Master of Physiotherapy (Paediatrics)

This subject will comprise theoretical knowledge and discussion of current advances in physiotherapy in the areas of paediatric cardiorespiratory, neurological and orthopaedic physiotherapy. Study of bioscience pertaining to these areas will form the basis for the management of common paediatric conditions. This subject involves a two-week intensive theory block. Students will complete a class presentation and submit two written assessment tasks during the subject.

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This subject will develop clinical reasoning skills in the management of paediatric conditions and focuses on overall patient management and education rather than 'hands-on' physiotherapy treatment. Students have a two-week clinical placement block which may include attending the Royal Children's Hospital or associated clinics in Melbourne. Students who are unable to travel to Melbourne may be able to complete their placement closer to home (if interstate) or can complete observational placements online. The two-week placement block will include clinically-relevant online tutorials. Students will prepare a case study for presentation at the end of the clinical placement block and submit assignments throughout the remainder of the semester. Case presentations will be conducted online.

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This online subject provides students with the opportunity to build an understanding of the safe and effective application of intervention and rehabilitation principles to meet the health needs of infants, children and adolescents and their families. The subject will focus on understanding typical development across the motor, cognitive, language and social-emotional domains throughout childhood. Students will develop an extended knowledge of evidence-based assessments, interventions and rehabilitation for childhood-onset disabilities in order to improve their daily life and participation in the society. Students will design and evaluate a rehabilitation program in their own context and will contribute to the learning of other students via discussion board and an online presentation.

All students will complete four modules within this subject.

All students will complete a foundational module that will use the ICF (international classification of function, disability and health) to explore the development of body structures and function of infant, child and adolescent development across motor, cognitive, language and socio-emotional domains. Students will develop their understanding of the typical development and factors that may alter this development pathway and appreciate age appropriate activity and participation. During the foundational module, students will also explore motor learning interventions in paediatrics. Students will learn about the application of motor learning principles for effective rehabilitation interventions for children and adolescents with neurodevelopmental, neuromusculoskeletal or acquired neurological
impairments.

Students will then choose two from the following four modules that best meets their learning interests and/or practice needs. These modules are:

1. The ‘Early detection of neurodevelopmental impairments’ module describes evidence-based diagnostic, assessment and prognostic options for infants at high risk of neurodevelopmental impairments. Students will learn about clinical pathways and
decision-making trees that include assessment and expected outcomes based on best available evidence.

2. The ‘Gait development’ module will cover typical and atypical gait development from infants to adolescence, including assessment of common gait impairments and disorders secondary to neurodevelopment, neuromusculoskeletal or acquired impairments. Assessment will focus on the temporo-spatial, kinematics and kinetics determinants of gait.

3. The ‘Transition from childhood to adulthood’ module will cover the biological and social role transitions from child to adolescence and adolescence to adulthood. Students will investigate how environmental factors (such as health policy and health service
provision) and personal factors (such as socioemotional responses) characterise these transitions and the subsequent health and wellness experiences of the individual.

4. The ‘Sports and exercise in paediatrics’ module will extend knowledge of the needs of young athletes in the realm of sport and exercise participation and competition. Students will explore opportunities to promote children’s healthy engagement in physical activity and optimise performance across the sports and exercise participation spectrum, including for children of all ages and abilities in different sporting contexts.

The final Integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual and engagement with a group program. Students will integrate and apply their learning from the previous modules into context specific applications. They will select appropriate outcomes measures and critically review literature to solve contextually relevant rehabilitation challenges.

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Research and evidence informs best practice and innovation in health care. This subject will provide graduates with an opportunity to extend their understanding of evidence based practice and research methodology, including research ethics. It will further develop skills in critical analysis of existing and emerging research that targets measurement, rehabilitation and human performance. There will be a focus on principles of evidence based practice including the techniques for critical evaluation of all aspects of published research. This will include the principles of descriptive and interferential statistics and concepts of measurement as well as critical appraisal of systematic reviews and clinical guidelines for the validity of their conclusions to contemporary health care. Synthesising key components of writing research proposals will provide a method of integrating the research writing, design and measurement aspects of this subject. On completion of this subject students will be able to apply all steps in evidence-based practice, synthesize systematic reviews and clinical practice guidelines and write a research proposal relevant to practice. Further they will have developed skills in communicating research findings such as designing posters, oral presentations and written research proposals.

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On completion of this subject, students will demonstrate an advanced level of safe and effective delivery of clinical practice in an area of a professional speciality. They will extend on existing knowledge and skills to an advanced level as a practitioner, communicator, collaborator, leader, health advocate, scholar and professional in this area. Teaching approaches will include critical observation of advanced practice and clinical practice in specialist clinics, working with a range of clients with complex conditions, critiques of video recordings of a range of clinical activity, observing specialist physiotherapists in practice, mentoring, role modelling and providing feedback to peer physiotherapists. Students will develop advanced skills in assessment, diagnosis, prevention and therapeutic interventions, as well as engage with up to date, ethical and resource efficient practice, which they will critically evaluate. They will demonstrate an ability to create therapeutic alliances with clients and communicate outcomes effectively with relevant others, including those from other professions. They will employ multiple learning strategies to complete a Practice Portfolio that will show evidence of: highly developed clinical expertise as judged by senior clinicians; completion of online modules; mentoring and educating junior and peer clinicians; role modelling; advanced clinical reasoning and achievement of all learning outcomes set for the subject. Students will share their knowledge with their colleagues through engagement with discussion board and will be encouraged to present their learning to colleagues both locally and internationally.

Students will have 6 months from the time of enrolment to complete all subject intended learning outcomes and assessment tasks, including a clinical examination to a satisfactory standard that demonstrates a high level of competency in their clinical practice.

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This wholly online subject introduces students to the rapidly evolving field of evaluation in rehabilitation practice. The subject will provide students with the opportunity to develop skills related to the selection, application and interpretation of different evaluation designs and data collection methods for different types of rehabilitation and other health care services and interventions. The subject is divided into modules to allow flexibility for students to choose types of evaluation of practice that best match their interests or work context. Similarly, students will be given options within assessment tasks so that they can focus on the development of evaluation skills and resources that can be used in their clinical context.

A Foundational Module will be completed by all students and introduces the theoretical basis of evaluation in a health care context from the perspectives of a range of stakeholders including the consumer and disease advocacy groups, the clinician, program providers, compensatory bodies and legislators. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as an evidenced based methodology for the selection and classification of evaluations used in rehabilitation settings. Students will learn to develop a logic model as a part of the planning of an evaluation project. They will discuss the design and prioritisation of evaluation questions. Students will also develop an understanding of barriers and enablers to evaluation in a general rehabilitation context and their own clinical context. This module also provides students with an opportunity to examine examples of how clinical evaluation has been successfully implemented in different rehabilitation contexts and successfully used for bench-marking and the improvement of the effectiveness or cost-efficiency of a rehabilitation service.

The foundational modules will also:

• Extend a student’s understanding of how evaluation could be applied at the level of the person with a focus on outcome evaluation. The evaluation designs that will be examined in more detail are quasi-experimental (one group pre- and post- test designs, non-equivalent group pre- and post- test designs and time series designs) and experimental (comparison group designs).
• Extend a student’s understanding of how evaluation can be applied at the level of the organisation in a rehabilitation context, with a focus on a process evaluation approach.
• Extend a student’s understanding of how evaluation can be used in implementing policy, and comparing how existing or proposed services align with policy and evidence in the area.

Streams A-D cover data collection methods for evaluations. Students choose which methods from the 7 categories to explore depending on their learning interests and/or practice needs.

