Subject Description Forms - Hong Kong Polytechnic University1).pdf · 2014-07-14 · RS5223...

B1

Subject Description Forms

MP: MSc in Manipulative Physiotherapy

NP: MSc in Neurological Physiotherapy

OT: MSc in Occupational Therapy

DD: MSc in Rehabilitation of People with Developmental Disabilities

SP: MSc in Sports Physiotherapy

C: Core subject

Code Title Page MP NP OT DD SP

RS517 Research Methods & Data Analysis 1 Compulsory

RS567 Project Study 3 Compulsory

RS501 Contemporary Issues in Health & Health

Care

5

RS504 Clinical Measurement and Evaluation 7 Elective

RS510 Neuro-psychological Rehabilitation 9 C

RS520 Vocational Rehabilitation 11 C C

RS524 Advanced Study in Neuroanatomy and

Neurophysiology

14 C

RS537 Psychosocial Rehabilitation for People with

Developmental Disabilities

17 C

RS538 Psychometric Theories and Practice 19 C

RS552 Ergonomics Intervention for Work-related

Musculoskeletal Disorders

22

RS553 Pain Management: a Multidimensional

Approach

25 Elective

RS554 Physical Diagnosis of Neuro-

Musculoskeletal Disorders

27 C

RS555 Advanced Principle and Practice of

Manipulative Physiotherapy (Lower Quarter)

30 C

RS556 Advanced Principle and Practice of

Manipulative Physiotherapy (Upper Quarter)

33 C

RS571 Cognitive Rehabilitation for the Elderly 36 Elective

RS576 Integrated Sports Science & Medicine 39 Elective

RS580 Theory and Practice of Sports Physiotherapy 41 Elective

RS581 Advanced Practice and Clinical Integration

in Sports Physiotherapy

43 C

RS587 Complementary and Alternative Therapies 45 C

RS588 Theories and Practice of Counseling for

Rehabilitation and Health Professionals

47 C C

RS589 Socio-political Context of Education and

Rehabilitation for People with Disability

50 C

RS593 Sensory and Motor Intervention for People

with Developmental Disabilities

53 C

RS594 Recent Advances in Rehabilitation for

People with Developmental Disabilities

56 C

RS595/

RS596

Independent Study I/II 59 Elective

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(Academic Year 2014/15)

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B2

Code Title Page MP NP OT DD SP

RS597 Contemporary Physiotherapeutic Approaches

in Neurological Rehabilitation

61 C

RS598 Clinical Practice I in Sports Physiotherapy 63 C

RS599 Clinical Practice II in Sports Physiotherapy 65 C

RS5200 Advanced Occupational Therapy Study 67 C

RS5201 Current Development in Neurological

Rehabilitation

69 C

RS5202 OT Management for Upper Extremity

Participation in Neurological Conditions

72 C

RS5203 Case Management of People with


75 C

RS5208 Advanced Study of the Arts and Science of

Tai Chi

78 Elective

RS5210 Contemporary Issues in Exercise Science

and Exercise Prescription

81 Elective

RS5212 Advanced OT Practice in Hand

Rehabilitation

84 C

RS5213 Advanced Physiotherapy Practice in Neuro-

rehabilitation I

87 C

RS5214 Advanced Physiotherapy Practice in Neuro-

rehabilitation II

89 C

RS5215 Diagnostic Methods and Outcome Measures

for Neurological Dysfunction

91 C

RS5216 Musculoskeletal injury and repair 93 C C

RS5217 Issues in Children with Developmental

Disabilities

95 C

RS5218 Principles of Case Management in

Rehabilitation

98 C

RS5219 Theories and Practices of Play Therapy 100 C

RS5220 Advanced Manipulative Physiotherapy

Practice I

103 C

RS5221 Advanced Manipulative Physiotherapy

Practice II

106 C

RS5223 Community occupational therapy: theory,

research and practice

109 C

RS600 Diagnostic Procedures in Musculoskeletal

Physiotherapy

112 C C

RS601 Acupuncture Therapy in Rehabilitation 114 Elective

Notes:

1. Please refer to section 8 of the Scheme Handbook for the details about core and elective subjects for each

programme.

2. Core subjects for a specific award can be selected as elective subjects for other awards.

3. Students can choose relevant MSc subjects of the Department of Rehabilitation Sciences available to them to

fulfill the core/elective subject requirements, on condition that they meet the “Pre-requisite/Co-

requisite/Exclusion” of the subjects concerned.

B1

Subject Code RS517

Subject Title Research Methods & Data Analysis

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Recommended: Basic knowledge of research methods equivalent to the final year of a

recognized undergraduate programme of a health care discipline.

Objectives

The subject is designed to provide students with an in-depth knowledge of research

methodologies and data analysis. It equips students with theoretical knowledge and

analytical skills required to design or critique research studies.

Intended Learning

Outcomes

Upon completion of the subject, students will be able to:

a. Develop a researchable question.

b. Describe the various study designs and their pros and cons.

c. Explain the principles involved in measurement and instrumentation.

d. Develop a conceptual model in outcomes research.

e. Select appropriate statistical methods to analyze data and interpret research

findings, including the use of software packages (e.g. SPSS).

f. Critically evaluate scientific research publications.

Subject Synopsis/

Indicative Syllabus

1. Developing research

- developing a researchable question, study designs, conceptual modeling, research

proposal writing

2. Measurement issues

- measurement tools, measurement reliability and validity

3. Paradigms of research

- experimental studies, correlational studies, descriptive studies, epidemiology,

qualitative research, survey studies, systematic review, meta-analysis

4. Methods of data analysis

- qualitative data

- quantitative data (with the use of software packages such as SPSS)

5. Evaluating research

- Critical appraisal of selected scientific publications

Teaching/Learning

Methodology

Lectures will cover the major concepts related to research methodologies. In tutorial

sessions, students will learn how to select and perform appropriate statistical analysis

procedures (including the use of SPSS) for different research questions and interpret

the findings.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting

Intended subject learning outcomes to be

assessed (Please tick as appropriate)

a b c d e f

1. Online quizzes 20

2. Written test 50

3. Research proposal 30

Total 100%

B2

Explanation of the appropriateness of the assessment methods in assessing the intended

learning outcomes:

Online quizzes: This assessment aims to evaluate the student’s understanding of the

material covered each week.

Written test: This assessment aims to evaluate the student’s understanding of all the

major concepts learned in the semester.

Research proposal: The students are required to integrate what is learned throughout

the semester and write up a research proposal.

#All students must complete the Online Tutorial on Academic Integrity before the

deadline in order to pass this subject.

Student Study

Effort Expected

Class contact: (39 Hrs.)

Lecture 18 Hrs.

Tutorial 21 Hrs.

Other student study effort: (81 Hrs.)

Self-study 39 Hrs.

Course works (research proposal writing) 40 Hrs.

Online tutorial on academic integrity 2 Hrs.

Total student study effort 120 Hrs.

Reading List and

References

Required textbook:

Portney LG, Watkins MP. (2009) Foundations of Clinical Research. Applications to

Practice. 3rd ed. Upper Saddle River, NJ: Pearson/Prentice Hall.

Reference texts:

Barbour RS. (2008) Introducing Qualitative Research: a Student's Guide to the Craft

of Doing Qualitative Research. London: Sage Publications.

Berg BL. (2007) Qualitative Research Methods for the Social Sciences. Boston, MA:

Pearson/Allyn & Bacon.

Huizingh E. (2007) Applied Statistics with SPSS. London: Sage Publications.

Knowles JG, Cole AL. (2008) Handbook of the Arts in Qualitative Research:

Perspectives, Methodologies, Examples, and Issues. Los Angeles: Sage Publications.

Leary MR. (2008) Introduction to Behavioral Research Methods. Boston, MA: Allyn

and Bacon.

Levin J. (2007) Elementary Statistics in Social Research: the Essentials. Boston:

Pearson Allyn & Bacon.

Peacock JL. (2007) Presenting Medical Statistics from Proposal to Publication: a

Step-by-Step Guide. Oxford, New York: Oxford University Press.

Rubin A. (2007) Statistics for Evidence-based Practice and Evaluation. Belmont, CA:

Thomson Higher Education.

Willis J. (2007) Foundations of Qualitative Research: Interpretive and Critical

Approaches. Thousand Oaks: Sage Publications.

B3

Subject Code RS567

Subject Title Project Study

Credit Value 6

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite: Completion of RS517 Research Methods & Data Analysis or equivalent

knowledge

Objectives

To provide an opportunity for the students to apply the acquired knowledge in other

theoretical subjects to a practical project. Through the project study, students are

expected to develop critical thinking, analytical and evaluative skills.

Intended Learning

Outcomes


a. To pursue an in-depth study of a professional issue which is relevant to a chosen

area of specialisation,

b. To develop critical thinking, analytical and evaluative skills through the conduct

of the project, and

c. To develop the ability to write and present in a scientific context.

Subject Synopsis/

Indicative Syllabus

There is no syllabus for project work. The student may choose to perform project work in an area related to the chosen field of specialisation. The area chosen has to be approved by the project coordinator. The supervisor will ensure that there will be sufficient resources to support the project. Examples of project work include an in-depth exploration of a controversial professional or academic issue,

evaluation of clinical assessment or treatment method,

development of new rehabilitation device,

development of clinical administration strategy

social science studies examining behavioural changes that occur in people with

physical disabilities,

action research into educational issues, and

clinical case study.

The chosen project may be related to one of the current research activities of the department or the workplace of the student. The project report may take any form subject to the approval of the project coordinator. Some examples are a manuscript that may subsequently be submitted to a professional journal. This

may be the appropriate form if the project is a conventional research study.

a treatise which is an in-depth exploration of professional knowledge

a consultancy or technical report, for example, in the case of technical evaluation

of a new device

a business plan if the project involves management strategy development The project report will be assessed to determine if a student has fulfilled the learning outcomes of project study as described above. The specific assessment criteria of a report may vary in different cases depending on the nature of the project. The criteria will be agreed upon by the project coordinator and the supervisor prior to the examination. The following lists the criteria that will be used for some types of projects. Experimental project with submission of a manuscript - presentation, research

B4

design, credibility, implementation, analysis, potential to be published

Treatise - presentation, depth and breath of knowledge demonstrated, analysis,

insight into the issue, conclusions/recommendations

Technical report - presentation, method, implementation, analysis,

recommendations for users

Business plan - presentation, justification and feasibility of the idea, market

analysis, management and implementation, financial plan, analysis

Teaching/Learning

Methodology

Self-directed learning. Each student will be assigned a supervisor and required to

complete a team project. A study plan (learning contract) will be formulated in the

beginning of the study, according to the interest of the student and the supervisor. The

student will be expected to meet regularly with the supervisor, but work

independently.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting

Intended subject learning

outcomes to be assessed (Please

tick as appropriate)

a b c

1. Final Project Report 60

2. Oral Presentation 30

3. Assessment of Individual

Contribution to Project

10

Total 100%

The project report must reflect sufficient evidence of independent work and a level of

professional knowledge that one would normally expect at the Master level. The report

will be assessed by the project supervisor and a staff member who has not been

involved in the supervision. The final project report (60%) is a group assessment

component. Oral presentation (15-40 minutes; 8-10 minutes/member) of the project

will be required at the end of the second semester. Oral presentation (30%) will be

assessed based on each individual members performance during presentation. Each

member should take part in the presentation and Q&A sessions. The grades/marks

should be given by the supervisor and the 2nd examiner. 10% of the total score will be

assigned by the supervisor to reflect the contribution of each team member to the

project.

Student Study

Effort Expected

Class contact:

Progress Report and Oral Presentation

Each student will be required to submit a written

progress report after the completion of the first

semester, and present the work orally at the end of

the second semester.

20 Hrs.

Other student study effort:

Independent study

(Project activities and final report writing)

A final written report will be submitted at the end

of the second semester.

240 Hrs.


Reading List and

References

Students will be expected to gather information which will be relevant to their project

work. They will be provided with appropriate reading resources by the supervisor if

necessary.

B5

Subject Code RS501

Subject Title Contemporary Issues in Health and Health Care

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

N/A

Objectives

1. This subject aims to provide students with the skills and knowledge to carry out a

conceptual analysis of contemporary health care issues and to focus on given

topics in more depth.

2. Students will be encouraged to develop a critical awareness of the wider social and

behavioural context within which health-related phenomena occur.

Intended Learning

Outcomes


a. understand contemporary health and health care issues;

b. identify professional, ethical and policy implications in health and health care

issues,

c. critically analyse and evaluate health care issues within international and local

contexts by drawing on theories, approaches and perspectives offered by the social

and behavioural sciences;

d. recognize the advantages, disadvantages, opportunities and limitations of adopting

inter- or multi-disciplinary perspectives on health and health-care issues;

e. develop individual viewpoints, foster new ideas and advocate changes in issues that

concern the local health care system and the health professions.

Subject Synopsis/

Indicative Syllabus

The specific issues outlined below are overview of the content of the subject and other

contemporary issues may be introduced as students develop their own topics for

presentation and discussion.

Examples of issues in the 3 domains include:

(1) Health Issues – health in aging population, health and lifestyle issues, chronic

disease management, traditional medicine vs alternative therapy, technology and

health, rising threats of infectious diseases, health in developed and developing

countries,

(2) Health Care Issues – changing models of health care delivery, health care

management issues, quality control, public vs private health care, globalization issues.

(3) Professional Issues – professional education, specialization, professional autonomy,

ethics and standards of practice, legislative issues, inter-disciplinary communication

and collaboration, cultural sensitivity and competency.

Teaching/Learning

Methodology

Interactive lectures, seminars, tutorials and group presentations. Students are expected

to participate actively in discussions in all topics.

B6

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting

Intended subject learning

outcomes to be assessed (Please

tick as appropriate)

a b c d e

1. Group Presentation 40

2. Individual assignment 50

3. Active participation 10

Total 100%

1. Group presentation – students will select a topic in the three main areas and they will

also need to lead a group discussion after their presentation.

2. Individual assignment – each student will select a topic of their own interest and

review the literature and demonstrate a critical analysis of the issues.

3. Active participation – students will be evaluated on their performance in group

discussions in each session, both as a leader or participant in group discussions on

various topics.

Student Study

Effort Expected

Class contact: (36Hrs.)

Lectures 12Hrs.

Tutorials 12Hrs.

Seminars 12 Hrs.

Other student study effort: (90Hrs.)

Literature search and self reading 48 Hrs.

Group discussion on preparation of presentations 42 Hrs.


Reading List and

References

Goldsmith SB (2011) Principles of health care management : foundations for a changing health care system. Sudbury, Mass. : Jones and Bartlett Publishers, Shortell SM, Kaluzny AD (2006) Health care management: organization, design, and behavior. 5th Ed. Clifton Park, NY : Thomson Delmar Learning Chan ZCY, Editor. (2009) Health issues in Chinese contexts. New York : Nova Science Publishers. Holtz C. (2008) Global health care : issues and policies. Sudbury, Mass. : Jones and Bartlett Publishers. Lecca PJ, Valentine PA, Lyons KJ (2003) Allied Health : Practical Issues and Trends in the New Millennium. The Hawthorn Press, New York. Sperry, L. (2003). Becoming an effective health care manager: The essential skills of

leadership. Baltimore: Health Professions Press.

B7

Subject Code RS504

Subject Title Clinical Measurement and Evaluation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

To provide an opportunity for the students to apply the acquired knowledge in

the clinical assessment of patients' physical and functional capabilities through

an extended use of existing assessment/measurement systems. Students will be

required to give an appraisal on the technical, functional aspects of various

devices designed as patient-machine interfacing or assessment tools for patients'

physical and functional capabilities.

Intended Learning

Outcomes


a. To have a better understanding about how physiological signals are processed

with different medical equipments;

b. To develop practical skills in operating medical equipments;

c. To develop a skill for critical reading of scientific reports;

d. To develop critical thinking, analytical and evaluative skills through the

conduct of the project.

Subject Synopsis/

Indicative Syllabus

Keyword syllabus:

This subject provides the student a chance to consolidate the knowledge

acquired, and is to be considered as a pre-amble of a larger scale project. The

students are required to study in the following aspects:

1. Technical aspects.

2. Design and material study.

3. Accuracy and reliability.

4. Compatibility.

5. Suitability for use on patient.

6. Social implication.

7. Calibration.

8. Setting up new testing protocol or modification of old ones.

9. Evaluation from a technical point of view.

10. Exploration of further applications and uses.

11. Actual practical use in a clinical situation.

12. Strategy planning in the use and applications.

Indicative syllabus:

1. Biomechanical Evaluation of Musculoskeletal System

Muscle Strength and Endurance Evaluation

Electromagnetic Tracking of Human Motion

Determination of Human Motion Using Electrogoniometry

Electromyogram

2. Functional Assessment

Gait Analysis

Work Simulation

3. Evaluation of Physical Therapeutics

Spinal Movement

Biomechanical Study of Mobilisation

B8

4. Assessment of Cardio-vascular System

Propagation Speed of the Pulse Wave of the Blood Vessels

Ambulatory Monitoring of Cardiac Performance

Ergometry for Stress Tests

Study of Physiological Costs

5. Monitoring System

Oximetry for Monitoring Oxygenation

Monitoring of ECG, EEG and EMG

6. Interfacing Devices for Disabled

Switches for Disabled

Environmental Control

Communications System for Disabled

7. Computing for Disabled

Software in Rehabilitation

8. Information System

Rehabilitation Information System

Teaching/Learning

Methodology

This subject is designed to provide the students with sufficient time for practical

sessions on equipment/apparatus, and to prepare them for thorough investigation

in the form of mini projects. Students may be required to perform tests,

measurements or assessments on normal subjects or patients. In some of the

topics, they will be required to give an appraisal report on the technical

specifications of the system and to give comments on the completeness,

suitability and adequacy in being an interfacing device for the patient of a

particular clinical problem.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting

Intended subject learning outcomes to

be assessed (Please tick as appropriate)

a b c d

1. Report(s) 100

Total 100%

Explanation of the appropriateness of the assessment methods in assessing the

intended learning outcomes:

The students will be assessed on the basis of the reports they submit according to

specific requirements of each individual systems they are assigned to study.

Student Study

Effort Expected


Practical 39 Hrs.

Other student study effort: (80 Hrs)

Testing and measurement 30 Hrs.

Review and reading 50 Hrs.


Reading List and

References

Published manuals and related academic and technical information will be given.

Background information will be supplied as required.

B9

Subject Code RS510

Subject Title Neuropsychological Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

1. Evaluate major theoretical and method development in neuropsychological

rehabilitation.

2. Explore ways to develop behavioral and ecological assessment, specific

treatment strategies for neuropsychological deficits.

3. Develop research interests which form the base for programme evaluation

and clinical application.

Intended Learning

Outcomes


a. Select and conduct common cognitive assessments for clients with

cognitive deficits

b. Outline major types of neuropsychological rehabilitation techniques

c. Appreciate evidence-based cognitive rehabilitation and its applications

d. Understand professional and legal issues in neuropsychological

rehabilitation

e. Explore the community reintegration issues and research development in

neuropsychological rehabilitation

Subject Synopsis/

Indicative Syllabus

1. Assessment and methodological issues

2. Neuropsychological rehabilitation techniques

3. Professional and legal issues

4. Neuropsychological rehabilitation and community integration

5. Representative research and application

Teaching/Learning

Methodology

Lecture is mainly used to deliver key information on neuropsychological

rehabilitation, tutorial is for reinforcing contemporary issues and foresight in

related rehabilitation issues. Practical sessions will be used to enhance students’

assessment and case management skills.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting

Intended subject learning outcomes

to be assessed (Please tick as appropriate)

a b c d e

1. Written assignment 60

2. Seminar presentation 40

Total 100%

Individual written assignment is used to demand students to integrate theory,

knowledge and skills in managing a typical type of clients with cognitive

deficits. Seminar presentation in a group format will facilitate students to work

collaboratively in a topic that demand strong evidence based practice and use of

critical and creative thinking for a case scenario.

B10

Student Study

Effort Expected


Lecture 15 Hrs.

Tutorial 15 Hrs.

Practical 6 Hrs.

Seminar 3 Hrs.


Literature search 25 Hrs.

Peer group study 25 Hrs.

Case study 20 Hrs.

Written assignment 20 Hrs.


