PHYSIOTH 4005 - Advanced EBP in Physiotherapy

North Terrace Campus - Semester 1 - 2024

Evidence-based practice (EBP) is the use of best available evidence combined with patient preferences, available resources and therapist expertise in negotiating patient care. Evidence-based health care requires physiotherapists to be able to perform the five steps of evidence-based practice previously studied. In this course students will further apply their EBP skills to provide peer review. This will enable students to further develop the necessary skills to perform evidence-based practice, while gaining a greater understanding of the peer review process and contributing to a valuable evidence-based resource.

Open All

Course Details

Course Code	PHYSIOTH 4005
Course	Advanced EBP in Physiotherapy
Coordinating Unit	Physiotherapy
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	PHYSIOTH 3005
Restrictions	Restricted to Bachelor of Physiotherapy (Honours)
Assessment	Examination, various assignments and continuous assessment tasks

Course Staff

Course Coordinator: Viviane De Menezes Caceres

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	Identify research topics that will enhance clinical knowledge and systematically locate evidence
2	Critically appriase relevant research studies to determine the risk of bias and how this might influence the research findings
3	Integrate and critically interpret research findings and justify answers to clinical research questions
4	Communicate the process and findings of your review via a range of media

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 2, 3, 4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 2, 3, 4
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 4

Learning Resources

Required Resources

All students should factor in the cost of their own electronic device. Required learning resources and readings will be provided on-line via MyUni. Students may need to access other online resources via the University library.

Recommended Resources

There will be a range of peer-reviewed articles – both as prescribed and recommended readings. Also, other generic materials such as, essay writing guides, study guides, referencing etc will be recommended resources.

Online Learning

MyUni (Canvas) will be used as the online platform to support the course via the following features:

• Learning modules to deliver content
• Online learning pathways to guide student navigation through the course
• Announcements
• Discussion Boards
• Echo 360 lecture recordings
• Other materials (e.g. bespoke video resources and links to other relevant web resources)
• Formative and Summative quizzes
• Student collaborations and conferences
• ePortfolio
Learning & Teaching Activities

Learning & Teaching Modes

In this course students will experience a variety of learning modalities, including problem-based learning and workshops as well as group and individual learning sessions, to ensure aspects of evidence based practice are covered. Students will engage in learning activities based on developing a research question(s), developing selection criteria and revision of search strategies. Further learning activities will involve appraising the quality of different types of research. Students will learn how to extract and appropriately analyse data as well as learn how to synthesise the data. Finally students will learn how to write a discussion and critically appraise another piece of work.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Independent research 35 hours = 35 hours
Workshops 5 x 2 hours = 10 hours
Weekly reading/ study 5 x 5 hours = 25 hours
Online modeuls 5 x 3 hours = 15 hours
Workshop preparation 5 x 2 hours = 10 hours
Assessment 40 hours = 40 hours
Total = 135 hours

Learning Activities Summary

Students will work on a review of a chosen topic to produce a report and a blog post.

The review will involve:
- Justifying the topic
- Stating a clear research question
- Conducting a search of library databases
- Selecting studies to include
- Extracting data from the included studies
- Appraising the included studies
- Synthesising the findings
- Providing recommendations

Specific Course Requirements

Nil

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Review Part 1	Summative	Monday Week 3	30%	1, 4
Review Part 2	Summative	Monday the week after the course ends	50%	1, 2, 3, 4
Blog post	Summative	Monday the week after the course ends	20%	1, 2, 3, 4

Assessment Related Requirements

Nil

Assessment Detail

Review (Parts 1 and 2): Students will write a review of a topic of their choosing, where the topic is justified, an answerable research question posed, a systematic search, appraisal of risk of bias and extraction of data conducted and reported, with these findings integrated into the discussion, with recommendations for clinical practice and future research. The Review will be submitted in 2 parts, 1. The Background and methods, and 2. The whole review. Students will be asked to address the feedback from Part 1 for the final review.

Blog post: Students will communicate their review findings in the form of a blog post for professional and lay audiences.

Submission

All assessments will be submitted via MyUni

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator