may be integrated as part of the physiotherapy intervention programme for patients. f. Review the research literature in related area. CILOs in Alignment with PILOs PILOs

1 2 3 4 5 6 7 CILOs (a)    (b)   (c)    (d)    (e)     (f)   Subject Synopsis/ 1. Basic concepts in TCM and its history of development in different countries. Indicative Syllabus - How TCM is used by people in Hong Kong, and how it may affect health and health care services - including the theory of the Meridians and Collaterals 2. Integration of TCM theory and physiotherapy approach in the “east-meets- west” concept

3. Concepts and theories behind selected Chinese therapeutic approaches such as Tai Qi, Qi Gung, Baduanjin, etc. - practice of performing these different forms 4. Current practice of adopting these therapeutic approaches in the rehabilitation field - adapting these different forms of exercise for different patient groups, e.g. stroke patients, wheelchair users 5. Introduction to Acupuncture and its application in Physiotherapy 71

6. Practical skills of Acupuncture technique in different body regions - include the Sterilization and aseptic technique, needling techniques and electro-acupuncture - acupoints of lower limbs, upper limbs, trunk and head - Auriculotherapy 7. Clinical applications in musculoskeletal disorders and pain syndrome, neurological conditions and cardiopulmonary conditions

Teaching/Learning Lectures Methodology Key concepts and theories are covered in the lectures. Students are encouraged to conduct self-learning through reading relevant literature.

Tutorials Students will discuss the applications or integration of these Chinese therapeutic approaches in physiotherapy management of different conditions.

Practicals Students will practise the skills and techniques in acupuncture. A clinical decision-making approach is used to identify and treat clinical problems that can be treated by acupuncture.

All the students will have clinical practice experience either in Hong Kong or in Mainland China for treating different clinical problems. The aim is to fulfil the PT Board training requirement for students to acquire the right to perform acupuncture upon graduation.

Assessment Methods in Alignment with Specific assessment % CILOs to be assessed Course Intended methods/tasks weighting (Please tick as appropriate) Learning Outcomes a b c d e f (CILOs) 1. Written test 30     2. Presentation 30      3. Practical skill 40    Total 100 %

Written test This is designed to test the students’ knowledge and understanding of the theories and concepts.

Presentation Different case scenarios will be developed and students are to present their ideas of how these Chinese therapeutic approaches can be integrated with physiotherapy treatment.

Practical test Clinical case studies will be designed to test the students’ choice of acupuncture points and performance of the needling techniques.

Student Study Effort Class contact: Expected . Lecture 20 Hrs.

. Practical and tutorial 22 Hrs. Assessment:

. Written test, practical test, and presentation 3 Hrs. Other student study effort: . Practice of skills 24 Hrs.

. Clinical practice 40 Hrs.

. Self-study 20 Hrs. Total student study effort 129 Hrs. Reading List and Textbook References 1. Hopwood V. (2004). Acupuncture in Physiotherapy. 1st Edition. Key Concepts and Evidence-Based Practice. Butterworth-Heinemann. 2. Deutsch JE, Anderson EZ. (2008). Complementary Therapies for Physical Therapy. A clinical decision making approach. Saunders Elsevier, St Louis.

References: 1. Baldry P.E. (1995). Acupuncture, trigger points and musculoskeletal pain. (2nd ed.). UK: Churchill Livingstone. 2. Han J.S. (1998). The neurochemical bases of pain relief by acupuncture Vol.2. Hubei: Hubei Science and Technology Press. 3. Liu G. and Akira H. (1998). Fundamentals of acupuncture & moxibustion. Tianjin: Tianjin Science & Technology Translation & Publishing Corporation. 4. Liu G. (1997). Acupoints & Meridians: A complement work of present acupuncture and moxibustion. HuaXia: HuaXia Publishing House. 5. Liu G. (1998). Clinical acupuncture & moxibustion. Tianjin: Tianjin Science & Technology Translation & Publishing Corporation. 6. Shi X.M. and Zhang M.C. (1998). A Chinese-English dictionary of acupuncture and moxibustion HuaXia: Huaxia Publishing House. 7. Yang J. (1998). The way to locate acupoints. Beijing: Foreign Languages Press.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3002 Course Title Physiotherapy in Mental Health Credit Value 3 QF Level 5 Pre-requisite PSY4008 Rehabilitation Psychology Objectives This course aims to equip students with the knowledge and skills to manage the assessment and treatment of patients with a wide range of mental health disorders. Course Intended Upon completion of the course, students will be able to: Learning a. Explain the different categories of mental health disorders and conditions and Outcomes (CILOs) how they affect the patients/clients and their families physically and psychologically. b. Compare the different types of management and settings that mental health patients may be placed in – including acute or chronic care setting, and community-based setting. c. Recognise the role of physiotherapists in the multi-disciplinary care team in the different settings – for promoting the health and wellness of patients/clients with mental health issues. d. Select and apply appropriate assessment, plan of care and intervention when managing individuals with mental health conditions (e.g. cognitive behavioral therapy, motivational interviewing, graded exercise, etc.). e. Demonstrate appropriate communication skills and professional behaviours in managing individuals with mental health conditions. f. Critically evaluate the research evidence on the management of patients with mental health conditions particularly in relation to physiotherapy interventions.

CILOs in PILO’s alignment with PILOs 1 2 3 4 5 6 7 CILOs a.     b.      c.      d.       e.     f.   

Course Synopsis/ 1. Epidemiology and causes of mental health conditions, including Indicative Syllabus classifications system (DSM-V and ICD-11). Conditions include: depression, schizophrenia, eating disorders, sleep disorders, substance abuse, anxiety & mood disorders, personality disorders, dementia and other cognitive impairments 2. Management of patients with mental health disorders in different healthcare settings – role of doctors, nurses, psychologists, social workers etc. Medical management, medications, behavioural modifications, exercise, counselling and other forms of therapy. 3. Role of physiotherapists when managing commonly seen problems in mental health conditions, including pain, activity level, side-effects of medications, obesity, falls 4. Social-psychological and medical models for mental health conditions management 5. Mental health service delivery in Hong Kong in the hospital and community settings – primary, secondary and tertiary care 6. Communication and problem-solving strategies when interacting with individuals with mental health conditions

7. Health screening (including mental and cognitive) for and promotion of mental health well-being

Teaching/Learning Lectures Methodology Key concepts on mental health conditions and classification system will be provided, as well as the principles behind medical and allied health management.

Tutorials Interactive tutorials based on specific case examples will enhance student learning and facilitate reflection and discussion. Integration of physiotherapy management together with multi-disciplinary programs will be discussed.

Practicals Role play, manual handling and communication skills will be practiced. Visits to different healthcare setting in the hospital and community will be arranged.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f Learning 1. Written Test 40       Outcomes (CILOs) 2. Reflective Journal 20      3. Group Presentation 40       Total 100 %

Written Test This will evaluate students’ understanding and integration of course contents.

Reflective Journal Students will reflect on their personal views after visiting different centres and how they perceive they can manage to work with patients in these settings.

Group Presentation Students work in small groups and work on specific topics to enhance their knowledge. This component will evaluate their ability to search relevant information, extract and present the information in an organised and interesting manner. Student Study Class contact: Effort Expected . Lectures 20 Hrs. . Tutorials 16 Hrs. . Fieldwork 6 Hrs. Assessment: . Written test, presentation 3 Hrs. Other student study effort: . Self-study 20 Hrs. . Online activities 20 Hrs. . Preparation for assessment 44 Hrs. Total student study effort 129 Hrs.

Reading List and Required Textbook: References 1. Everett, T, Dennis, M, Ricketts, E. (2013). Physiotherapy in Mental Health: A Practical Approach. Oxford: Butterworth-Heinemann Ltd. 2. French, S. (2005). Physiotherapy: a psychosocial approach. Edinburgh: Elsevier/Butterworth-Heinemann.

Recommended Reading 4. Australian Physiotherapy Association Position Statement, Mental Health and Physiotherapy, accessed December 17, 2015, https://www.physiotherapy.asn.au/documentsfolder/advocacy_position _mental_health_2011.pdf 5. NHS Education for Scotland, AHP Advanced Practice Framework (Mental Health), accessed December 17, 2015, 6. http://www.nes.scot.nhs.uk/media/2588985/ahp_advanced_practice_framework _mental_heath_2014_02.pdf

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3003 Course Title Advanced Technology and Health Informatics Credit Value 3 QF Level 5 Pre-requisite PHT2025 Science and Practice of Electrotherapy Objectives In this course, students will be introduced to the latest developments in modern innovative technology that is applicable to Physiotherapy practice. Technology covers a wide range of applications. It can be applied in the form of physical energy to influence the human body’s physiological processes, while other applications involve external devices to assist or promote physical function. Information technology is a third major area that is being integrated to advance the efficiency of healthcare system and services. This course will cover a broad range of technological applications from these different perspectives.

First, the applications of more contemporary electrophysical agents will be covered including Laser, shockwave therapy, biofeedback, functional electrical stimulation and ultrasound imaging for influencing tissue healing and physical function. Secondly, modern technology such as robotics, wearable sensors, virtual reality systems, tele-rehabilitation, assistive devices have been increasingly used in rehabilitation and it is important for physiotherapists to have a good basic knowledge about these topics. Health informatics include the electronic patient management system and developments of big data systems which can enhance the quality and applicability of physiotherapy practice. The aim of this course is to expose students to the different types of technological advances and motivate the students to use as well as develop the technology in the future. Course Intended Upon completion of the course, students will be able to: Learning a. Apply their knowledge of physics, anatomy and physiology to understand the Outcomes (CILOs) biophysical and therapeutic effects of biofeedback, laser, functional electrical stimulation, in managing certain neurological conditions such as stroke and for treating other conditions such as pain and wound healing. b. Outline the basic principles in the applications of technological advances such as robotics, wearable sensors and virtual reality game systems which are increasingly being integrated into modern-day rehabilitation services. c. Apply the knowledge about new technology to introduce appropriate assistive device(s) that can improve the patient/client’s quality of life temodern. d. Examine the current state of knowledge in terms of electronic patient management systems and big data applications that are being used in the healthcare system locally and globally. e. Appreciate the important role of the physiotherapist in being a user, educator, researcher as well as designer in modern day technology and health informatics.

CILOs in

PILO’s alignment with PILOs 1 2 3 4 5 6 7 CILOs

a.       b.      c.       d.       e.      

Course Synopsis/ 1. Principles and concepts of biophysical, physiological and therapeutic effects Indicative Syllabus of electrophysical agents – laser, shockwave, biofeedback (surface electromyography and ultrasound imaging). Developments in new contemporary electrophysical agents will be introduced.

2. Practical skills and indications, contraindications in using these contemporary modalities.

3. Integration of modern technology in rehabilitation – and specifically in physiotherapy practice: ‐ Applications of new technology such as robotics and wearable sensors in assessment and treatment of patients with different conditions. ‐ Applications of virtual reality game systems in rehabilitation. ‐ assistive devices for improving the quality of life and independence of patients and clients in the community.

4. Health Informatics: Electronic patient management system in local healthcare system and overseas.

5. Applications of big data in “e-health”

6. Future developments of technology and how it affects physiotherapy practice and patient care. Teaching/Learning Lectures and tutorial discussions provide the opportunity for students to learn the Methodology theoretical background and to explore new frontiers in technology. Different experts in health informatics and biomedical engineering will be invited to lecture/hold discussions with students.

Practical sessions allow students to develop the skills necessary to apply various electrophysical modalities safely, effectively and efficiently.

Students will be encouraged to explore new ideas in using technology in enhancing physiotherapy service and present these ideas to the whole class.

Assessment Methods in Alignment with Specific assessment % CILOs to be assessed Course Intended methods/tasks weighting (Please tick as appropriate) Learning a b c d e Outcomes (CILOs)     Written test 20 Practical test 30   Written assignment 20      Group Presentation 30      Total 100 % *Pre-requisite for Practice Test: 85% attendance of tutorial/practical/seminar session

Written test Students will be tested on the theoretical background about the modern technology and health informatics Practical test Given a clinical case, students are required to demonstrate clinical reasoning in selecting appropriate electrophysical modality and treatment parameters, then demonstrate the technique and skills to apply electrophyscial modalities in an effective and safe manner.

Written assignment This assignment will require students to critically appraise the relevant literature on specific topics concerning technology and health informatics. This is an individual assignment.

Group Presentations Students will be encouraged to apply their creativity and lateral thinking to present some innovative ideas for future applications of technology that can benefit people’s lives in the community.

Student Study Class contact: Effort Expected . Lecture 14 Hrs.

. Tutorial 10 Hrs. . Practical/ Laboratory 20 Hrs. Assessment: . Written test, practical test, presentation 3 Hrs. Other student study effort: . Preparation for group presentation 30 Hrs. . Self-study and reading literature 30 Hrs. . Preparation for tests 22 Hrs. Total student study effort 129 Hrs. Reading List and Textbook: References 1. Knight KL, Draper, DO. (2013). Therapeutic Modalities, the Art and Science. (2nd Ed.). Lippincott Williams and Wilkins. 2. Fetters L, Tilson J. (2012). Evidence Based Physical Therapy, Chapter 12: Technology and Evidence-Based Practice in the Real World. F.A. Davis Company, Philadelphia.

Recommended Reading: 3. Fox S, Duggan M. Mobile Health (2012). Pew Research Center. http://www.pewinternet.org/2012/11/08/mobile-health-2012/. Accessed July 6, 2016. 4. Hayhurst C. Physical Therapy and the Internet of Things. PTinMotion, Sept 2016. http://www.apta.org/PTinMotion/2016/9/Feature/InternetOfThings/. Accessed Oct 28, 2017. 5. Schenk P., Colombo G., Maier I. (2013) New Technology in Rehabilitation: Possibilities and Limitations. In: Pons J., Torricelli D., Pajaro M. (eds) Converging Clinical and Engineering Research on Neurorehabilitation. Biosystems & Biorobotics, vol 1. Springer, Berlin, Heidelberg 6. Bleuler, H. (et al.) (Eds.) (2016). New Trends in Medical and Service Robots, Challenges and Solutions. Springer. DOI: 10.1007/978-3-319- 05431-5 7. Boyd, L. (2012). Technology in Rehabilitation. Journal of Neurologic Physical Therapy, 36(2), 49-50. doi:10.1097/npt.0b013e3182563761

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3012 Subject Title Rehabilitation in Older People Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to prepare students to understand and appreciate the issues faced by the ageing populations. Older people face a large number of physical, psychosocial and environmental issues affecting their health in various body systems. The students should integrate their knowledge learned from all the previous courses to evaluate and design suitable intervention programs for the geriatric clients.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Appreciate the impact of the worldwide and local issues of the aging (CILOs) population and understand the epidemiology and etiology of health problems among these clients. b. Assess the impact of the ageing population on the development of health care policy and services in Hong Kong and overseas. c. Apply the knowledge of aging theories and age-related changes in physical and mental aspects. d. Select and perform the assessment and management in geriatric practice. e. Evaluate the specific conditions encountered by the geriatric population. f. Identify the wide range of social and healthcare services that are operated by government, community and private organisations for meeting the needs of the older people – acute, rehabilitation/extended care, home/community- based rehabilitation, long-term care and end-of-life. g. Review and explore the recent development in geriatrics and gerontology research.

CILOs in alignment PILO’s with PILOs 1 2 3 4 5 6 7 CILOs a.     b.     c.      d.      e.       f.       g.    

Subject Synopsis/ 1. Introduction to the issue of aging population Indicative Syllabus - Demographic transition model - population trends around the world - social impact, economic impact - Healthcare issues – burden on healthcare delivery, financing and manpower needs

2. Theories of aging and age-related changes in different bodily systems e.g. Osteoporosis, Sacropenia, Dementia, frailty, and other chronic diseases

3. Assessment and management in geriatric practice – understanding the holistic care concept and interactions of multiple problems affecting the life of the older person

4. Overview of health conditions in older persons - falls and frailty - immobility and balance impairment - visual impairment, hearing loss - Cognitive impairment, dementia and delirium - psychogeriatrics –mental health issues – depression, anxiety, personality disorders - medications and comorbidities - organ failures – renal problems, liver problems - cancer in different body systems - specific health problems for older men and older women - incontinence, sexual dysfunction, depression

5. Multi-discinplinary care model – role of different healthcare professionals including geriatrician, nurse, social worker, psychologist, dietitian, PT, OT, ST etc.

6. Role of carers and family support – how to support the older person in the home environment

7. Developments in the global scene – strategies in different countries to cope with the problem of aging population

Teaching/Learning Lectures Methodology Lectures are used to equip students with the knowledge and principles for the physiotherapy management of geriatric populations. Guest speakers will be invited from various fields.

Tutorials Case discussions will be designed to facilitate discussion and information searching.

Laboratory sessions and field work Students will conduct physiological assessments on young and older adults. Simulation using the “Eldpathy” approach will enable students to understand and appreciate the difficulties faced by elderly. Visits to elderly people living at home and in institutions will also be arranged.

Assessment Methods in Alignment with Specific assessment % CILOs to be assessed Course Intended methods/tasks weighting (Please tick as appropriate) Learning Outcomes a b c d e f g (CILOs) 1. Seminar presentation 40        2. Individual assignment 50        3. Reflective journal 10        Total 100 %

Seminar presentation Different topics will be: . Individual assignment – students are required to review literature related to the specific physiological characteristics that they measure in the laboratory session.