A. Outcome measures. Students will practice identifying and evaluating tools that could be used to collect patient reported outcome measures. This module will also introduce students to a methodology to evaluate the psychometric properties of a measurement tool that is of clinical interest or relevance to their work context. Students will learn the skills required to complete an analysis of a tool to identify if it is psychometrically sound. Concepts of validity, reliability, responsiveness, feasibility, clinical utility and interpretability will be examined.

B. Focus groups and surveys. The methods explored in this module are focus groups and surveys.

C. Case studies and interviews. The methods explored in this module are case studies and interviews.

D. Auditing and observation. The methods explored in this module are auditing and observation.

The final Integration module will be completed by all students and addresses the integration and application of evaluation back into the individual’s workplace context. The module is capped by an introduction to the legal and ethical considerations of evaluation including informed consent, professional competence, third party observers and ecological validity of the evaluation. Concepts related to culture, diversity and fairness in health care evaluation will also be identified and considered within the students’ own work context.

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This 25 credit point subject is a capstone experience that will run over two consecutive terms and is designed for practicing clinicians. Building upon previous evidence informed post-professional clinical learning and the University of Melbourne graduate attributes, the subject provides opportunities to extend, deepen and apply knowledge, skills and attributes in the context of a research project.

Students will be part of a research team and will work on aspects of a research project in collaboration with an experienced researcher. The student will communicate with the research team via synchronous online meetings and asynchronous discussions. This subject is an opportunity for students to integrate knowledge and research skills to define and address a research question. The research question can be answered by a systematic review of the literature, by an analysis of an existing data set or by testing a hypothesis within an existing research project.

Students are required to select a project from a list of research projects made available to them. The subject coordinator in consultation with the research supervisor and student will determine the content and extent of the project.

Students will be required to submit a report comprising a critical review of literature, methodological choices and rationale, results addressing the research hypothesis and discussion of findings and implications of the research project.

This capstone also provides the opportunity for interdisciplinary networking; dissemination of project outcomes with student peers and colleagues; and peer review prior to submission of the final assessment task. Students will be expected to communicate their findings in a concise and scholarly manner to their peers.

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This 25 credit point subject is a capstone experience that will run over two consecutive terms, and will require students to integrate and apply an advanced body of knowledge and cognitive, technical and creative skills to design and complete a substantial professional project. Building on their previous learning and the University of Melbourne graduate attributes, the subject provides opportunities to extend, deepen and apply knowledge, skills and attributes in the context of a professional project. Students will conduct a professional project based on a needs assessment within their professional practice context, identifying and justifying priority service areas. Selecting a priority area in collaboration with an academic and professional mentor they will design, justify and present a program, service or resource, including a business case, to address the identified area of need and design a project to meet this need.

This subject provides the opportunity for interdisciplinary networking; dissemination of project outcomes with student peers and colleagues; and peer review prior to submission of the final assessment task.

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This wholly online subject will introduce students to key theories, concepts and frameworks underlying contemporary approaches to health behaviour change in individuals across the health-illness spectrum, for health practitioners providing care to patients, and at the population level. The subject will enable students to develop skills in the design and evaluation of health behaviour change interventions that are evidence informed and tailored to clinical practice across the lifespan, health care services and community contexts.

The subject is divided into modules to allow flexibility for students to choose areas of health behaviour change to focus on that best match their disciplinary interests or work context.

All students will complete four modules within this subject.

A foundational module will be completed by all students and introduces some key theoretical models underpinning health behaviour and health behaviour change, core concepts in health care that relate to effective health behaviour change facilitation, and a framework for development of interventions to support positive change will be applied. Students will develop skills in the integration of theory into behaviour change intervention development including behavioural analysis, and will explore a wide range of behaviour change techniques including conversational methodologies for changing behaviour (such as motivational interviewing), the role of patient education and therapeutic alliance, and the use of technology to support change.

Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:

1. One-to-one interactions

In this stream we will apply health behaviour change theory and principles to case scenarios to see how these concepts might look in a clinical individual interaction setting.