Reading List and

References

Baddeley, A.D., Kopelman, M.D., Wilson, B.A. (2002). The handbook of

memory rehabilitation. West Sussex, England: John Wiley & Sons. LTd.

Clare L., Woods, R.T. (2001). Cognitive rehabilitation in dementia: A special

issue of the Journal of Neuropsychological Rehabilitation. East Sussex:

Psychology Press Ltd.

Hill, R.D., Bäckman L., Neely A.S. (2000). Cognitive rehabilitation in old age.

New York: Oxford University Press.

Kreutzer, J.S. & Wehman, P.H. (1991). Cognitive rehabilitation for persons

with traumatic brain injury: A functional approach. Baltimore: Paul H. Brooks

Publishing Co.

Lezak, M.D., Howieson, D.B., Loring D.W., Hanny H.J., Fischer, J.S. (2004).

Neuropsychological assessment. (4th Ed.). New York: Oxford University Press.

Sohlberg, K.M., Mateer, C.A. (2001). Cognitive rehabilitation: An integrative

neuropsychological approach. New York: Guildford Press.

Unsworth C. (1999). Cognitive and perceptual dysfunction: a clinical

reasoning approach to evaluation and intervention. Philadelphia: F.A. Davis.

Journals:

American Journal of Occupational Therapy

Archives of Physical Medicine and Rehabilitation

Brain Injury

Cognitive Neuropsychiatry

Cognitive Neuropsychology

Journal of Cognitive Rehabilitation

Journal of Head Trauma Rehabilitation

Journal of International Neuropsychological Society

Neurorehabilitation and Neural Repair

Neuropsychological Rehabilitation

Rehabilitation Education

Rehabilitation Psychology

The Journal of Cognitive Rehabilitation

B11

Subject Code RS520

Subject Title Vocational Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Recommended background knowledge:

Work experience in vocational or pre-vocational rehabilitation setting for

people with disabilities such as physical, psychiatric, and developmental

disabilities would be an advantage.

Objectives

This subject aims to introduce to students about the current theories, knowledge

base, practice, and evidence of vocational rehabilitation. Students are also

guided to conduct case management, analyze current system issues in the field,

and suggest principles or strategies to improve current practice.

Intended Learning

Outcomes


a. Critically analyze and evaluate the conceptual models and theories in

vocational rehabilitation

b. Select appropriate evaluation tools for vocational assessment persons with

disabilities.

c. Describe the key strategies, process, and techniques of vocational

preparation, vocational rehabilitation and career counseling.

d. Analyze and evaluate the key service models of vocational rehabilitation.

e. Compare and contrast the perspectives of clients, professionals, and

employers on vocational rehabilitation.

Subject Synopsis/

Indicative Syllabus

1. Current theories and conceptual models in work adjustment training and

vocational rehabilitation

2. Socioeconomic and political context of vocational rehabilitation in local and

international scene

3. Vocational development and career counseling of persons with disabilities

4. Vocational assessment and evaluation

5. Job analysis, job development, and job search assistance

6. Service models and strategies in vocational rehabilitation:

a Work adjustment training

b Work hardening

c School-to-work transition

d Supported employment

e Employee re-training

f Sheltered employment

g Social enterprise

h Expert Witness

7. Employers and the business perspective of vocational rehabilitation.

Teaching/Learning

Methodology

Lecture: introduce to students on the current theories, rehabilitation strategies,

and socio-political context of vocational rehabilitation.

Tutorials: students would discuss and debate on selected topics to assist them to

deepen understanding of theories and practice, analyze practice and system

issues, and conduct case analysis. Video shows are used to illustrate client

experience and employer perspectives on vocational rehabilitation, and

demonstrate assessment or intervention skills.

B12

Seminars: These are student-led presentations, in which student groups take

turns to present specific topics in vocational rehabilitation theory, practice, and

empirical evidence. Students are required to conduct in-depth analysis of issues

and present their views and evaluation of current theories and practices.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1.Quiz 30

2.Written Assignment 30

3.Seminar Presentation 40

Total 100%

Quiz: focused on examining students’ knowledge on models, assessment and

intervention strategies, and evidence of vocational rehabilitation practice, which

is mainly covered in the first half of the subject.

Written assignment: students are required to formulate assessment and/or

treatment plans for specific cases with different work injuries or disabilities.

Though the assignment, students are expect to develop and practice their skills

in case management.

Seminar presentation: students work in small project groups to develop in-depth

understanding of selected current topics in vocational rehabilitation (which

covers all key areas of the subject). Students are requested to evaluate analyze

and evaluate current theories and practice.

Student Study

Effort Expected


Seminars 15 Hrs.

Guided Study 9 Hrs.

Tutorials 15 Hrs.


Self-study 20 Hrs.

Preparation of assignments 20 Hrs.

Preparation of seminar presentation 30 Hrs.


Reading List and

References

Textbook

Rubin, S. E., & Roessler, R. T. (2008). Foundations of the vocational

rehabilitation process. 6th Ed., Austin, Texas: Pro-Ed.

Readings

Chan, C. C. H., Li, W. P. C., Hung, L. K. & Lam, P. C. W. (2000). A

standardised clinical series for work-related lateral epicondylitis. Journal of

Occupational Rehabilitation, 10, 143-152.

Demers, L.M. (1992) Work Hardening: A practical guide. Andover Medical

B13

Publisher.

Grove, B. (1997). Social firm handbook: new directions in the employment,

rehabilitation and integration of people with mental health problems:

everything you wanted to know but didn't know who to ask. Brighton, England:

Pavilion Pub.

Lam, C.S., Wiley, A.H., Siu, A.M.H., & Emmett, J. (2010). Assessing

readiness to work from a stages of change perspective: Implications for return

to work. Work, 37, pp.321-329.

Law, C. K. M., Siu, A. M. H., Lee, J. L. Y., & Lee, S. W. K. (2006). Prediction

of Work Rehabilitation Placements using the Chinese Work Personality

Profile. Psychiatric Rehabilitation Journal, 30, 120-128.

Li, E. P. Y. (2000). The school-work transition of people with mental handicap

in Hong Kong. Work: A Journal of Prevention, Assessment and Rehabilitation,

14, 217-227.

Li, W.P.C., Chan, F.K.S. & Lui, W.Y. P. (1996). Functional Assessment of

Repetitive Strain Injuries. Journal of Hand Therapy, 9, 394-398.

Material Development Centre (1982). A guide to Job Analysis: A “How To”

publication for Occupational Analysis. Materials Development Center.

May, D. (2000). (Ed.). Transition and change in the lives of people with

intellectual disabilities. London: Jessica Keingsley Publishers.

Marr, J.N., & Roessler, R.T. (1994). Supervision and management: A guide to

modifying work behavior. Fayetteville: The University of Arkansas Press.

Peterson, N.G., Mumford, M.D., Borman, W.C., Jeanneret, P.R., & Fleishman,

E.A. (1999). An occupational information system for the 21st Century: The

development of the O*NET. Washington, D.C.: American Psychological

Association.

Parker, R. M., & Schaller, J. L. (2003). Vocational Assessment. In E. M.

Szymanski, & R. M. Parker (Eds.) Work and disability: issues and strategies in

career development and job placement (pp.155-200). 2nd Ed. Austin, Texas,

Pro-Ed.

Porter, L.W., Bigley, G.A., & Steers, R.M. (2003). Motivation and work

behavior (7th Ed.). New York: McGraw-Hill.

Poon, M.Y.C., Siu, A.M.H., & Sin, Y.M. (2010). Outcome analysis of

occupational therapy programme for persons with early psychosis. Work, 37,

65-70.Power, P. W. (2000). A guide to vocational assessment. 3rd Ed. Austin,

Texas: Pro-Ed.

Prien, E.P., Goodstein, L.D., Goodstein, J., &Gamble Jr., L.G. (2009). A

practical guide to job analysis. San Francisco, CA: Pfeiffer.

Rush, F. R. (1990) Supported Employment: Models, Methods and Issues.

Sycamore, Ill: Sycamore Publishing Co.

Szymanski, E. M., & Parker, R. M. (2003). Work and Disability: Issues and

strategies in career development and job placement.2nd Ed. Austin, Texas: Pro-

Ed.

Karen E. Wolffe 著 ; 王敏行, 賴淑華, 戴富嬌譯《身心障礙者生涯諮

商 : 給實務工作者的教戰手冊》台北市 : 心理出版社股份有限公司,

2009。

B14

Subject Code RS524

Subject Title Advanced Study in Neuroanatomy and Neurophysiology

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Recommended background knowledge

An understanding of neuroanatomy and neurophysiology equivalent to

undergraduate level of health care professional training.

Objectives This subject is designed to advance the knowledge on clinical neuroscience.

Intended Learning

Outcomes


a. further the knowledge in the anatomy and physiology of human nervous

system.

b. deepen the understanding of the role of nervous system in movement

control and cognitive functions.

c. have an overview of the response of nervous system to aging, degeneration

and insult.

d. deepen the understanding of the plasticity of the nervous system.

e. critically review recent research on neuroanatomy and neurophysiology.

Subject Synopsis/

Indicative Syllabus

1. Interaction between neurons: synaptic transmission

Structure of neurons and glia cells

Ttransmission of information by neurons, synaptic transmission

Neurotransmitter

Diseases affecting the cells of the nervous system

2. Sensory system

Physiology of somatosensory system

Pain and analgesia

Visual and auditory system

3. Reflex and voluntary control of movement

Physiology of muscle receptors and spinal reflexes

Hierarchial/parallel organisation of the spinal cord, brain stem, motor-

sensory cortex and supplementary motor area

Control of muscle tone

Central pattern generator and control of locomotion

Pathophysiology of spasticity

Neurophysiology basis of motor-relearning.

4. Subcortical control of movement

Regional organisation of cerebellum and basal ganglia

Role of cerebellum and basal ganglia in balance and movement control

Pathology of cerebellum and basal ganglia

5. Cognitive functions of the central nervous system

Physiology of attention, memory and learning

Introductions to clinical neuropsychology

Changes of the central nervous system to dementia

6. Circulatory system of the nervous system

Blood supply of the brain

B15

Cerebrospinal fluid, blood-brain barrier

Pathology of the circulatory system

7. Lesions and recovery of the nervous system

Reactions of the central nervous system to insult, aging, and

degeneration - gross structural changes and molecular level.

Responses to lesions in the peripheral nervous system.

Recovery in the nervous system after injuries – the use of stem cells

8. Mechanisms of plasticity in the central nervous system

Plasticity of the nervous system at cellular level

Understanding of plastic changes of the nervous system using animal

and human studies

Effects of rehabilitation on plasticity

9. Recent advances on neuroanatomy and neurophysiology

Electrophysiological study design

In vivo study design

Teaching/Learning

Methodology

This subject use blended e-learning and classroom teaching. Students have to

read each web-based chapter and recommended research papers as well as to

complete interactive activities within the chapter before attending the tutorials.

In seminars and tutorials sessions, students will discuss and appraise

research findings in order to consolidate their knowledge on

neuroanatomy and neurophysiology.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting


be assessed (Please tick as

appropriate)

a b c d e

1.Written test 50

2. e-based quizzes 25

3. Seminar

presentation

25

Total 100%



Written test: This assessment aims to assess students’ understanding of the

knowledge on neuroanatomy and neurophysiology

e-based quizzes: Through web-based interactive activities and quizzes, this

assessment aims to deepen students’ understanding of the knowledge of

neuroanatomy and neurophysiology

Seminar presentation: This assessment aims to critically select relevant journal

article and appraise scientific knowledge on neurophysiology

B16

Student Study

Effort Required


Seminar/Tutorial 36 Hrs.


Review of literature and interactive e-learning

activities 50 Hrs.

Preparation for seminar presentation 30 Hrs.


Reading List and

References

Adam, R.D. and Victor, M. (2005) Principles of Neurology. 8th Ed. New York:

McGraw-Hill

Brodal, P. (1998) The Central Nervous System - Structure and Function. 2nd Ed.

New York: Oxford University Press.

Eduardo E. et al. (1999) Medical Neurosciences: an approach to anatomy,

pathology and physiology by system and levels. 4th Ed. Philadelphia :

Lippincott-Raven Publishers

Kandell, E.R., Schwartz, J.H. and Jessell, T.M. (2006) Principles of Neural

Science. 5th Ed. USA: The McGraw-Hill Companies.

Nolte, J. (2002) The Human Brain: an Introduction to its Functional Anatomy,

5th Ed. St. Louis: Mosby.

Waxman, S.G. and DeGroot, J. (1999) Correlative Neuroanatomy, 24th Ed.

Norwalk: Appleton and Lange.

And relevant articles from professional journals.

B17

Subject Code RS537

Subject Title Psychosocial Rehabilitation for People with Developmental Disabilities

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

1. understand the integrated nature of psychosocial intervention for people

with developmental disabilities

2. explore and understand behavioral, cognitive-behavioral and social

intervention strategies for people with developmental disabilities according

to updated evidences

3. understand and apply the psychosocial interventions to individual care plan

of people with developmental disabilities

Intended Learning

Outcomes


a. understand the integrated nature of psychosocial intervention for people

with developmental disabilities from a system theory’s perspective

b. understand and apply behavioral, cognitive-behavioral and social

intervention strategies for people with developmental disabilities

c. understand and apply psychosocial interventions to the individual care plan

of people with developmental disabilities

Subject Synopsis/

Indicative Syllabus

1. Overview of psychosocial intervention

2. Behavioral intervention

General theories and principles

Assessment and study for of challenging behavior

Treatment of challenging behavior for people with ASD

Positive behavioral support

3. Cognitive-behavioral intervention

Theories and principles

Treatment for people with ADHD & DCD

Social skills training

4. Social intervention

Therapeutic recreation

Community participation

Social intergration

Caregiver issues

Teaching/Learning

Methodology

Seminar is mainly used to deliver essential knowledge and key information.

Practical will be used for demonstration and to enhance students to learn

assessment and therapy skills. Seminar presentation in a group format will

facilitate students to work collaboratively in a topic. Written assignment is used

to demand students to work individually and in group to integrate theory and

practical in a manuscript which should be reflected from the level of rigor.

Independent study is used for students to find out and self-study required

materials.

B18

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c

1.Written assignment 70

2. Presentation 30

Total 100%


intended learning outcomes

Student Study

Effort Expected


Seminar 33 Hrs.

Tutorials 6 Hrs.


Self-study 40 Hrs.

Peer group study 10 Hrs.



Reading List and

References

Sarafina, E. P. (1996). Principles of Behavior Change: Understanding

behavior modification techniques. New York: John Wiley & Sons, Inc.

van der Vlugt, H., Pijnenburg, H. M., Wels, P. M. A., & Koning, A. (1995).

Cognitive behavior modification of ADHD: A family system approach. In H.

P. J. G. van Bilsen, P. C. Kendall, & Slavenburg, J. H. (Eds), Behavioral

approaches for children and adolescent: Challenges for the next century. NY:

Plenum Press.

Zarkowska, E., & Clements, J. (1994). Problem behavior and people with

severe learning disabilities: The STAR Approach. London: Chapman & Hall. Journal: Journal of Applied Behavioral Analysis Research in Developmental Disabilities

B19

Subject Code RS538

Subject Title Psychometric Theory and Practice

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion


Basic concepts of inferential statistics including linear regression, correlation

and ANOVAs.

Objectives

1. To equip students with basic measurement theories requiring for conducting

validation studies on summative instruments.

2. To apply different qualitative and quantitative enquiry methods for

collecting evidence on psychometric properties of clinical instruments.

3. To evaluate the appropriateness and usefulness of common summative

instruments used in clinical practices.

Intended Learning

Outcomes


a. Evaluate relevance and representativeness of test content against theoretical

constructs based on which the instrument is developed.

b. Analyze characteristics of the instruments and evaluate the appropriateness of

using specific method for gathering evidence on its reliability.

c. Evaluate psychometric properties of summative instruments based on

evidence generated from structural and substantive validity.

d. Criticize strengths and weaknesses of validation studies of common

summative instrument.

e. Synthesize psychometric theories and design appropriate validation study on

psychometric properties of clinical instruments.

Subject Synopsis/

Indicative Syllabus

1. Inferential statistics: ANOVA and MANOVA, explorative and confirmatory

factor analyses

2. Criterion- and norm-referenced testing

3. Level of measurement and its relationship with psychometric analyses

4. Introduction to classical test theory

5. Concepts of reliability, i.e. coefficients of consistency and stability; different

estimation methods: Cronbach's alpha, intraclass correlation, kappa

6. Classical model of validity - its history, Cronbach and Meehl, Loevinger,

Anastasi, Nunnally – content, structural, substantive and construct

7. Messick's model of validation and Rasch analysis

8. Norming and scaling

Teaching/Learning

Methodology

The teaching methods used are tutorial and laboratory. Students will be given

research papers, in-class exercise and quizzes to facilitate learning of concepts

and knowledge on psychometrics. Students will conduct statistical analyses on

data sets for learning of quantitative analyses. The group presentation and

assignments are valuable venue for consolidating the knowledge and skills

learnt in classes.

B20

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d E

1. Assignments (two) 80

2. Group presentation 20

Total 100%

In the group presentation, the students are required to evaluate the methods used

and results obtained from published or non-published studies on specific

clinical instruments. In the assignments, the students will generate evidence of

psychometric properties of a clinical instrument based on a real data set and

critically comment on strengths and weaknesses and suggest ways for further

improving the instrument. Both assessment components are useful for

consolidating the learning of the theories and concepts in class. The thinking

and computation processes involved in the assignments will enrich the students’

skills on designing validation studies in the future.

Student Study

Effort Expected


Tutorial 15 Hrs.

Laboratory 18 Hrs.


Self-study 68 Hrs.

Preparation for assignments and group

presentation 24 Hrs.


Reading List and

References

Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.). Upper Saddle

River, NJ: Simon & Schuster.

Benson, J., & Clark, F. (1982). A guide for instrument development and

validation. American Journal of Occupational Therapy, 36(12), 789-800.

Chan, C. C. H., Lee, T. M. C., Fong, K. N. K., Lee, C., & Wong, V. (2002).

Cognitive profile for Chinese patient with stroke. Brain Injury, 16(10), 873-884.

Chang, W.C., & Chan, C.C.H. (1995). Rasch analysis for outcomes measures:

Some methodological considerations. Archives of Physical Medicine and

Rehabilitation, 76, 934-939.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in

objective scale development. Psychological Assessment, 7(3), 309-319.

Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test

Theory. Orlando, FL: Holt, Rinehart and Winston, Inc.

Cronbach, L. J. (1971). Test validation. In R.L. Thorndike (Ed.), Educational

Measurement (2nd ed.). (Chapter 14, pp. 443-507). Washington, DC: American

Council on Education.

B21

Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in

psychological assessment: A functional approach to concepts and methods.

Psychological Assessment, 7(3), 238-247.

Leung, A. W. S., Chan, C. C. H., & He, J. (2004). Structural stability and

reliability of Swedish Occupational Fatigue Inventory (SOFI) among Chinese

sedentary worker. Applied Ergonomics, 35, 233-241.

Leung, S. O. C., Chan, C. C. H., & Shah, S. (2007). Development of Chinese

version Modified Barthel Index – Validity and rehabilitation. Clinical

Rehabilitation, 21, 912-922.

Messick, S. (1993). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd

ed.)(pp.13-103). Phoenix, AZ: Oryx Press.

Ottenbacher, K. J., & Tomchek, S. D. (1993). Reliability analysis in therapeutic

research: Practice and procedures. American Journal of Occupational Therapy,

47(1), 10-16.

Nunnally, J. C., Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). New

York: McGraw-Hill, Inc.

Portney, L. G., & Watkins, M. P. (2000). Foundations of Clinical Research.

Application to Practice (2nd Ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Shrout, P. E., & Fleiss J. L. (1979). Intraclass correlations: Uses in assessing

rater reliability. Psychological Bulletin, 86, 420-428.

Yu, M. S. W., Chan, C. C. H., Tsim, R. K. M., & (2007). Usefulness of Elderly

Mobility Scale for residential placement considerations. Clinical Rehabilitation,

21, 1114-1120.

B22

Subject Code RS552

Subject Title Ergonomics Intervention for Work-related Musculoskeletal Disorders

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

This subject aims to provide practicing health care and occupational health and

safely professional the knowledge of ergonomics and its application in the

prevention of musculoskeletal disorders at the workplace.