. Reflective journal – Students can write about their reflections for the field work and what they learn from this course.

Student Study Effort Class contact: Expected . Lectures 10 Hrs.

. Laboratory/field visit 10 Hrs.

. Tutorials 22 Hrs. Assessment: . Written assignment and presentation 3 Hrs. Other student study effort: . Self-study and reading 30 Hrs.

. Laboratory and field work 24 Hrs.

. Preparation of seminar presentation 30 Hrs. Total student study effort 129Hrs. Reading List and Textbook: References 1. Saxon, S. V., Etten, M. J., & Perkins, E. A. (2014). Physical Change and Aging: a Guide for the Helping Professions. New York: Springer Publishing Company. 2. Satin, D. G. (2009). Health Management for Older Adults: Developing an Interdisciplinary Approach. Oxford University Press.

References: 1. Ham, R. J. (2007). Primary care geriatrics: a case-based approach. Philadelphia, PA: Mosby Elsevier. 2. Timiras, P. S. (2011). Physiological basis of aging and geriatrics. London: Informa Healthcare. 3. Holstein, M., Parks, J. A., & Waymack, M. H. (2011). Ethics, aging, and society: the critical turn. New York: Springer.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3016 Subject Title Primary Health Care and Community-based Rehabilitation Credit Value 3 QF Level 5 Pre-requisites Nil Objectives This course aims to provide students with an understanding of the concepts of primary health care and community-based rehabilitation. The focus is on improving the quality of life of people living in the community, either in their own homes or in institutions (NGO’s). The biopsychosocial, cultural and environmental attributes of health and disease are elaborated. Lifestyle issues, health promotion and health education are emphasised. Course Intended Upon completion of the course, students will be able to: Learning a. Assess the impact of chronic diseases and health care issues affecting the local Outcomes (CILOs) population and around the world. b. appreciate the importance of primary health care towards reducing healthcare costs and improving the quality of life in people. c. Identify the role and activities of physiotherapists as well as other professionals in the inter-disciplinary and transdisciplinary healthcare teams in the community. d. Evaluate the special needs of different populations such as people with different chronic diseases and disabilities, women’s groups, ethnic minorities, elderly in the community, children with special needs. e. Connect clients with relevant community resources that can serve the special needs of different groups, and participate in their activities. f. Review the research literature about the effects of primary health care for special populations.

CILOs in alignment with PILO’s PILOs CILOs 1 2 3 4 5 6 7 a.    b.      c.     d.     e.       f.      

Course Synopsis/ 1. Impact of worldwide and local health issues and chronic diseases Lifestyle Indicative Syllabus issues affecting health and primary health care strategies 2. Concept of ICF, social participation and quality of life 3. Concepts of Primary, secondary and tertiary care, versus hospital-based, community-based and home –based rehabilitation 4. Special healthcare issues and role of physiotherapists in health education - Diabetes Mellitus - Women’s health – pre- and post-natal care, stress incontience - Cancer – lifestyle issues 5. Community-based rehabilitation - Home-based rehabilitation - Community-based health programmes - Barrier-free environment and assistive devices for people with disabilities 6. Communication with other professionals in healthcare team, and communication with clients and carers 7. Role of Physiotherapists in various NGO services in Hong Kong

Teaching/Learning Lectures, interactive tutorials and seminars, self-directed experiential learning Methodology through field work/visits, and reading of literature.

Students will be allocated to different NGO’s in small groups to conduct / participate in their primary health care services/projects. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with /tasks weighting (Please tick as appropriate) Course Intended a b c d e f Learning 1. Written test 30       Outcomes (CILOs) 2. Written Assignment 30       3. Seminar 40       participation Total 100%

Quizzes (30%) Quizzes aim to assess students’ knowledge of primary health care, health promotion and disease prevention across the life-span covered in the subject.

Written assignment (30%) Written assignment aims to provide opportunity for students to research information, to demonstrate understanding of current policy, strategies and practice for a chosen topic on health promotion and disease prevention.

Seminar participation (40%) Seminar participation aims to assess students’ ability to design, plan, implement and evaluate health promotion and disease prevention programs which are relevant to physiotherapy practice. This is based on the actual project/service conducted with various NGO’s. Student Study Class contact: Effort Required . Lecture 20 Hrs.

. Tutorial 14 Hrs.

. Field Work and Visits 8 Hrs. Assessment: . Written test, presentation 3 Hrs. Other student study effort: . Reading and self-study 30 Hrs.

. Preparing for presentation and assignment 54 Hrs. Total student study effort 129 Hrs.

Reading List and Textbook: References 1. Greenhalgh, T. (2013). Primary Health Care: Theory and Practice. Somerset: Wiley. 2. Davis, S. (2006). Rehabilitation: the use of theories and models in practice. Edinburgh: Elsevier Churchill Livingstone.

Recommended Readings 3. Cattan, M. (2006). Mental health promotion: a lifespan approach. Maidenhead: Open Univ. Press. 4. Aua, R. S., Bullock-Saxton, J., & Markwell, S. (1998). Womens health: a textbook for physiotherapists. London: W. B. Saunders. 5. The world health report 2008: primary health care: now more than ever. (2008). Geneva, Switzerland: World Health Organisation. 6. Capabilities for Supporting Prevention and Chronic Condition Self- Management. (2009). Flinders Human Behaviour and Health Research Unit, Flinders University. Commonwealth of Australia.Organisation

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Subject Code PHT3022 Subject Title Physiotherapy in Paediatrics and Developmental Disabilities Credit Value 3 QF Level 5 Pre-requisite OCC1001 Human Development across Lifespan Objectives This course focuses on preparing students for the assessment and treatment of infants and children with pediatric neurological dysfunction and developmental disabilities in hospital-based, community-based, and home-based settings.

Course Intended Upon completion of the course, students will be able to: Learning a. Integrate knowledge of pathology and developmental milestones to determine the Outcomes (CILOs) functional status, activity and participation levels of children. b. Perform appropriate assessment on paediatric clients to identify problems in physical, and cognitive functions. c. , Design appropriate interventions including functional and play activities in the clinical setting as well as for home training based on the assessment and problems identified. d. Develop a physiotherapy plan to ensure the best functional outcome, and review regularly to match the changing needs of the growing child. e. Communicate effectively with client’s family or carers, as well as other healthcare professionals in order to provide an integrated and holistic care plan for the client. f. Suggest or provide appropriate assistive devices for the clients including prosthetics and orthortics and mobility aids, instruments for activities of daily living and for leisure activities. g. Identify appropriate community services and resources that can be useful to individual client and family.

CILOs in alignment with PILOs PILO’s

CILOs 1 2 3 4 5 6 7

a.       b.       c.      d.      e.      f.     g.     

Course Synopsis/ 1. Review concepts and basic knowledge regarding developmental conditions for Indicative Syllabus paediatric clients – including Physical conditions: cerebral palsy, spinal bifida, muscular dystrophy, motor neuron diseases, Down’s syndrome. Physical and psychological issues for these children and their management are discussed. This includes the hospital-based, community-based and home-based management approaches.

2. Developmental and behavioural disorders – including Autism spectrum disorders (ASD), attention deficit /hyperactivity disorders (ADHD), learning disorders, apraxia, developmental delays 3. Conduct Assessment including subjective and objective assessment  Interview parents/caregiver and extract relevant history of the child  Observation of the child’s behavior and bodily functions  Conduct standardised assessments for physical and cognitive functions that are appropriate for the child’s age and condition 4. Treatment Interventions  include active and passive stretching and mobility exercises, these include manual techniques as well as use of different toys or assistive devices  sensori-motor facilitation and sensory integration approaches  mobility aids for walking, positioning, special wheelchairs or seating devices  design play activities for individuals and for groups 5. Applications of Prosthetics & Orthotics techniques – including:  inhibitory casting  ankle-foot orthosis  prophylactic support and splintage  corrective splintage, etc. 6. Understand different intervention approaches including:  Conductive education/learning  Bobath/Neurodevelopmental therapy (NDT) 7. Identify and Apply modern technology such as virtual reality game systems, electrical stimulation, biofeedback, robotic-assisted devices to improve the child’s mobility and independence 8. Community services and resources for children with different disabilities and transitional services into adulthood – including special schools, hostels, sheltered workshops, self-help groups, home care services and social enterprises.

Teaching/Learning Lectures Methodology Key concepts and basic principles will be introduced in lectures.

Tutorials Case studies will be designed to enhance learning about the needs of children with different dysfunctions and disabilities; and how to provide the best possible care for them.

Practicals Students are instructed on how to perform assessment and treatment of children. Learning will be enhanced by viewing video clips and possible role plays. Children and parents will be invited to come to the classroom for direct contact with the students. Visits to special schools and rehabilitation centres will be arranged.

Assessment Methods in Specific assessment % weighting CILOs to be assessed Alignment with methods/tasks (Please tick as appropriate) Course Intended a b c d e f g Learning 1. Written test 40       Outcomes (CILOs) 2. Practical test 40       3. Seminar 20        presentation Total 100

Written test Written test aims to evaluate students’ understanding of the pathology related to the pediatric neurology and developmental disabilities, and the principles and concepts of assessment and treatment within the scope of practice of physiotherapy.

Practical test Practical test aims to evaluate students’ ability to draw relevant findings from clinical examination, prioritise problems, prescribe an intervention according to the problem and how to progress the intervention.

Seminar presentation Seminar presentation assesses the students’ ability to draw upon their experience in interacting with children during clinical attachments, to synthesise information, to reflect and present the decision-making process and the skills required in assessing and managing a given child’s condition, with short and long term planning and projection into the future.

Student Study Class contact: Effort Expected . Lecture 24 Hrs.

. Tutorial / Seminar 6Hrs.

. Practical/laboratory 20 Hrs.

. Fieldwork 3 Hrs. Assessment: . Written test and practical test 3 Hrs. Other student study effort: . Preparation of written test and presentation 20 Hrs.

. Self-practice of clinical skills (with supervision) 30 Hrs.

. Self-study and reading literature 20 Hrs. Total student study effort 153 Hrs. Reading List and References Required Textbooks: 1. Long TM & Toscano K (2002). Handbook of pediatric physical therapy. Philadelphia: Lippincott Williams & Wilkins. 2. Tecklin JS. (2008). Pediatric physical therapy. (4th Ed.). Philadelphia: Lippincott Williams Wilkins.

References: 3. Effgen, S. K. (2013). Meeting the Physical Therapy Needs of Children. Philadelphia: F.A. Davis Co. 4. Shumway-Cook, A., & Woollacott, M. H. (2017). Motor control translating research into clinical practice. Philadelphia: Wolters Kluwer. 5. Campbell, S. K. (1999). Decision making in pediatric neurologic physical therapy. New York: Churchill Livingstone. 6. Campell SK, Vanden Linden DW, Palisanno RJ. (2012). Physical Therapy for Children. (4th ed.). Philadelphia: W.B. Saunders Company. 7. Gallahue, D. L., Ozmun, J. C., & Goodway, J. (2012). Understanding motor development: infants, children, adolescents, adults. New York: McGraw- Hill.

8. Gage, J. R., Schwartz, M. H., & Koop, S. E. (2014). The identification and treatment of gait problems in cerebral palsy. London: Mac Keith Press. 9. Kurtz LA, Dowrick PW, Levy SE, Batshaw ML. (1995). Handbook of Developmental Disabilities. Gaithersburg: Aspen Publishers, Inc. 10. Mak Rose HL, Lam Catherine CC, Ho Cherri CY, Wong May MY (ed). (2006). A Premier in Common Developmental Disabilities: experience at Child Assessment Service, Hong Kong. Child Assessment Service, Department of Health, Hong Kong Special Administrative Region Government.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3024 Course Title Physiotherapy in Cardiorespiratory Context I Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This subject is designed to equip students with knowledge and clinical skills in conducting assessment and treatment for patients in the cardiorespiratory context. The focus of this course is more on managing “respiratory” conditions while the second course is more for cardiovascular conditions.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes (CILOs) a. Apply the knowledge on anatomy and physiology of the cardiorespiratory system of the human body, to understand and recognise the pathophysiology for common respiratory conditions specific to particular age groups (neonates, children, adults and elderly). b. Describe current medical, pharmacological and surgical management strategies for patients with respiratory disorders, and able to understand and interpret medical records and investigatory reports. c. Perform appropriate physiotherapy assessment to identify and prioritise cardiorespiratory problems including subjective examination and objective examination procedures. d. Recognise signs and symptoms of cardiorespiratory and vascular abnormalities or distress and provide timely assistance and care. e. Design and execute a physiotherapy intervention program for patients with various cardiorespiratory conditions, based on the assessment findings during the acute and rehabilitative stages. f. Identify and screen out abnormal symptoms or sinister pathology of major body systems (for example, screen out red flags or potential malignancy) and recognise the need to refer to other medical professionals if necessary. g. Critically appraise the research evidence and integrate this information in a best practice approach. h. Educate patients and carers on home program and self management with the aim to enhance functional independence and quality of life.

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 a.      b.      c.     d.     e.     f.    g.      h.     

Course Synopsis / 1. Overview of the common types of respiratory diseases and disorders – Indicative Syllabus COPD, asthma, emphysema, pneumonia, bronchitis, cystic fibrosis, lung cancer, pneuomthroax. Risk factors, clinical presentations, and management will be discussed.

2. Assessment of patient – subjective examination and objective examination from the cardiorespiratory perspective – including function limitations, work and leisure activities, social situation 3. Understanding medical records and diagnostic test results including – Medications, Medical/surgical treatment, Laboratory and diagnostic tests (radiology, imaging, electrophysiology, blood test results) 4. Perform clinical assessment procedures on the respiratory system: - Vital signs - Respiratory distress - Respiratory rate and breathing pattern - Auscultation and lung sounds - Cough and sputum - Lung volumns and expiratory flows - Aerobic capacity/endurance (for example 6-minute walk test); pulmonary signs and symptoms during exercise or activity) - Functional status - Home environment – accessibility, need for assistive devices - Work, community, and leisure re-integration 5. Design physiotherapy care plan based on the assessment - Determine short- and long-term functional goals - Establish a treatment plan that is safe, effective and client-centered - Prioritise treatment interventions and home programs 6. Perform specific respiratory physiotherapy treatment techniques including: - Airway clearance techniques - Assisted Breathing techniques - Assisted cough/huff techniques - Manual hyperinflation techniques - postural drainage, chest percussion and vibration techniques - use of assistive devices for breathing and lung expansion - Suctioning - Ventilatory aids (eg, Flutter, ventilatory muscles trainer) - Supplemental oxygen 7. Management of patients with medical and surgical conditions – in the cardiorespiratory context, e.g. post-cholecystectomy, thoracotomy, appendectomy, lung resection, atelectasis etc. 8. Community Pulmonary rehabilitation programs and long-term care 9. Lifestyle modifications – smoking cessation, increase physical activity and improve nutrition

Teaching/Learning Lectures Methodology Key concepts about the respiratory diseases and management approaches (medical, pharmacological and surgical) will be introduced. How physiotherapy assessment and treatment fit in in the total care plan will be discussed.

Tutorials Case studies will be designed to encourage students to discuss and enhance learning. Research literature will be introduced to support evidence-based practice, and select suitable treatment and outcome measures.

Practicals In practical sessions, students will learn assessment and treatment skills and the rationale for selecting a particular treatment/technique.

Visits to hospitals and community centres will be arranged to learn about the care of patients in different settings.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f g h Learning Outcomes 1. Written test 40         (CILOs) 2. Written 30        report 3. Practical test 30        Total 100 %

Written test The students’ understanding of key concepts about respiratory conditions, and principles in physiotherapy assessment and management will be examined.

Practical test This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment methods and skills in managing patients with simulated respiratory problems.

Written report Case studies are designed with specific clinical findings and questions posted to students to evaluate their understanding of pathology and to test their clinical reasoning skills.

Anticipated hours of Class contact: Student Study . Lecture 30 Hrs.

. Tutorial 4 Hrs. . Practical / Laboratory 18 Hrs. Assessment . Written test, practical test 3 Hrs. Other student study effort: . Self-study and read literature 30 Hrs.

. Self-practice of clinical skills (with supervision) 20 Hrs.

. Preparation of assessment 24 Hrs. Total student study effort 129 Hrs.

Reading List and Textbook: References 1. Main, E and Denehy, L. (2016). Cardiorespiratory Physiotherapy. Adults and Paediatrics. (5th Ed.). Italy: Elsevier 2. Frownfelter, D., & Dean, E. (2015). Cardiovascular and Pulmonary Physical Therapy: Evidence to Practice. Elsevier Health Sciences.

References 1. Bourke SJ. (2007). Lecture Notes. Respiratory Medicine. (7th Ed.) Malden, Mass: Blackwell Publishing. 2. Corne J, Pointon K. (2016). Chest X-ray made easy. (4th Ed.) China: Elsevier.

3. West J. (2013). Pulmonary Pathophysiology-The Essentials. (8th Ed.). Baltimore: Williams & Wilkins. 4. West J B, Luks AM. (2016). West’s Respiratory Physiology-The Essentials. (10th Ed.) China: Wolters Kluwer.

Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3025 Subject Title Physiotherapy in Cardiorespiratory Context II Credit Value 3 QF Level 5 Pre-requisite PHT3024 Physiotherapy in Cardiorespiratory Context I Objectives This course aims to provide students with the knowledge and skills in performing physiotherapy management for patients with cardiovascular (and/or respiratory) conditions. The focus is more on the Assessment and treatment for patients with cardiac problems, from conservative management to cardiac surgery and acute care including physiotherapy treatment in intensive care unit. Patient care for severe burn injuries and multiple trauma is also discussed in this course. Course Intended Upon completion of the course, students will be able to: Learning a. Apply the knowledge of anatomy, physiology and pharmacology to Outcomes (CILOs) understand the pathophysiology and management approaches for cardiovascular conditions – including hypertension, coronary heart disease, congestive heart failure, atherosclerosis. b. Describe current medical, pharmacological and surgical management strategies for these common cardiovascular conditions for different age groups (neonates, children, adults and elderly). c. Interpret the information in the medical records and investigatory reports related to cardiovascular disorders. d. Perform a comprehensive physiotherapy assessment to identify the specific cardiorespiratory and vascular problems and prioritise these in order to design an effective treatment plan. e. Recognise signs and symptoms of cardiorespiratory and vascular abnormalities or distress and provide timely assistance and care. f. Understand the effects of major surgery and anaesthetic techniques on the cardiopulmonary system, and suggest appropriate physiotherapy intervention for pre-surgical and post-surgical conditions. g. Conduct appropriate physiotherapy intervention for patients in an acute ward setting and in intensive care unit. h. Plan a comprehensive programme for promoting the health and wellness of the individual upon discharge from hospital and to return to the community setting (home and self management program).

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7

a.      b.      c.     d.     e.      f.      g.      h.     

Course 1. Review of cardiovascular diseases, disorders and surgical conditions Synopsis/Indicative Diseases and disorders: Syllabus - hypertension, coronary heart disease, congestive heart failure, myocardial infarction, atherosclerosis, valve disorders, endocarditis, congenital heart diseases, cardiomyopathy, arrhythmia.

- Surgical procedures include: angioplasty, bypass surgery, valve replacement, stent placement, heart transplant, pacemaker implantation.

2. Role of Physiotherapist in the multidisciplinary team for these conditions are discussed.

3. Assessment – this includes subjective and objective examinations. - S/E: include history of cardiovascular and/or respiratory signs and symptoms, medications, previous history of medical treatment, other medical conditions, functional limitations. - O/E: observation of colour, breathing, swelling. - Observation of vital signs, measurement of blood pressure, heart rate and breathing patterns. - Auscultation and lung sounds

4. Read and interpret the results on blood tests, diagnostic imaging and surgical procedures

5. Understand the control and applications of bedside cardiac and respiratory monitoring devices, telemetry, drips and drains.

6. Treatment interventions: - Pre- and post-surgical interventions for improving lung function, sputum removal, improve circulation and increase mobility in the acute ward and ICU setting. - Management of patients on a ventilator (adults and neonates) will also be introduced.

7. Community and long term care: - The management of patients upon discharge from hospital and the gradual progression of physical activity is discussed. Cardiovascular rehabilitation program and Renal rehabilitation programs are also introduced.

8. Patient care for severe burn injuries (Integumentary repair and protection techniques):Procedures – surgical and non-surgical including different types of debridement, wound care, oxygen therapy, skin transplant will be discussed.

Teaching/Learning Lectures Methodology Lectures will cover the basic concepts on different topics regarding cardiovascular disorders and management.

Tutorials In tutorials sessions, students will discuss different issues in more depth, e.g. specific case examples and physiotherapy management in different stages of rehabilitation – acute, chronic care. Research literature on selected topics will also be discussed in depth.

Practical sessions In practical sessions, assessment and treatment skills will be practiced. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f g h Learning 1. Written test 60 Outcomes (CILOs)        

2. Written 20      Assignment 3. Seminar 20   Presentation Total 100%

Written test he written test will evaluate the students’ understanding of the major concepts and problem-solving skills.

Written Assignment This may involve a specific topic that has not been covered in depth during class. Students will be expected to search for relevant information in the research literature.

Seminar Presentation Students will work in small groups to explore some case studies that challenge their thinking and understanding of specific aspects of cardiovascular rehabilitation. Anticipated hours Class contact: of Student Study . Lecture 22 Hrs.

. Tutorial/Laboratory 8 Hrs.

. Practical 12 Hrs. Assessment: . Written test and presentation 3 Hrs. Other student study effort: . Self-study and read literature 30 Hrs.

. Self-practice of clinical skills 30 Hrs.

. Preparation for seminar presentation 24 Hrs. Total student study effort 129 Hrs. Reading List and Textbook References 1. Main E and Denehy L (2016). Cardiorespiratory Physiotherapy. Adults and Paediatrics. 5th Edition. Italy: Elsevier. 2. Frownfelter, D., & Dean, E. (2013). Cardiovascular and Pulmonary Physical Therapy: Evidence to Practice. (5th Ed.). Elsevier Health Sciences.

Reference 3. Thompson, W. R., Gordon, N. F., & Pescatello, L. S. (2010). ACSMs guidelines for exercise testing and prescription. Philadelphia: Lippincott Williams & Wilkins. 4. Gray H, dawkins K, Morgan J, Simpson I (2008). Lecture Notes. Cardiology. 5th Edition. Malden, Mass: Blackwell Publishing. 5. Hampton, J. R. (2014). The ECG made easy. Edinburgh: Churchill Livingstone/Elsevier. 6. McArdle, W. D., Katch, F. I., & Katch, V. L. (2016). Essentials of exercise physiology. Philadelphia: Wolters Kluwer. Updated on 30 November 2017 Included in BSc(PT) programme

Course Description Form

Course Code PHT3026 Course Title Physiotherapy in Musculoskeletal Context III Credit Value 3 QF Level 5 Pre-requisites PHT2024 Physiotherapy in Musculoskeletal context II Objectives This course will focus on the assessment and treatment for musculoskeletal injuries and disorders related to the spine (cervical, thoracic, lumbar) and pelvis.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Integrate the knowledge on anatomy, pathology, diagnosis, etiology and (CILOs) disease process of musculoskeletal disorders related to the spine. b. Perform systematic and effective assessment – subjective and objective examination on the spinal region and other adjacent regions. c. Interpret the assessment findings and integrate with other diagnostic information such as x-rays, MRI, blood tests (e.g. rule out red flags). d. Identify the physical and psychosocial factors and priortise the patient’s problems. e. Select appropriate treatment techniques and execute these interventions – including manual therapy techniques, exercise therapy and functional training. f. Observe patient safety and ethical principles, while ensuring optimal effectiveness in treatment document and communicate relevant findings and the treatment programme, as appropriate. g. Educate patient on self care, home management and return-to-work plan.

CILOs in alignment PILOs with PILOs

CILOs 1 2 3 4 5 6 7

a.     b.       c.      d.      e.      f.      g.     

Course Synopsis/ 1. Review anatomy, biomechanics and pathology of common MSk conditions in Indicative Syllabus the spine – including soft tissue injuries, facet joint strain, prolapsed disc, radiculopathy, fractures, arthritis, nerve root lesions. - conservative management and surgical approaches are discussed.

2. Assessment of regional problems (Cervical, thoracic, lumbopelvic regions) - Subjective examination (S/E) and objective examination (O/E) - S/E include present and past history of complaints and functional limitations, treatment received and 24 hour change in symptoms/functions (concept of irritability) - O/E include: observation of posture, bony and soft tissue contours, range of movements (active, passive, accessory), muscle tests, gait, balance, coordination, neurological examination and special tests

3. Identify and prioritise problems and design treatment plan - based on the assessment findings, identify the physical problems that 97

require physiotherapy treatment, and prioritise these in terms of urgency/severity

4. Implement physiotherapy interventions (Cervical, thoracic, lumbopelvic regions) - These include manual therapy techniques, exercise therapy, postural re- education, gait and motor control training, functional training - include pre- and post-treatment evaluation, and progress/modify treatment - Integrate electrotherapy treatment where indicated - Use of other mechanical devices –mechanical traction - protective and supportive devices – e.g. braces, corsets, prosthetic devices - Special treatment approaches – Maitland, McKenzie, Mulligan, Core stabilisation - Use of standardised outcome measures and screening tools – Orebro, StartBack, Roland-Morris, Owestry Back Pain questionnaire, Neck Disability Index

6. Review research literature for physiotherapy treatment for MSK conditions - Evidence-based practice, best practice, and clinical guidelines

Teaching/Learning Lectures Methodology In lectures, the key concepts that are important to the assessment and management of spinal disorders are introduced. Students are guided to integrate their knowledge based on the previous Musculoskeletal courses.

Tutorials Specific clinical cases will be designed in a regional approach –cervical, thoracic and lumbo-pelvic regions. Students will hold discussion in class and share their thoughts and information in identifying patients’ problems and develop suitable care plans.

Practicals Based on the clinical case examples presented in the tutorials, students are instructed on the approach and execution of physical examination and treatment techniques for the different spinal regions. Students will be encouraged to explore and design suitable exercise training program and functional rehabilitation for patients.

Innovative approaches: Online case studies will be designed to guide students in self-learning and enhance the exposure to a wide variety of MSK injuries and disorders. Students will have the chance to conduct interviews and perform physical examination on real patients and simulated patients.

2. Practical test 40        3. Seminar 30        presentation Total 100%

Written test Students are evaluated on the knowledge learned in this course and ability to apply clinical reasoning and problem-solving skills.

Practical Test Students are examined on their choice of assessment and treatment techniques in a case-based approach.

Seminar presentation Working in small groups of 4-5 students, they will be given different topics so they can broaden their width of knowledge and explore different issues. All students will learn from this exercise in sharing their information.

Student Study Effort Class contact: Expected . Lecture 8 Hrs.

. Tutorial 8 Hrs.

. Practical 42 Hrs.

Assessment:

. Written test, practical test and presentations 3 Hrs. Other student study effort: . Self-study and reading (including online case studies) 10 Hrs.

. Self-practice of hands-on skills (with/without supervision) 38 Hrs.

. Preparation for presentation 20 Hrs. Total student study effort 129 Hrs. Reading List and Textbook References 1. Magee DJ (2008). Orthopaedic Physical Assessment. (5th ed.). Philadelphia: WB Saunders. 2. Hoogenboom, B. J., Voight, M. L., & Prentice, W. E. (2014). Musculoskeletal interventions: techniques for therapeutic exercise. New York: McGraw Hill Medical. 3. Jull G, Sterling M, Falla D, Treleaven J, O’Leary S. (2008) Whiplash, Headache, and Neck Pain. Rearach-based directions for physical therapies. Churchill Livingstone Elsevier.

Reference 4. Makofsky, H. W. (2010). Spinal manual therapy: an introduction to soft tissue mobilization, spinal manipulation, therapeutic and home exercises. Thorofare, NJ: Slack. 5. Maitland, G. D. (2014). Vertebral Manipulation. Kent: Elsevier Science. 6. Grant R (2002). Physical therapy of the cervical and thoracic spine. (3rd ed.). New York: Churchill Livingstone. 7. Butler, D. S. (2008). The sensitive nervous system. Adelaide: Noigroup Publ. 8. McGill S (2007). Low Back Disorders. Human Kinetics, NZ. 9. Jull G, Sterling M et al (2008) Whiplash, Headache and Neck Pain. Churchill Livingstone Elsevier, Edinburgh, UK.

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Course Description Form

Course Code PHT3027 Course Title Physiotherapy in Musculoskeletal Context IV Credit Value 3 QF Level 5 Pre-requisite PHT 3026 Physiotherapy in Musculoskeletal Context III Objectives This course is the final one in a series of 4 courses for preparing students in managing musculoskeletal disorders for all body regions. In this course, the emphasis is for students to consolidate their knowledge and skills in the past 3 courses and to apply these on more complex and multi-level problems. This course will consist of the following special topics in musculoskeletal rehabilitation: 1. Complex multiple neuro-musculoskeletal problems 2. Paediatric musculoskeletal conditions – torticollis, congenital talipes equinovarus, limb abnormalities and length discrepancies, brachial plexus birth (Erb’s) palsy 3. Occupational health, rehabilitation for work injuries and disability prevention 4. Management of sports injuries – on field physiotherapy and return to sport

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Integrate knowledge from a range of manual therapy approaches to understand the (CILOs) rationale and physiological basis for these treatments to work effectively. Appraising the research literature is also an important aspect in this process. b. State the common Paediatric MSK conditions and apply the clinical reasoning model for the assessment and management of these problems. c. Synthesise knowledge of the common types of work-related MSD, and understand their risk factors including ergonomics, occupational health and safety principles, and design appropriate rehabilitation and return-to-work programs. d. Manage the common types of sports injuries in selected sports and apply assessment and interventions to assist the recovery of injured athletes and sportsmen. e. For all relevant conditions, provide patient education and total care plan from acute to chronic stage, and self-management strategies. f. Communicate effectively with patients and other health professionals.

CILOs in alignment with PILOs PILOs CILOs 1 2 3 4 5 6 7 a.     b.       c.      d.      e.      f.      Course Synopsis/ 1. Complex neuromuscular disorders - integrate knowledge from a range of Indicative Syllabus manipulative approaches into a clinical reasoning model for the assessment and management of neuro-musculoskeletal problems ‐ understand the physiological basis and the research evidence behind these intervention approaches 2. Musculoskeletal conditions include acute to chronic and/or extended rehabilitation for: ‐ Multi-joint problems – e.g. sciatica, neck-shoulder-arm syndromes,

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‐ Chronic pain problems with psychosocial elements

3. Work-related musculoskeletal disorders and workplace injuries ‐ Prevalence and impact of these problems ‐ Risk factors – physical, psychosocial, environmental ‐ Occupational Rehabilitation programs

4. Paediatric musculoskeletal conditions - torticollis, congenital talipes equinovarus, limb abnormalities and length discrepancies, brachial plexus birth (Erb’s) palsy. Assessment and treatment techniques are discussed and practiced.

5. Sports injuries and management – common injuries for contact and non- contact sports such as soccer, rugby, swimming, running etc will be discussed. Treatment includes on-field management, sports injury clinic and return to play will be introduced.

Teaching/Learning Lectures Methodology In the lectures, key concepts and principles for the 4 main topics are provided and students are guided to find additional information for deeper learning.

Tutorials Case studies are designed to stimulate students’ discussion and deeper learning for the 4 main topics.

Practicals Practical sessions will guide the students to learn and perform the clinical examination and Treatment skills for the new approaches (e.g. McKenzie, Mulligan etc.). Sports injury management such as sports taping will be practiced.

Innovative Approach To enhance student learning, inter-professional case discussion forums will be held to demonstrate how the different professionals such as doctors, nurse, physiotherapist, occupational therapist, psychologist and social workers should collaborate in managing patients with chronic work-related MSD or chronic disabilities. Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Intended a b c d e f Learning Outcomes 1. Written Test 30       (CILOs) 2. Practical 50       Examination 3. Seminar 20       Presentation Total 100%

Written Test This test will consist of multiple choice questions and short answer questions in order to evaluate students’ understanding of theory and concepts learned in this course.

Practical Examination The students are examined for their skills and clinical reasoning decision-making for the selection of appropriate techniques for assessment and treatment.

Group Presentation

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Working in small groups and covering different topics, students can further enhance their breadth of knowledge on related topics. Student Study Class contact: Effort Expected . Lecture 10 Hrs. . Tutorial 10 Hrs.

. Practical 22 Hrs. Assessment: . Written test, practical test, presentation 3 Hrs. Other student study effort: . Reading and self-study 20 Hrs.

. Self-practice (with supervision) 44 Hrs.

. Preparation for presentation 20 Hrs.

Total student study effort 129 Hrs. Reading List and Textbook References 1. Higgs J, Jones MA, Loftus S, Christensen N (2008) Clinical Reasoning in the Health Professions. 3rd ed. Amsterdam: Butterworth-Heinemann.

Recommended Reading: 2. Butler DS. (2000). The Sensitive Nervous System. Adelaide: Noigroup Publications. 3. Hengeveld E, Banks K. (2014). Maitland's Peripheral Manipulation. (5th ed.). Edinburgh: Churchill Livingstone. 4. Hengeveld E, Banks K. (2014). Maitland's Vertebral Manipulation. (8th ed.). Edinburgh: Churchill Livingstone. 5. Deutsch JE, Anderson EZ. (2008). Complementary Therapies for Physical Therapy: A Clinical Decision-Making Approach. St Louis: Saunders. 6. Grant R. (2002). Physical Therapy of the Cervical and Thoracic Spine. (3rd ed.). Edinburgh: Churchill Livingstone. 7. Jull G, Moore A, Falla D, Lewis J, McCarthy C, Sterling M. (2015). Grieve's Modern Musculoskeletal Physiotherapy. (4th ed.). Edinburgh: Churchill Livingstone. 8. Twomey LT, Taylor JR. (2000). Physical Therapy of the Low Back. (3rd ed.). New York: Churchill Livingstone.

