OCCTH 3001 - Enabling Change: Musculoskeletal and Neurological
North Terrace Campus - Semester 1 - 2023
General Course Information
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) Course Description 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).
Course Coordinator: Kimberly (Kim) CharltonCourse Coordinator: Ms Kimberly (Kim) Charlton
Phone: +61 8 8313 3660
Location Level 4, Engineering & Maths Sciences Building
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.
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.
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.
Required ResourcesDirette, D. P., & Gutman, S. A. (Eds.). (2020). Occupational Therapy for Physical Dysfunction 8th Edition. Wolters Kluwer
Recommended ResourcesBoyt Schell, B. A., & Gillen, G. (Eds.). (2019). Willard and Spackman's Occupational Therapy 13th Edition. Wolters Kluwer.
Learning & Teaching Activities
Learning & Teaching ModesThis course includes lectures, a scenario-based learning tutorial, skill-based workshops and online self-directed learning.
No information currently available.
Learning Activities SummaryIn 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 RequirementsIn 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 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
Assessment Related RequirementsSuccessful 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 DetailContinuous 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 individually assigned to learning issues. Each student will select three learning issue reports to submit to be marked as a summative assessment.
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.
No information currently available.
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.
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.
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