Intended Learning

Outcomes


a. Demonstrate how human performance at work can be optimised with due

consideration of the related ergonomics principles, work and human

characteristics.

b. Identify the possible risk factors associated with work-related

musculoskeletal disorders.

c. Critically evaluate the existing literature, guidelines and standards related

to work-related musculoskeletal disorders.

d. Apply the ergonomics principles in workplace of different settings.

e. Synthesise, integrate and apply proper approaches in workplace analysis,

ergonomic intervention and evaluation.

f. Plan an effective functional capacity evaluation and work rehabilitation

program based on ergonomics principles.

Subject Synopsis/

Indicative Syllabus

1. Human characteristics and humans at work

Work physiology

Anthropometry

Occupational biomechanics

Human psychology

Physical environment of work

2. Work-related musculoskeletal disorders

Risk factors for work-related musculoskeletal disorders

Cumulative trauma disorders in industry

Manual material handling and low back disorders

3. Work systems analysis

Ergonomics principles at work

Work analysis

Methods of measurement and investigation

4. Ergonomics intervention and evaluation

Intervention approaches and strategies

Evaluation of intervention

5. Functional capacities evaluation and work rehabilitation

Approaches in functional capacities evaluation

Teaching/Learning

Methodology

This subject utilizes a hybrid of e-learning and face to face tutorial to strengthen

the concepts of ergonomics principles. Due emphasis in put on the application

of ergonomics principles into the students’ day to day practice.

B23

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e d f

1. Lab reports 30

2. Case study report 40


Total 100%



Laboratory report – the laboratory report tested the students’ knowledge in the

understanding of the commonly performed ergonomics tools for the evaluation

of the common physical risk factors at the workplaces. Students are required to

perform the tests in a reliable and valid manner, and interpret the findings with

appropriate literature support.

Case study presentation - The case presentation is a self-directed learning

exercise which aims to further consolidate students' knowledge in ergonomic

principles in the prevention of work-related musculoskeletal disorders. In this

exercise, students select a particular activity, task, job or occupation that is

prone to work related musculoskeletal disorders, conduct an ergonomic work

site evaluation and provide intervention strategies with appropriate literature

support.

Written assignment – This assessment aims to provide an opportunity for

students to present their selected topic in a well structured and succinct manner.

Student Study

Effort Expected

Class contact: (39 hrs)

Web-based seminar 18 Hrs.

Web-based tutorial 6 Hrs.

Directed studies (Seminar) 9 Hrs.

Lab activities 6 Hrs.


Seminar preparation 20 Hrs.

Assignment and report 35 Hrs.

Reading/self study 35 Hrs.


Reading List and Required Texts:

B24

References Karwowski W., Marras WS. (2006) The Occupational Ergonomics Handbook.

CRC press

Recommended Reading:

Chaffin DB, Andersson GBJ (2006). Occupational Biomechanics. 2nd ed. New

York: Wiley Interscience.

Grandjean E (1988). Fitting the Task to the Man: A Textbook of Occupational

Ergonomics. 4th ed. London: Taylor and Francis.

Marek T. Karwowski W. Rice V. (2011) Advances in understanding human

performance : neuroergonomics, human factors design, and special

populations. Boca Raton : CRC Press, c2011.

Nordin M, Andersson GBJ, Pope M (2007). Musculoskeletal Disorders in the

Workplace: Principles and Practice. St. Louis, MO: Mosby Year Book.

B25

Subject Code RS553

Subject Title Pain Management: A Multidimensional Approach

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives Students will gain knowledge in the complex, multidimensional nature of pain

and its management within a multidisciplinary framework.

Intended Learning

Outcomes


a. Understand the current theories of the anatomical, physiological and

psychological basis of pain & pain relief.

b. Recognize how age, gender, family, culture, and the environment contribute

to the pain experience and must be utilized in the assessment and

management of pain.

c. Recognize the differences between acute and chronic pain and their

implications for the assessment and management of pain.

d. Understand the reliability, validity, benefits, and limitations of self-report,

behavioral, and physiological measures to assess and measure pain.

e. Recognize the updated interventions for common pain conditions.

f. Be familiar with the roles and responsibilities of other health care

professionals in pain management

g. Use a person-centered perspective to formulate collaborative intervention

strategies consistent with a multidisciplinary perspective.

Subject Synopsis/

Indicative Syllabus

1. Pain as a multidimensional experience

2. The epidemiology of pain as a public health problem

3. Barriers to pain assessment and management

4. Nature of pain:

- Physiological and basis of pain

- Distinction among acute, recurrent, and chronic pains

- Psychological and behavioral components of pain experience:

relationship to acute or chronic pain

5. Environmental components of pain experience:

- Family and social influences

- Ethnic, gender and cultural considerations

6. Assessment and measurement of pain

7. Management of pain and prevention of negative consequences of pain

8. Pain across the life span

- Pain in infancy, childhood, and adolescence

- Pain in the elderly

9. Common pain problems (definition, prevalence, clinical features, possible

interventions)

10. The role of Traditional Chinese Medicine in pain management

Teaching/Learning

Methodology

Interactive teaching mode will be adopted. Lectures will be delivered. Based on

assigned readings and/or video presentations, students will be able to

understand the mechanisms of pain, and the common interventions for pain

management offered by various medical professionals. Through student

B26

presentation, tutorial and seminars, students can discuss and appreciate the

multidimensional nature of pain and its management within a multidisciplinary

framework.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f g

1. Written Assignment 50

2. Presentation 50

Total 100 %

Students are required to submit written assignment to critically review related

literature in the area.

Students will perform oral presentation and would have interactive learning

with fellow classmates through discussion.

Student Study

Effort Expected


Lecture 18 Hrs.

Tutorial 21 Hrs.

Other student study effort: (80Hrs.)

Self study/reading 38 Hrs.

Preparation of Seminar 42 Hrs.


Reading List and

References

Turk DC, Gatchel, RJ. (Eds) Psychological Approaches To Pain Management: A Practitioner's Handbook 2nd Ed., The Guilford Press, New York, 2002. McMahon SB, Koltzenburg M, Tracey I, Turk D (Eds.), Wall and Melzack’s Textbook of Pain, 6th Ed, Elsevier Saunders, Philadelphia, 2013

B27

Subject Code RS554

Subject Title Physical Diagnosis of Neuro-musculoskeletal Disorders

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Recommended background knowledge: 1. Knowledge in anatomy, physiology, pathology, kinematics and

physiotherapeutic modalities equivalent to the level of a recognized bachelor degree in physiotherapy;

2. Clinical experience in physiotherapy management in orthopaedics and traumatology.

Objectives

Upon completion of this subject, students should be able to demonstrate

the level of proficiency, confidence and independence in clinical

reasoning and making accurate physical diagnosis of neuro-

musculoskeletal disorders based on subjective and objective evaluation.

Intended Learning

Outcomes


a. Differentiate the concept of physical diagnosis from medical diagnosis of musculoskeletal disorders,

b. Recognise the importance and interdependence of physical and medical diagnoses in treatment planning,

c. Perform the clinical examination of the musculoskeletal disorders, with safety, and accuracy,

d. Hypotheses physical diagnosis on findings obtained from the clinical examination,

e. Extract and interpret examination findings with accuracy, and f. Plan a preliminary treatment strategy which reflects the total needs of

the patient.

Subject Synopsis/

Indicative Syllabus

1. Concept of physical diagnosis accuracy and limitations of the medical diagnosis in spinal

disorders, advantages of the physical diagnosis in treatment planning, the working relation between medical and physical diagnoses.

2. Process of physical diagnosis data collection through communication in a clinical setting, physical skills in diagnosis including observation, postural

analysis, active movement testing, neurological examination, neuro-dynamics testing and manual examination,

interpretation of diagnostic data synthesising knowledge from the basic, medical and behavioural sciences with clinical reasoning.

3. Recording of findings significance of the information obtained through the use of the

body chart, planning sheet and movement diagram in diagnosis, notations and abbreviations.

4. Understanding of pain science and pain behaviour.

Teaching/Learning

Methodology

A problem-orientated approach with case studies is adopted to enhance

the overall integration and consolidation of the theory and practice of

physical diagnosis in musculskeletal therapy. In practical sessions, an

inquiry-based approach is used and students learn to actively apply

theories into practice and the essential skills. DVDs are used to facilitate

B28

the application of examination techniques. A subject-specific website has

been developed to allow students’ access to teaching material and

discussion of issues relating to the subject is encouraged via the

‘Discussion Forum’. Frequently asked questions are also posted on the

website for student reference

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Literature review 20 √ √

2. Clinical

reasoning written

report

20 √ √ √ √

3. Practical tests** 60 √ √ √ √ √

Total 100 %

** Students must obtain an aggregate pass in this assessment element in order

to complete the subject.

Literature Review: This assessment aims to evaluate students’ critical thinking

and update knowledge of various physical diagnostic methods , emphasizing in

evidence based practice theory.

Clinical reasoning Report: This assessment aims to evaluate students’ clinical

reasoning, selection of evaluation and treatment choice and skills

Practical test: This assessment aims to evaluate students’ skills in the clinical

examination of the musculoskeletal disorders, with safety, and accuracy

Student Study

Effort Expected


Tutorial 13Hrs.

Seminar 4 Hrs.

Practical 22 Hrs.



Clinical reasoning report writing 15 Hrs

Reading/Self-practice 30 Hrs.

Skill practice 33 Hrs


B29

Reading List and

References

Aronoff G.M. (1999) Evaluation and treatment of chronic pain. Williams and

Wilkins, Baltimore.

Boissonnault W. G. (1995) Examination in physical therapy diagnosis.

Churchill Livingstone, New York.

Butler D.S. (2006). The Sensitive Nervous System, Noigroup Publications,

Australia. Cyriax, J.H. and Cyriax P.J. (1996). Cyriax’s illustrated manual of orthopaedic medicine., 2nd., Butterworth-Heineman, Oxford. Greenhalgh S & Selfe J. (2006) Red Flags A Guide to Identifying Serious Pathology of the Spine, Churchill Livingstone. Jeffrey D. Boyling, Gwendolen A. Jull (2004). Grieve's modern manual therapy : the vertebral column. 3nd ed., Churchill Livingstone, Edinburgh. Hengeveld E. and Banks K edits (2005). Maitland’s peripheral manipulation. 4th ed., Butterworth-Heineman. Higgs J, Jones M (2008). Clinical Reasoning in the Health Professions. 3nd ed . Elsevier Health Sciences.

Jayson, M. I. V. (1998). The lumbar spine and back pain. 5th ed., Pitman, London. Lee D. (2011). The pelvic girdle: an approach to the examination and treatment

of the lumbo-pelvic-hip region. 4th ed., Churchill Livingstone, Edinburgh.

Magee DJ (2008). Orthopedic physical assessment. 5th ed., W.B. Saunders,

Philadelphia. Maitland, G. D., Hengeveld E. Banks K and English K. edits. (2006). Maitland’s vertebral manipulation. 7th ed., Butterworth-Heineman. Maitland, G. D. (1992). Neuro / musculo-skeletal examination and recording guide. 5th ed., Lauderdale Press, Glen Osmond. Sahrman S. (2002) Diagnosis and treatment of movement impairment syndromes. Mosby, Philadelphia. Relevant texts and articles from relevant sources.

B30

Subject Code RS555

Subject Title Advanced Principle and Practice of Manipulative Physiotherapy (Lower

Quarter)

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite: RS554 Physical Diagnosis of Neuro-musculoskeletal Disorders

Objectives

The objective of this subject is to provide students with theories, skills and

clinical application for manipulative physiotherapy practice. This subject

focuses on developing competencies of physiotherapy professional practice in

the areas of clinical reasoning and treatment selection of musculoskeletal

dysfunction for lower thoracic spine, lumbar spine and lower limbs.

Intended Learning

Outcomes


a. adopt a holistic approach in implementing an effective treatment strategy

specific to the disorder in the lower quarter and in regards to the total needs

of the patient.

b. perform manipulative techniques in order to implement treatment with

maximum degrees of safety, effectiveness, efficiency and ethics.

c. evaluate the results of treatment accurately, propose modifications and

progression of treatment in response to perceived changes in the clinical

picture.

d. communicate effectively with physiotherapists, medical and allied health

professionals in the treatment strategy and overall management and

prevention of disorder.

e. discuss the goals of treatment, prognosis, risks, management strategy and

preventive care with patients and their relatives.

f. adopt the principles and practice of Chinese manipulative therapy into a

cohesive treatment strategies in manipulative physiotherapy.

Subject Synopsis/

Indicative Syllabus

1. Principle of treatment using manipulative techniques in the lower quarter

clinical reasoning process in assessment and diagnosis, treatment

selection and rationales

indications, contra-indications, precautions and risks in the use of

manipulative techniques

treatment of pain, stiffness and/or spasm arising from articular disorders

use of combined movements and neuro-dymanics techniques in

treatment

integrated use of active and passive movements

2. Assessment and reassessment

different types of assessment

reassessment of treatment outcomes

diagnosis of treatment soreness and its limitation

expectation and prognosis of treatment result

3. Passive and active manipulative techniques

B31

rhythmic mobilisation techniques of the lower quarter

high velocity thrusting techniques of the lower quarter

concepts of muscle dysfunction, use of active mobilising, strengthening,

stabilising and endurance exercises in the overall treatment strategy

4. Co-ordination with medical and health care personnel in situations such as

immobilisation, post-trauma, manipulation under general anaesthesia,

injection therapy, use of supports and post-surgery

5. Preventive care

role of exercise

life styles and fitness

ergonomic adaptation

6. Chinese manipulative therapy

philosophies and approaches in Chinese manipulative therapy

scientific bases of Chinese manipulative therapy

diagnosis and treatment skills

Teaching/Learning

Methodology

A problem-orientated approach with case studies is adopted to enhance the

overall integration and consolidation of the theory and practice of manipulative

physiotherapy. Principles and concepts are introduced in lectures and

subsequently reinforced through tutorials and clinical reasoning forum.

Seminars help to identify and critically appraise the evidence underlying the

rationale and practice of different treatment techniques. In practical sessions, an

inquiry-based approach is used and students learn to actively apply theories into

practice and the treatment skills.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Written test 40

2. Practical test* 40


Total 100%

* Students must obtain an aggregate pass in this assessment element in order to

complete the subject.

1. Written test is used to evaluate the student’s clinical reasoning and

understanding of the principle and practice of manipulative physiotherapy.

2. Practical tests are used to evaluate the manipulative techniques and clinical

skills competence.

3. Seminar presentation aims to assess students’ ability to critically appraise

the up-to-date evidence underlying the rationale and practice of different

manipulative techniques.

B32

Student Study

Effort Expected

Class contact: (56 Hrs)


Practical 30 Hrs.


Self-study/self practice 64 Hrs.



Reading List and

References

Boyling JD, Jull GA (2004) Grieve's Modern Manual Therapy: The Vertebral

Column. 3rd ed. Edinburgh: Churchill Livingstone.

Butler DS (2000) The Sensitive Nervous System. Adelaide: Noigroup

Publications.

Hengeveld E, Banks K (2014) Maitland's Peripheral Manipulation. 5th ed.

Edinburgh: Churchill Livingstone.

Hengeveld E, Banks K (2014) Maitland's Vertebral Manipulation. 8th ed.


Higgs J, Jones MA, Loftus S, Christensen N (2008) Clinical Reasoning in the

Health Professions. 3rd ed. Amsterdam: Butterworth-Heinemann.

Jones MA, Rivett DA (2004) Clinical Reasoning for Manual Therapists.

Edinburgh: Butterworth-Heinemann.

Lee DG (2011) The Pelvic Girdle: An Integration of Clinical Expertise and

Research. 4th ed. Edinburgh: Churchill Livingstone.

Petty NJ (2011) Neuromusculoskeletal Examination and Assessment: A

Handbook for Therapists. 4th ed. Edinburgh: Churchill Livingstone.

Petty NJ (2011) Principles of Neuromusculoskeletal Treatment and

Management: A Handbook for Therapists. 2nd ed. Edinburgh: Churchill

Livingstone.

Richardson C, Hodges PW, Hides J (2004) Therapeutic Exercise for

Lumbopelvic Stabilization: A Motor Control Approach for the Treatment and

Prevention of Low Back Pain. 2nd ed. Edinburgh: Churchill Livingstone.

Shacklock M (2005) Clinical Neurodynamics: A New System of

Neuromusculoskeletal Treatment. Edinburgh: Butterworth-Heinemann.

Wei Z, Yang K (1995) The Study and Treatment of Spinal Diseases. Hong

Kong: The Commercial Press.

龍層花 (2007) 脊椎病因治療學: 紀念版. 香港: 商務印書館. Relevant texts and articles from relevant sources.

B33

Subject Code RS556

Subject Title Advanced Principle and Practice of Manipulative Physiotherapy (Upper

Quarter)

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite: RS554 Physical Diagnosis of Neuro-musculoskeletal Disorders

Objectives

The objective of this subject is to provide students with theories, skills and

clinical application for manipulative physiotherapy practice. This subject

focuses on developing competencies of physiotherapy professional practice in

the areas of clinical reasoning and treatment selection of musculoskeletal

dysfunction for cervical spine, upper thoracic spine and upper limbs.

Intended Learning

Outcomes


a. adopt a holistic approach in implementing an effective treatment strategy

specific to the disorder in the upper quarter and in regards to the total needs

of the patient.

b. perform manipulative techniques in order to implement treatment with

maximum degrees of safety, effectiveness, efficiency and ethics.

c. evaluate the results of treatment accurately, propose modifications and

progression of treatment in response to perceived changes in the clinical

picture.

d. communicate effectively with physiotherapists, medical and allied health

professionals in the treatment strategy and overall management and

prevention of disorder.

e. discuss the goals of treatment, prognosis, risks, management strategy and

preventive care with patients and their relatives.

f. adopt the principles and practice of Chinese manipulative therapy into a

cohesive treatment strategies in manipulative physiotherapy.

Subject Synopsis/

Indicative Syllabus

1. Principle of treatment using manipulative techniques in the upper quarter

clinical reasoning process in assessment and diagnosis, treatment

selection and rationales

treatment of pain, stiffness and/or spasm arising from articular disorders

use of combined movements and neuro-dymanics techniques in

treatment

integrated use of active and passive movements

2. Passive and active manipulative techniques

rhythmic mobilisation techniques of the upper quarter

high velocity thrusting techniques of the upper quarter

concepts of muscle dysfunction, use of active mobilising, strengthening,

stabilising and endurance exercises in the overall treatment strategy

3. Co-ordination with medical and health care personnel in situations such as

immobilisation, post-trauma, manipulation under general anaesthesia,

injection therapy, use of supports and post-surgery

B34

4. Preventive care

role of exercise

life styles and fitness

ergonomic adaptation

5. Chinese manipulative therapy

philosophies and approaches in Chinese manipulative therapy

scientific bases of Chinese manipulative therapy

diagnosis and treatment skills

Teaching/Learning

Methodology

A problem-orientated approach with case studies is adopted to enhance the

overall integration and consolidation of the theory and practice of manipulative

physiotherapy. Principles and concepts are introduced in lectures and

subsequently reinforced through tutorials and clinical reasoning forum.

Seminars help to identify and critically appraise the evidence underlying the

rationale and practice of different treatment techniques. In practical sessions, an

inquiry-based approach is used and students learn to actively apply theories into

practice and the treatment skills.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Written test 40

2. Practical test* 40


Total 100%

* Students must obtain an aggregate pass in this assessment element in order to

complete the subject.

4. Written test is used to evaluate the student’s clinical reasoning and

understanding of the principle and practice of manipulative physiotherapy.

5. Practical tests are used to evaluate the manipulative techniques and clinical

skills competence.

6. Seminar presentation aims to assess students’ ability to critically appraise

the up-to-date evidence underlying the rationale and practice of different

manipulative techniques.

Student Study

Effort Expected

Class contact: (56 Hrs)


Practical 36 Hrs.


Self-study/self practice 64 Hrs.



B35

Reading List and

References

Boyling JD, Jull GA (2004) Grieve's Modern Manual Therapy: The Vertebral

Column. 3rd ed. Edinburgh: Churchill Livingstone.