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Course Description Form

Course Code PHT3028 Course Title Physiotherapy in Neurological Context I Credit Value 3 QF Level 5 Pre-requisite PHT2011 Clinical Neuroscience Objectives This subject is designed to provide students with the knowledge and competency to perform patient assessment and management for neurological conditions from

acute care to chronic/extended rehabilitation. The main focus for this course (Neuro I) is the management of patients with Head Injuries and Stroke.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Build on the knowledge gained in Clinical Neuroscience, to understand the (CILOs) pathophysiology of common neurological conditions such as Head Injuries and Stroke. b. Recognise the clinical presentations of these neurological conditions, and understand the medical and/or surgical management of these cases, as well as able to interpret the results on the reports for the diagnostic tests including blood tests, XR, MRI and CAT scans. c. Perform an appropriate physiotherapy assessment including subjective and objective examination on the patients and identify their physical and psychosocial problems. d. Design and execute an appropriate treatment plan based on the results of the assessment, to specifically manage the neurological problems. e. Evaluate the effects of treatment and make modifications to optimise the benefits to the patients/clients. f. Provide appropriate assistive devices to facilitate the patient’s mobility or activities in daily living. g. Educate the patient/client and family members to achieve the optimal independence and quality of life, as well as integrate into the community. h. Critically review the research literature and keep up-to-date on the latest developments in patient management.

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 a.    b.      c.     d.     e.     f.     g.      h.  

Course Synopsis/ 1. Common types of neurological disorders – Stroke and head injuries Indicative Syllabus ‐ Review neuro-anatomy, pathophysiology and clinical presentations ‐ Causes, risk factors ‐ Medical and surgical management approaches

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‐ Interpret different types of diagnostic tests – XR, MRI, ultrasound, angioplasty, CT Scan ‐ Role of physiotherapist in multi-disciplinary team

2. Physiotherapy assessment – subjective and objective examination ‐ Neurological tests include : ‐ Sensory and motor functions, ‐ Reflexes ‐ Muscle tone and spasticity ‐ Coordination, dexterity and agility ‐ Posture, Balance, gait and locomotion ‐ Function, ADL, IADL, self-care ‐ Arousal, consciousness, cognition, attention, recall ‐ Mental status, cognition ‐ Work, community, and leisure re-integration

3. Physiotherapy treatment techniques and management plan ‐ Determine short- and long-term functional goals ‐ Evaluate effects of treatment and progress/modify interventions accordingly ‐ Documentation and communication with other healthcare professionals ‐ Specific treatment approaches include:  Motor Control and Motor relearning model  Facilitation techniques - Bobath/Neurodevelopmental therapy (NDT)/ Proprioceptive neuromuscular facilitation  Constraint-induced therapy  Harness body weight-support for gait training  Movement control, ambulation and functional training  Transfer and manual handling techniques  Assistive devices such as ankle-foot orthosis, upper limb bracing  Balance and fall prevention  Functional electrical stimulation (FES), Biofeedback (EMG, electromyography),  Virtual reality game systems  Robotic therapy

4. Health education and communication with Patient/client and family members

5. Discharge planning and integration into community –apply the ICF model ‐ Helping patients to make the transition from hospital care to home ‐ Suggest/arrange suitable community resources for patients/clients

6. Review research literature on intervention effects, pathology and new management approaches for these conditions

Teaching/Learning Lectures Methodology Key concepts in medical/neurosurgical management, neuroplasticity and motor- learning theories in neuro-rehabilitation are introduced in lectures.

Tutorials In tutorials sessions, students will discuss clinical reasoning, appraise evidence- based practice and outcome measures. Case-based approach will be used to enhance learning about different neurological problems.

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Practicals Assessment and treatment skills will be learned and practiced.

Assessment Specific % CILOs to be assessed Methods in assessment weighting (Please tick as appropriate) Alignment with methods/tasks a b c d e f g h Course Intended 1 Written test 40         Learning Outcomes 2 Practical test 35        (CILOs) 3 Seminar 25         presentation Total 100 % Written test This component is to evaluate students’ understanding of theory, pathology, and management of people with neurological dysfunctions

Practical test The test evaluates students’ selection and performance of appropriate evaluation and treatment methods, and ability to analyse patients’ physical problems on video clips.

Written assignment / seminar presentation Aims to evaluate students’ ability to critically select relevant journal articles and appraise evidence-base physiotherapy practice in the area of neuro-rehabilitation

Student Study Class contact: Effort Expected . Lecture 20 Hrs. . Practical / Laboratory 36 Hrs.

. Tutorial 6 Hrs.

Assessment:

. Written test, practical test, presentation 3 Hrs. Other student study effort:

. Self-study 20 Hrs.

. Self-practice of clinical skills (with supervision) 20 Hrs.

. Preparation for written assignment / seminar 24Hrs. presentation

Total student study effort 129 Hrs.

Reading List and Required Textbook: References 1. Stokes M. (2011). Physical Management in Neurological Rehabilitation. (2nd ed.). Edinburgh: Elsevier.

References: 1 Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. (2nd ed.). Hong Kong: Springer.

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2 Bromley I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists. (6th ed.). Edinbergh: Churchill Livinstone. 3 Edward S. (2002). Neurological Physiotherapy - A Problem Solving Approach. (2nd ed.). Edinburgh: Churchill Livingstone. 4 Gjelsvik, B. E., & Syre, L. (2016). The Bobath concept in adult neurology. Stuttgart: Thieme. 5 Raine, S, Meadows, L, Lynch-Ellerington, M. (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. Iowa: Wley- Blackwell Publishing Co. 6 Shumway-Cook, A. and Woollacott, M. (2007). Motor Control – Translating Research into Clinical Practice. (3rd ed.). Baltimore: Lippincott Williams and Wilkins.

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Course Description Form

Course Code PHT3029 Course Title Physiotherapy in Neurological Context II Credit Value 3 QF Level 5 Pre-requisites PHT3028 Physiotherapy in Neurological Context I Objectives The aim is to prepare students with adequate knowledge and skills to perform physiotherapy assessment and treatment for patients with neurological conditions. The focus is on a wide variety of neurological conditions involving the central and peripheral nervous systems. Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Apply the knowledge gained in previous courses on neuroscience and (CILOs) understand the pathology and clinical presentations of different neurological conditions in the central and peripheral nervous systems. b. Effectively perform physiotherapy assessment on patients with a wide range of neurological disorders. c. Design the management plan specifically for the patient/client based on the assessment findings. d. Prioritise physiotherapy-related problems and develop appropriate intervention strategies. e. Perform specific physiotherapy interventions and evaluate the effects in order to ensure the optimal outcome. f. Communicate effectively with clients and their carers, as well as with other healthcare professionals. g. Facilitate the client to return to home with suitable advice on self-management and appropriate resources to achieve maximum independence. h. Advise clients and families on community resources.

CILOs in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 a     b       c      d      e      f      g      h    

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Course Synopsis/ 1. Review the definitions and pathology of different neurological Indicative Syllabus conditions including: ‐ Peripheral nerve lesion ‐ Spinal cord injury ‐ Cerebral infection ‐ Parkinson’s disease, ‐ Alzheimer’s disease and dementia ‐ Balance and vestibular dysfunction ‐ Ataxia and Incoordination disorders ‐ Guillain-Barre Syndrome, Motor Neurone Disease, Poliomyelitis/Post- Polio Syndrome ‐ Cognitive and perceptual problems

2. These disorders will be discussed in terms of: ‐ prevalence/incidence in Hong Kong and around the world ‐ Causes and risk factors ‐ Clinical features/signs & symptoms ‐ Common tests for differential diagnosis of neurological disorders, e.g., X-ray, MRI, Ultrasound, CT scan and clinical examination ‐ Medical and/or surgical management ‐ Prognosis, acute and long-term outcomes

3. Physiotherapy Assessment – subjective and objective examination for the specific neurological disorders S/E: include assessment of disease/symptom developments, functional limitations and management so far O/E: include observation and specific neurological examination – e.g. muscle tests, sensations, reflexes, muscle tone, spasticity, coordination, gait, agility

4. Physiotherapy treatment planning and implementation ‐ based on the assessment results, prioritise the problems and establish short-term and long-term goals ‐ Evaluate the effectiveness of treatment interventions and incorporate the use of established and valid outcome measures ‐ Able to work with other healthcare professionals to provide the best care for the patient in different settings – acute care, extended rehab, NGO, patient’s home

5. Identify appropriate community resources to empower the patient/client to achieve a good quality of life and optimal independence

Teaching/Learning Lectures Methodology Lectures will cover medical/neurosurgerical management, neuroplasticity and motor-learning theories in neuro-rehabilitation.

Tutorials Different topics about the management of various neurological conditions will be designed to facilitate student discussion. They will be encouraged to identify relevant research literature and appraise the evidence-based practice and outcome measures.

Practicals

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Students will learn assessment and treatment skills and the rationale of selecting these skills. Web-based activities and online videos can help to enhance their learning. Simulated patients and real cases will also be involved to allow students to have direct experience in communicating and observing such patients.

Assessment Methods in Alignment with Specific % CILOs to be assessed Course Intended assessment weighting (Please tick as appropriate) Learning Outcomes methods/tasks a b c d e f g h (CILOs) 1 Written test 40         2 Practical 40       test 3 Seminar 20         presentation Total 100 %

Written test This test will evaluate their understanding of theory, pathology, and management of people with neurological dysfunctions

Practical test Practical test will examine their practical skills and clinical reasoning ability to recognise selection of evaluation and treatment choice.

Seminar presentation Different topics will be assigned to students and this will encourage them to search and read the literature. They can also learn from each other from attending the presentations.

Student Study Effort Class contact: Expected . Lecture 10 Hrs. . Tutorial/Seminar 10 Hrs.

. Laboratory 36 Hrs. Assessment: . Written test and practical test 3 Hrs. Other student study effort: . Self-study 20 Hrs.

. Self-practice of clinical skills 30 Hrs.

. Preparation for seminar presentation 20 Hrs. Total student study effort 129 Hrs. Reading List and Required Textbook: References 1. Bromley, I (2006). Tetraplegia and Paraplegia: A Guide for Physiotherapists. (6th ed.). Edinbergh: Churchill Livinstone 2. Stokes, M. (2011). Physical Management in Neurological Rehabilitation. (2nd ed.). Edinburgh: Elsevier References: 1. Alder, SS, Beckers, D, Buck, M. (2000). PNF in practice: An illustrated Guide. (2nd ed.). Hong Kong: Springer.

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2. Edward, S (2002). Neurological Physiotherapy - A Problem Solving Approach. (2nd ed.). Edinburgh: Churchill Livingstone. 3. Gjelsvik, BE. (2008). The Bobath Concept in Adult Neurology. (1st ed.). New York: Thieme 4. Raine S, Meadows L, Lynch-Ellerington M (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. Iowa: Wley-Blackwell Publishing Co. 5. Shumway-Cook, A. and Woollacott, M. (2007). Motor Control – Translating Research into Clinical Practice (3rd ed.). Baltimore: Lippincott Williams and Wilkins.

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Course Description Form

Course Code PHT4001 Course Title Capstone Project Credit Value 6 QF Level 5 Pre-requisite PHT2013 Research Method and Statistics Objectives This course aims to provide each student with the knowledge and the opportunity to identify a clinical problem and to design a project to answer some research questions. This experience will be very useful for students as they enter into professional practice upon graduation and they may be required to develop some new projects for their clients. This course will also prepare the students for pursuing further academic education in the future. Course Intended Upon completion of the course, students will be able to: Learning Outcomes (CILOs) a. Identify a field of knowledge or a study topic and demonstrate the ability for searching information in the research literature. b. Review the relevant literature to understand the current state of knowledge on a selected topic and identify the gaps in knowledge. c. Define the scope of research topic and frame the research questions, with the guidance of the supervisor. d. Plan the research project with relevant study design, subject inclusion/exclusion criteria and experimental procedures. e. Execute the project and collect specific and valid outcome measures, apply appropriate statisticial analysis and interpret the results. f. Demonstrate team work and problem solving skills in the process, and recognise the study limitations and generalisability. g. Produce a written report of the research project in a succinct and systematic manner. h. Demonstrate proficiency in oral presentation skills and ability to answer questions raised by the audience.

CILOs in alignment with

PILOs PILOs CILOs 1 2 3 4 5 6 7 a.    b.    c.   d.   e.     f.       g.       h.   

Course Synopsis/ Under the guidance of the Project Supervisor (Academic Staff), students will work Indicative Syllabus in groups of 4-5, and be given a topic for exploration and study design. Clinical colleagues working in the community or hospital setting may be invited to co- supervise the students and suggest appropriate projects and/or topics. The supervisor(s) will guide the students to design and implement the project.

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With the course spanning over the entire 4th year, there will be some initial classes to guide the students in developing the research topic and framing the questions. Students will be required to report on their progress from time to time.

The project can be a component of an on-going project or a new venture (e.g. pilot project). The type of project can include in-depth literature review, an experimental trial (e.g. pre-post intervention study), questionnaire data collection, observational study, focus group study, developing/ testing of a new assistive device, or evaluation of a rehabilitation service.

At the start of the course, some instructions and advice will be provided to each group, and the groups are matched with the academic staff for their indicated topics. Outside organisations e.g. NGO’s may be invited to suggest research topics that may be of interest to them. The NGO staff can be invited to be co-supervisors of the projects and the data collection can take place in their centers.

Students need to work through the process: ‐ Develop research question and search literature ‐ Writing a research proposal including background literature, rationale for study, method, data analysis and timeline ‐ Construct consent form and information sheet (in both English and Chinese) and apply for ethics approval ‐ Recruit subjects and conduct data collection ‐ Conduct data analysis and write the report ‐ Present the research study in class and answer questions

Teaching/Learning At the start of the course, some instructions and advice will be provided to each Methodology group, and the groups are matched with the academic staff for their indicated topics. Students will meet with their academic supervisors on a regular basis. Students will be guided to develop a research proposal and apply for ethics approval. All students groups will be requested to report the progress of their projects in front of the whole class every 2 months. Individual students’ contribution in the research team will also be evaluated.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weightin (Please tick as appropriate) Course Intended g a b c d e f g h Learning 1. Individual 10         Outcomes (CILOs) assessment 2. Written report 50        3. Group 30         Presentation 4. Evaluation by 10      external member Total 100 %

Individual Assessment (10%) Students will be evaluated by their supervisors on their continuous performance during the entire process.

Written Report (50%) Each group of students will produce one written report of the entire project. This report has to match the standard of scientific journal submission for publication.

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Presentation (30%) Specific criteria will be set to assess the presentations, in terms of content, and ability to answer questions.

Evaluation by external member (10%) External guests (e.g. clinical educators) will be invited to attend the presentations and rate the students. Student Study Class contact: Effort Expected . Lecture 10 Hrs.

. Tutorial/Seminar 20 Hrs. Assessment: . Presentation 6 Hrs. Other student study effort: . Group work in conducting project 156 Hrs.

. Prepare written report 40 Hrs. . Preparation for seminar presentation 20 Hrs.

Total student study effort 252 Hrs.

Reading List and Recommended Reading: References 1. Cooper, H.M. (1998). Synthesizing research: A guide for literature reviews (applied social research methods). (3rd Ed.). London: Sage Publication. 2. Hicks, C.M. (2009). Research methods for clinical therapist: Applied project design and analysis. (5th Ed.). Edinburg: Churchill Livingstone 3. Portney L.G. and Watkins M.P. (2009). Foundations of clinical research: Applications to practice. (3rd Ed.) Upper Saddle River, NJ: Pearson/Prentice Hall

Updated on 30 November 2017 Included in BSc(PT) programme

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Course Description Form

Course Code PHT4002 Course Title Healthcare System and Management Credit Value 3 QF Level 5 Pre-requisite Nil Objectives Students learn to be aware of the current healthcare system in Hong Kong and around the world. They need to be aware of the concepts of entrepreneurship and management so as to cope with their future roles as a manager and clinician in a variety of practice settings. Course Intended Upon completion of the subject, students will be able to: Learning Outcomes a. Identify and understand the impact of sociological, political, economic, and (CILOs) epidemiological factors and the current healthcare issues in Hong Kong. b. demonstrate an awareness of local and international public health trends that may influence the context of physiotherapy practices. c. Differentiate the wide range of community services provided by NGO’s and how they are organised under the Social Welfare Department. d. Evaluate the organisation and management of hospitals and NGO’s and prepare a project proposal involving physiotherapy and other related services. e. Explain and apply the concepts of quality assurance and staff performance criteria to develop effective plans for achieving quality practice/service. f. identify means of promoting and upgrading the service and status of the physiotherapy profession. g. relate and discuss the implications of professional ethics and the law on physiotherapy practices.

CILOS in alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)    (b)     (c)     (d)     (e)     (f)     (g)    

Subject Synopsis/ 1. Overview of the current and future Health Care System in Hong Kong and Indicative Syllabus overseas. 2. Introduction to Health Care Management – basic concepts and skills of management and administration. 3. Therapist as a Manager and as a Clinician 4. Operational management, Organisational structure and other management issues in the healthcare system 5. Human Resource Management, quality assurance and risk management 6. Inter-professional collaboration and team work, leadership & communication 7. Health Service Legislation and professional development 8. Professional issues – registration, professional boundaries, ethics 9. Introduction to the Occupational Health and Employee Compensation Ordinances

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Teaching/Learning Lectures Methodology Interactive lectures highlight the concepts of health care system and management issues. Organisational structure and management models of different healthcare organisations in the public and private sectors will be examined and compared.