2. Clinicians and health services.

In this stream we will apply a step-by-step approach to developing behaviour change interventions with the goal of changing clinician behaviours or redesigning health service delivery in order to improve the health of our patients.

3. Populations and communities

In this module, we will look at some behaviour change techniques for influencing the behaviour of communities or populations. We will more deeply examine the role of behaviour change at a public health level.

The final module will be completed by all students and promotes reflection and discussion on the integration and application of evidence-informed health behaviour change practices. This module will also provide students with an opportunity to extend their thinking into the ethics and societal challenges of evidence-informed health behaviour change interventions for individuals and groups.

Throughout the subject students will develop their skills to critically review and synthesise the literature supporting health behaviour change interventions. Students will gather existing evidence on topics related to their discipline, context and interests, critically evaluate the quality of evidence to support health behaviour change interventions, and interpret the clinical application of these approaches.

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Australia has introduced the National Disability Insurance Scheme (NDIS). The NDIS represents a fundamental social change in the provision of disability support services. This change places the consumer at the centre of service delivery. This subject will explore the introduction of the NDIS, exploring why this change was implemented, how it is being used by consumers and their families, and different service arrangements that are emerging as private, not for profit and public agencies seek to meet the needs of people with disabilities across the life span.

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This subject introduces sports medicine theory and practice, and explores the multi-faceted approach to managing the Modern Athlete. Relevant professional and sports medicine governance frameworks are consulted in a student-led evaluation of their own professional role and responsibilities in their current and potential practice contexts. There is opportunity to appraise self-knowledge and construct an individual learning plan to extend theory and practice in the context of managing the modern athlete. (This includes revising, applying or extending scientific knowledge and practice experience). Health advocacy in Sport and Exercise Medicine settings are appraised.

The subject utilises a case-based approach to Modern Athlete-Centred Management. Case scenarios facilitate exploration of athletes’ needs management options in different contexts. This includes consideration of special / defined populations, and challenges typical to the sports medicine environment that shape the clinical management plan. Embedded in the approach to managing the modern athlete is self-awareness of cognitive processes such as reasoning, decision-making, problem solving, goal setting; and the influence of evidence, innovation and ethics.

Finally, experts’ insights and students’ shared examples of managing the modern athletes in specific scenarios will be integrated into understanding of the needs of the modern athlete. This provides context for comparing, contrasting, reflecting upon and extending both Modern Athlete-centred interdisciplinary management, and one’s own development as a professional working in a sporting context.

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In Adaptive Leadership, students learn and apply core knowledge, skills and tools to recognize and navigate leadership opportunities and challenges in the context of digital transformation and dynamic competitive environments. The subject focuses in particular on how to build individual and collective capacity for change and agility.

To this end the subject focuses on leadership competencies in four domains:

• Personal effectiveness (including how to manage attention, and self-care)
• Ethical Judgement (including recognizing and managing biases and personal values in decision making)
• Creativity and Innovation (including the design thinking process, and testing ideas through experiments)
• Organisational Development (including managing organizational learning, and engaging stakeholders and communities)

Building on current academic research and leadership practice, students devise actionable strategies to address complex day-to-day leadership challenges in a context of organizational complexity, disruptive technologies, and diverse stakeholder needs and demands. Students develop skills for critical analysis and reflection, for individual and collective decision making , and for supporting well-being in uncertain and challenging conditions. This subject includes lectures with leading experts, case studies, contemporary readings and resources, webinars, and facilitated online group discussions.

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In Managing Teams, students will learn and apply core knowledge, skills and tools for leading teams in a context of digital transformation and dynamic competitive environments. The subject focuses in particular on how to cultivate individual and collective capacity for collaboration.