Butler DS (2000) The Sensitive Nervous System. Adelaide: Noigroup

Publications.

Hengeveld E, Banks K (2014) Maitland's Peripheral Manipulation. 5th ed.


Hengeveld E, Banks K (2014) Maitland's Vertebral Manipulation. 8th ed.


Higgs J, Jones MA, Loftus S, Christensen N (2008) Clinical Reasoning in the

Health Professions. 3rd ed. Amsterdam: Butterworth-Heinemann.

Jones MA, Rivett DA (2004) Clinical Reasoning for Manual Therapists.

Edinburgh: Butterworth-Heinemann.

Jull G, Sterling M, Falla D, Treleaven J, O'Leary S (2008) Whiplash, Headache,

and Neck Pain: Research-Based Directions for Physical Therapies. Edinburgh:

Churchill Livingstone.

Petty NJ (2011) Neuromusculoskeletal Examination and Assessment: A

Handbook for Therapists. 4th ed. Edinburgh: Churchill Livingstone.

Petty NJ (2011) Principles of Neuromusculoskeletal Treatment and

Management: A Handbook for Therapists. 2nd ed. Edinburgh: Churchill

Livingstone.

Shacklock M (2005) Clinical Neurodynamics: A New System of

Neuromusculoskeletal Treatment. Edinburgh: Butterworth-Heinemann.

Wei Z, Yang K (1995) The Study and Treatment of Spinal Diseases. Hong

Kong: The Commercial Press.

龍層花 (2007) 脊椎病因治療學: 紀念版. 香港: 商務印書館. Relevant texts and articles from relevant sources.

B36

Subject Code RS571

Subject Title Cognitive Rehabilitation for the Elderly

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Students should possess a professional qualification in related disciplines.

Objectives

This subject will provide students with a variety of viewpoints on addressing

issues on cognitive intervention, spanning theory as well as practice, for the

rehabilitation of older adults with cognitive disabilities. The focus will be on

contemporary frameworks and application in cognitive rehabilitation issues.

Intended Learning

Outcomes


a. Highlight prominent theoretical principles in cognitive rehabilitation

b. Understand cognitive rehabilitation strategies in normal aging

c. Adopt rehabilitation strategies in pathological (or diseased) aging

d. Apply the cognitive training strategies in natural settings.

Subject Synopsis/

Indicative Syllabus

1. Theory-driven guidelines in cognitive rehabilitation

2. Cognitive skill learning and transfer in older adults

3. Multifactorial training in normal aging, e.g. memory improvement

4. Role of physical health as an aid for cognitive loss

5. Influence of depression on cognitive rehabilitation

6. Issues in the clinical assessment of cognitive disabilities e.g. dementia

7. Rehabilitation aids for cognitive loss in pathological aging

8. Psychosocial rehabilitation for problems arising from cognitive loss

9. Planning for independent living services

Teaching/Learning

Methodology

Lectures will help students understand the normal and pathological ageing

influencing cognitive functions, contemporary assessment and intervention

methods and issues on cognitive rehabilitation for older adults. Tutorials will be

adopted for discussion on case management of older adults with cognitive

declines. Seminar presentation will be used to enhance students’ ability in

integrating theories , treatment approaches and outcomes.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d


Total 100%

A written assignment will demand student to manage a case with cognitive

decline and demonstrate evidence-based practice and suggestion of

management plan with clear critical evaluation and justification of treatment

plan.

B37

Student Study

Effort Expected


Lecture 14 Hrs.

Tutorial/seminar 21 Hrs.


Literature search 20 Hrs.


Peer group discussion 20 Hrs.


Reading List and

References

Backman, L., & Herlitz, A. (1996). Knowledge and memory in Alzheimer’s

disease: A relationship that exists. In R. G. Morris (Ed.), The cognitive

neuropsychology of Alzheimer’s diseases (pp.89-104). Oxford: Oxford

University Press.

Ballard, C., Bannister, C., Solis, M., Oyebode, F., & Wilcock, G. (1996). The

prevalence, associations, and symptoms of depression amongst dementia suffer.

Journal of Abnormal Psychology, 103, 361-370.

Banaji, M.R. & Crowder, R.G. (1991). Some everyday thoughts on ecologically

valid methods. American Psychologist.

Elias, J. W. (1995). Normal versus pathological ageing: Are we screening

adequately for dementia? Experimental Aging Research, 27, 97-100.

Fields, R. B. (1997). Geriatric head injury. In P.D. Nussbaum (Ed.), Handbook

of neuropsychology and aging (pp.280-297).

Horn, J.L. (1982). The aging of human abilities. In B.B. Wolman (Ed.),

Handbook of developmental psychology (pp.847-870). Englewood Cliffs,NJ:

Prentice Hall.

Jeffe, A. Lachman, M.E. , Giorgetti, M.M. , Assmann, S.F., Harris, B.A.,

Levenson, C., Werick, M., & Krebs, D. (1999). Exercise, It’s never too late.

American Journal of Public Health, 89, 66-72.

Kennelly, K., Hayslip, B. & Richardson, S. (1985). Depression and

helplessness-induced cognitive deficits in the aged. Experimental Aging

Research, 11, 169-173.

LaRue, A. (1992). Aging and neuropsychological assessment. New York:

Plenum Press.

Lezak, M. D. (1995). Neuropsychological assessment (3rd ed.). New York:

Oxford University Press.

Light, L.L. (1991). Memory and aging: Four hypotheses in search of data.

Annual Review of Psychology, 42, 333-3767.

Salthouse, T.A. (1991). Theoretical perspective on cognitive aging. Hillsdae, NJ:

Erlbaum.

B38

Stigsdotter Neely, A., & Backman, L. (1995). Effects of multifactorial memory

training in old age: Generalizability across tasks and individuals. Journal of

Gerontology, 50,.134-140.

Wilson, B.A. & Watson, P.C. (1996). A practical framework for understanding

compensatory behaviour in people with organic memory impairment. Memory,

4, 465-486.

Journals:

Aging and Mental Health

Age and Ageing

Archives of Gerontology and Geriatrics

Geriatrics & Aging

Gerontology

Hong Kong Journal of Gerontology

Journal Dementia and Geriatric Cognitive Disorders

Journal of Cross-Cultural Gerontology

Physical & Occupational Therapy in Geriatrics

B39

Subject Code RS576

Subject Title Integrated Sports Science and Medicine

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives This subject adopts an integrative approach on sports science and sports

medicine so as to provide to the students a holistic view on exercise and sports.

Through didactic lectures from external experts, practical classes and seminar

presentations, students are expected to develop an advanced understanding to

the different aspects of sports science and sports medicine pertinent to their

clinical work.

Intended Learning

Outcomes


a. Learn the scientific basis of sports physiotherapy and exercises.

b. Appreciate the roles of each supporting team member in training for the

athletes.

c. Learn the holistic bodily needs of athletes during training and

competitions.

d. Understand the predisposing factors leading to sports injury.

e. Integrate the knowledge in sports sciences for injury prevention and

treatment of athletes.

Subject Synopsis/

Indicative Syllabus

1. Exercise physiology.

2. Nutrition and doping control.

3. Sports psychology.

4. Tissue biology and repair.

5. Muscle strength and adaptation.

6. Musculoskeletal trauma.

7. Principles of conditioning.

8. Functional correlates and sport ergonomic.

Teaching/Learning

Methodology

This subject will involve lectures, laboratories and student seminars. Students

are expected to do substantial self-learning through literature review and

presentation at classes.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Laboratory report 40


3. Oral presentation 20

Total 100%

B40



Student Study

Effort Expected



Laboratories 6 Hrs.


Self study 40 Hrs.

Preparation for lab report and seminar 40 Hrs.


Reading List and

References

Kolt G, Snyder-Mackler L (2007) Physical Therapies in Sport and Exercise. 2nd

Edition. Edinburgh: Churchill Livingstone Elsevier.

McArdle WD, Katch FI, Katch VL (2009) Exercise Physiology, Energy,

Nutrition and Human Performance 6th ed. Baltimore: Williams & Wilkins.

Nordin M, Frankel VH (2001) Basic Biomechanics of the Musculoskeletal

System 3rd ed. Philadelphia: Lippincott Williams & Wilkins. Relevant texts and articles from relevant sources.

B41

Subject Code RS580

Subject Title Theory and Practice of Sports Physiotherapy

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

This subject is not available to students who do not hold a recognized

physiotherapy qualification.

Objectives This subject aims to provide students the current knowledge in the prevention,

assessment, treatment and rehabilitation of sports injuries.

Intended Learning

Outcomes


a. critically analyze the causes and mechanism of sports-related injuries

b. identify the modifiable risk factors and effectively plan the intervention

strategies

c. critically evaluate the effectiveness of the intervention strategies

d. apply principles of sports injury prevention and acute care of injured athlete

e. apply the latest trends in the treatment and rehabilitation of sports injuries

Subject Synopsis/

Indicative Syllabus

1. Principles of Sports Injury

Epidemiology of sports injuries – international and local scenario

Risk factors associated with sports injuries

Evidence based evaluation of prevention strategies in injury prevention

Healing process of soft tissue injuries

2 Principles of Sports Injury Prevention and acute care of injured athlete

Pre-season fitness testing and equipment screening.

Use of sports equipment and protective devices

Principles of sports taping

Sports injury assessment

Emergency care of injured athlete and on-field physiotherapy coverage

Principles of acute phase management

3 Rehabilitation of sports injuries

Treatment and rehabilitation rationale including conservative and surgical

approaches

Applied sports psychology

Sports taping in rehabilitation

Soft tissue release and stretching

Functional sports specific rehabilitation

Sports specific assessment and specific tests

Principles of safe return to competition

Teaching/Learning

Methodology

An interactive teaching and learning approach is the principle teaching

methodology. Students are encouraged to relate the subject materials into their

clinical practice and to challenge treatment and rehabilitation approach from

evidence based perspective.

B42

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e



3. Practical test 30

Total 100%

Seminar presentation - This assessment aims to provide an opportunity for students to independently review a particular topic related to sports physiotherapy or sports medicine, to critically review and analyze the information in the literature, and present and express that in an organized manner.

Written assignment – This assessment aims to provide an opportunity for students to present and provide evidence in their review topic in a well structured and succinct manner.

Practical tests – This assessment component aims to evaluate the student’s clinical skills and application of the knowledge to the management of acute sports injuries cases. Each student will be given a clinical on field case scenario and he/she will be questioned on certain aspects of the case which demand efficient clinical reasoning skills. The student will then be required to perform a selection of practical skills relating to the case.

Student Study

Effort Expected


Tutorials 12 Hrs.

Laboratory 12 Hrs.

Seminar 6 Hrs.

Practical 9 Hrs.






Reading List and

References

Required Texts:

Brukner P. Khan K. (2009) Clinical sports medicine Sydney: McGraw-Hill


Magee DJ. et al. (2011) Athletic and sport issues in musculoskeletal

rehabilitation. St. Louis, Mo. : Elsevier/Saunders

Hewetson T. et al. (2010) An illustrated guide to taping techniques : principles

and practice. Edinburgh : Mosby/Elsevier.

Any relevant texts on Sports Medicine and Sports Physiotherapy

Relevant texts and articles from relevant sources.

B43

Subject Code RS581

Subject Title Advanced Practice and Clinical Integration in Sports Physiotherapy

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion



Objectives

This subject aims to provide students comprehensive knowledge and hands-on

training in the assessment, treatment and rehabilitation of sports injuries at an

advanced level.

Intended Learning

Outcomes


a. apply an evidence based approach to evaluate the effectiveness of sports

rehabilitation protocol available in the literature

b. develop advanced clinical reasoning skills in the management of sports-related

injuries

c. develop advanced practical skills in the management of sports-related injuries

Subject Synopsis/

Indicative Syllabus

1. Sports physiotherapy of the lower limb

Physiotherapeutic management of sport-related lower limb injuries

Radiological imaging in sports-related lower limb injuries

2. Sports physiotherapy of the spine

Physiotherapeutic management of sport-related spinal injuries

Radiological imaging in sports-related spinal injuries

3. Sports physiotherapy of the upper limb

Physiotherapeutic management of sport-related upper limb injuries

Radiological imaging in sports-related upper limb injuries

4. Sports specific injury prevention and rehabilitation

Injury prevention and rehabilitation for Track and Field

Injury prevention and rehabilitation for distance running

Injury prevention and rehabilitation for swimming

Injury prevention and rehabilitation for ball games

Teaching/Learning

Methodology





B44

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c




Total 100%

Seminar presentation - This assessment aims to provide an opportunity for students to independently review a particular topic related to sports physiotherapy or sports medicine, to critically review and analyze the information in the literature, and present and express that in an organized manner.

Written assignment – This assessment aims to provide an opportunity for students to present and provide evidence in their review topic in a well structured and succinct manner.

Practical tests – Clinical competence is key issue component of this subject. This component aims to evaluate the student’s clinical skills and integration in the delivery of the best evidence based practice in management and rehabilitation of sports related injuries. Each student will be given a clinical case scenario and he/she will be questioned on certain aspects of the case which demand efficient clinical reasoning and integration skills. The student will then be required to perform a selection of practical skills relating to the case.

Student Study

Effort Expected


Tutorials 21 Hrs.

Seminar 6 Hrs.

Practical 12 Hrs.






Reading List and

References

Required Texts:









B45

Subject Code RS587

Subject Title Complementary and Alternative Therapies

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

The subject is designed to provide students with more advanced and evidence-

based knowledge and practical skills on complementary and alternative

therapist that allied health professions may apply in their clinical settings.

Studying this subject will equip students to be more capable in reviewng

literature, discerning evidence base of different CAM, and offering

occupational therapy and other allied health services in different settings.

Intended Learning

Outcomes


a. understand the nature of psychosocial stress, its neurobiology, and its

implications for working with people with disabilities

b. understand the background and theories of complementary and alternative

therapies

c. understand the concepts and master basic skills on selected complementary

and alternative therapies

d. realize possible applications to people with physical and psychiatric

disabilities

e. critically review complementary and alternative therapies from a scientific

and research point of view

Subject Synopsis/

Indicative Syllabus

1. Review of psychosocial stress, its neurobiology and its management

2. Background and theories of complementary and alternative therapies

3. Concepts and techniques of

Abdominal breathing

Progressive muscle relaxation

Mind-body exercises such as Qigong, Yoga, and Tai Chi

Meditation

Acupressure

Therapeutic massage

Aromatherapy

4. Applications to rehabilitation

5. Critical reviews

Teaching/Learning

Methodology

Lectures will be delivered to cover the theoretical background and concept of

complementary and alternative therapies. Tutorials are for demonstration and

practice of skills in treatment and documentation of outcomes. Practical

sessions will facilitate students to become more competent in future clinical

practice by applying skills learned.

B46

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Presentation 40


Total 100%



Student Study

Effort Expected


Lecture 15 Hrs.

Tutorial 12 Hrs.

Practical 9 Hrs.


Self-directed study 70 Hrs.


Reading List and

References

American Occupational Therapy Association (1987). Occupational therapy in acute care settings: a manual. Andrew, V. (1996). Massage and aromatherapy: a guide for health professionals. London: Chapman & Hall. Beck, M.F. (2010). Theory & Practice of Therapeutic Massage. United States: Cengage Learning. Eknath, E. (1991). Meditation: a simple eight-point program for translating spiritual ideals into daily life.Tomales, Calif.: Nilgiri Press. Freeman, L. (2009). Mosby’s Complementary and Alternative Medicine: A Research-Based Approach. 3rd Edition, Mosby, Elsevier. Horrigan, C. et al. (1997). Relaxation for concentration, stress management and pain control : using the Fleming method. Oxford: Butterworth-Heinemann. Proto, L. (1991). Meditation for everybody. London: Penguin Books. Smith, M, (1993). Stress. London: Kyle Cathie. Tsang, H. W. H., Mok, C. K., Au Yeung, Y. T., & Chan, S. Y. C. (2003). The effect of Qigong on general and psychosocial health of elderly with chronic physical illnesses: a randomized clinical trial. International Journal of Geriatric Psychiatry,18, 441-449. Wilson, S.D. (1997). Qi Gong for Beginners. Rudra Press.

B47

Subject Code RS588

Subject Title Theories and Practice of Counseling for Rehabilitation and Health Professionals

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Objectives

This subject aims to enable students to attain update knowledge on counseling

theories, and critically evaluate their application and evidence in use with

persons with chronic health conditions, disabilities, and mental illness. Students

are guided to practice and develop basic interviewing, counseling, and guiding

skills to assist patients or persons with disabilities to adjust to their illness,

develop self-management skills, and guide them to practice healthy lifestyle.

Intended Learning

Outcomes


a. Critically appraise the application of key theoretical approaches in health and

rehabilitation counselling.

b. Establish evidence-based practice through synthesis of empirical findings on

the effectiveness of counselling and psychotherapy for persons with chronic

illness and disabilities

c. Master key interviewing, counselling, guiding skills used in health care and

rehabilitation practice

d. Consolidate one’s own counselling style in view of personal values and belief

e. Practice with adherence to ethical principles

Subject Synopsis/

Indicative Syllabus

1. Counseling Theories

a Psychodynamic & Adlerian

b Behavioural: Behaviour Therapy, Cognitive-behavioural Therapy,

Rational-Emotive Therapy, Motivational Interviewing.

c Humanistic: Person-centred Therapy, Emotion-Focused Therapy

d Family: Family systems therapy, Satir Model

e Group therapy

2. Counseling Practice

a Counselling for persons with chronic health conditions, disabilities, mental

illness, and substance abuse.

b Family counseling

c Chinese culture and counseling practice

d Ethical issues in counselling practice

e Evidence-based practice in counselling

3. Counselling Techniques

a Basic counseling skills (active listening, interviewing, action planning,

challenging, handling resistance)

b Challenging and Influencing skills

c Informing & Guiding skills

Teaching/Learning

Methodology

The lectures will be used to deliver basic knowledge about different theories

and counseling approaches. Lectures are closely followed by tutorials in which

group discussions and experiential activities are used to further consolidate

learning. During practicals, the lecturer will instruct students to practice

B48

counseling skills using demonstration, role plays, and feedback sessions. The

seminars are student-led in which students present their review and critical

review of specific counseling approaches.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Quiz 30


3. Role Play test & self-

reflection

40

Total 100%

The quiz could be used to evaluate students’ knowledge in all aspects of the

subject. The seminar presentation is a group project in which students study,

review, and present a critique of a specific counseling approach, including its

philosophy, values, therapeutic principles, practice skills, and evidence. The

seminar requires students to appraise theories & evidence-based practice of

approaches, and provide a platform for intellectual exchange. In the video

assignment, students will conduct and record a simulated counseling session

with a classmate or a client, and provide a self-reflection of one’s own

counseling skills and style, which serves to address intended learning outcomes

c & d. In order to complete the video assignment effectively, students are

expected to have good listening skills and be fluent in English conversation.

Student Study

Effort Expected


Seminar 18 Hrs

Tutorial 9 Hrs

Practical 12 Hrs


Self-study 30 Hrs

Preparation of Seminar 10 Hrs

Self-practice 10 Hrs

Preparation of assignments 20 Hrs

Total student study effort 109 Hrs

B49

Reading List and

References

Textbook

Corey, G. (2009). Theory and practice of counselling and psychotherapy (8th

ed.). Belmont, CA, USA: Thomason/Brooks/Cole Publishing Company.

Readings

Beck, A.T. (1993). Cognitive therapy: Past, present, and future. Journal of

Consulting and Clinical Psychology, 61(2), 194-198.

Chan, F., Berven, N. L., & Thomas, K. R. (Eds.) (2004). Counseling theories

and techniques for rehabilitation health professionals. New York: Springer.

Chan, F., da Silva Cardoso, E., & Chronister, J. A. (Eds.) (2009).

Understanding psychosocial adjustment to chronic illness and disabilities: A

handbook for evidence-based practitioners in rehabilitation. New York:

Springer.

Corey, G. (2008). Theory and practice of group counseling. 8th Ed. Belmont,

CA: Thomason Brooks/Cole.

Ivey, A.E., Ivey, M.B. (2007). Intentional interviewing & counselling:

Facilitating client development in a multicultural society. 6th Ed. Belmont, CA:

Thomson/Brooks/Cole Publishing.