Tutorials Specific topics related to healthcare system and services will be discussed. Experienced managers and therapists will share their managerial and administrative experiences with students in seminar sessions. Students in small groups will work independently, applying administrative and management concepts to formulate project proposals.

Assessment Specific assessment % Intended subject learning outcomes to Methods in methods/tasks weighting be assessed (Please tick as appropriate) Alignment with a b c d e f g Course Intended Project proposal / 40       Learning Outcomes implementation (CILOs) Group Presentation 40        (Note 4) Reflective journal 20        Total 100 %

Project proposal writing This group project will allow the students an opportunity to develop their own ideas and apply the concepts that they have learnt in this subject into this proposal.

Group presentation This is based on the project proposal. Individual performance in the presentation will also be assessed/

Reflective journals Students can reflect on what they have learned in this course. Student Study Class contact: Effort Expected . lectures 24 Hrs. . tutorials 18 Hrs. Assessment: . presentations 3 Hrs. Other student study effort: . field visit 10 Hrs. . group discussion/ work on project proposal 30 Hrs. . self-reading/literature search/ written report 44 Hrs. Total student study effort 129 Hrs. Reading List and Textbook: References 1. Buchbinder, S. B., & Shanks, N. H. (2017). Introduction to health care management. Burlington: Jones et Bartlett Learning.

Updated on 30 November 2017 Included in BSc(PT) programme

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Course Description Form

Course Code PSY4008 Course Title Rehabilitation Psychology Credit Value 3 QF Level 5 QF Credit 13 Pre-requisite Nil Aims This course aims to equip with the knowledge of the key psychological perspectives for understanding the processes of adjustment to trauma, disability, and illness. Particularly, it prepares students of helping professions to examine their values of helping, develop effective communication skills needed in building a helping relationship with clients, and helping clients with problems in psychological adjustment. Course Upon completion of the course, students will be able to: Intended a. examine one’s values of helping, and personal strength and weakness as a Learning helper. b. demonstrate effective communication skills in initial interview with a person Outcomes with a disability or chronic illness. (CILOs) c. analyse the impact of trauma, disability, and chronic illness, by applying appropriate psychological theories. d. apply principles and methods in facilitation of psychological adjustment to illness or disability. e. describe principles in facilitation of family, social, and vocational adjustment.

CILOs in Alignment with

PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)      (b)   (c)     (d)   (e)   

Course The following topics will be covered: Synopsis/ 1) The Helping Relationship Indicative a) The therapeutic relationship b) Personal values and helping Syllabus c) Professional judgment d) Effective communication skills e) Effective problem-solving in partnership with clients f) Communicating and working with people with emotional disorders or mental illness 2) Psychological adjustment to trauma, disability, and chronic illness a) Psychological impact of trauma, disability, and chronic illness b) Perspectives on psychological adjustment: (i) Stress, adaptation and coping strategies (ii) Self-efficacy theory (iii) Cognitive perspective (iv) Transitions perspective (v) Grief and disability (vi) Family and social support c) Promoting psychological well-being in illness management d) Psychological aspects of specific disorders: 117

(i) Developmental disabilities, e.g. learning disabilities, epilepsy. (ii) Physical disabilities, e.g. stroke, spinal cord injuries. (iii) Chronic illness, e.g. rheumatoid arthritis, diabetes. 3) Mental Health Issues in rehabilitation a) Attitude towards psychiatric illness b) Psychological well-being and mental health in Chinese culture Learning & Lecture Teaching Course content will be delivered primarily through lecture Methodology Seminar It is used to help students gain better understanding of the topics covered in lectures.

Tutorial Students will observe demonstration on helping skills, and have the opportunity to practice through role play.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment with methods/tasks weighting (Please tick as appropriate) Course Course a b c d e Intended 1. Written assignment 30%         Learning 2. Seminar presentation 30% 3. Written Examination 40%     Outcomes

(CILOs) Total 100 % Written Assignment: An individual assignment in which students will complete written exercises on constructing appropriate helping responses, and write a 500-word paper about one’s personal strengths & limitations as a helping professional.

Seminar Presentation Students demonstrate effective communication skills and content knowledge through working in small groups and reporting the findings through presentation in seminar.

Written examination Students will demonstrate their understanding of the content knowledge which covers all objectives and topics of the course.

Student Study Class contact: Effort Required . Lecture 28 Hrs.

. Tutorial 4 Hrs.

. Seminar 10 Hrs.

Assessment Hours:

. Examination 3 Hrs.

Outside study:

. Self-study 80 Hrs.

Total student study time 125 Hrs. 118

Reading List Textbook and References 1. Egan, G. (2013). The Skilled Helper: A Problem-Management and Opportunity- Development Approach to Helping (10th Ed.). Pacific Grove, USA: Brooks and Cole. 2. Parker, R.M., & Patterson, J.B. (2012). Rehabilitation Counselling: Basic and beyond (5th Ed.). New York: PRO-ED, Incorporated 3. Frank, R. G., & Elliott, T. R. (Eds.) (2011). Handbook of rehabilitation psychology. Washington, DC, USA: American Psychological Association. 4. 黃惠惠《助人歷程與技巧: 有效能的助人者》，新加坡商聖智學習出版, 2012。

References 1. Baum, A, Revenson, T.A., & Singer, J. E. (Eds.) (2012). Handbook of health psychology. NJ, USA: Psychology Press. 2. Bond, M. H. (Ed.) (2010). The Oxford Handbook of Chinese Psychology. Oxford: Oxford University Press. 3. Chan, F., Berven, N. L., Thomas, K. R. (Eds.) (2015). Counselling theories and techniques for rehabilitation health professional. New York, USA: Springer. 4. Falvo, D. R. (2014). Medical and psychosocial aspects of chronic illness and disability. Burlington, MA: Jones & Bartlett Learning. 5. Livneh, H., & Antonak, R. F. (1997). Psychosocial Adaptation to Chronic Illness and Disability. Gaithersburg, MD: Aspen Publication. 6. Rusin, M. J., Jongsma, A. E., Jr. (2001). The Rehabilitation Psychology Treatment Planner. New York: John Wiley & Sons, Inc. 7. 黃惠惠《情緒與壓力管理》台北：張老師文化，2002 年。

Updated on 30 November 2017 Included in BSc(PT) programme

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Course Description Form

Subject Code PHT2010 Subject Title Clinical Practicum I Credit Value 1 QF Level 4 Pre-requisites PHT2023 Physiotherapy in Musculoskeletal Context I PHT2024 Physiotherapy in Musculoskeletal Context II A valid First-aid Certificate

Objectives This is the first Clinical Practicum for students. It aims to provide students with a basic exposure to physiotherapy service in one of the three main clinical settings (in-patient/out-patient/ extended rehabilitation). Students will be required to perform some basic assessment and simple treatment with patients under the guidance of the Clinical Educator. At this stage, only Musculoskeletal Physiotherapy will be the focus of the clinical placement.

Course Intended Upon completion of the subject, students will be able to achieve the following Learning Outcomes skills under full guidance: (CILOs) a. Interpret and extract relevant information from the patient's medical notes and doctors’ referral letters. b. Select and perform appropriate basic assessment procedures for patients with musculoskeletal problems. c. Show initiative to analyse the assessment findings, identify problems and suggest appropriate treatment methods. d. Perform the basic treatment methods including simple manual techniqes, electrotherapy and exercise instructions. e. Apply the knowledge from the foundation courses to interpret the findings and observations on the patients. f. Show appropriate professional behaviours and awareness of ethical principles including respect for patient’s integrity and privacy, with awareness of patient safety and comfort during the physiotherapy service process. g. Show appropriate professional mannerisms in communicating with other health care personnel, patients and their family members. h. Document the assessment and treatment processes correctly and register the patient’s response.

CILOs in Alignment with PILOs PILOs

CILO 1 2 3 4 5 6 7 (a)     (b)     (c)    (d)      (e)     (f)     (g)   (h)  

Subject Synopsis/ 1. Observe and learn the organisation of patient/client management in the specific Indicative Syllabus healthcare setting 2. Learn to read and interpret the notes in the medical charts or patient records, Including - laboratory reports, XR and other reports, surgical notes etc.

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3. Perform subjective and objective examination – Perform relevant clinical tests and use measureable outcomes S/E: subjective complaints, onset and frequency of symptoms, any treatment received, functional limitations, work and family status. O/E: Observation, range of motions, muscle tests, reflexes, balance, coordination, gait. 4. Interpret assessment findings and identify / prioritise problems 5. Formulate physiotherapy treatment plan based on the assessment findings 6. Effective communication with clients, family members, health care professionals and other individuals 7. Apply clinical reasoning process and integrate knowledge from theories into clinical practice

Teaching/Learning Clinical Practicum Methodology Clinical practicum provides the opportunity for students to put their knowledge and skills into practice. Students will learn to assess, evaluate and treat clients under the supervision of a Clinical Educator (CE) on a daily basis. Students will have case discussions with the CE during tutorials in order to enhance the integration of foundation knowledge and clinical practice.

Clinical Practicum sites include: ‐ Acute care patient wards, e.g. Orthopaedic wards ‐ Extended rehabilitation wards ‐ Outpatient physiotherapy departments in hospitals ‐ Outpatient physiotherapy departments in community rehabilitation centres

Pre-clinical preparation Pre-clinical preparation is arranged by the Clinical Education Coordinating Team before the start of the placement. It provides students with more specific information about the organisation and nature of service of the respective placement site(s) that the students are assigned to. The learning objectives and expectations from the Clinical Educators of respective placement sites will be discussed with the students. Students will also have the opportunity to review the key concepts and practical skills before the placement starts.

Self-directed learning During the period of the clinical practicum, students should continue to review their knowledge and search for information about different types of clinical cases and their management in their spare time, in order to further enhance the learning process. The Clinical Educator may also assign specific topics to students to do literature search and present the information to the class. Students are required to reflect critically on their clinical experiences, and to make case presentations from time to time.

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Assessment Methods in Alignment with Specific % CILOs to be assessed Course Intended assessment weightin (Please tick as appropriate) Learning Outcomes methods/tasks g a b c d e f g h (CILOs) Clinical 100 placement         (continuous assessment) Total 100 %

A standard assessment form will be used. There will be a “mid-term” evaluation and feedback provided to students by the Clinical Educator. Students’ strengths and weaknesses are identified and direct feedback will be given to the student. At the end of the placement, a “final” grade and specific comments will be given to each student individually by the Clinical Educator.

Student Study Effort Class contact: Expected Clinical attachment (35Hrs per week for 3 weeks) 105 Hrs. Other student study effort: Pre-clinical preparation 15 Hrs. Total student study effort 120Hrs. Reading List and Students are required to integrate knowledge obtained from all academic courses. References For specific information, policies and procedures for clinical education, please refer to the Clinical Education Student Manual

Updated on 30 November 2017 Included in BSc(PT) programme

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Course Description Form

Subject Code PHT3020 Subject Title Clinical Practicum II Credit Value 2 QF Level 5 Pre-requisite PHT2010 Clinical Practicum I Objectives The aim of this course is to enable the students to put into clinical practice, what they have learned in the 3 main domains of Musucloskeletal, Neurological, Cardiorespiratory physiotherapy services. They will be expected to conduct a basic assessment and treatment of patients in one of these three main areas of service. Students will have the opportunity to have clinical placement in different settings including: outpatient, acute hospital, and extended rehabilitation. In this CPII, the expectations on students’ performance is higher that in CP I while lower than that in CPIII onwards.

Course Intended Upon completion of the subject, under full to near full guidance of Clinical Learning Outcomes Educators, students will be able to: (CILOs) a. Analyse patients’ medical records in the context of the clinical setting (outpatient, acute care or extended rehabilitation). b. Evaluate the pertinent history including current condition, relevant medical, social and family history from the client’s/patient’s medical record. c. Extract relevant information from the doctor’s referral and diagnostic test results. d. Perform a basic physiotherapy assessment (subjective and objective) of the patient in the musculoskeletal, cardiorespiratory or neurological context. e. Interpret the findings of the assessment and formulate a plan of treatment for the patient using the Clinical Reasoning approach. f. Perform specific interventions with appropriate pre- and post-treatment evaluations. g. Work closely within the multi-disciplinary team to plan the patient’s progress and discharge, and integration into home or community setting. h. Show professional behaviours, caring attitude and effective communication with clients/patients, relatives, health care professionals and other stakeholders. i. Demonstrate ethical behaviours according to the code of practice for physiotherapists. j. Maintain clear and appropriate documentation of all physiotherapy assessment and interventions. CILOs in

Alignment with PILOs L CI PILOs Os 1 2 3 4 5 6 7 (a)     (b)       (c)     (d)      (e)     (f)     (g)      (h)     (i)    (j)  

Course Synopsis/ Under full to near full guidance of Clinical Educator, students are to: Indicative Syllabus 1. Learn and understand the patient management process in the Clinical Education site. The focus can be either: (i) musculoskeletal, (ii) neurological, or (iii) cardiorespiratory context, depending on the assigned placement site.

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2. Learn to read and interpret the notes in the medical charts or patient records, Including - laboratory reports, XR and other reports, surgical notes etc. 3. Perform patient assessment – subjective and objective examination for the appropriate problems in the musculoskeletal, (ii) neurological, or (iii) cardiorespiratory context. Include the use of appropriate outcome measures 4. Identify and priortise physical problems to plan the treatment with short- and long-term goals 5. Perform the selected treatments effectively and safely with pre- and post- treatment evaluations 6. Effective communication with clients, family members, health care professionals and other individuals to determine a plan of care 7. Participate in case discussions and team meetings regarding specific cases

Clinical Practicum sites include: ‐ Acute care patient wards, e.g. Orthopaedic wards, medical wards, surgical wards ‐ Extended rehabilitation wards ‐ Outpatient physiotherapy departments in hospitals ‐ Outpatient physiotherapy departments in community rehabilitation centres

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Assessment Methods in Alignment with Specific assessment % CILOs to be assessed (Please tick as appropriate) Course Intended methods/tasks weighting a b c d e f g h i j Learning Outcomes (CILOs) Clinical placement 100           (continuous assessment) Total 100 %

Clinical placement assessment A standard assessment form will be used. There will be a “mid-term” evaluation and feedback provided to students by the Clinical Educator. Students’ strengths and weaknesses are identified and direct feedback will be given to the student. At the end of the placement, a “final” grade and specific comments will be given to each student individually by the Clinical Educator.

Student Study Class contact: Effort Expected . Clinical practice (35 hrs. per week) x 4 weeks 140 Hrs. Other student study effort:

. Self-directed learning study 10 Hrs.

. Pre-clinical preparation 10 Hrs.

Total student study effort 160 Hrs. Reading List and Students are required to integrate knowledge obtained from all academic courses. References For specific information, policies and procedures for clinical education, please refer to the Clinical Education Student Manual.

Updated on 12 June 2018 Included in BSc(PT) programme

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Course Description Form

Course Code PHT3030 Course Title Clinical Practicum III Credit Value 3 QF Level 5 Pre-requisites PHT 3020 Clinical Practicum II

Objectives The aim of this Clinical Practicum is to enhance the competency of Physiotherapy students to provide comprehensive assessment and management of patients in the Musculoskeletal Context. Building on the experience gained in Clinical Practicum I and II, students should be competent to work under moderate supervision from the Clinical Educator. Course Intended Upon completion of the course, under moderate supervision, students will be able Learning Outcomes to: (CILOs) a. Demonstrate integration of knowledge and competence in understanding the pathophysiology and clinical presentations of common musculoskeletal disorders and injuries, and their management. b. Interpret and extract relevant information from the patient’s medical records in the context of the clinical setting (out-patient, acute care or extended rehabilitation). c. Perform a complete and systematic physiotherapy assessment (subjective and objective examination) of the patient in the musculoskeletal context. d. Interpret the findings of the assessment and formulate a plan of treatment for the patient using the Clinical Reasoning approach. e. Perform a wide range of interventions with appropriate pre- and post-treatment evaluations. f. Communicate effectively with other healthcare professionals, patient and family members. g. Show professional behaviours, caring attitude and effective communication with clients/patients, relatives, health care professionals and other stakeholders. h. Demonstrate ethical behaviours according to the code of practice for physiotherapists. i. Maintain clear and appropriate documentation of all physiotherapy assessment and interventions.

CILOs in

Alignment with PILOs Os

PILOs CIL 1 2 3 4 5 6 7 (a)     (b)    (c)      (d)      (e)      (f)      (g)      (h)      (i)     

Course Synopsis/ Under moderate guidance, student will be involved in the following activities: Indicative Syllabus 1. Understand and participate in the patient management process in the Clinical Education site. The focus can be mainly musculoskeletal, depending on the assigned placement site. 2. Read and interpret the notes in the medical charts or patient records, Including - laboratory reports, XR and other reports, surgical notes etc.

