OCCTH 3001 - Enabling Change: Musculoskeletal and Neurological

North Terrace Campus - Semester 1 - 2024

In this course students will describe, apply and critique principles of assessment and intervention for people with musculoskeletal and neurological conditions that impact on their capacity to participate in occupations. Clinical reasoning skills will be established which will be further developed through subsequent courses. Intervention principles will focus on the use of meaningful occupation and also incorporate environmental supports (advocacy, organisational change, environmental adaptation).

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Course Details

Course Code	OCCTH 3001
Course	Enabling Change: Musculoskeletal and Neurological
Coordinating Unit	Occupational Therapy
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Up to 15 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ANAT SC 2401 and OCCTH 2002
Restrictions	Bachelor of Occupational Therapy (Hons)
Assessment	Examination, assignment and continuous assessment

Course Staff

Course Coordinator: Kimberly (Kim) Charlton

Course Coordinator: Ms Kimberly (Kim) Charlton
Phone: +61 8 8313 3660
Email: kimberly.charlton@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building

Course Timetable

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

Course Learning Outcomes

1	Select and evaluate occupational therapy conceptual and practice models to guide assessment and intervention for people with musculoskeletal and neurological conditions.
2	Administer and analyse assessments of impaired body function, for people living with musculoskeletal and neurological conditions.
3	Evaluate physical, social and cultural contextual factors to inform intervention design.
4	Communicate clearly occupational therapy interventions based on sound clinical reasoning and best practice evidence.
5	Analyse research using appropriate appraisal tools and apply research findings in clinical practice.

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, 4
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, 4, 5
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.	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, 5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3, 4, 5
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	-
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	4

Learning Resources

Required Resources

Dirette, D. P., & Gutman, S. A. (Eds.). (2020). Occupational Therapy for Physical Dysfunction 8th Edition. Wolters Kluwer

Recommended Resources

Boyt Schell, B. A., & Gillen, G. (Eds.). (2019). Willard and Spackman's Occupational Therapy 13th Edition. Wolters Kluwer.
Learning & Teaching Activities

Learning & Teaching Modes

This course includes lectures, a scenario-based learning tutorial, skill-based workshops and online self-directed learning.

Workload

No information currently available.

Learning Activities Summary

In this course students will describe, apply and evaluate assessment and intervention for people experiencing neurological and musculoskeletal conditions that promote their capacity to participate in their usual occupations. Learning will be centred around an understanding of both restorative and compensatory approaches and will encourage exploratory learning through scenario based learning.

Specific Course Requirements

In the practical exam, students will demonstrate practical assessment tasks. This will include a mix of assessment-based tasks, therapeutic intervention-based tasks and manual handling related tasks. This is a hurdle assessment as students will need to demonstrate appropriate skills in manual handling and basic assessment and interventions prior to commencing on placement.

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	Weighting	Learning Outcome
Continuous Assessment	Formative and Summative	30%	1,2,3,4,5
Assignment	Summative	40%	1,2,3,4,5
Exam (Practical)	Summative (hurdle requirement)	30%	1,2,3,4

Assessment Related Requirements

Successful completion of the practice exam is a requirement in this course. This is a hurdle assessment. Safe demonstration of practical skills is essential prior to students going on final placements.

Assessment Detail

Continuous Assessment: Scenario Based Learning 30%
This assessment is linked to Scenario Based Learning tutorials where students are introduced to occupational therapy roles and practice within the neurological/musculoskeletal area. Students will be assigned learning issues relevant to the weekly scenario and will be required to choose three learning issues to complete a written report on to demonstrate learning.

Assignment: Discharge Planning 40%
This is a group assignment in which students work collaboratively to complete a discharge summary for a fictional patient. As part of the discharge summary each group will be required to complete appendices that align with the curriculum and workshop activities. As part of this assignment, a proportion of this grade will be based on peer review of the contribution of peers toward this assignment.

Exam: Demonstration of Practice Skills 30%
Students will demonstrate practical assessment tasks in the form of a practical exam. Students will complete three practical tasks. This will include a mix of assessment-based tasks, therapeutic intervention-based tasks and manual handling related tasks. This is a hurdle assessment as students will need to demonstrate appropriate skills in manual handling and basic assessment and interventions prior to commencing on placement.

Submission

No information currently available.

Course Grading

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

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

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