To this end the subject focuses on leadership competencies in four domains:

• Communication (including presenting clearly, with impact and the importance of authenticity)
• Teams (including dynamics, group decision making and sharing of leadership)
• Performance Management (including setting goals and providing feedback)
• Conflict and negotiation (including diagnosing types and causes of conflict, and negotiation and conflict resolution practices)

Building on current academic research and leadership practice, students will devise actionable strategies to address complex day-to-day team leadership challenges in a context of organizational complexity, disruptive technologies, and diverse stakeholder needs and demands. Students will develop skills for critical analysis and reflection, for individual and collective decision making, and for supporting team member well-being in uncertain and challenging conditions. This subject includes lectures with leading experts, case studies, contemporary readings and resources, webinars, and facilitated online group discussions.

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This subject builds on student's knowledge in radiology, particularly as it applies to the neuro-musculo-skeletal system and conditions common to athletes of all ages and abilities (inclusive of adolescents, adult and senior athletes) in different sporting contexts. Students will develop advanced knowledge of anatomical structures and functions and use this knowledge to interpret radiological images. They will be able to explore normal and pathological findings as displayed by a variety of imaging modalities including x-ray, CT scans, MRI and US imaging. Students will understand terminology typically used for reporting radiology findings. They will have a better appreciation of when imaging is appropriate and which imaging modality is most appropriate for clinical decision-making in different contexts. They will understand how to communicate ethically and sensitively on the importance of radiological assessment to athletes, their carers, and other relevant persons (such as coaches) as appropriate and understand appropriate onward referral. A person–centred approach will be adopted in this subject, with an expectation that students will be sensitive and informed about the athlete’s experience in undergoing radiological investigations. Further, the students will have the opportunity to collaborate with other professionals, including experts to discuss evidence and innovations in the use of radiology in Sports Medicine and to build their understandings of best practice in the interest of the athlete/s.

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This online subject is a foundational introduction to selected core theory and frameworks that underpin the development and delivery of best practice evidence-informed rehabilitation services. It covers multidisciplinary approaches across diverse clinical practice contexts, over the lifespan. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of approaches to delivering rehabilitation services.

The subject introduces theory underpinning and defining key features of best practice in rehabilitation. The International Classification of Functioning (WHO) will be used as a method of classification and consideration of the rehabilitation needs of an individual. The constructs of habilitation and rehabilitation will be explored and a range of models of rehabilitation services will be introduced. A module on policy and regulation will also explore government and local health policies influencing access and impact of rehabilitation services. Students will select an adult or paediatric rehabilitation module to deepen skills in finding, synthesising and appraising evidence. The application of evidence-based and person-centred rehabilitation practices will be further explored with insights from experts.

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This subject will enable students to integrate and extend prior knowledge on lifestyle and wellness behaviours to effectively and safely support optimal health of individuals, groups and specific populations across the lifespan and along the health and impairment continuum. Students will draw critically on the evidence for lifestyle behaviours needed for good health with an emphasis on the recommendations for physical activity and exercise. Students will also explore health risks due to sedentary behaviour and other lifestyle choices (such as poor diet, sleep hygiene and stress), and investigate current options for delivery and evaluation of programs to manage these risks and incorporate evidence informed behavioural interventions to promote optimal health. Students will build on their clinical reasoning skills to theorise the mechanism of an individuals' health deficits from an holistic, patient-centred, biopsychosocial perspective, and design a plan that includes a physical activity program plus other lifestyle changes to meet the goals of optimal health outcomes for an individual. Students will be expected to be critical in their analysis and evaluations of new and emerging evidence base around lifestyle choices.

All students will complete a Foundational module (Weeks 1-3) that will explore the pathophysiological and psychosocial theory of rehabilitation and evidence–based health outcomes of lifestyle and wellness behaviours with an emphasis on physical activity but also including other healthy lifestyle choices. A biopsychosocial framework will emphasise the biological, mechanical, social, psychological and cultural elements that influence health and health-enhancing behaviour.