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3. Perform a comprehensive patient assessment – subjective and objective examination for the appropriate problems in the musculoskeletal context. Other problems in the neurological or cardiorespiratory aspects should be duely noted. Where appropriate , assessment and treatment should also be provided. 4. Identify and prioritise physical problems to plan the treatment with short- and long-term goals 5. Perform all the appropriate and specific treatments effectively and safely with pre- and post-treatment evaluations. Treatment methods include: manual therapy techniques, exercise therapy, electrotherapy, functional training, prescription of walking aids, assistive devices. 6. Design the discharge plan and refer to other sources of continuing treatment, or community resources for followup. 7. Communicate with clients and family members, provide instructions on home exercises, assistive devices and health education on self-management 8. Communicate with other health care professionals in case discussions and team meetings 9. Documentation of physiotherapy assessment and treatment details in a clear and concise manner

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/ tasks a b c d e f g h i Learning Outcomes Clinical 100 (CILOs) placement (continuous          assessment)

Total 100 %

Student Study Class contact: Effort Expected . Clinical placement (35Hrs per week x 6 weeks) 210 Hrs. Other student study effort:

. Pre-clinical seminar and preparation 10 Hrs.

. Self-directed learning 20 Hrs.

Total student study effort 240 Hrs. Reading List and Students are required to integrate knowledge obtained from all previous subjects. References For specific information, policies and procedures for clinical education, please refer to the Clinical Education Student Manual.

Updated on 30 November 2017 Included in BSc(PT) programme

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Course Description Form

Course Code PHT4040 Course Title Clinical Practicum IV Credit Value 3 QF Level 5 Pre-requisites PHT3020 Clinical Practicum II Objectives The aim of this Clinical Placement is to enhance the competency of Physiotherapy students to provide comprehensive assessment and management of patients in the Cardiorespiratory Context. Building on the experience gained in Clinical placement I, II, and III, students should be competent to work under moderate supervision from the Clinical Educator, depending on their previous experience.

Course Intended Upon completion of the course, students will be able to: Learning Outcomes a. Apply the knowledge learned about Physiotherapy in cardiorespiratory (CILOs) context to conduct appropriate assessment and treatment of patients with these problems. b. Read and interpret findings of the client’s/patient’s medical records and all reports of diagnostic procedures, and extract relevant information to plan the assessment procedures. c. Conduct a comprehensive assessment and evaluation of the clients/patients cardiorespiratory conditions, and recognise and prioritise the problems. d. Design a physiotherapy management plan based on the assessment and implement interventions appropriately. e. Evaluate the treatment effects and modify/progress the treatment effectively. f. Establish short-term and long-term goals for the patient and provide health education. g. Work closely within the multi-disciplinary team to plan the patient’s progress and discharge, and integration into home or community setting. h. Show professional behaviours, caring attitude and effective communication with clients/patients, relatives, health care professionals and other stakeholders. i. Demonstrate ethical behaviours according to the code of practice for physiotherapists. j. Maintain clear and appropriate documentation of all physiotherapy assessment and interventions.

CILOs in Alignment with PILOs

PILOs s

CILO 1 2 3 4 5 6 7 (a)     (b)      (c)      (d)      (e)      (f)     (g)     (h)      (i)      (j)    

Course Synopsis/ 1. Learn and understand the patient management process in the assigned Clinical Indicative Syllabus Education site. The focus will be mainly cardiorespiratory context, it can be acute medical, surgical ward, or extended rehabilitation centre. 2. Learn to read and interpret the notes in the medical charts or patient records,

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including - laboratory reports, XR and other reports, surgical notes etc. 3. Perform patient assessment – subjective and objective examination for the appropriate problems in the cardiorespiratory context. Other physical health problems should also be noted. Include the use of appropriate outcome measures. Assessment of patient may differ depending on the care setting. Acute ward- tasks may include observation of vital signs, breathing and coughing pattern, sputum removal (suctioning), in/out of bed mobility. Extended rehab or outpatient rehab – more functional approach will be appropriate. Assessment of functional status such as 6 min walk test, lung function test, aerobic capacity test may be indicated. 4. Identify and priortise physical problems to plan the treatment with short- and long-term goals. 5. Perform the selected treatments effectively and safely with pre- and post- treatment evaluations. For managing cardiorespiratory conditions in the acute care setting, use suitable techniques or assistive devices to improve breathing pattern and increase lung volumes. In chronic cases and extended rehab setting, there should be more emphasis on promoting function and self-management. 6. Communicate effectively with clients, family members, and provide advice and health education. 7. Communicate with health care professionals in case discussions and team meetings, report patient’s progress in ward rounds. 8. Suggest community resources for integration into home or NGO followup. Teaching/Learning Clinical Practicum Methodology Clinical practicum provides the opportunity for students to put their knowledge and skills into practice. Students will learn to assess, evaluate and treat clients under the supervision of a Clinical Educator (CE) on a daily basis. Students will have case discussions with the CE during tutorials in order to enhance the integration of foundation knowledge and clinical practice

Clinical Practicum sites include: ‐ Acute care patient wards, e.g. medical wards, surgical wards, cardiac surgery wards, cardiothoracic wards ‐ Extended rehabilitation wards ‐ Outpatient physiotherapy departments in hospitals ‐ Outpatient physiotherapy departments in community rehabilitation centres

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Each student is required to keep a record of all the types of cases that they have managed during the entire practicum. The Clinical Coordinator will monitor the case variety of each student, and try to ensure that students get the opportunity to have exposure to a wide variety of clinical specialty areas and different types of cases.

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/ a b c d e f g h i j k Learning Outcomes tasks (CILOs) Clinical 100 placement            (continuous assessment) Total 100 %

Clinical placement The nature of physiotherapy practice requires a range of complex skills that is more appropriately assessed on a continuous basis. Students are provided with on-going feedback on their performance during clinical placement which enables the students to monitor their own learning process. Continuous assessment also encourages students to undertake regular and systematic study. There will be a “mid-term” evaluation and feedback provided to students by the Clinical Educator. Students’ strengths and weaknesses are identified. At the end of the placement, a “final” assessment and feedback will be given to each student individually by the Clinical Educator. Student Study Class contact: Effort Expected . Clinical practicum (35Hrs per week for 6 weeks) 210 Hrs. Other student study effort: . Pre-clinical seminar and preparation 10 Hrs. . Self-directed learning 20 Hrs. Total student study effort 240 Hrs. Reading List and Students are required to integrate knowledge obtained from all previous subjects. References For specific information, policies and procedures for clinical education, please refer to the Clinical Education Student Manual.

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Course Description Form

Course Code PHT4050 Course Title Clinical Practicum V Credit Value 3 QF Level 5 Pre-requisites PHT3020 Clinical Practicum II

Objectives The aim of this Clinical Placement is to enhance the competency of Physiotherapy students to provide comprehensive assessment and management of patients in the Neurological Context. The service may involve adults and/or children with neurological conditions.

Course Intended Upon completion of the course, with full to moderate guidance, students will be Learning Outcomes able to: (CILOs) a. Apply the knowledge learned in the academic courses on neurological physiotherapy into clinical practice. b. Read and interpret findings of the client’s/patient’s medical records and all reports of diagnostic procedures, and extract relevant information to plan the assessment procedures. c. Conduct a comprehensive assessment and evaluation of the clients/patients neurological conditions, and recognise and prioritise the problems. d. Design a physiotherapy management plan based on the assessment and implement interventions appropriately. e. Evaluate the treatment effects and modify/progress the treatment effectively. f. Establish short-term and long-term goals for the patient and provide health education. g. Work closely within the multi-disciplinary team to plan the patient’s progress and discharge, and integration into home or community setting. h. Show professional behaviours, caring attitude and effective communication with clients/patients, relatives, health care professionals and other stakeholders. i. Demonstrate ethical behaviours according to the code of practice for physiotherapists. j. Maintain clear and appropriate documentation of all physiotherapy assessment and interventions.

CILOs in

Alignment with PILOs PILOs 1 2 3 4 5 6 7 CILOs (a)     (b)    (c)     (d)     (e)      (f)      (g)     (h)     (i)      (j)    

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Course Synopsis/ 1. Understand and participant in the patient/ client care/ management process Indicative Syllabus within the clinical education setting, with a focus on neurological system 2. Learn to read and interpret the notes in the medical charts or patient records, including - laboratory reports, XR and other reports, surgical notes etc. 3. Perform patient assessment – subjective and objective examination for the appropriate problems in the neurological context. Other physical health problems should also be noted. Include the use of appropriate outcome measures. In the acute care setting, assessment of cardiovascular function is also important. Assessment of neurological functions may include mental state, consciousness, facial muscle functions, upper and lower limb functions, muscle tone, spasticity, voluntary movements, bed mobility etc. In chronic cases and extended rehab setting, there should be more emphasis on assessing ability to transfer, standing, walking, balance and coordination. 4. Identify and priortise physical problems to plan the treatment with short- and long-term goals. 5. Perform the selected treatments effectively and safely with pre- and post- treatment evaluations. 6. Communicate effectively with clients, family members, and provide advice on self-management and health education 7. Communicate with health care professionals in case discussions and team meetings, report patient’s progress in ward rounds. 8. Suggest community resources for integration into home or NGO follow up

Teaching/Learning Clinical practicum Methodology Clinical practicum provides the opportunity for students to put their knowledge and skills into practice. Students will learn to assess, evaluate and treat clients under the supervision of a Clinical Educator (CE) on a daily basis. Students will have case discussions with the CE during tutorials in order to enhance the integration of foundation knowledge and clinical practice

Clinical Practicum sites include: ‐ Acute care patient wards, e.g. Neurosurgical wards, neuromedical wards, medical and geriatric wards, surgical wards ‐ Extended rehabilitation wards ‐ Outpatient physiotherapy departments in hospitals ‐ Community (NGO) rehabilitation centres, day hospitals, geriatric day care cnetres

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Clinical Logbook Each student is required to keep a record of all the types of cases that they have managed during the entire practicum. The Clinical Coordinator will monitor the case variety of each student, and try to ensure that students get the opportunity to have exposure to a wide variety of clinical specialty areas and different types of cases. Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/ a b c d e f g h i j Learning Outcomes tasks (CILOs) Clinical 100 placement (continuous           assessment)

Total 100 %

Student Study Class contact: Effort Expected . Clinical practicum (35Hrs per week for 6 weeks) 210 Hrs. Other student study effort: . Pre-clinical preparation 10 Hrs. . Self-directed learning 20 Hrs. Total student study effort 240 Hrs. Reading List and Students are required to integrate knowledge obtained from all previous subjects. References For specific information, policies and procedures for clinical education, please refer to Clinical Education Student Manual

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Course Description Form

Course Code PHT4060 Course Title Clinical Practicum VI Credit Value 3 QF Level 5 Pre-requisites PHT3020 Clinical Placement II Objectives This clinical practicum is designed for students to gain exposure in providing physiotherapy at the community (NGO) setting. Students will be expected to develop skills in assessment and management of a variety of health conditions, including musculoskeletal, neurological, cardiopulmonary conditions in different groups of clients in a variety of NGO clinical education site. Physiotherapy service may be of a different nature – with more emphasis on health education and primary care, as opposed to other clinical practicums which are more focused on secondary or tertiary care.

Course Intended Upon completion of the course, students will be able to: Learning a. Integrate the knowledge learned about Physiotherapy in the three main Outcomes domains (musculoskeletal, neurological, cardiopulmonary), as well as other (CILOs) courses such as Rehabilitation in older people, Primary Care and Community-Based Rehabilitation, and apply the knowledge into clinical practice. b. Understand the operation of the Clinical Education site – the nature of the service being provided, the characteristics of the clientele, and the operational procedures in the centre. c. Appreciate the multi-disciplinary team work and identify the role of the physiotherapist in the team. d. Conduct a comprehensive assessment and evaluation of the clients/patients’ conditions, and recognise and prioritise the problems. e. Design a physiotherapy management plan based on the assessment and implement interventions appropriately. Treatment may be for the maintenance of mobility. It may also involve group activities, or recreational activities. f. Establish short-term and long-term goals for the patient and provide health education. g. Show professional behaviours, caring attitude and effective communication with clients/patients, relatives, health care professionals and other stakeholders. h. Demonstrate ethical behaviours according to the code of practice for physiotherapists. i. Maintain clear and appropriate documentation of all physiotherapy assessment and interventions.

CILOs in

Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)     (b)    (c)      (d)      (e)      (f)     (g)     (h)     (i)      135

Course Synopsis/ 1. Learn and understand the organisation and nature of service being provided in Indicative the assigned NGO centre (community-based or home-based setting). . Identify Syllabus the characteristics and the needs of the client group being served. This can include: elderly, infants and children, adolescents, healthy people, individuals with or without disabilities. 2. Learn to read and interpret the notes and records of the different clients in the service centre 3. Perform appropriate assessment of the client – subjective and objective examination with different aspects as needed – physical status, mental state, complaints, observation. Where appropriate different relevant clinical tests and standardised outcome measures should be used. 4. Identify the client’s needs and design an appropriate care plan with short-term and long-term goals 5. Focus may be more on functional needs , suggestions for activities, assistive devices, environment modification, home programs may be indicated 6. Transdisciplinary and/or multi-disciplinary team work and inter-professional collaboration is most important. Understand the PT’s role in relation to the other members in the team, and how to participate actively and productively. 7. Effective communication and collaboration with clients, family members, health care professionals and other individuals is most important 8. Health education and health promotion activities – e.g. giving a health talk, conducting group exercises, design an education pamphlet, conducting a health assessment, evaluating a home environment for a disabled person, provide home exercise program and so on. Teaching/Learnin Clinical placement g Methodology Clinical placement provides the opportunity for students to experience placements in a range of different facilities, including public, community and private organisation. Students will learn to assess, evaluate and treat clients under the supervision of a Clinical Educator (CE) on a daily basis. Students will have case discussions with the CE during tutorials in order to enhance the integration of foundation knowledge acquired at the University into physiotherapy practice.

For this practicum, the sites can include: ‐ Elderly nursing homes or residence or day care centre ‐ Hostel for people with physical disabilities ‐ Hostel for people with intellectual disabilities ‐ Special schools for children with disabilities ‐ Home support service ‐ Sheltered workshops ‐ Outpatient rehabilitation centres

Assessment Methods in Specific % CILOs to be assessed Alignment with assessment weighting (Please tick as appropriate) Course Intended methods/ a b c d e f g h i j Learning tasks Outcomes Clinical 100 (CILOs) placement (continuous           assessment)

Total 100 %

Clinical placement A standard assessment form will be used. There will be a “mid-term” evaluation and feedback provided to students by the Clinical Educator. Students’ strengths and weaknesses are identified and direct feedback will be given to the student. At the end of the placement, a “final” grade and specific comments will be given to each student individually by the Clinical Educator.

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Course Description Form

Course Code ENG1001 Course Title Developing English Language Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The objective of this course is to make students competent and confident in using English accurately and fluently. Course Upon completion of the course, students will be able to: Intended (a) communicate confidently and effectively with application of the listening Learning and speaking techniques learnt; Outcomes (b) expand the range of vocabulary by developing and applying appropriate (CILOs) and customised language learning strategies; (c) deliver organised and effective oral presentations with accuracy and fluency; (d) read and understand different kinds of texts for specific purposes; and (e) write English papers with accuracy and fluency.

CILOs in

Alignment with PILOs PILOs

CILOs 1 234567 (a)      (b)      (c)      (d)      (e)     

Course Course Synopsis Synopsis/ This course aims to enhance students’ overall proficiency in English, to improve Indicative language skills for a tertiary level study and to create an appropriate linguistic Syllabus environment for students to facilitate communication and self-expression in English. Through guided practice in listening, speaking, reading, writing, and academic discussions, students will further enhance their language skills and apply these skills in different contexts, such as taking lecture notes, giving oral presentations, completing written tasks and responding to questions in simulated situations.

Indicative Syllabus The content is indicative. The balance of the components, and the corresponding weighting, will be based on the specific needs of the students. Topics include: 1. Organising an academic essay 2. Documenting and citing sources 3. Supporting your arguments 4. Reading critically 5. Writing in an academic style

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6. Listening effectively 7. Creating and delivering an effective presentation

Learning & Lecture Teaching Course content will be delivered primarily through lecture. Key knowledge and skills on presentation, discussion, critical reading and essay writing will Methodology be covered.

Tutorial It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students’ oral presentation skills through individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate.

Assessment Methods in Specific assessment % Course intended learning outcomes methods/tasks weighting to be assessed Alignment with

Course a b c d e Intended 1. Written 40%   Learning assessments Outcomes 2. Speaking 30%    assessments 3. Written 30%    examination

Total 100 %

Written assessments Student’s ability in using English and presenting ideas can be assessed by written assignments and tests.

Speaking assessments Student’s ability to present information and ideas orally can be assessed by individual oral presentation and group discussion.

Written examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by examination. Student Study Class contact: Effort . Lecture 14 Hrs. Required . Tutorial 28 Hrs. Assessment Hours: . Examination 3 Hrs. Outside study: . Self-study 28 Hrs. . Preparation of presentations and written assignments 62 Hrs. Total student study time 135 Hrs.