Leahy, R. L. (2003). Cognitive therapy techniques: A practitioner’s guide. New

York: The Guildford Press.

Livneh, H., Richard F. Antonak, R. F. (2007). Psychological adaptation to

chronic illness and disability: a primer for counselors. In A. E. Dell Orto, & P.

W. Power (Eds.). The psychological & social impact of illness and disability

(5th Ed.). New York : Springer Pub. Co.

Martz, E., Livneh, H. (Eds.). Coping with chronic illness and disability:

Theoretical, empirical, and clinical aspects. New York: Springer Pub. Co.

Robertson, S. E. & Brown, R. I. (1997). Rehabilitation counselling: approaches

in the field of disability. Cheltenham, England: Stanley Thornes.

Rollnick, S., Miller, W. R., & Butler, C. C. (2008). Motivational interviewing in

health care: helping patients change behavior. New York: The Guildford Press.

Sue, D., & Sue, D.W. (1991). Counselling strategies for Chinese Americans.

In C.C. Lee & B.L. Richardson (Eds.). Multicultural issues in counselling:

New approaches to diversity (pp.79-90). Alexandria, VA: American

Counselling Association.

曾文星編著《文化與心理治療》，香港：中文大學出版社。

黃惠惠《助人歷程與技巧》增訂版，台北：張老師文化，1998年。

B50

Subject Code RS589

Subject Title Socio-Political Context of Education and Rehabilitation for People with

Disability

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Recommended background knowledge: At least one year experience in working

with people with developmental disabilities prior to applying for this subject.

Objectives To understand the concept of disability and the socio-political context in the

field, and to integrate the knowledge into example scenarios.

Intended Learning

Outcomes


a. identify the prevailing societal attitude towards people with disabilities in

Hong Kong

b. analyse the factors which contribute to the prevailing societal attitude

towards people with disabilities

c. evaluate the barriers to education and rehabilitation of people with

disabilities

d. critically examine legal issues related to the rights of people with disabilities

e. describe the international and local developments of the education and

rehabilitation policy and services for people with disabilities

f. critically analyse local policies in education and rehabilitation of people

with disabilities

Subject Synopsis/

Indicative Syllabus

1. Concepts of disabilities and developmental disabilities

2. Social attitudes towards people with disabilities and developmental

disabilities in Hong Kong

- sociological and cultural factors

3. People with developmental disabilities and the family

- relationship between people with developmental disabilities and the

family

- strategies in working with family: needs assessment, support group,

empowerment and family education and counselling

4. Legislation for people with developmental disabilities

- citizen rights and right of people with developmental disabilities

- criminal responsibility and issues related to marriage and sex

5. Education and rehabilitation policies and services for people with

disabilities and developmental disabilities in Hong Kong

- concepts of habilitation and rehabilitation

- barriers to education and rehabilitation of people with disabilities and

developmental disabilities

- developments in education and rehabilitation services internationally

and locally

- emerging patterns of education and services for people with disabilities

and developmental disabilities

- policy analysis and evaluation of services

- empowerment and advocacy for people with disabilities and


- the missing link: sexuality, intimacy and community integration

B51

Teaching/Learning

Methodology

Lectures and seminar/tutorial will cover the knowledge. In seminars sessions,

students will discuss the selected topic related to the socio-political context for

people with disability. Students are encouraged to do self-readings in the area to

enhance their understanding in the seminar discussion.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1.Writen assignment 70

2. Group seminar

presentation

30

Total 100%

Written Report (70%) – achieve intended learning outcomes #a-f through

completion of written work plan and written report with the final outcome in the

form of a submission for publication to related newsletter.

Oral presentation (30%)- achieve intended learning outcomes #a-c, e and f

through a need analysis and presentation.

Student Study

Effort Expected


Seminar/tutorial 36 Hrs.

Guided study 6 Hrs.


Self study 30 Hrs.

Tutorial / seminar preparation 30 Hrs.

Essay preparation 30 Hrs.


Reading List and

References

Balden, S., & Hattersley, J. (ed.) (1991). Mental handicap: Social sciences

perspectives. Tavistock/Routledge.

Brown, R. I., Bayer, M. B., & Brown, P. M. (1992). Empowerment and

development handicaps: Choices and Quality of Life. Ontario: Captus University

Publications.

Labatos, D.J. (1990). Brothers, sisters and special needs: Information and

activities for help young siblings of children with chronic illnesses and

developmental disabilities. Baltimore: Brookes.

LeBron, M.J. (2006). Family Behavioural Issues in Health and Illness. New

York: The Haworth Press, Inc.

Li, C.W.P., Yau, M.K., & Yuen, H.K. (2001). “Success in parenting children

with developmental disabilities: Some characteristics, attitudes and adaptive

B52

coping skills”. British Journal of Development Disabilities, 47, 61-71.

Schalock, R.L. (2007). Quality of Life for People with Intellectual and other

Developmental Disabilities: Application across Individuals, Organizations,

Communities, and Systems. Washington, D.C.: American Association on

Intellectual and Developmental Disabilities.

Switzky, H.N. & Greenspan, S. (ed.) (2007). What is mental retardation? Idea

for an evolving disability in the 21st century. Washington, D.C.: American

Association on Mental Retardation.

Li, Eria P. Y. (2004). Self-perceived equal opportunities for people with

Intellectual Disability. International Journal of Rehabilitation Research, 27(3),

241-245.

Yau, M.K., & Li, C.W.P. (1999). “Adjustment and adaptation in parents of

children with developmental disability in two-parent families: A review of the

characteristics and attributes”. British Journal of Developmental Disabilities, 45,

38-51.

http://books.google.com.hk/books?q=+inauthor:%22Harvey+N.+Switzky%22

http://books.google.com.hk/books?q=+inauthor:%22Stephen+Greenspan%22

B53

Subject Code RS593

Subject Title Sensory and Motor Intervention for People with Developmental Disabilities

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Exclusion: RS516 Management of Sensorimotor Problems of People with


Objectives

The overall aim of this subject is to provide the student with the opportunity to

integrate scientific knowledge and research evidence into their clinical

practice. The focus will be on understanding theoretical frameworks and

perspectives in relation to research and clinical practice, to encourage

hypothesis testing in the clinical setting and to critically analyse the relevant

literature. The theme is ‘using scientific evidence to improve clinical practice’.

Intended Learning

Outcomes


a. Interpret theories of sensori-motor development, learning and control in

relation to the development of children and adults with developmental

disabilities and demonstrate an understanding of the research methodologies.

b. Integrate knowledge of standardized measures of development, their

purpose, and psychometric properties to select, implement and interpret an

appropriate measure for specific populations, settings and objectives.

c. Design, implement and evaluate relevant, evidence-based programs to

enhance or maintain infant and child’s sensory and motor performance.

d. Extract, critically analyse and apply information from relevant research

articles in this subject area.

e. Apply select technologies, e.g. gait analysis, splinting, special seating,

adaptive equipment devices to people with developmental disabilities.

Subject Synopsis/

Indicative Syllabus

Evidence-based approach to the following:

1. Theories of motor development, motor learning, skill acquisition, motor

control and sensory integration.

2. Management approaches in sensory integration intervention, neuro-

developmental therapy, conductive education.

3. Critically review and administer standardized instruments.

4. Management of special populations such as musculoskeletal, neurological,

and developmental disabilities.

7. Advances in technology and adaptive equipment.

8. Discussion of select research articles throughout.

Teaching/Learning

Methodology

Through lecture and seminars, the theoretical framework and contemporary

issues in the assessment and management of key problems in people with

developmental disabilities will be discussed based on recent literatures. A

students-centred assessment is used: students will develop and justify their

own assessment portfolio based on fulfilling the subject objectives. Lecturers

will initially work very closely with students to clarify the objectives and

expectations of the subject. Types of items that could be included in their

portfolio include: a case study, critical review of an article, test critique,

written assignment, oral presentation, web page, reflective journals etc.

B54

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Test Critique 30

2. Management

Critique

70

Total 100%

A student-centred assessment: students will develop and justify their own

assessment portfolio based on fulfilling the subject objectives, that is: On

understanding theoretical frameworks and perspectives in relation to research

and clinical practice, and to encourage hypothesis testing in the clinical setting

and to critically analyse the relevant literature.

Test critique – aim at developing knowledge and skills in critiquing assessment

using on one domain of sensory or motor function, by comparing and

contrasting two or more relevant test/standardized tests that are relevant to

people with developmental disabilities.

Management critique – student chose topic of critique which could be

eevidence-based review of a selected area of intervention (e.g. early

intervention, knowledge of results of motor learning, sensory integration) or a

specific condition (e.g. developmental coordination disorders, autism, cerebral

palsy, downs syndrome); comprehensive case study of an individual with

developmental disabilities. Additional topics might be considered but require

approval of the course’s faculty. Student will be guided on how to conduct a

systematic review that include: background, method, organization of evidence,

and summary of result

Student Study

Effort Expected


Seminar 38 Hrs.

Guided-study 4 Hrs.


Self-study 50 Hrs.

Seminar presentation & report preparation 20 Hrs.


Reading List and

References

Campbell SK. Ed (1999). Decision Making in Pediatric Neurologic Physical

Therapy. Philadelphia, Pennsylvania: Churchill Livingstone.

Kurtz LA, Dowrick PW, Levy SE, Batshaw ML (1995). Handbook of

Developmental Disabilities. Gaithersburg, Maryland: Aspen Publishers, Inc.

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

B55

Health, Hong Kong Special Administrative Region Government

Shumway-Cook A, Woollacott MH (2007). Motor Control: Translating

Research into Clinical Practice. Baltimore, Maryland: Lippincott Williams &

Wilkins, 3rd ed.

Case-Smith, Jane (2000). Occupational therapy for children. 4th ed. Mosby

Hinojosa, Jim. Kramer, Paula (1998). Occupational therapy evaluation:

obtaining and interpreting data.

Bethesda, Md. : American Occupational Therapy Association, Chapter 14:

Critiqing Assessment by J M Polgar

Greenhalgh, T. (1999). How to read a paper: papers that summarise other

papers (systematic reviews and meta-analyses). British Medical Journal, 315,

672-675.

Huebner, RA (2001). Autism: a sensorimotor approach to management.

Gaitthersburg, MD: ASPEN

Select reference articles.

B56

Subject Code RS594

Subject Title Recent advances in rehabilitation for people with developmental disabilities

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion


At least one year experience in working with people with developmental

disabilities prior to applying for this subject.

Objectives

To integrate scientific knowledge and research evidence into the recent

advances and clinical practice in the rehabilitation for people with

developmental disabilities.

Intended Learning

Outcomes


a. Interpret various theories of development, learning and meta-cognition in

relation to rehabilitation management of people with developmental

disabilities;

b. Demonstrate an understanding of the research methodologies in

developmental disabilities rehabilitation;

c. Integrate knowledge of standardized measures of function, their purpose,

and psychometric properties to select, implement and interpret an

appropriate measure for specific client groups, populations, settings and

objectives;

d. Extract, critically analyse and apply information from relevant research

articles in this subject area; and

e. Analyze selected treatment and/or technologies to developmental

disabilities rehabilitation

Subject Synopsis/

Indicative Syllabus


1. Theories of development, learning and meta-cognition.

2. Current development in developmental disabilities rehabilitation, e.g.

sensory-based intervention, TEACCH, social story, computerized training,

and IT training.

3. Critically review and analyze standardized instruments.

4. Rehabilitation management of populations such as specific learning

difficulties, autism, developmental coordination disorder, attention deficit

hyperactivity disorder, and intellectual disability.

5. Sexuality and relationships in adults with intellectual disabilities

6. Pre-vocational and vocational training.


8. Discussion of selected research articles throughout.

Teaching/Learning

Methodology

Lectures and seminar/tutorial will cover the knowledge in the theories and

recent advances in the field. In seminars sessions, students will discuss the

selected research articles in assessment and treatment issues. Students are

encouraged to do self-readings in the area to enhance their understanding in the

seminar discussion.

B57

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Report 70


Total 100%

Written Report (70%) – achieve intended learning outcomes #a-e through


form of a submission for publication to international rehabilitation-related

journal.

Oral presentation (30%) - achieve intended learning outcomes #b-e through

presentation of selected journal papers in assessment and treatment issues.

Student Study

Effort Expected


Seminar/tutorial 33 Hrs.

Guided study 6 Hrs.


Reading 30 Hrs.

Preparation for written assignment 30 Hrs.

Preparation of topic discussion, seminar 30 Hrs.


Reading List and

References

Bennett, S. J., Holmes, J., & Buckley, S. (2013). Computerized memory

training leads to sustained improvement in visuospatial short-term memory

skills in children with Down Syndrome. American journal on intellectual and

developmental disabilities, 118, 179-192.

Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nuture.

New York, NY: Guildford.

Erez, G & Peled, I. (2001). Cognition and metacognition: Evidence of higher

thinking in problem-solving of adolescents with mental retardation. Education

& Training in Mental Retardation & Developmental Disabilities, 36, 83-93.

Fegan, L. & Rauch, A. (1993). Sexuality and people with intellectual disability.

Baltimore, MD: Paul H. Brookes Publishing Co.

O’Callaghan, A.C. & Murphy, G.H. (2007). Sexual relationships in adults with

intellectual disabilities: Understanding the law. Journal of Intellectual

Disability Research, 51, 197-206.

http://www-mi3.csa.com/ids70/view_record.php?id=6&recnum=7&SID=be848bfa9c1dba5502014037ab71f8d9




B58

Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C., Li, L.S.W. & Hui-Chan, C.W.Y.

(2002). Case Reports on Self-regulatory Learning and Generalization for People

with Brain Injury. Brain Injury, 16, 817-824.

Liu, K.P.Y., Lee, T., Yan, A., Siu, C.W.M., Choy, F.W.Y., Leung, K.L.K., Siu,

T.Y. & Kwan, A.C.S. (2007). Use of Interact Short Form as a Tool to Evaluate

Emotion of People with Profound Intellectual Disabilities. Journal of

Intellectual Disability Research, 51, 884-891.

Li-Tsang, C.W.P., Yeung, S.S.S., Choi, J.C.Y., Chan, C.C.H., Lam, C.S.

(2006). The effect of systematic information and communication technology

(ICT) training programme for people with intellectual disabilities. British

Journal of Developmental Disabilities, 52, 3-18.

McConkey, R. & Ryan, D. (2001). Experiences of staff in dealing with client

sexuality in services for teenagers and adults with intellectual disability.

Journal of Intellectual Disability Research, 45, 83-87.



B59

Subject Code RS595 & RS596

Subject Title Independent Study I & II

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

To provide an opportunity to the student to pursue an interested area of study,

or an area that has strong relevance to the student’s clinical work or an area the

student feel that needs more in depth study, which usually is not available in

regular course offerings.

Intended Learning

Outcomes


a. deepen the understanding of the knowledge of a particular area of study

b. evaluate the methods of which the knowledge was created and validated

c. critically review the evidence-based practice formulated in the area of study

d. disseminate the knowledge and evidence-based practice to peers

Subject Synopsis/

Indicative Syllabus

There is no syllabus for the independent study. The student may choose an area in

rehabilitation science and/or practice which is of interest. The student is to consult

the supervisor to decide on the area and formulate objectives of study which can

be completed within three months. The chosen area may or may not be related to

the project study/thesis which the student undertakes in the master/doctoral

programme.

The study begins with setting objectives for guiding the learning activities.

By end of the study, the student is required to evaluate his/her attainment

against these objectives. The self-evaluation may include the relevance of the

nature and format of the learning (such as tutorials, literature search etc); the

time spent on each activity; the extent which the knowledge is gained (scope

and depth); and contribution of the knowledge gained to study in the

programme. The knowledge gained and/or critical review of evidence-based

practice in the study is to be written in the form of a report. The content of the

report should reflect synthesis and evaluation of the knowledge.

Teaching/Learning

Methodology

Student’s self-directed study is the main learning method used in this subject.

Besides, the student is to participate in individual and/or small group tutorial

with the supervisor. The learning objectives are mutually agreed by the student

and supervisor which set the scope of the study. The learning is further

consolidated by the written report and oral presentation by the student.

B60

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d

1. Report 80


Total 100%

The report requires the student to write about what is learnt in the reading and

discussion with the supervisor. Such processes involve summarizing, critical

reviewing and reflecting which is the most appropriate for self-directed

learning. The presentation is for the student to articulate what is learnt and share

the information with the peers. Similarly, this is an appropriate method for

dissemination of the knowledge gained.

Student Study

Effort Expected


Individual tutorial with supervisor 10 Hrs.

Seminar Presentation 3 Hrs.


Extensive literature review 60 Hrs.

Preparation of the report and presentation 30 Hrs.


Reading List and

References

Akerlind GS, Trevitt AC (1999). Enhancing self-directed learning through

educational technology. Innovations in Education and Training International,

36(2):96-105.

Garrison DR (1997). Self-directed learning: Toward a comprehensive model.

Adult Education Quarterly, 48(1):18-33.

Savicevic DM (1999). Adult Education: From Practice to Theory Building.

Studies in Pedagogy, Andragogy, and Gerontagogy. New York: P. Lang.

Su Y-H (2011). Lifelong learning as being: The Heideggerian perspective.

Adult Education Quarterly, 61:57-72.

B61

Subject Code RS597

Subject Title Contemporary Physiotherapeutic Approaches in Neurological Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion


Physiotherapy professional qualification.

Objectives

This course is designed to provide the students with an overview of evidence-

based rehabilitative approaches for managing individuals with neurological

dysfunctions.

Intended Learning

Outcomes


a. Describe motor control theories and motor learning principles as well as their

clinical applications.

b. Discuss the current evidence of different physiotherapy treatment methods

for addressing problems in spasticity, balance, gait, upper extremity function,

cardiopulmonary function, musculoskeletal issues, and psychosocial function

among individuals with neurological conditions.

c. Critically review current research in the physiotherapy management of

neurological conditions.

d. Apply the course content in clinical scenario using evidence-based

principles.

Subject Synopsis/

Indicative Syllabus

1. Motor control theories and motor learning principles.

2. Physiotherapy treatment methods for addressing problems in spasticity,

balance, gait, upper extremity function, cardiopulmonary function, and

musculoskeletal issues, and psychosocial function among individuals with

brain injury.

3. Advanced evidence-based physiotherapy management of neurological

conditions including Parkinson’s disease, spinal cord injury, dementia,

neuro-developmental disorders.

4. Innovative treatment in neurorehabilitation.

Teaching/Learning

Methodology

Lectures provide an overview of evidence-based physiotherapy treatment

approaches for managing different aspects of functioning in patients with

neurological conditions. Selected journal papers on neurological rehabilitation

are used in the seminars to facilitate discussion among the students.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting


be assessed (Please tick as

appropriate)

a b c d


2. Written test 30

3. Active participation 20

Total 100%



B62

Student Study

Effort Expected


Seminars 39 Hrs.


Self study 35 Hrs.

Preparation for seminars 25 Hrs.



Reading List and

References

Shumway-Cook, A. and Woollacott, M. (2000) Motor Control - Theory and

Practical Applications. 2nd ed. Baltimore: Lippincott Williams and Wilkins.

Agency for Health Care Policy and Research (1995). Post-Stroke

Rehabilitation, Clinical Practice Guideline No. 16. Rockville, MD: US Dept. of

Health and Human Services. (http://text.nlm.nih.gov/tempfiles/tempD134085)

Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd

ed.. Hong Kong: Springer.

Basmajian JV, Benerjee SN (1996). Clinical Decision Making in Rehabilitation.

New York: Churchill-Livingstone.

Bobath B (1990). Adult Hemiplegia: Evaluation and Treatment. 3rd ed.

London: Heinemann.

Carr J and Shepherd (1998) Neurological Rehabilitation: Optimizing Motor

Performance. Ist ed., Oxford: Butterworth-Heinemann.

Davies PM (2000). Steps to Follow: A Guide to the Treatment of Adult

Hemiplegia. 2nd ed.. Hong Kong: Springer.

Davies PM (1990). Right in the Middle: Selective Trunk Activity in the

Treatment of Adult Hemiplegia. 1st ed. Heidelberg: Springer-Verlag.

Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach.

2nd ed. Edinburgh: Churchill Livingstone.