Students will then choose three from five modules that best meets their learning interests and/or practice needs. These modules are:

1. Evidence.
   This module is recommended for all students unless they have prior research or systematic review experience. The module will focus on developing skills to search for, evaluate and synthesise the evidence base on the efficacy of physical activity, exercise, and other lifestyle behaviour programs that reflect the practice interests of students. Students will appraise both qualitative and quantitative evidence on selected programs for specified populations, including programs that support current exercise and physical activity guidelines and priorities. Students will practice framing a question, writing a search strategy, evaluating (appraising) the findings, synthesising the information, and considering application to their clinical practice.
2. Fitness, Physical Activity and Exercise.
   This module will cover the body systems and functions that contribute to strength and fitness. The primary focus will be on building knowledge of the different types of exercise activity (cardio-vascular, fitness, strength, flexibility) and how these might be used to achieve different outcomes. The module will also cover measurement of physical activity and exercise tolerance along the lifespan and the health and impairment continuum, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.
3. Optimising health for the Adult/Older Population.
   This module will address the assessment and analyses of health-related needs for adults/older adults including the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence participation preferences of adults/older adults within diverse practice contexts, and take an holistic person-centred approach to planning a program for optimising health.
4. Children.
   This module will address the assessment and analyses of health-related movement needs for children and the selection of appropriate advice and interventions. The 24hr recommendations for the early years initially developed in Canada form the basis for this module. This approach is an integration of physical activity, sedentary behaviour, and sleep recommendations. Students will also compare and contrast the personal and environmental circumstances that influence participation preferences of children within diverse practice contexts.
5. Community Approaches to Physical Activity/Inactivity.
   In this module, students will use some provided case scenarios to identify and analyse typical community-based and community-wide activity and exercise programs designed for individuals or groups across the lifespan. They will consider the influences of the environment, such as evidence for the role of the green environment and urban planning, in providing the space and motivation to engage in physical activity within the community. Finally, they will consider technological innovations, such as portable, wearable technologies, regularly used in the community setting.

The final integration module will be completed by all students. Students will consider their role, in terms of their health profession and practice context, in facilitating healthier lifestyles and improved wellbeing of their patients/clients. The final module (Week 8) will also focus on the design and evaluation of an holistic lifestyle intervention to meet the needs of an individual or a group with common impairments or health needs. Students will apply a model of rehabilitation best practice and using an ICF informed framework, in the execution of this task.

In this subject, students will also reflect on their personal attitudes to lifestyle choices and the privilege of their background and opportunities. They will concisely and effectively communicate their understanding of the range of options their patients/clients, in their particular practice context(s), have to improve their health and wellbeing.

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This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of individuals with critical illness. Attention is focused primarily on the assessment and rehabilitation of individuals within the intensive care setting and consideration on planning for reintegration back into the community. This subject will provide a problem based approach to enable students with an opportunity to extend their understanding of advanced anatomy, physiology, pathology, assessment and treatment in relation to ICU rehabilitation. The emphasis in this subject is the application of clinical reasoning and evidence-based practice in the safe and effective assessment and rehabilitation of individuals within the intensive care setting and consideration post intensive care on their ongoing management. Consideration will also be given to the rights of individuals and impact of team management processes in providing rehabilitation within the acute setting.

All students will complete four modules within this subject.

All students will complete a Foundational module that will explore anatomy, physiology and pathology which may affect the different body systems in particular the cardiovascular, respiratory and musculoskeletal systems. The implications of impairment in these systems will be considered in conjunction with the monitoring (lines and attachments) that may be seen with individuals who are critically unwell. At the end of this module students will also have an understanding of the legacy of post intensive care syndrome and the burden of survivorship on the physical, cognitive and mental health of survivors and also the impact on the mental health of family.

Students will then choose two from four modules that best meets their learning interests and/or practice needs. These modules are:

1. Rehabilitation in the Intensive Care Setting module comprises the study of non-volitional and volitional rehabilitation strategies including consideration of safety, exercise prescription, delivery methods and evaluation of the program

2. Rehabilitation considerations post intensive care module addresses rehabilitation, exercise prescription, delivery and the evaluation of exercise programs in the ward and community setting.