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Reading List References and References 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking – A course in spoken English for academic purposes. Cambridge: C.U.P. 2. Blass, L. (2014). Pathways 4. Reading, writing, and critical thinking. Boston, Mass.: National Geographic Learning, Heinle Cengage Learning. 3. Glendinning, E. H. and Holmstrom B. (2004). Study reading. Cambridge: C.U.P. 4. Hamps-Lyons, L. and Heasley, B. (2006). Study writing. Cambridge: C.U.P. 5. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., & Tsang, W.L. (2014). Academic English: Skills for success (2nd ed.). Hong Kong: HKU Press. 6. Lynch, T. (2004). Listening – A course in listening to lectures and note- taking. Cambridge: C.U.P.

Web Resources 1. BBC Learning English: http://www.bbc.co.uk/learningenglish/Longman 2. British Council Learn English: http://learnenglish.britishcouncil.org/en/ 3. Cambridge Dictionary Online: http://dictionary.cambridge.org/ 4. Longman Dictionary Online: http://www.ldoceonline.com/ 5. Merriam-Webster Online: http://www.merriam-webster.com/ 6. Road to IELTS: http://www.roadtoielts.com/

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Course Description Form

Course Code ENG2006 Course Title Enhancing Academic English Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course is intended to help students develop their academic writing and speaking skills in English required at the university level. By the end of the course, students should be able to write well-organised summaries and short essays following the conventions of academic writing with an appropriate style.

Course Upon completion of the course, students will be able to: Intended (a) interpret the inferred, connotative and figurative meanings in a text Learning (b) paraphrase and summarise texts to make better communication Outcomes (c) write and inquire appropriately in a given topic with the skills of (CILOs) academic writing using academic and idiomatic vocabulary and correct citation styles (d) evaluate and select the available sources of information critically for academic writing (e) draw outlines for discussion based on the collection of information and ideas (f) produce a short academic essay with accuracy and fluency

CILOs in Alignment PILOs With PILOs

CILOs 1 2 34567 (a)      (b)      (c)      (d)      (e)      (f)     

Course This course is designed to help students appreciate the features and style of Synopsis/ academic English and develop their skills in writing from sources and Indicative engaging in academic discussions. The language skills acquired in this Syllabus course will provide students with the necessary foundation in using English for various academic purposes.

The intended learning outcomes will be achieved through discussion on such topics as critical reading skills, academic writing style and conventions, organisation patterns of different types of essays and the basic strategies in argument development. Such knowledge and skills will be consolidated through guided reading and writing practice, summary and essay writing tasks, and group presentation and discussion activities.

Learning & Lectures Teaching Course content will be delivered primarily through lecture. Key knowledge Methodology and skills on presentation, discussion, critical reading and essay writing will be covered.

Seminars It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students’ oral presentation skills through individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate.

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Assessment Specific assessment % CILOs to be assessed Methods in methods/tasks weightin (Please tick as appropriate) Alignment g a b c d e f with Course 1. Assignments 40%      Intended 2. Presentations and 30%    Learning discussions Outcomes 3. Examination 30%     (CILOs) Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignments Student’s ability in using English and presenting ideas can be assessed by written assignments.

Presentations and discussions Student’s ability to present information and ideas orally can be assessed by individual oral presentations and group discussions.

Examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by the final examination. Student Study Class contact: Effort Required . Lectures 14 Hrs. . Seminars 28 Hrs. Assessment Hours . Examination 3 Hrs. Outside study: . Self-study 28 Hrs. . Preparation of presentations and assignments 62 Hrs. Total student study time 135 Hrs. Reading List References and 1. Bailey, S. (2011). Academic writing: A handbook for international References students, 3rd edition. London: Routledge. 2. Broukal, M. (2004). Weaving it together: Connecting reading and writing, 2nd edition. Boston: Heinle. 3. Cooley, L., & Lewkowicz, J. (2003). Dissertation writing in practice: Turning ideas into text. Hong Kong: Hong Kong University Press. 4. Flesch, R. and Lass, A. H. (1996). The classic guide to better writing. New York: HarperCollins. 5. Giltrow, J. (2002). Academic writing: Writing and reading in the disciplines (3rd ed.). Ontario: Broadview Press Ltd. 6. Giltrow, J., Gooding, R. A., Burgoyne, D. and Sawatsky, M. (2005). Academic writing: An introduction. Ontario: Broadview Press Ltd.

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7. Hamp-Lyons, L. and Heasley, B. (2006). Study writing: A course in writing skills for academic purposes. Cambridge: Cambridge University Press. 8. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L. and Tsang, W.L. (2014). Academic English: Skills for success, 2nd edition. Hong Kong: HKU Press. 9. McCarthy, M. and O’Dell, F. (2008). Academic vocabulary in use. Cambridge: Cambridge University Press. 10. Oshima, A. and Hogue, A. (2006). Writing academic English, 4th edition. New York: Pearson Education. 11. Turabian, K. L. (2010). Student’s guide to writing college papers, 4th edition. Chicago: The University of Chicago Press. 12. Williams, J. M. (2014). Style: Lessons in clarity and grace, 11th edition. Boston: Person. Williams, J. M. and Colomb, G. G. (2007). The craft of argument, 3rd edition. New York: Pearson Longman.

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Course Description Form

Course Code ENG2011 Course Title English for Healthcare Professionals Credit Value 3 QF Level 4 Pre-requisite ENG1001 Developing English Language Skills Objectives This course aims at improving students’ English language skills for professional communication in the healthcare sector. By the end of the course, students should be able to communicate effectively in both writing and speaking in common healthcare settings, with a better understanding of the forms and functions of a variety of professional texts and enriched lexical resources.

Course Upon completion of the course, students will be able to: Intended a. compile profession-related documents and correspondence following Learning professional norms using appropriate language and text structures; Outcomes b. apply professional terminology accurately in written and spoken workplace (CILOs) communication; c. extract relevant information from a variety of written and spoken sources for the completion of professional tasks; d. adopt appropriate language and speech strategies for workplace interaction; and e. Speak and write confidently and professionally in healthcare contexts.

CILOs in Alignment with

PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)      (b)      (c)      (d)      (e)     

Course Indicative Syllabus Synopsis/ 1. Professional documentation and correspondence Indicative Students will practise writing common documents in the healthcare sector, including Syllabus but not limited to: - assessment and narrative notes related to patient care; - case reports and summaries; - process recordings; - referral letters. 2. Professional language Students will be guided to make the appropriate grammatical and lexical choices in producing profession-related documents. Emphasis will be placed upon extending students’ knowledge of medical terminology and its incorporation in accurate language with appropriate tone and register. 3. Oral communication for professional purposes Students will practise speaking English in simulated workplace situations, such as giving oral reports and presentations and interacting with patients and clients in consultations.

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Learning & Lectures Teaching Key concepts and principles in language use will be delivered primarily through Methodology lectures. Students may be required to read/watch pre-assigned materials before class in order to achieve the intended learning outcomes.

Tutorials Tutorials will help consolidate students’ understanding of the topics covered in lectures. Learning activities will be designed around realistic situations in order to facilitate professional language use in real-life contexts. Assessment Specific assessment % CILOs to be assessed Methods in methods/tasks weighting (Please tick as appropriate) Alignment with a b c d e Course 1. Written assignments 40%     Intended 2. Presentation and role play 30%     Learning 3. Written examination 30%     Outcomes (CILOs) Total 100 %

Written Assignments Students will be required to compile common professional documents, such as (but not limited to) case reports and referral letters based on given scenarios. Students’ knowledge of the structures of these types of writing, their ability to use relevant information from sources and their professional language skills will be assessed.

Presentation Students will present a case report based on a real or imagined situation from their disciplines of study. The purpose is to help students develop the confidence in speaking professionally in front of an audience.

Role play In pairs or groups, students will role play a conversation in a realistic workplace situation. Students will be required to interact with each other in a professional manner using an appropriate tone and register.

Written Examination Student’s overall achievement of the intended learning outcomes of the course will be assessed by examination. Student Study Class contact: Effort Required . Lecture 28 Hrs.

. Tutorial 14 Hrs. Assessment Hours: . Examination 3 Hrs. Outside study: . Self-study 126 Hrs. . Written assignments 10 Hrs. . Presentations 5 Hrs. . Preparation for examination 14 Hrs.

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Total student study time 200 Hrs. Reading List Textbook and References 1. Learning materials will be provided by the course teacher.

References 1. Allum, V., & McGarr, P. (2008). English for nursing. Cambridge University Press. 2. Allum. V. (2014). English for healthcare professionals 1. Raleigh, NC: Lulu Press. 3. Billingham, J. (2003). Giving presentations. Oxford: Oxford University Press. 4. Huckin, T. & Olsen, L. (1991). Technical writing and professional communication for nonnative speakers of English (2nd ed.). New York: McGraw Hill. 5. Ingre, D. (2003). Technical writing: Essentials for the successful professional. Mason, OH: Thomson. 6. Leiner, F. (2003). Medical data management: A practical guide. New York: Springer. 7. Locke, L. F. (2000). Proposals that work: A guide for planning dissertations and grant proposals. Thousand Oaks, CA: Sage. 8. Ronder, R. K., Varley, S. A., & Webb, C. F. (2000). Clinical data management (2nd ed.). New York: J. Wiley & Sons. 9. Smith, F. G. (2003). Key topics in clinical research: A user guide to researching, analyzing, and publishing clinical data. Oxford: BIOS Scientific Pub. 10. Thierer, N., Nelson, D., Ward, J. K., & Young, L. (2010). Medical terminology: language for health care. Boston, NJ: McGraw Hill.

Medical Dictionary 1. Dorland, W.A.N. (2011). Dorland's illustrated medical dictionary (32nd ed.). London: Elsevier Health Sciences.

Online Medical Dictionary 1. Medical Dictionary Online http://www.online-medical-dictionary.org/ 2. MedlinePlus by Merriam-Webster http://c.merriam-webster.com/medlineplus/ 3. 網上英漢漢英醫學辭典 Medical dictionary On-Line for Chinese http://www.hk-doctor.com/html/dict.php

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Course Description Form

Course Code ENG3006 Course Title Advanced English Writing Skills Credit Value 3 QF Level 5 Pre-requisite ENG1001 Developing English Language Skills Objectives This is a course designed to provide training in more advanced reading and writing skills through more challenging writing tasks designed for various academic and professional contexts. The merging of academic English and disciplinary knowledge fostered by this course will enhance students’ communicative competence which is required for both academic and professional pursuits. Course Intended Upon completion of the course, students will be able to: Learning (a) compile a well-structured report in a format and style appropriate for its Outcomes purpose; (CILOs) (b) create a practical proposal that addresses a clearly identified issue and achieves intended communicative purposes; (c) compose a research proposal that clearly identifies issues or questions deserving further investigation; (d) synthesise relevant information from a range of sources and present it logically and strategically to support stances and opinions; and (e) adapt writing styles and registers for target audiences in different academic and professional contexts.

CILOs in Alignment with PILOs

PILOs CILOs 1 2 3 4 5 6 7 (a)      (b)      (c)      (d)      (e)     

Course Synopsis/ Course Synopsis Indicative a. The main objective of this course is to develop students’ English language Syllabus capacity to handle more demanding types of writing that they will encounter at more advanced levels of study and in professional contexts. This will be achieved by training in the more versatile genres of reports and proposals, which require students to adopt critical reading and thinking skills and produce clear and coherent text. In addition to the basic structures and conventions of these genres, students will learn to vary their writing styles and registers to suit different communicative purposes and apply rhetorical skills for persuasion as appropriate.

Indicative Syllabus b. The course content consists of the following three components:

Report writing - This component capitalises on students’ prior training in academic English writing and their disciplinary knowledge. Students will be guided to explore 147

the structures and rhetorical features of common academic and professional reports within various disciplines. The focus will be on practical applications and compliance with academic and professional norms.

Practical proposal writing - Students will be taught the skills required to prepare effective proposals to garner support or prompt actions for a specific cause. They will learn the structures of various types of proposals, such as business proposals and proposals for government actions. Emphasis will be put on clear and effective writing and the use of rhetorical techniques. This component, overall, stresses the competitive nature of proposals and the need to vary styles and registers for different target audiences and communicative purposes.

Research proposal writing - Building on students’ prior knowledge and skills in academic writing, this part of the course explores the textual features of different sections of a standard research paper in order to provide further practice in genuine academic writing. Specifically, students will learn to write a research proposal that includes an abstract, a literature review and a methods section. Relevant sections of selected journal articles will be examined and used for modelling. Learning & Lecture Teaching Generic concepts and skills in report and proposal writing will be discussed in Methodology lectures. For each lecture, sample materials will be drawn from various disciplines so as to enhance the scope of coverage while demonstrating the transferability of such knowledge.

Tutorial Tutorial sessions will help strengthen and consolidate students’ understanding of the topics covered in lectures. In addition to individual and collaborative writing tasks designed for this purpose, students will be encouraged to bring in their own research writing for peer review and class discussion so that they can appreciate the practical applications of the knowledge and skills learnt. Assessment Methods in Specific assessment methods/tasks % CILOs to be assessed Alignment with weighting (Please tick as Course Intended appropriate) Learning a b c d e Outcomes 1. Individual Report 30%    (CILOs) 2. Individual Proposal 30%    3. Group Research Proposal 30%    4. Peer Review on Group 10%    Research Proposal

Total 100 % Individual Report Each student will be required to write a report individually on an issue of his/her own choice from his/her discipline of study or a related profession. Students will

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need to investigate the issues and present their findings/recommendations in a proper format. Their knowledge of the purposes and textual features of different types of academic and professional reports will find application in this assignment. Individual Proposal Based on the findings and recommendations of their individual reports, students will compile proposals to solicit support from the parties concerned or plead for their action to address the issues identified. Students will need to adopt appropriate formats and writing styles for their proposals depending on the objectives and the target audiences.

Group Research Proposal Students will work in groups to identify an issue in their field of study worthy of in- depth investigation. Students will analyseanalyse and synthesise previous research on the subject in order to formulate a research question. They will then decide on the research methods to adopt and write up the research proposal that includes an abstract, a literature review and a methods section with proper citations. The proposal will be evaluated on the basis of the appropriateness of its content, accuracy in format and referencing style, and credibility of sources.

Peer Review on Group Research Proposal Prior to the final submission of their proposals, the groups will exchange their proposals for peer feedback so that students will have the opportunity to give and receive critical feedback for revision. Student Study Class contact: Effort Required . Lecture 14 Hrs.

. Tutorial 28 Hrs. Outside study: . Self-study 126 Hrs.

. Preparation of assignments 32 Hrs.

Total student study time 200 Hrs. Reading List and Reference books References 1. Coley, S. M., & Scheinberg, C. A. (2014). Proposal writing: Effect grantsmanship (4th ed.). Thousand Oaks, CA: Sage. 2. Hyland, K., & Candlin, C. N. (1999). Writing: texts, processes, and practices. London: Longman. 3. Jay, R. (2003). How to write proposals and reports that get results. London: Prentice Hall. 4. Mort, S. (1992). Professional report writing. Aldershot: Gower. 5. Riordan, D. G. (2014). Technical report writing today (10th ed.). Boston, MA: Cengage Learning. 6. RMIT University Learning Lab. Reports. Retrieved from http://emedia.rmit.edu.au/learninglab/content/reports-0 7. Sussams, J. E. (1998). How to write effective reports. Aldershot: Gower. 8. Swales, J. & Feak, C. (2004). Academic writing for graduate students, second edition: Essential tasks and skills. Michigan: The University of Michigan Press. 149

9. University of Victoria Human Resources. (2010). Report & Proposal Writing Self Learning Guide. Retrieved from https://www.uvic.ca/hr/assets/docs/ld/self-learning-guides/report-proposal- writing.pdf

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Course Description Form

Course Code CHI1002 Course Title Applied Chinese Language (應用中文) Credit Value 3 QF Level 4 QF Value 13 Pre-requisite Nil Objectives 本科旨在訓練同學中文的聽、說、讀、寫技巧，使他們能更有效地運用中國語文。本課程主要幫助同學掌握中文的基礎知識，包括語音學和語法學，更由此提升閱讀能力至賞析的層面。同學將學習各種實用文體，加強口語技巧訓練，以應付將來工作上的需要。此外，本課程將鼓勵同學通過查檢工具書和搜尋互聯網的資訊，培養語文的自學能力。

Course 學生在完成此課程後應能夠： Intended a. 掌握語文基礎知識，如錯別字改正、詞義辨析、糾正病句。 Learning b. 掌握中文文章的寫作要求。 Outcomes c. 寫作專業實用文：專業文章選讀、個案分析、實務文書。 (CILOs) d. 運用合適的口語表達方式：粵音正讀、演講能力、溝通技巧。 e. 增強語文自學能力：使用工具書、使用互聯網、探討語文現象。 CILOs in

Alignment with PILOs PILOs 1 2 3 4 5 6 7 CILOs (a)      (b)      (c)      (d)      (e)     

Course 課程大綱 Synopsis/ 1. 教授語音、語法等語文基礎知識。 Indicative 2. 掌握中文文章的寫作要求：文章結構、注釋格式、參考書目格式。 Syllabus 3. 通過實例分析，訓練同學書寫專業實用文。 4. 鍛鍊口語表達能力。 5. 培養同學的語文自學能力。

Learning & 課堂講學 Teaching 透過課堂講學向同學講解中國語文的基礎知識。課堂也安排了小組研討 Methodology 活動，讓學生得以應用所學到的中國語文知識，並透過各種模擬練習，訓練學生的閱讀、聆聽、書寫及說話能力。 Assessment Methods in 評估方法比重待評估的預期學習成果 Alignment with (%) a b c d e Course 1. 習作 40%      Intended 2. 小組討論 20%  3. 期終考試 40%     151