Gillian G and Burkhardt A (1998) Stroke Rehabilitation. A Functional-based

Approach. St. Louis: Mosby.

http://text.nlm.nih.gov/tempfiles/tempD134085

B63

Subject Code RS598

Subject Title Clinical Practice I in Sports Physiotherapy

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite:

RS580 Theory and Practice of Sports Physiotherapy

RS581 Advanced Practice and Clinical Integration in Sports Physiotherapy



Objectives To provide an opportunity for students in sports physiotherapy to integrate the

content knowledge with the application of skills in practical settings.

Intended Learning

Outcomes

a. Acquire clinical reasoning skills in decision making

b. Evaluate and implement on-field management and comprehensive

rehabilitation program for recreational and elite athletes

c. Provide health information talks, and injury prevention talks to selected

sports

Subject Synopsis/

Indicative Syllabus

1. On-field physiotherapy placement.

2. Clinical practicum in sport rehabilitation clinics

Teaching/Learning

Methodology

1. Clinical attachment

2. Case-based tutorial

During clinical attachment, principles and concepts are taught through guided

learning with demonstration and practice. Throughout, students are guided to

identify and critically appraise the evidence underlying the rationale and

practice of different treatment techniques, drawing from recent articles in

various fields (e.g., epidemiology, images). Students also integrate this

knowledge to develop methods to educate athletes on /injury prevention.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c


2.Patient management 60

3.Case presentation 20

Total 100%

Students’ clinical reasoning and management skill are being evaluated during

the whole practicum based on case-based written assignment and patient

contact. Case presentation evaluates students’ ability to analysis relevant

information, identify problems, provide an appropriate treatment plan.

B64

Student Study

Effort Expected


On-field practicum 24 Hrs.

Clinical practicum 48 Hrs.


Self reading 24 Hrs.

Preparation of assignment 24 Hrs


Reading List and

References

This subject provides opportunity for students to integrate their knowledge

acquired in Integrated Sports Science & Medicine, Sports Physiotherapy I and

II into clinical practice. The indicative reading list and references from these

three subjects are recommended for this subject.

B65

Subject Code RS599

Subject Title Clinical Practice II in Sports Physiotherapy

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite:

RS598 Clinical Practice I in Sports Physiotherapy



Objectives

The focus with the Clinical Practice II is to provide the opportunity for students

in sports physiotherapy to integrate the content knowledge and application of

skills in practical settings of professional sport teams. Given the complexity and

unique opportunity to observe the training of specific sport event, students will

have better understanding to the injury mechanism and apply appropriate

rehabilitation techniques or/and injury prevention strategies.

Intended Learning

Outcomes

Upon completion of the subject, students will be able to: a. identify the risk factors of injury and illness associated with participation in

competitive athletics, and be able to plan and implement all components of a comprehensive athletic injury and illness prevention program.

b. conduct an on-field initial clinical evaluation of injuries and illnesses commonly sustained by the competitive athletes.

c. provide appropriate first aid and emergency care for acute athletic injuries and illnesses according to accepted standards and refer injured and ill athletes to appropriate medical/paramedical personnel for evaluation and diagnosis and follow-up care.

d. plan and implement a comprehensive rehabilitation and reconditioning program for injuries and illnesses sustained by the competitive athletes.

e. have the opportunities to provide counseling to athletes and/or coaches on matters pertaining to the physical, psychological, and emotional health of the athletes.

f. have the opportunities to practice the profession of sports physiotherapy and work in a team with other health care professionals including physicians, Chinese manual therapists, sports psychologists, sports nutritionists, nurses, and exercise physiologists

Subject Synopsis/

Indicative Syllabus

The clinical placement will include attachment to professional sports teams

where students will practice under the guidance of faculty members. The

clinical experience includes observation of athletes training and practice for

different sports, discussion with coaches, and provision of sports physiotherapy

services to the athletes at the Sports Medicine Hospital of the National Sports

Training Center, China. Students will integrate the knowledge and skills

acquired in Integrated Sports Science & Medicine, Sports Physiotherapy I and

II into clinical practice.

Teaching/Learning

Methodology

This is a clinical placement which demands students application of clinical

skills in the management of the injured athletes. Clinical supervision will be

conducted by well experienced Sports physiotherapists/team physicians.

B66

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Ongoing clinical

assessment

50

2. Case report

presentation

50

Total 100%

Ongoing clinical assessment - This assessment aims to provide students

continuous feedback on the students’ clinical competence in the delivery of

physiotherapy to the athletes, and effectiveness in the interaction with the whole

sports medicine team.

Case report presentation – The case report aims to test the athletes’

understanding of the case that the student has managed in the clinical

placement, to challenge on the students’ knowledge in the sports that he/she

chosen, the evidence-based approach that he used in the planning and

implementing the comprehensive rehabilitation and reconditioning program for

the case that he/she has chosen.

Student Study

Effort Expected

Class contact (72 hrs in a 2-week clinical block): (72 Hrs.)

Tutorials 12 Hrs.

Clinical attachment and on-field practicum 60 Hrs.


Case study preparation and presentation 35 Hrs.



Reading List and

References

Required Texts:









B67

Subject Code RS5200

Subject Title Advanced Occupational Therapy Study

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives To equip students with the latest and cutting-edge clinical knowledge and

practice in a chosen area of study that has strong relevance to their clinical

practice.

Intended Learning

Outcomes


a. Critically review professional occupational therapy knowledge and

scientific papers on evidence-based practice in the chosen area of study

b. Analyse and synthesize up-to-date scientific information for an in-depth

discussion on the relevance and application to the current occupational

therapy practice in the chosen area of study.

c. Critically discuss the future development of occupational therapy practice in

the chosen area of study.

d. Be reflective in the learning process, and formulate self-directed study plan

for future studies.

Subject Synopsis/

Indicative Syllabus

There is no indicative syllabus for this subject. Students may choose an area that

has a strong relevance to their present occupational therapy practice, such as hand

rehabilitation, adolescent and adult psychiatry, work rehabilitation, neuroscience,

cognitive rehabilitation, and geriatric rehabilitation, which they wish to further

build on their present professional knowledge and understanding.

By means of the student-centred learning approach, most of the learning tasks will

be done on an individual basis under the facilitation of an academic supervisor.

The academic supervisor will provide ongoing guidance and feedback on the

learning plan, the learning tasks, and the written assignment. The academic

supervisor may arrange the student to visit clinical practice, wherever relevant and

appropriate. This subject may serve as a foundation for students to formulate a

proposal that can be further developed into a research project.

Teaching/Learning

Methodology

1. Guided study

2. Guided study, clinical visit/observation

3. Self-directed study, seminar

4. Self-directed learning

B68

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d



Total 100%

Seminar presentation is used to evaluate students’ ability of critical analysis

of the empirical evidences of a study topic.

Written assignment is used to evaluate students’ integration of professional

and scientific knowledge as applied to the chosen area of study or clinical

practice.

Student Study

Effort Expected


Guided study 18 Hrs.

Seminar 12 Hrs.

Lab / Visit 6 Hrs.


Self-directed learning 50 Hrs.

Preparation of assignments 50 Hrs.


Reading List and

References

References and suggested reading list will be provided by academic supervisor(s)

as relevant to the chosen area of study.

References on adult education and self-directed learning

Cameron, D.R. (1997). Self-directed learning: Toward a comprehensive model.

Adult Education Quarterly. 48(1): 18-33.

B69

Subject Code RS5201

Subject Title Current Development in Neurological Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Practicing occupational therapist

Objectives

The overall aim of this subject is to provide the student with the opportunity to

integrate scientific knowledge and research evidence into their clinical practice.

The focus will be on understanding theoretical frameworks and perspectives in

relation to research and clinical practice, to encourage hypothesis testing in the

clinical setting, to critically analyse the relevant literature and to put evidence

based information into clinical practice. The theme is ‘using scientific

evidence to improve clinical practice’.

Intended Learning

Outcomes


a. Interpret various theories of motor learning, neuroplasticity, active learning

and control in relation to neurological rehabilitation;

b. Demonstrate an understanding of the research methodologies in

neurological rehabilitation;

c. Integrate knowledge of standardized measures of function, their purpose,

and psychometric properties to select, implement and interpret an

appropriate measure for specific client groups, populations, settings and

objectives;

d. Evaluate relevant, evidence-based programs to enhance or maintain

function;

e. Critically analyse select treatment and/or technologies to neurological

rehabilitation; and

f. Extract, critically analyse and apply information from relevant research

articles in this subject area.

Subject Synopsis/

Indicative Syllabus


1. Theories of motor learning, neuroplasticity, active learning and control.

2. Current development in neuro-rehabilitation, e.g. self-regulation, mental

imagery, constraint-induced therapy, virtual reality.

3. Critically review and administer standardized instruments.

4. O.T. Management of special populations such as dementia, Parkinson’s

disease, CVA, brain injuries

5. Community neuro-rehabilitation and fall prevention


7. Alternative approaches in neurological rehabilitation.

8. Discussion of selected research articles throughout.

Teaching/Learning

Methodology

Lectures and seminar will cover the knowledge in the theories and recent

advances in the field. In guided study sessions, students will discuss the

selected research articles in assessment and treatment issues. During practical,

students will engage into the practicing selected techniques in the field.

Students are encouraged to do self-readings in the area to enhance their

understanding in the seminar discussion.

B70

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Report 70


Total 100%

Portfolio Assessment

A student-centred assessment: students will develop and justify their own

assessment portfolio based on fulfilling the subject objectives. Lecturers will

initially work very closely with students to clarify the objectives and

expectations of the subject. Types of items that could be included in their

portfolio include: a case study, critical review of an article, test critique,

written assignment, web page, reflective journals etc.

A written report and an oral presentation will be developed based on this work.

Written Report (70%) – achieve intended learning outcomes #a-f through


form of a submission for publication to international rehabilitation-related

journal.

Oral presentation (30%)- achieve intended learning outcomes #b-f through

presentation of selected journal papers in assessment and treatment issues.

Student Study

Effort Expected


Seminar 27 Hrs.

Practical 9 Hrs.

Guided study 3 Hrs.


Assignments and reports 40 Hrs.


Reading / self-study 33 Hrs.


Reading List and

References

Cicerone, K.D., Dahlberg, C., Kalmar, K., et al. (2000). Evidence-based

cognitive rehabilitation: Recommendations for clinical practice. Archives of

Physical Medicine & Rehabilitation, 81, 1596-1615.

Frost, S.B., Barbay, S., Friel, K. M., Plautz, E. J., & Nudo, R. J. (2003).

Reorganization of remote cortical regions after ischemic brain injury: A

potential substrate for stroke recovery. Journal of Neurophysiology, 89, 3205-

3214.

Liu, K.P.Y., Chan, C.C.H., Wong, R.S.M., Kwan, I.W.L., Yau, C.S.F., Li,

L.S.W., & Lee, T.M.C. (2009). A randomized controlled trial of mental

B71

imagery augment generalization of learning in acute poststroke patients. Stroke,

40 (6), 2222-2225.

Liu, K.P.Y., Chan, C.C.H., Chu, M.M.L., Ng, T.Y.L., Chu, L.W., Hui, S.L.,

Yuen, H.K. & Fisher, A.G. (2007). Activities of Daily Living performance in

dementia. Acta Neurologica Scandinavica, 116, 91-95.

Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C. & Hui-Chan, C.W.Y. (2004a). Mental

Imagery for Promoting Relearning for People After Stroke: A Randomized

Controlled Trial. Archives of Physical Medicine and Rehabilitation, 85, 1403-

1408.

Liu, K. P. Y., Chan,. C. C. H., Lee, T. M. C., & Hui-Chan, C. W. Y. (2004b).

Mental imagery for relearning of people after brain injury. Brain Injury, 18(11),

1163-1172.

Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C., Li, L.S.W. & Hui-Chan, C.W.Y.

(2002). Case Reports on Self-regulatory Learning and Generalization for People

with Brain Injury. Brain Injury, 16, 817-824.

Losseff, N. (2004). Neurological rehabilitation of stroke. London: Taylor &

Francis.

Murphy, M.A. & Roberts-Warrior, D. (2003) A Review of Motor Performance

Measures and Treatment Interventions for Patients With Stroke. Topics in

Geriatric Rehabilitation, 19 (1), 3-42.

Pierce, S.R. & Buxbaum, L.J. (2002). Treatment of unilateral neglect: A review.

Archives of Physical Medicine & Rehabilitation, 83, 256-268.

Rijntes, M. & Weiller, C. (2002). Recovery of motor and language abilities

after stroke: The contribution of functional imaging. Progress in Neurobiology,

66, 109-122.

Umphred, D.A. (2001). Neurological Rehabilitation (4th Ed). St. Louis: Mosby

B72

Subject Code RS5202

Subject Title OT Management for Upper Extremity Participation in Neurological Conditions

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion


occupational therapy professional qualification

Recommendation background knowledge:

At least one year experience in working with people with hemiplegia prior to

applying for this subject.

Objectives

1. understand the recovery pattern of upper extremity for people with

hemiplegia;

2. understand and apply the updated assessments for upper extremity in

neurological conditions;

3. understand and apply the current OT management approaches for

hemiplegic upper extremity; and

4. understand the approach of Traditional Chinese Medicine (TCM) in

upper extremity rehabilitation for OT

Intended Learning

Outcomes


a. Understand the theory underpinning hemiplegic upper extremity

rehabilitation;

b. Select and conduct common upper extremity assessments for clients with

neurological conditions;

c. Appreciate and apply evidence-based practice in upper extremity

rehabilitation for clients with neurological conditions;

d. Explore the approach of TCM in hemiplegic upper extremity rehabilitation

Subject Synopsis/

Indicative Syllabus

1. Neurological and functional recovery of upper extremity in people with

hemiplegia

2. Critical review of upper extremity evaluation for neurological conditions

3. Current management for hemiplegic upper extremity

4. TCM in hemiplegic upper extremity rehabilitation

Teaching/Learning

Methodology

Seminar is mainly used to deliver essential knowledge and key information.

Practical will be used for demonstration and to enhance students to learn

assessment and therapy skills. Seminar presentation in a group format will

facilitate students to work collaboratively in a topic. Written assignment is used

to demand students to work individually and in group to integrate theory and

practical in a manuscript which should be reflected from the level of rigor.

Independent study is used for students to find out and self-study required

materials.

B73

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d


2. Presentation 30

Total 100%



Student Study

Effort Expected


Seminar 12 Hrs.

Practical 27Hrs.


Independent study/ e-learning 12Hrs.

Peer group study 26Hrs.

Written assignment 33Hrs.


Reading List and

References

Chan, D., Chow, K., Leung, S., Yuen, R., Sum, C., et al. (2005). Activities of

daily living training manual for stroke: Application of motor relearning

approach and neuro-developmental theory. Hong Kong: Working group on

stroke rehabilitation, Coordinating Committee for Occupational Therapists,

Hospital Authority.

Fong, K., Ng, B., Chan, D., Chan, E., Ma, D., Au, B., Chiu, V. Chang, A., Wan,

K., Chan, A., & Chan, V. (2004). Development of the Hong Kong version of

the Functional Test for the Hemiplegic Upper Extremity (FTHUE-HK). Hong

Kong Journal of Occupational Therapy, 14, 21-19.

Gillen, G., & Burkhardt, A. (2004). Stroke rehabilitation: A function-based

approach (2nd Ed.). New York: Mosby.

Magill, R. A. (2004). Motor learning and control: Concepts & applications (7th

Ed.). The McGraw-Hill Companies, Inc.

Mesulam, M. M. (2000). Principles of behavioural and cognitive neurology (2nd

Ed.). NY: Oxford University Press.

Trew, M., & Everett, T. (1998). Human movement (3rd Ed.). London: Churchill

Livingstone.

Journals:

American Journal of Occupational Therapy

B74

Archives of Physical Medicine and Rehabilitation

Clinical Rehabilitation

Developmental Medicine and Child Neurology

Hong Kong Journal of Occupational Therapy Human Movement Science

Journal of NeuroEngineering and Rehabilitation

Journal of Rehabilitation Medicine Neurorehabilitation and Neural Repair

Pediatrics

Stroke

B75

Subject Code RS5203

Subject Title Case management of People with Developmental Disabilities

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Recommended Background Knowledge:

At least one year experience in working with people with developmental

disabilities prior to applying for this subject.

Objectives

The overall aim of this subject is to provide self-directed learning opportunity

for the student to pursue an area of study that has strong relevance to the

student’s clinical work, or an area the student feel that needs more in-depth

study.

Intended Learning

Outcomes


a. Expand the knowledge of a particular diagnosis of developmental

disabilities;

b. Consolidate the professional knowledge in the field of developmental

disabilities;

c. Assess the relevance of learned materials for evidence-based clinical

practice;

d. Further pursue the topic independently.

Subject Synopsis/

Indicative Syllabus

The student is required to complete one case management of an individual with a

particular diagnosis of developmental disabilities that is relevant to his or her

clinical practice. This subject facilitates the student to have an in-depth

understanding of a particular diagnosis of developmental disabilities through

case management and extensive literature review.

Teaching/Learning

Methodology

A self-directed learning involves the student identifying one’s goals and

objectives, content of case management of an individual with a particular

diagnosis of developmental disabilities and learning approach under the

supervision of a faculty member as the academic mentor who is an expert in the

subject area selected by the student.

Assessment Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d


2. Presentation 30

Total 100%

Written Report (70%) – achieve intended learning outcomes #a-d through

completion of written assignment reporting on the work done with literature

support.

Oral presentation (30%) - achieve intended learning outcomes #a-d through

B76

presentation of the work done.

Student Study

Effort Expected


Seminar 9 Hrs.

Practical 9 Hrs.

Guided study 21 Hrs.


Self-study 30 Hrs.

Assignment preparation 30 Hrs.

Presentation preparation 30 Hrs.


Reading List and

References

American Association on Mental Retardation (2002). (10th ed.). Mental

retardation: Definition, classification and systems of supports. Washington, D.

C.: Author.

Carmeron, D. R. (1997). Self-directed learning: Towards a comprehensive

model. Adult Education Quarterly, 48(1), 18-33.

Carr, E. G., Horner, R. H., Turnbull, A. P., McLaughlin, D. M., McAtee, M. L.,

Smith, C. E., Ryan, K. A., Ruef, M. D., Doolabh, A. (1999). Positive behavior

support for people with developmental disabilities: A research synthesis.

Washington, DC: American Association on Mental Retardation.

Cohen, W. I., Nadel, L. & Madnick, M. E. (2002). (Eds.). Down syndrome:

Visions for the 21st century. New York : Wiley-Liss.

Eddie, L. L. (2013). Caring for children with special healthcare needs and their

families: A handbook for healthcare professionals. Somerset, NJ: Wiley-

Blackwell.

Hall, L. J. (2009). Autism spectrum disorders: From theory to practice. Upper

Saddle River, NJ: Merrill/Pearson.

B77

Holburn, S. & Vietze, P. M. (2002). (Eds). Person-centered planning: Research,

practice and future direction. Baltimore: Paul H. Brookes.

Huebner, R. A. (2001). (Ed). Autism: A sensorimotor approach to management.

Gaithersburg: Aspen Publishers.

Hunter-Carsch, M. & Herrington, M. (2001). (Eds.). Dyslexia and effective

learning in secondary and tertiary education. London : Whurr Publishers.

Gray, D. E. (1998). Autism and the family: Problems, prospects, and coping with

the disorder. Springfield: Charles C. Thomas Publisher Ltd.

Jordon, D. R. (2002). (3rd ed.). Overcoming dyslexia in children, adolescents and

adults. Austin: Pro-Ed.

Katirji, B. al et (2002) Neuromuscular disorder in clinical practice. Butterworth

Heinemann.

Kalyva, E. (2011). Autism: Educational and therapeutic approaches. London,

UK: Sage.

Li Eria P. Y. (2004). We have made it: Successful stories of people with Down

syndrome. Hong Kong: The Hong Kong Down Syndrome Association.

Li, Eria P. Y. (2008). Ordinary miracles: Successful stories of people with

disabilities. Hong Kong: Fu Hong Society.

May, D. (2000). (Ed.). Transition and change in the lives of people with

intellectual disabilities. London: Jessica Kingsley Publishers.

Myles, B. S. & Simpson, R. L. (2003). (2nd ed.). Asperger syndrome: A guide for

parents and educators. Austin: Pro-Ed.