3. Outcome Measures across the continuum module focuses on outcome measures which can be utilised to measure impairment, activity limitations and participation restriction in line with the International Classification of Functioning framework. Course content will include specific development of the performance and interpretation of measurements and consideration of the clinimetric properties of outcomes.

4. Culture Change and Implementation module covers the analyses of cultural factors that enable and restrict the implementation of rehabilitation in acute settings. Leadership and management theory will be used as a basis for designing and negotiating barriers to implementation of mobility and rehabilitation protocols into acute setting such as intensive and critical care settings.

The final integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual within the ICU and community settings. Students will integrate and apply their learning from the previous three modules into context specific applications. They will select appropriate outcome measures and critically review literature to solve contextually relevant rehabilitation challenges demonstrating in-depth understanding of the complexity of the medical stability of the patient and choice of rehabilitation strategies.

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This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of women. Attention is focused on conditions affecting women specifically from young adulthood through to their reproductive and older years. Students will develop an extended knowledge of pathophysiology and clinical presentations that typically affect women’s experience of women’s health. Students will use an evidence-informed framework for their analysis and synthesis of recent literature and contextual factors that influence clinical practice across the lifespan.

All students will complete foundational work that will explore the typical physiological changes occurring in women from young adulthood through to the reproductive and older years.

Students will then choose 2 from 3 streams that best meets their learning interests and/or practice needs. These streams are:

1. Young women stream focuses on a deeper exploration of the physical, psychological and cultural expressions of adolescent development and the rehabilitation of clinical conditions associated with adolescence e.g. dysmenorrhea, female athlete triad.

2. Fertile women stream comprises of an exploration of fertility and infertility. There will be a focus on physical and psychological changes occurring during the childbearing year and post-natal recovery and appropriate rehabilitation.

3. Older women stream will focus on the physiology and psychology of the maturing woman including the effects of physical activity on the ageing musculoskeletal system, and the management of conditions associated with advancing age e.g. incontinence, bone health.

All students will then focus on the application of rehabilitation theory to practice. Students will critically review literature and with an understanding of the needs of the individual and her engagement within a group program will solve contextually relevant rehabilitation challenges for women.

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This wholly online subject explores core theory and frameworks that underpin Musculoskeletal Rehabilitation in specific and diverse practice contexts. The subject will provide students with the opportunity to gain knowledge and develop skills that enable them to implement musculoskeletal assessment and management models in their practice context. Biomedical and biopsychosocial paradigms are examined; alongside an emphasis on contemporary structure and function and developing movement and task analysis skills. With consideration of relevant services, systems & policies, these are applied to the clinical reasoning, decisions and evaluation of patient-centred musculoskeletal rehabilitation plans. There is an opportunity to select modules to allow flexibility for students to choose areas of musculoskeletal rehabilitation practice that best match their disciplinary interests or work context. These include hospital, community and sports & exercise contexts. Similarly, students will be given options to tailor case-examinations and assessment tasks according to their specific area of practice.

Following an introduction to musculoskeletal rehabilitation, movement analysis and exercise therapy, students can choose two from three modules that best meets their learning needs. In the relevant area of practice, each of these modules explores service models, strategic policies and practice standards that inform therapeutic interventions and features of comprehensive care in priority areas. These modules are:

1. Hospital based musculoskeletal rehabilitation
2. Musculoskeletal rehabilitation in the community
3. Musculoskeletal rehabilitation for Sports & Exercise

Students will develop the skills to identify literature and clinical guidelines related to case management. It is envisaged that study within these modules will underpin case selection for the integration and application of evidence informed musculoskeletal rehabilitation practice, culminating in a case-presentation assessment task. On completion of this subject, students will demonstrate skills in developing and justifying an evidence-informed rehabilitation program for an individual with a neuro-musculoskeletal condition. There is structured opportunity for peer review of the rehabilitation program design, critical review of the context and reflection on practice.