Learning 總計 100% Outcomes 習作透過不同類型的習作，評核學生對語文基礎知識的認識與應用能力，以及書寫能力。

小組討論透過討論，評核學生的書寫、聆聽和說話能力。

期終考試期終考試用以評核學生對語文基礎知識的認識與應用能力，以及閱讀和書寫能力。 Student Study Class contact: Effort . Tutorials 42 Hrs.. Required Assessment Hours: . Examination 3 Hrs.. Outside study: . Self-study 84 Hrs.. Total student study time 129 Hrs. Reading List References and References 1. 香港城市大學語文學部編著（2001）《中文傳意──基礎篇》。香港：香港城市大學出版社。 2. 香港城市大學語文學部編著（2001）《中文傳意──寫作篇》。香港：香港城市大學出版社。 3. 中國社會科學院語言研究所詞典編輯室編（2012）。《現代漢語詞典》（第 6 版）。北京：商務印書館。 4. 卉君（2012）《漢語基本知識》。香港：商務印書館。 5. 何文匯（2005）《粵音自學提綱》。香港：香港教育圖書公司。 6. 何文匯（2009）《粵音平仄入門─粵語正音示例（合訂本）》。香港：明窗。 7. 呂叔湘（2005）《語文常談》。香港：三聯書店。 8. 李家樹、陳遠止、謝耀基（2004）《漢語綜述》。香港：香港大學出版社。 9. 李錦昌（2012）《商業溝通與應用文大全》。香港：商務印書館。 10. 胡裕樹（2003）《現代漢語》。香港：三聯。 11. 談彥廷、鄒兆玲編著（2005）《活學活用應用文》。香港：香港教育圖書公司。

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Course Description Form

Course Code CHI1006 Course Title Basic Chinese (for non-Cantonese speaking students only) Credit Value 3 QF Level 4 QF Credit 14 Pre-requisite Nil Objectives This is an elementary course for non-Chinese speaking students. After completing this course, students will be equipped with the basic communication skills in Chinese. Course Upon completion of this course, students should be able to: Intended a. understand the basic features of Chinese. Learning b. write Chinese characters. Outcomes c. read simple Chinese texts with expressions. (CILOs) d. acquire basic communication skills in daily life. CILOs in

Alignment with PILOs PILOs 1 2 3 4 5 6 7 CILOs (a)      (b)      (c)      (d)     

Course This course aims to introduce basic Chinese language with real life Synopsis/ examples. Introduction will also be given to the formation of Chinese Indicative characters, stroke order, and communication skills based on useful Syllabus vocabulary items, daily expressions, etc. Contents can include: 1. Introduction to Chinese phonetic system 2. Introduction to Chinese characters 3. Introduction to basic sentence structure and usage 4. Practice of useful expressions 5. Practice of everyday life vocabularies and situational conversations  greetings  weather  food  transportation  friends  family  hobbies

Learning & Lecture Teaching Course content will be delivered primarily through lecture. Key knowledge Methodology and skills on reading simple Chinese texts, writing Chinese characters and using daily expressions will be covered.

Tutorial It is used to help students gain better understanding of the topics covered in lectures. Also, students have the opportunity to ask questions and do oral practices other than lectures.

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Assessment Methods in Specific % CILOs to be assessed Alignment assessment weighting (Please tick as appropriate) with Course methods/tasks a b c d Intended . Written 50%    Learning assignments Outcomes . Speaking 50%    assessments Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Written assignments Student’s ability in using Cantonese phonetic system, Chinese characters and sentence structure and usage can be assessed by written assignments.

Speaking assessments Student’s ability to acquire basic communication skills in daily life by individual oral presentation and group discussion. Student Study Class contact: Effort Required . Lectures 30 Hrs. . Tutorials 15 Hrs. Outside study: . Self-study 30 Hrs. . Preparation of written assignments and speaking 60 Hrs. assessments Total student study time 135 Hrs. Reading List Textbooks and 1. Chow, Bun-Ching. (2015) Cantonese for everyone.(Jyutping version). References Hong Kong: The Commercial Press. 2. Liu Xun zhu bian; Zhang Kai bian zhe... [deng] ; Ying yi shen ding Jerry Schmidt. (2007) New practical Chinese reader book I. Beijing Shi: Beijing yu yan da xue chu ban she.

References 1. David C.S. Li and Jack C. Richards. (1995) Cantonese as a second language: A study of learner needs and Cantonese course books. Hong Kong: City University of Hong Kong, Dept. of English. 2. Dana Scott Bourgerie, Keith S.T. Tong and Gregory James. (2010) Colloquial Cantonese: The complete course for beginners. London: Routledge.

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Course Description Form

Course Code CHI2003 Course Title Putonghua (普通話) Credit Value 3 QF Level 4 QF Credit 14 Pre-requisite Nil Objectives 本課程是初級普通話，供初學普通話的同學修讀。本課程著重教授漢語拼音、普通話發音、粵普詞彙對照等，以日常生活事例，讓同學透過朗讀、會話、聽寫等練習，掌握基本的普通話發音和聽說能力。 Course 學生在完成此課程後應能夠： Intended a. 正確運用漢語拼音。 Learning b. 掌握普通話發音。 Outcomes c. 辨析普通話與廣州話在詞彙、語音、語法上的分別。 (CILOs) 具備普通話溝通能力。 d. CILOs in

Alignment with PILOs PILOs 1 2 3 4 5 6 7 CILOs (a)      (b)      (c)      (d)     

Course 6. 互相認識：掌握聲母 Synopsis/ 7. 問路：掌握聲母、韻母 Indicative 8. 娛樂消閒：掌握韻母、聲調 Syllabus 9. 旅遊：掌握聲調、粵普對應詞彙 10. 飲食：掌握變調、粵普對應詞彙

11. 健康：掌握輕聲、粵普對應詞彙 12. 面試：掌握兒化音、粵普對應詞彙 13. 我們的香港：掌握粵普對應詞彙、語法分別 14. 了解中國：掌握粵普語法的分別 15. 認識世界：掌握粵普語法的分別 Learning & 課堂講學 Teaching 透過課堂講學教授同學漢語拼音、普通話發音、粵普詞彙對照等。 Methodology 小組研討在小組研討中，透過各種模擬練習，訓練同學的聆聽與說話能力。

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Assessment Methods in 評估方法比重待評估的預期學習成果 Alignment with (%) a b c d Course 1. 功課和課 45     Intended 堂報告 Learning 2. 測驗 15   Outcomes 3. 考試 40    

總計 100

功課和課堂報告透過課堂功課，評核同學的漢語拼音、普通話發音、粵普詞彙對照等。

測驗測驗以短答題與口語表達為主，評核同學的漢語拼音、普通話發音、粵普詞彙對照等，以及聆聽和說話能力。

期終考試期終考試的內容包括短答題及長答題，以評核同學的漢語拼音、普通話發音、粵普詞彙對照等，以及聆聽和說話能力。 Student Study 課堂 Effort Required . 講學 28 小時 . 小組研討 14 小時考試 3 小時自我研習 90 小時總計 135 小時 Reading List 參考書 and References Nil

推薦閱讀 1. 曾子凡（2011）。《香港人學說普通話》。香港：三聯書店。 2. 丁國玲等合著（2002）。《普通話新教程》。香港：香港大學專業進修學院。 3. 曾子凡（2004）。《廣州話‧普通話對比趣談》。香港：三聯書店。

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Course Description Form

Course Code CHI2007 Course Title Putonghua for non-Chinese speaking students Credit Value 3 QF Level 4 QF Credit 14 Pre-requisite Nil Objectives This is an elementary language course designed for non-Chinese speaking students. In this course, we are focusing on the basic Putonghua pronunciation, preliminary Chinese language knowledge and basic daily use of Putonghua. After the completion of this course, students would bear proper basic communication competence in Putonghua. Course Upon completion of this course, students should be able to: Intended e. Understand the basic features of Putonghua. Learning f. Know and use Putonghua Pinyin in a proper way. Outcomes g. Write certain basic major Chinese characters. (CILOs) h. Acquire basic Putonghua communication skills in daily life. CILOs in

Alignment with PILOs PILOs 1 2 3 4 5 6 7 CILOs (a)      (b)      (c)      (d)     

Course This course is designed to introduce basic Standard Mandarin with real life Synopsis/ examples. Elaboration would also be given to the formation of basic Chinese Indicative characters, stroke order, and communication skills based on useful vocabulary Syllabus items, daily expressions, etc. Contents can include: 6. Introduction to Putonghua phonetic system 7. Introduction to Putonghua Pinyin 8. Elaboration to basic useful Chinese characters 9. Introduction to basic sentence structure and usage 10. Practice of useful expressions 11. Practice of everyday life vocabularies and situational conversations  Greetings  Making an Acquaintance  Making an Inquiry  Needs of Daily Life  Making an appointment  Welcome  Reception Learning & Lecture Teaching Course content will be delivered primarily through lecture. Key knowledge Methodology and skills on basic practical communicating in Standard Mandarin, using Chinese Pinyin to expressing Chinese, writing basic Chinese characters and using daily expressions will be covered.

Tutorial

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It is used to help students gain better understanding of the topics covered in lectures. Also, students have the opportunity to ask questions and do oral practices other than lectures. Assessment Methods in Specific assessment % weighting Course intended learning Alignment methods/tasks outcomes to be assessed with Course (Please tick as appropriate) Intended a b c d Learning . Written 35%     Outcomes assignments . Speaking 65%     assessments Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Written assignments Student’s ability in using Putonghua Pinyin, basic Chinese characters and sentence structure and usage can be assessed by written assignments.

Speaking assessments Student’s ability to acquire Putonghua basic communication skills in daily life by individual oral presentation and group discussion. Student Study Class contact: Effort Required . Lectures 30 Hrs. . Tutorials 15 Hrs. Outside study: . Self-study 30 Hrs. . Preparation of written assignments and speaking 60 Hrs. assessments Total student study time 135 Hrs. Reading List Textbooks and 3. Li, X. (2013). Boya Chinese: Elementary (2nd Ed.). Beijing: Peking References University Press 4. Kang, Y. & Lai, S. (2005). Conversational Chinese 301 .(English version). Beijing: Beijing Language and Culture University Press.

References 3. Wang, Z. (2008). Chinese With Me. Beijing: Peking University Press 4. Liu, X. (2002). New Practical Chinese Reader. Beijing: Beijing Language and Culture University Press. 5. Lu, J. (2003). Chinese for Foreigners. Beijing: Beijing Language and Culture University Press.

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Course Description Form

Course Code GEN1304 Course Title The Development and Operation of Non-profit Organizations Credit Value 3 QF Level 4 QF Value 13 Pre-requisite Nil Objectives This course aims at providing students a basic understanding of the social welfare services and Non-profit Organisations in Hong Kong, China and other countries. The course will examine the emergence, history and development of the local and international social welfare services since the 19th century. The course will also analyse and discuss the development, operation and future of different representative local and international NPOs such as Tung Wah Group of Hospitals, Caritas, Methodists, GREENPEACE and Po Leung Kuk. Through case studies in the NPOs that are related to students’ majors, students will gain more understanding about the role of and the challenges faced by different NPOs in their discipline, which may contribute to their future participation in community services. Apart from lectures and seminars, learning activities such as on-site visits are arranged for students to gain a wide perspective about social welfare services, and develop the spirit of Tung Wah Persons with a caring attitude towards the needy and the disadvantaged.

Course Upon completion of the course, students will be able to: Intended a. critically analyse the social development of Hong Kong, China and other Learning countries in relation to their social welfare policies and services. Outcomes b. explain how leaders implement visions and values realistically in the midst of (CILOs) challenge and limitation at the welfare organisations. c. give an account of the visions and missions of major social welfare organisations; and d. demonstrate an appreciation of the work of non-profit organisations (NPOs) and be able to minimise alienation, pay respect to human dignity and have compassion to the helpless, the needy, and the marginalised.

CILOs in Alignment with

PILOs PILOs

CILOs 1 2 3 4 5 6 7 (a)      (b)       (c)       (d)     

Course Course Synopsis Synopsis/ The course is intended to provide students a basic understanding of social welfare services and Non-profit Organisations (NPOs) in Hong Kong, China and other countries.

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Indicative It introduces the history, development, operation and challenges of various NPOs that Syllabus students may encounter in their future careers. There are also case studies for students to appreciate the roles and missions of NPOs around the world.

Indicative Syllabus 1. The past: The development of NPOs from the 19th century in Hong Kong, China and other countries. 2. The present: The vision of NPOs in respecting human dignity, their social administration and their contributions to the modern world 3. The future: Challenges of NPOs such as war, economy situation, government policy and social values 4. Case Study (1): NPOs in Hong Kong 5. Case Study (2): NPOs in mainland China and Taiwan 6. Case Study (3): International NPOs

Learning & Lecture Teaching The core content of the course will be conveyed through lectures. To benefit fully Methodology from lectures, students will be expected and encouraged to complete pre-assigned learning materials in advance.

Seminar Seminars are used to reinforce and critically analyse the concepts and knowledge learned in lectures. Special topics and learning materials will be assigned before the seminars. Through debates, group discussions, case studies, and role play, students are encouraged to share their ideas and thoughts with the class and facilitate their learning in a collaborative way. They are also encouraged to share their community service experiences at different NPOs.

Visit Several visits to some local representative non-profit organisations will be arranged to give students tangible and direct experiences that pertain to what they have learnt in the course. These visits enrich students' learning by exposing them to experiences outside the classroom and make their learning becomes more concrete, meaningful and memorable.

Assessment Methods in Specific assessment % weighting CILOs to be assessed Alignment with methods/tasks (Please tick as appropriate) Course a b c d Intended 1. Group Presentation 30%     Learning 2. Class Performance 10%     Outcomes 3. Individual Reflection 30%     4. Examination 30%     Total 100 %

Group Presentation

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Each group of students will select a case or a special topic related to the development of non-profit organisation, its contribution to the society and its future direction for presentation. The chosen NPO is preferably the one set up in the students’ field of study. This learning activity is to facilitate students’ cooperative learning and to train their presentation, interpretation and organisation skills. Emphasis will also be put on the applications of the theories and knowledge learnt in lectures.

Class Performance Students are required to actively participate in the lecture and seminar. Short quizzes will be arranged in class to assess students’ understanding of the topics discussed. Some questions are set to prepare students for the final examination.

Individual Reflection Students are required to write an individual reflection on evaluating their learning processes and outcomes during and after attending the course. Students are especially encouraged to reflect on their changes in attitudes towards non-profit organisations in Hong Kong, China and other countries, and on their community service experiences at different NPOs.

Written Examination Students’ understanding and comprehension of the course materials will be assessed by written exam.

Student Study Class contact: Effort . Lecture 14 Hrs.. Required . Seminar 20 Hrs.. . Visit 8 Hrs.. Assessment Hours: . Examination 3 Hrs.. Outside study: . Self-study 28 Hrs.. . Preparation of group presentations 28 Hrs.. . Preparation for individual assignments 28 Hrs.. Total student study time 129 Hrs.. Reading List Textbooks and References 1. SINN, E. (2003). Power and Charity: A Chinese Merchant Elite in Colonial Hong Kong. Hong Kong: Hong Kong University Press. 2. LI, Y. (ed.). (2011). NGOs in China and Europe: Comparisons and Contrasts. Farnham, Surrey, England; Burlington, VT: Ashgate.

References 1. Budrys, G. (2013). How Nonprofits Work : Case Studies in Nonprofit Organisations. Lanham : Rowman & Littlefield Publishers.

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2. Carroll, J.M. (2005). Edge of Empires: Chinese Elites and British Colonials in Hong Kong. Cambridge, Mass.: Harvard University Press. 3. Hong Kong, Benevolent City: Tung Wah and the Growth of Chinese Communities. (2010). Hong Kong: Hong Kong Museum of History. 4. Jones, C. (1990). Promoting Prosperity: The Hong Kong Way of Social Policy. Hong Kong: Chinese University Press. 5. Laforest, Rachel (ed.). (2013). Government-Nonprofit Relations in Times of Recession. Montréal : McGill-Queen's University Press. 6. Salamon, L. M. and ANHEIER, H. K. (eds.). (1997). Defining the Non-Profit Sector: A Cross-National Analysis. Manchester: Manchester University Press. 7. Sinn, E. (2013). Pacific Crossing: California Gold, Chinese Migration, and the Making of Hong Kong. Hong Kong: Hong Kong University Press. 8. Skeldon, R. (ed.). (1995). Emigration from Hong Kong: Tendencies and Impacts. Hong Kong: The Chinese University Press. 9. Ticozzi, S. (1997). Historical Documents of the Hong Kong Catholic Church. Hong Kong: Catholic Archives. 10. Zunz, O. (2012). Philanthropy in America : A History. Princeton, N.J. : Princeton University Press.

Web Resources 1. http://ngohk.blogspot.com/ (Hong Kong Non-profit Journal) 2. http://www.wisegiving.org.hk/tc/index.aspx (WiseGiving)

Videos 1. 東風破 (Merry-go-round) (2010). 千勣企業有限公司。

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