Orenstein, M. (2000). Smart but stuck: What every therapist needs to know

about learning disabilities and imprisoned intelligence. New York: The Haworth

Press.

Pentecost, D. (2000). Parenting the ADD child: Can’t do? Won’t do? London:

Jessica Kingsley Publishers.

Pueschel, S. M. & Sustrova, M. (1997). (Eds.). Adolescents with Down

syndrome: Toward a more fulfilling life. Baltimore: Paul H. Brookes.

Rief, S. F. (2005). How to reach and teach children with ADD/ADHD : Practical

techniques, strategies, and interventions. San Francisco, CA: Jossey-Bass.

Rossi, P. A. (2003). Case management in healthcare: A practical guide.

Philadelphia: W. B. Saunders.

Selikowitz, M. (2012). Dyslexia and other learning difficulties. UK: Oxford

University Press.

Stanton, M. (2012). Understanding cerebral palsy: A guide for parents and

professionals. London: Jessica Kingsley.

Stevens, S. H. (1996). The LD child and the ADHD child: Ways parents and

B78

professionals can help. NC: John E. Blair, Publisher.

Wong, B., & Butler, D. (Eds.) (2012). Learning about learning disabilities.

London: Academic Press.

Zentall, S. S. (2006). ADHD and education. New Jersey, NY: Pearson Prentice

Hall.

Subject Code RS5208

Subject Title Advanced Study of the Arts and Science of Tai Chi

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

By completing this subject, students will be able to demonstrate an understanding

of east-meets-west concept in rehabilitation. Students will acquire the scientific

knowledge of research in this perspective, and the skills of the basic forms of Tai

Chi and qigong. They can adapt the forms into applications to various patients

groups with scientific basis.

Intended Learning

Outcomes


a. comprehend the Eastern concept of holistic health promotion

b. understand the mind-body components of oriental exercises, specifically on Tai

Chi and qigong

c. understanding the balance control, cardiopulmonary, quality of life and

cognitive function due to aging, degeneration and insult

d. apply the state-of-the-art instrumentation to measure balance control,

cardiopulmonary, quality of life and cognitive function and interpret the results

e. acquire the basic skill in Tai Chi and qigong and synthesize them into health

promotion perspectives

f. critically review the studies on Tai Chi and qigong from a scientific and

research point of view

g. able to design a research or service proposal on Tai Chi or qigong

Subject Synopsis/

Indicative

Syllabus

1. Eastern concept of health promotion

2. Background and theories of oriental exercises, specifically on Tai Chi and

qigong

3. Review of physiology of balance control and cardiopulmonary function

B79

4. Concepts and techniques in measuring balance control, cardiopulmonary

function, quality of life and cognitive function

5. Conduct experiment on measuring balance control, cardiopulmonary

function, quality of life and cognitive function

6. Practice of Tai Chi and qigong

7. Applications to rehabilitation

a. fall prevention

b. stroke rehabilitation

c. subjects with frailty

d. subjects with visually impairment

e. subjects with spinal cord injury

8. Critical reviews

Teaching/Learning

Methodology

In this subject, students will be introduced to holistic health promotion and east-

meets-west concepts in rehabilitation through the scientific study and practice of

Chinese mind-body exercises, Tai Chi and qigong. The foci of the scientific

studies will be the cutting edge findings on balance control, cardio-pulmonary and

quality of life perspectives, of the Tai Chi team in the Center for East-meets-West

in Rehabilitation Sciences. State-of-the-art technology used to analyze the effects

of Tai Chi on balance control and the cardio-pulmonary system will be

introduced. Students will learn and practice basic forms of Tai Chi Chuan and

qigong. They will also conduct pre- and post- Tai Chi Chuan intervention

investigations on their balance control, knee joint proprioception, posture and

cardio-vascular performance. The findings will be presented in a seminar with

reviews to related literature. Field visit to involving community centers will be

arranged to provide the students with practical and logistic considerations as to

how Tai Chi Chuan and qigong is applied to various patient groups.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f g




Total 100%

Seminar presentation of laboratory work – Students will take measurement of

their physiological characteristics pre and post Tai Chi practice and present their

findings related to the respective literature in a seminar.

Written assignment – Students are required to write an essay to comment on how

the principles of Tai Chi or qigong match with the practice and the feasibility of

their applications to a specific patient group.

Practical test – Students are required to perform the 24-form Tai Chi.

Student Study

Effort Expected


Seminar 18 Hrs.

B80

Laboratory / Tutorial / Practical 21 Hrs.


Preparation of individual assignment, seminar

presentation and practical test 91 Hrs.


Reading List and

References

Jones, L. J., M. Sidell, and J. Douglas. The challenge of promoting health:

exploration and action. Milton Keynes: Open University, 2002.

Kandel, E. R., J. H. Schwartz, and T. M. Jessell. Principles of Neural Science.

New York: McGraw-Hill, 2000.

Lan, C., S. Y. Chen, J. S. Lai, and M. K. Wong. The effect of Tai Chi on

cardiorespiratory function in patients with coronary artery bypass surgery. Med.

Sci. Sports Exerc. 31:634-638, 1999.

Mak, M. K., and P. L. Ng. Mediolateral sway in single-leg stance is the best

discriminator of balance performance for Tai-Chi practitioners. Arch. Phys. Med.

Rehabil. 84:683-686, 2003.

Shumway-Cook, A., and M. Woollacott. Motor Control: Translating Research

into Clinical Practice. Baltimore MD: Lippincott Williams & Wilkins, 2006.

Tsang, H. W. H., L. Cheung, and D. C. C. Lak. Qigong as a psychosocial

intervention for depressed elderly with chronic physical illness. Int. J. Geriatr.

Psychiatry 17:1146-1154, 2002.

Tsang, H. W. H., C. K. Mok, Y. T. AU Yeung, and S. Y. C. Chan. The effect of

Qigong on general and psychosoical health of elderly with chronic physical

illnesses: a randomized clinical trial. Int. J. Geriatr. Psychiatry 18:441-449, 2003.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effects of Tai Chi on joint

proprioception and stability limits in elderly subjects. Med. Sci. Sports Exerc.

35:1962-1971, 2003.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effect of 4- and 8-wk intensive Tai

Chi training on balance control in the elderly. Med. Sci. Sports Exerc. 36:648-657,

2004.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effects of exercise on joint sense and

balance in elderly men: Tai Chi versus Golf. Med. Sci. Sports Exerc. 36:658-667,

2004.

Tsang, W. W., V. S. W. Wong, S. N. Fu, and C. W. Y. Hui-Chan. Tai Chi

improves standing balance control under reduced or conflicting sensory

conditions. Arch. Phys. Med. Rehabil. 85:129-137, 2004.

Tsang, W.W.N., and C. W. Y. Hui-Chan. Comparison of muscle torque, balance,

and confidence in older Tai Chi and healthy adults. Med. Sci. Sports Exerc.

37:280-289, 2005.

Tsang, W. W., and C. W. Y. Hui-Chan. Standing balance after vestibular

stimulation in Tai Chi-practicing and nonpracticing healthy older adults. Arch.

Phys. Med. Rehabil. 87:546-553, 2006.

B81

LEUNG, E. S. F., and W. W. N. TSANG. Comparison of the kinetic

characteristics of standing and sitting Tai Chi forms. Disabil. Rehabil. 30:1891-

1900, 2008.

盧茜, 王蓓蓓, 李彥德, 陳穎雅, Hui-Chan C.W.Y., 曾偉男. 坐式太極訓

練可增強虛弱老人手眼協調能力. 中國康復醫學雜誌. 24(3):236-239,

2009.

Yau, M. K.-S., and T. L. Packer. Health and well-being through T'ai Chi:

perceptions of older adults in Hong Kong. Leisure Studies 21:163-178, 2002.

B82

Subject Code RS5210

Subject Title Contemporary Issues in Exercise Science and Exercise Prescription

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives

This subject aims to provide students a thorough knowledge and understanding

in the current and contemporary issues in the science of exercise prescription

and health promotion. Emphasis will be put on the evidence investigating the

links between exercise and health, and the skills for the measurement and

evaluation of health-related fitness and performance enhancement.

Intended Learning

Outcomes


a. demonstrate the competence in the use of appropriate instrument to assess

physical activity and energy expenditure

b. demonstrate the ability to use advanced techniques for the assessment and

interpretation of health-related fitness and sports-related fitness

c. apply the learned knowledge in exercise physiology to exercise program

prescription for specified health and/or sport outcome effects.

d. apply the physiological principles of exercise to individuals representing

different life stages as well as to individuals representing special

populations.

e. acquire the principles of training and modification of training methods for

different settings to address different needs, i.e., exercise for health

promotion, for injury prevention or for performance enhancement.

f. effectively design, deliver and document group exercise programs to meet

the health needs of special populations and setting e.g., exercise in the

school, community and workplace settings.

g. synthesise and integrate evidence based practice in the scientific arena in

sports functional training and rehabilitation.

h. critically evaluate the scientific bases of the current trends of exercise

patterns in the health and fitness industries

Subject Synopsis/

Indicative Syllabus

1. Current issues in exercise and health

Exercise and health: risk or benefit and the dose response relationship

Exercise: physical fitness and health outcome measures

2. Instrumentation for assessing physical activity and physical fitness

measurement

Physical activity and energy expenditure: subjective and objective

recording

Health related fitness measurement: parameters, reliability and validity

Sports related fitness measurement: parameters, reliability and validity

Recent advances in instruments: applicability and interpretation

3. Scientific bases of exercise prescription

Review of current guidelines and its scientific bases

Scientific bases of strength and conditioning training

Scientific bases of exercise for cardiovascular health and fitness

4. Scientific bases of exercise prescription for the special population

B83

Exercises and weight control

Exercises for the female population

Physiological changes in aging and its implication for exercise

Exercises for Type II DM

Exercises in cardiac rehabilitation

5. Exercise and health promotion in various setting

Exercise in the school

Exercise in the community

Exercise at the workplace

6. Evidence based practice in sports functional training and rehabilitation

7. Evaluation of current trends of exercise patterns in the health and fitness

industries (e.g. Yoga, Pilates)

Teaching/Learning

Methodology





Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f g h

1. Lab report 30

2. Exercise Training

log book

30

3. Seminar

presentation and

written assignment

40

Total 100%

Laboratory report – the laboratory report tested the students’ knowledge in the

understanding of the commonly performed exercise physiology tests for the

evaluation of an individual aerobic and anaerobic fitness. Students are required

to perform the tests in a reliable and valid manner, and interpret the findings

with appropriate literature support.

Exercise log book - students acquire and consolidate their knowledge in

exercise science and exercise prescription through learning by participation.

Students decide their own exercise training schedule and adhere to their training

schedule for 6 weeks to evaluate on the effectiveness of the training program

that they have planned. This learning-through-participation approach allows in-

depth learning and aims to develop an active and healthy life style.

Seminar presentation and written assignment - This assessment aims to provide

an opportunity for students to independently review a particular topic related to

exercise science and exercise prescription, to critically review and analyze the

information in the literature, and present and express that in an organized

manner. The written aims to provide an opportunity for students to present and

provide evidence in their review topic in a well structured and succinct manner.

B84

Student Study

Effort Expected


Tutorials 18 Hrs.

Seminar 9 Hrs.

Laboratory 12 Hrs.






Reading List and

References

Baechle TR. Earle RW (2000) Essentials of strength training and conditioning /

National Strength and Conditioning Association. 2nd edition, Champaign, Ill. :

Human Kinetics

Griffin JC. (2006). Client-centered exercise prescription. Champaign IL,

Human Kinetics.

McArdle WD. Katch FI. Katch VL (2007) Exercise physiology : energy,

nutrition, and human performance 6th edition, Philadelphia : Lippincott

Williams & Wilkins.

Swain DP. Brian CL (2007) Exercise prescription : a case study approach to the

ACSM guidelines. 2nd edition, Champaign, IL. Human Kinetics

Whaley MH. (2005) ACSM’s Guidelines for exercise testing and prescription 7th

edition, Lippincott Williams & Wilkins


B85

Subject Code RS5212

Subject Title Advanced Occupational Therapy Practice in Hand Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Students enrolling in this subject should possess a professional degree in

occupational therapy

Objectives

1. To advance on students’ knowledge and practical techniques in

management of different types of hand dysfunction ranging from

developmental, musculoskeletal and neurological conditions.

2. To critically analyse the needs of patients with different hand conditions

and to provide a comprehensive OT intervention programme to improve

the overall function

Intended Learning

Outcomes


a. Demonstrate an understanding of the development of hand function from

child birth to adulthood.

b. Demonstrate a deep understanding of management of various types of hand

dysfunction ranging from developmental, musculoskeletal and

neurological conditions.

c. Develop an evidence based approach in the solution of clinical problems of

the hand dysfunction,, and to formulate & implement OT management; and

d. Demonstrate an understanding of OT management to common hand

dysfunction in HK and Asian region.

Subject Synopsis/

Indicative Syllabus

1. Updates on musculoskeletal science and pathology related to hand

dysfunction

Acute trauma (hand, burns, fractures, amputations)

Chronic conditions (chronic pain syndrome, stiffness and contracture)

Neurological conditions (stroke hand, quadriplegic hand, CP hand)

Work Related Musculoskeletal Disorders (tennis elbow, carpal tunnel

syndrome)

Special consideration to people with special needs & geriatrics

2. Evidence based practice of various OT modalities used in hand

rehabilitation

Splinting

Pressure therapy

Remedial training

Assistive device and technology in advancing ADL and work practice

3. Innovation and current practice in hand rehabilitation

Clinical evaluation of the hand

Advanced splinting/ pressure therapy

Pain management

Functional assessment and intervention

Hand function training and mobilisation

B86

Teaching/Learning

Methodology

Lectures by local experts on the advanced management in hand evaluation and

therapy

Practical training sessions on clinical advancement in different hand conditions

Interactive lectures by international experts in different countries and regions

(via teleconferencing).

Small group discussions and presentations by students on specific topic

Individual project on special topic – written report and seminar presentation.

E-case studies to enhance holistic management of different hand conditions

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d

1. Practical assessment 40

2. Case review and

presentation

30

3. Individual report 30

Total 100%



Student Study

Effort Expected


Lecture 6 Hrs.

Tutorial 6 Hrs.

Practical 27 Hrs.


Self practice and clinical practical experiences 30 Hrs.

Group discussion/ case presentation 30 Hrs.

E-case learning 30 Hrs.


Reading List and

References

Textbook:

Skirven, T.M., Osterman, A.L., Fedorczyk, J.M. & Amadio, P.C. (2011).

Rehabilitation of the hand and upper extremity, Volume I and II. (6th Ed.). St.

Louis: Mosby.

Fess, E..E., Gettle, K..S., Philips, C.A. & Janson, J.R. (2005). Hand and upper

extremity splinting: principles and methods. St. Louis: Mosby.

References

B87

Cooper, C. (2007). Fundamentals of Hand Therapy: Clinical reasoning and

treatment guidelines for common diagnoses of the upper extremity. St. Louis:

Mosby.

Henderson, A. & Pehoski, C. (2006). Hand Function in the child: Foundations

for remediation. (2nd Ed.). St. Louis: Mosby.

Hunter, J.M., Mackin, E.J. & Callahan, A.D. (2010). Rehabilitation of the hand:

Surgery and therapy. (6th Ed.). St. Louis: Mosby.

Recommended journals:

-Journal of Hand Therapy

-Journal of Hand Surgery

-Journal of Plastic and Reconstructive Surgery

-Research in Developmental Disabilities

B88

Subject Code RS5213

Subject Title Advanced Physiotherapy Practice in Neuro-rehabilitation I

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Exclusions:


professional qualification in physiotherapy.


One year of clinical experience in physiotherapy management of neurological

patient.

Objectives This subject is designed to advance the level of competence and clinical skills in

neuro-rehabilitation for practising physiotherapists.

Intended Learning

Outcomes


a. Update the advance knowledge of medical and surgical management of

neurological patients

b. Extend the related theoretical and scientific knowledge into developing a

higher level of expertise in clinical evaluation and management of patients

c. Critically apply analytical approach and clinical reasoning in clinical practice

d. Apply evidence-based advanced clinical skills in the management of people

with neurological disorders

e. Evaluate clinical problems and critically apply relevant outcome measures to

assess physiological functions, activities, participation and quality of life.

f. Advance the knowledge and application of physiotherapy practice in primary

care and disease prevention

Subject Synopsis/

Indicative Syllabus

1. Updated knowledge in medical / neurosurgical management in people with

neurological disorders

2. Applications of motor control and motor learning theories in neuro-

rehabilitation

3. Evaluation and clinical reasoning of neurological problems

4. Evidence-based treatment approaches in enhancing physiological functions

ie. muscle tone, muscle strength, balance, coordination etc

5. Evidence-based treatment approaches in promoting functional independence

and participations

6. Practice and critique outcome measures in assessing physiological functions,

activities, participation and quality of life.

7. Health promotion and disease prevention, community rehabilitation for

healthy and people with neurological disorders.

Teaching/Learning

Methodology

Lectures will cover updated knowledge in medical/neurosurgerical management

as well as motor-learning theories in neuro-rehabilitation. In seminars and

tutorials sessions, students will discuss clinical reasoning, appraise evidence-

based practice, and outcome measures. In practical classes, students will apply

their theory and knowledge into clinical practice.

B89

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Seminar

presentation

30



Total 100%

Seminar presentation: This assessment aims to evaluate students’ ability to

integrate their theory and practical skills in the area of neuro-rehabilitation,

including primary health and disease prevention.

Written assignment: This assessment aims to critically select relevant journal

article and appraise evidence-based physiotherapy

Practical test: This assessment aims to evaluate students’ clinical reasoning,

selection of evaluation and treatment choice and skills in managing simulated

patients with common neurological problems.

Student Study

Effort Required



Practical 24 Hrs.


Self-study 40 Hrs.

Course works (seminar and written assignment study

preparation) 30 Hrs.


Reading List and

References

Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd ed. Hong Kong: Springer. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Gjelsvik BEB. (2008) The Bobath Concept in Adult Neurology. New York: Thieme. Raine S, Meadows L, Lynch-Ellerington M. (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. 1st ed. UK:Wiley-Blackwell Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and Wilkins. Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed. Edinburgh: Elsevier. Relevant research articles

B90

Subject Code RS5214

Subject Title Advanced Physiotherapy Practice in Neuro-rehabilitation II

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite/Co-requisite:

RS5213 Advanced Physiotherapy Practice in Neuro-rehabilitation I

Exclusions:

This subject is not available to students who do not hold a recognized professional

qualification in physiotherapy.



patient.

Objectives This subject is designed to advance the level of competence in neurologic

physiotherapy within clinical and community settings

Intended Learning

Outcomes


a. Critically apply the knowledge and clinical skills gained during the course

within clinical and community settings

b. Develop competence in clinical reasoning and problem solving in evaluation

of neurologically impaired patients

c. Apply scientific knowledge and evidence-based advanced clinical skills in

selection and application of effective treatment protocols for a variety of

complex clinical problems

d. Develop competence in design and implementation of health promotion and

disease prevention programs

e. Critically apply relevant outcome measures to assess physiological functions,

activities, participation and quality of life

f. Apply reflection and self critique as a model for life-long self development

and optimal management of neurologically impaired patients

Subject Synopsis/

Indicative Syllabus

1. Applications of motor control and motor learning theories in neuro-

rehabilitation within clinical environment and community settings

2. Evaluation and clinical reasoning of neurological problems

3. Evidence-based treatment interventions in enhancing physiological functions

and functional independence within a clinical environment e.g. balance clinic,

stroke clinic, movement disorders clinic

4. Practice and critique outcome measures in assessing physiological functions,

activities, participation and quality of life.

5. Health promotion and disease prevention, community rehabilitation for

healthy and people with neurological disorders.

Teaching/Learning

Methodology

In seminars and tutorials sessions, students will discuss clinical reasoning,

appraise evidence-based practice, and outcome measures for managing patients

with complex neurologic problems. In practical classes, students will apply their

theory and knowledge into neuro-rehabilitation within clinical environment and

community setting.

B91

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f

1. Clinical reasoning

reports

30

2. Case study 40


Total 100%

Clinical reasoning reports: This assessment aims to evaluate students’ ability to

apply the clinical reasoning process into solving the clinical problems.