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This wholly online subject introduces students to the rapidly evolving field of neurorehabilitation. The theories and the evidence supporting the theories will be reviewed to identify why selected neurorehabilitation approaches are effective for people with neurological conditions. This subject will provide students with an opportunity to critically review their own neurorehabilitation practice in the areas of assessment, analysis and treatment planning. Students will be required to synthesise and interpret the evidence to demonstrate how it could be applied in their own setting to improve their current practice.
This subject is divided into modules to allow flexibility for students to choose areas of neurorehabilitation that best match their interests or work context. Similarly, there is flexibility in the assessment tasks to allow students to focus upon areas of neurorehabilitation that are of interest and relevant to their working context.

All students will complete a foundational theory module that reviews the relevant neuroanatomy, neurophysiology and neuropathology that is the basis for understanding theories related to recovery following a neurological injury. Students will then choose two from three modules that best meet their learning interests and/or practice needs.

These modules are:
1. Strength Training: This module will examine theories and evidence related to neuropathology and recovery at the level of body structure and function using strength training as a specific example. Normal walking and muscle function will be reviewed and the evidence that is emerging from research into strength training in stroke and other neurological conditions will be evaluated to identify how the knowledge could be applied in the clinical context.
2. Activities and Participation: This module will examine the relationship between activities and participation for people with neurological conditions. The module will also review the application of person-centred goals and the delivery of evidence-based treatments to achieve them. The effectiveness of new therapeutic approaches to improving activity and participation will be examined including the use of virtual reality.

3. Environment: This module will examine the role of the environment in neurorehabilitation including emerging evidence from animal and human studies that show how environmental enrichment affects recovery at the level of body structure and activity. The module will also examine how innovative technologies such as telerehabilitation could be applied to in the neurorehabilitation context.

The final module is an integration and application of the concepts explored during the foundational and selective streams. Students will have an opportunity to further explore the themes that have emerged through student and expert presentations.

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This subject will introduce students to innovative and contemporary technology that has been recently developed and is currently used in clinical practice and research for the purposes of measurement, diagnosis and prescription. Students will be exposed to theoretical principles and practical applications of selected technologies. Students will critically appraise selected innovation and emerging technologies using a scientific approach in order to consolidate their understanding of the key elements that determine feasibility, safety and utility. This will develop an understanding of the processes involved in integrating innovative and emerging technologies into their clinical practice to provide information that is measurable and meaningful to their patients, healthcare insurers and providers. Students will be required to develop a proposal for implementation of an emerging technology to measure human performance or functional outcome. Moreover, students will explore existing or emerging platforms (e.g. hardware) and infrastructure (e.g. resources) that are required to support such an endeavour.

Stream details:
Students will choose two from three modules that best meets their learning interests and/or practice needs. These modules are:

1. The clinical practice module will cover the role of new and emerging technologies that could be used to support accurate diagnosis, assessment and evaluation of efficacy of interventions.
2. The human performance module will cover the role of new and emerging technologies that could be used to facilitate analysis and measurement of human movement for the purposes of enhancing performance (i.e., sports, leisure and workplace) and screening for factors that may contribute to injury.
3. The research module will cover the underlying principles of critically appraising scientific research that has implemented new and emerging technologies to assess and quantify pathological and healthy human performance.

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This subject will introduce students to the core elements of Implementation Science theory. It will expose students to a number of different implementation conceptual models and frameworks and apply these to real life examples of implementation in the human service sector. The subject will discuss the multiple aspects of an implementation system, including the role of leadership and the outer content for successful implementation. Furthermore, students will learn about the importance of systematically using data, information, and knowledge to set and drive change, evidence actual implementation, tracking outcomes and driving continuous improvement throughout the implementation cycle.

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