Case study: This assessment aims to evaluate whether students are able to

integrate their theory and practical skills into management of patients with

complex neurological problems

Practical test: This assessment aims to evaluate students’ clinical reasoning,

selection of evaluation and treatment choice and skills in managing patients with

complex neurological problems.

Student Study

Effort Required



Practical 27 Hrs.


Self-study 40 Hrs.

Course works (clinical reasoning reports and case study

preparation) 30 Hrs.


Reading List and

References

Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd ed. Hong Kong: Springer. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Gjelsvik BEB. (2008) The Bobath Concept in Adult Neurology. New York: Thieme. Raine S, Meadows L, Lynch-Ellerington M. (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. 1st ed. UK:Wiley-Blackwell Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and Wilkins. Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed. Edinburgh: Elsevier. Relevant research articles

B92

Subject Code RS5215

Subject Title Diagnostic Methods and Outcome Measures for Neurological Dysfunctions

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Exclusions:

This subject is not available to students who do not hold a recognized professional

qualification in physiotherapy.



patient.

Objectives This subject is designed to deepen students’ understanding of the application of

clinical investigations and outcome measures pertaining to neurologic patients.

Intended Learning

Outcomes


a. Integrate the knowledge of principles and application of neuro-imaging and

common electrophysiological investigations in evaluating functions of the

nervous system.

b. Critically analyze and compare validated measurement tools in documenting

neuro-physiological functions, performance in activity, and level of

participation.

c. Demonstrate appropriate selection and application of evaluation tools in the

examination of neurologically impaired patients, and in screening of

neurological dysfunctions.

Subject Synopsis/

Indicative Syllabus

1. Imaging and electrophysiological investigations in hospital: CT scan, MRI,

electroencephalography, evoked potential, transcranial Doppler ultrasound,

carotid duplex ultrasound etc.

2. Electrophysiological investigations in the understanding of mechanisms

underlying neuro-rehabilitation: EMG, motor threshold, input-output

recruitment curve, H-reflex, etc.

3. Instrument-based measurement tools: balance master, VICON motion analysis

system, force plate, etc.

4. Validated measurement scales on neurological impairments affecting physical,

cognitive and psychological functions, performance in activities of daily

living, instrumental activities of daily living, level of participation, quality of

life, etc.

5. Principles, accuracy, reliability and validity of outcome measures

6. Selection and application of relevant outcome measures in the prevention and

treatment of neurological conditions

Teaching/Learning

Methodology

Lectures will cover updated knowledge in diagnostic techniques and outcome

measures used in neuro-rehabilitation. In seminars and tutorials sessions, students

will critically discuss, compare and contrast different diagnostic tools and outcome

measures in documenting neuro-physiological functions, performance in activity,

and level of participation. Students will work in groups during laboratory to apply

selected measurement tools in evaluating healthy human subjects or patients with

neurological problems.

B93

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c

1.Seminar presentation 40


Total 100%

Seminar presentation: This assessment aims to evaluate students’ ability to

critically appraise scientific evidence on application of validated evaluation tools

in neuro-rehabilitation.

Written assignment: This assessment aims to evaluate whether students are able to

select and apply measurement tools in assessing patients with neurological

problems.

Student Study

Effort Required


Seminars/Tutorials 24 Hrs.

Laboratory 15 Hrs.


Self-study 40 Hrs.

Course works (seminar preparation) 50 Hrs.


Reading List and

References

Carr J, Shepherd R. (1998) Neurological Rehabilitation: Optimizing Motor

Performance. Ist ed. Oxford: Butterworth-Heinemann.

Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd

ed. Edinburgh: Churchill Livingstone.

Finch E, Brooks D, Stratford PW, Mayo NE (2002) Physical Rehabilitation

Outcome Measures. 2nd ed. Toronto: Lippincott Williams and Wilkins.

Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating

Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and

Wilkins.

Relevant research articles

B94

Subject Code RS5216

Subject Title Musculoskeletal Injury and Repair

Credit Value 3

Level 5

Pre-requisite Foundation knowledge of musculoskeletal physiotherapy equivalent to the level

of a recognized physiotherapy undergraduate programme.

Objectives

This course focuses on the biomechanical and physiological theories of injuries

of the musculoskeletal system and the basic sciences of tissue repair. Upon

completion of this subject, students should have a holistic understanding of the

aetiology of common musculoskeletal problems and how the body’s natural

repair process functions in response to injuries and how physiotherapy

augments tissue healing.

Intended Learning

Outcomes

a. To understand the physiological and biomechanical bases of the

musculoskeletal system with normal functioning and injuries.

b. To apply the principles in biomechanics and physiology in the clinical

context for physical diagnosis and treatment of musculoskeletal problems.

c. To critically appraise literature so as to develop an evidence-based

approach in the management of musculoskeletal problems.

b. To develop effective written and spoken communications on the science of

musculoskeletal injuries.

Subject Synopsis/

Indicative Syllabus

1. Structural and functional properties of bones and other soft connective

tissues.

2. Clinical biomechanics of the spinal and peripheral joints.

3. Anatomy and physiology of nociception, pain modulation, nociceptive

therapy, compression injury of the nervous tissue.

4. Therapeutic effects of passive and active exercises.

5. Musculoskeletal trauma - the anatomical and physiological bases of

fracture and dislocations, and soft tissue injuries.

6. The physiological basis of the changes in the musculoskeletal system with

overuse and disuse.

Teaching/Learning

Methodology

This subject will adopt a mix mode of didactic lectures, laboratories and student

seminars. The lectures will be delivered by different faculty members who are

experts in the subject areas and the students will need to conduct an in-depth

literature review on a relevant topic and presenting it in a seminar series.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



1 2 3 4

1. Laboratory report 30

2. Literature review 40

3. Seminar

presentation

30

Total 100%


B95


Student Study

Effort Expected



Laboratory/Practical 6 Hrs.


Self-study 69 Hrs.

Preparation of assignment/report 18 Hrs.


Reading List and

References

Physical Therapies in Sport and Exercise, 2nd Edition, edited by Kolt GS,

Synder-Mackler L. Churchill Livingstone, Edinburgh, 2007.

Other related articles on the specific topics.

B96

Subject Code RS5217

Subject Title Issues in Children with Developmental Disabilities

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Exclusion:

RS507 Developmental Issues in Children With and Without Disabilities

Objectives Understanding issues of the multiple factors influencing a child’s development

and using available evidences to improve clinical practice.

Intended Learning

Outcomes


a. Analyse theories of human development and discuss the implications of

various factors affecting human development including in utero related

problems.

b. Apply theories and principles of growth and development in the areas of

motor, sensory, perceptual, psychosocial, cognitive and communication

functions to selected populations.

c. Analyse the importance of inter-relationships among the different areas of

development.

d. Identify and analyse problems/deviations in the different areas of

development.

e. Interpret selected standardised and non-standardised developmental

screening procedures for children with developmental disabilities.

f. Discuss the needs of children with disabilities and the impact on their

families.

g. Provide a solution for addressing a selected identified need of the child.

h. Apply principles of learning and motor learning to children with and without


i. Critically evaluate local and international service models for children with

developmental disabilities and their families.

Subject Synopsis/

Indicative Syllabus

1. Neuroanatomy and neurophysiology as related to child development

2. The process and theories of child development

3. The inter-relationships of various aspects of growth and development of the

child and adolescent.

4. Factors affecting growth and development at various stages of fetal, child

and adolescent development e.g.

- genetics

- pathophysiological process

- environmental conditions

- cultural values (including play opportunities)

5. Principles of early intervention for children and their families

6. The needs of children with developmental disabilities and their families

7. Selected standardised and non-standardised developmental screening

procedures for children

8. Motor, sensory, perceptual, psychosocial, cognitive and communication

problems of children with developmental disabilities

9. Local and international service models e.g. educational and health care

services.

B97

Teaching/Learning

Methodology

An interactive teaching and learning approach will be used including forums,

on-line teaching, lecture, seminar and case discussion. Speakers of respective

field will be invited to illustrate and lead discussion on latest issues in e.g.

neonatologist, experts in diagnosing child’s problem, audiologist, speech

therapist, physiotherapist, occupational therapists, social workers, educational

psychologists, teachers in special school and mainstream education etc Students

will be lead to develop topics for in-depth critique on one particular issues of

child development that is of relevancy to their areas of work.

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific

assessment

methods/tasks

%

weighting



a b c d e f g h i

1. Fieldwork &

Group

presentation

35

2. Written

assignment

65

Total 100%

Fieldwork and Group Presentation - require students to have in-depth study

through field visit and presentation on a topic recommended by Faculty or

chosen by herself/ himself to further his/her understanding on the

developmental issues of a child with a specific condition (e.g. child with autistic

syndrome disorder), in terms of the well-beings for children with various

cognitive, physical, social-emotional issues.

Individual assignment - based on field work experience, group discussion and

presentation and feedback of the presentation, students are required to submit a

written report that summarize and reflect on the theory-field experience on the

issues affecting overall growth and development of the children, to critique on

the service available locally as compare to that in oversea, as well as to reflect

on the role of different health care disciplines/educator to support development

of better service for the chosen child population.

Student Study

Effort Expected

Class contact: (39 Hrs).

Seminars/Tutorial 33 Hrs.

Field visit 3 Hrs.

Guided Study 3 Hrs.


Self-study 50 Hrs.

Seminar presentation & report preparation 20 Hrs.


B98

Reading List and

References

Bee H (2009). The Developing Child (12th ed). USA: Addison Wesley.

Capute AJ & Accardo PJ (2007). Developmental Disabilities in Infancy and

Children: Neurodevelpmental diagnosis and treatment (volume 1). (3rd ed).

Baltimore; London: PH Brookes Publishing Co.. Case-Smith J (2009). Occupational Therapy for children. (6th ed.). St. Louis:

Mosby. Campbell SK, Vander Linden DW & Palisano RJ (2005). Physical Therapy

for Children (3rd

ed.). Philadelphia, WB Saunders. Erhardt RP (1999). Developmental hand dysfunction. (2nd ed.). Tucson, AZ:

therapy Skill Builders. Haywood KM & Getchell N (2008). Life span motor development. (5th ed.).

Champaign, IL: Human Kinetics. Long TM & Cintas HM (2001). Handbook of pediatric physical therapy. (2nd

ed) Baltimore: Williams & Wilkins. McEwen IR (1995). Occupational and physical therapy in educational

environments. New York : Harworth.

Mercer J (1998). Infant development: a multidisciplinary introduction.

California: Brooks/Cole; International Thomson. Kurtz LA (2007). Understanding Motor Skills in Children with Dyspraxia,

ADHD, Autism, and Other Learning Disabilities: A Guide to Improving

Coordination, Jessica Kingsley Publication. Missiuna C (2001). Children With Developmental Coordination Disorder:

Strategies for Success. Routledge. C W Chan et al. (eds.).Manual of Child Neurology (1999). The Hong Kong

Society of Child Neurology & Developmental Paediatrics. Icon Media Co.:

Authors.

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 Whitmore K, Hart H & Willems G (1999). A neurodevelopmental approach to

specific learning disorders. London: Mac Keith Press.

B99

Subject Code RS5218

Subject Title Principles of Case Management in Rehabilitation

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives To integrate scientific knowledge and research evidence into case management.

Intended Learning

Outcomes

Upon satisfactory completion of this subject, the student will be able to:

a. Provide case management to persons with disabilities and developmental

disabilities;

b. Apply the empowerment model and rehabilitation counselling practice and

intervention for people with disabilities and developmental disabilities;

c. Design, implement and co-ordinate socially inclusive, community based

rehabilitation programmes to enhance or maintain service users’ community

participation;

d. Apply and evaluate the case management process at the individual, family,

agency and system levels.

Subject Synopsis/

Indicative Syllabus

Case management

Empowerment model to encourage service users to make decisions and to

meet with the challenges in day-to-day working life

Case management process and roles of a case manager: facilitator, advocate

and team leader

Case management skills: situational assessment, client-centered planning,

implementation of socially inclusive, community based vocational

rehabilitation services and evidence based review

Service co-ordination

Planning for vocational rehabilitation services

Vocational rehabilitation service linkage and quality assurance

Community resources and services for a variety of populations

Teaching/Learning

Methodology

Lectures and seminars to introduce the course and the theoretical background of

case management therapy (Outcome a-d).

Seminar, self-study and preparation work to design, apply and evaluate case

management process (Outcome c-d)

B100

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d


2. Presentation 30

Total 100%

Student Study

Effort Expected


Seminar 42 Hrs.


Self-study 30 Hrs.

Tutorial/Seminar preparation 30 Hrs.

Assignment preparation 30 Hrs.


Reading List and

References

Chan, F., Cardoso, E., & Chronister, J. (2009). Understanding psychosocial

adjustment to chronic illness and disability: A handbook for evidence-based

rehabilitation practitioners. New York: Springer.

Chan, F., Leahy, M., & Saunders, J. (2005). Case management for

rehabilitation health professionals (Volume 2): Advanced practice. Osage

Beach, MO: Aspen Professional Services.

Frank, R., & Elliott, T. (2002). Handbook of rehabilitation psychology.

Washington, DC: American Psychological Association.

Fuhrer, M.J. (1997). Assessing medical rehabilitation practices: The promise of

outcome research. Baltimore: Paul H. Brookes.

Livneh, H., & Antonak, R.F. (1997). Psychosocial adaptation to chronic illness

and disability. Gaithersburg, MD: Aspen.

Smart, J. (2002). Disability, society, and the individual. Austin, TX: Pro-ED.

B101

Subject Code RS5219

Subject Title Theories and Practices of Play Therapy

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Nil

Objectives To learn about the fundamentals in the theory and practice of play therapy

Intended Learning

Outcomes


a. Compare and contrast various theories of personality in healthy development

and their specific therapeutic focus in psychopathology across the

developmental span;

b. Critique theoretical constructs and relevance of various personality theories

to the practice of play therapy;

c. Appraise research findings on the effectiveness of play therapy in treating

people with developmental difficulties according to personality theories;

d. Master basic skills and techniques of child-centred play therapy; and

e. Practice play therapy with adherence to ethical principles.

Subject Synopsis/

Indicative Syllabus

Theories of play therapy

Humanistic client-centered personality theory

Psychoanalytic personality theory

Jungian analytical psychology personality theory

Cognitive-behavioral personality theory

Comparative practice of play therapy

Child-centered play therapy

Psychoanalytic play therapy

Jungian play therapy

Cognitive-behavioral play therapy

Therapeutic powers of play across developmental span

Preschoolers

School children

Adolescents and adults

Techniques and skills in child-centered play therapy

Empathy and reflection in play therapy session

Practice and group evaluation of individual play therapy sessions

Ethical practice of play therapy

Teaching/Learning

Methodology

Lectures to introduce the course and the theoretical background of play therapy

(Outcome a).

Weekly online activities including guiding questions for weekly reading and quiz

to check understanding regarding theoretical constructs, research evidence, and

play therapy application to developmental issues across lifespan (Outcome a-c).

Use of e-learning platform to facilitate discussion between students and subject

leader, and among students in between seminar time to prepare students for

B102

seminar work (Outcome b-c).

Three seminars to focus on the comparison of play therapy theories and their

clinical application across developmental span discussion of theories through

student group presentation and face-to-face discussion. (Outcome a-b)

One seminar to review on techniques and ethical practice of child-centered play

therapy through discussion of students’ practical work. (Outcome d-e)

Practical in the form of an intensive weekend workshop to teach and practice

hand-on skills in child-centered therapy. (Outcome d-e)

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Seminar work 30

2. Online interactive

activities and quiz

30

3. Integrative written

assignment

40

Total 100%

1. Seminar work: include student group presentation and student participation

in discussion for three seminars on the comparison of play therapy theories

and their clinical application across developmental span discussion of

theories.

2. Online interactive activities and quiz to check understanding regarding

theoretical constructs, research evidence, and play therapy application to

developmental issues across lifespan

3. Integrative written assignment: a choice between writing a) literature review

on the effectiveness of one to two theoretical approach(es) in play therapy on

treating a developmental issue; or b) a reflective journal on the practice of a

video-taped child-centered play therapy session.

Student Study

Effort Expected


Lecture 11 Hrs.

Practical 16 Hrs.

Seminar 12 Hrs.


E-learning and online interactive activities 8 Hrs.

Independent study and seminar preparation 60 Hrs.

Assignment 15 Hrs.


B103

Reading List and

References

Textbook

O’Connor, K. J., & L. D. Braverman (Eds.) (2009). Play therapy theory and

practice: comparing theories and techniques. 2nd Ed. Hoboken, N.J.: John Wiley

& Sons.

References

Frost, J. L., Wortham, S. C., & Reifel, S. (Eds.) (2008). Play and child

development. 3rd Ed. N.J.: Prentice-Hall.

Hergenhahn, B.R. & Olson, M. H. (2007). An introduction to theories of

personality. 7th Ed. Upper Saddle River, N.J.: Pearson/Prentice-Hall.

McMahon, L. (1992). The handbook of play therapy. New York: Routledge.

Pellegrini, A. D. (2009). The role of play in human development. New York:

Oxford University Press.

Schaefer, C. E. (Ed.) (1993). The therapeutic powers of play. N.J.: Jason

Aronson.

Schaefer, C. E., & Kaduson, H. G. (Eds.) (2006). Contemporary play therapy:

theory, research, and practice. New York: Guilford Press.

Solnit D. J, & Neubauer, P. B. (Eds.) (1993). The many meanings of play: a

psychoanalytic perspective. New Haven: Yale University Press.

West, J. (1996). Child-centered play therapy. 2nd Ed. London: Edward Arnold.

B104

Subject Code RS5220

Subject Title Advanced Manipulative Physiotherapy Practice I

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Pre-requisite:

RS555 Advanced Principle and Practice of Manipulative Physiotherapy (Lower

Quarter)

RS556 Advanced Principle and Practice of Manipulative Physiotherapy (Upper

Quarter)

Objectives

To provide supervised clinical practice for students to integrate and utilize the

principles and skills in the diagnosis and manipulative treatment that they have

learned in classrooms and apply them in real life situations and environments.

Upon completion of this subject, students should be able to demonstrate the level

of proficiency, confidence and independence in the safety use of manipulative

physiotherapy expected of a graduate in the field and to critically evaluate the

management methods and to work in the framework of evidence-based approach.

Intended Learning

Outcomes


a. Promote effective communication between patient and therapist, and with

medical professionals and other health care providers. Perform a robust

physical examination assess functional and pain behaviors of a patient with

neuro-musculoskeletal disorder, in a safety manner.

b. Generate a physical diagnosis from data collected from the physical

examination, plan a treatment strategy in response to the physical diagnosis,

Evaluate the effectiveness of the treatment and modify the treatment plan in

relation to response observed

c. Reflect competency and confidence in the application of passive mobilisation

and manipulative techniques, and other physiotherapeutic skills, in a safe and

efficient manner,

d. Appreciate ethical issues in risk management under clinical situations,

e. Integrate the practice of manipulative therapy in the overall management plan

within the health care teams.

Subject Synopsis/

Indicative Syllabus

As this module is the extension of material covered in other modules, i.e.

“Physical Diagnosis of Neuro-musculoskeletal Disorders”, “Advanced Principle

and Practice of Manipulative Physiotherapy (Lower Quarter)” and “Advanced

Principle and Practice of Manipulative Physiotherapy (Upper Quarter)”, the

syllabus is based on the application of principles and techniques in clinical

situations.

Teaching/Learning

Methodology

Clinical practice under close supervision. Progress of each student will be

monitored throughout the subject. Seminars and case presentations in tutorial

groups are subject requirements. Regular discussions and feedback, both formal

(at mid-block and at the end) and informal, are given to students. Strength and

weakness are identified.

B105

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Continuous

assessment

10

2. Clinical reasoning

case report

20

3. End of term clinical

assessment **

70

Total 100%

Continuous assessment: This serves to assess student’s continuous progress,

learning attitude and patient care in the clinical placement.

Clinical Reasoning case report: This assessment aims to assess students’

understanding of theory, pathology, and management of people with

musculoskeletal dysfunctions.

End of term clinical assessment: This assessment aims to evaluate students’

clinical reasoning, selection of evaluation and treatment choice and skills in

managing patients with musculoskeletal dysfunctions.

Student Study

Effort Expected


Clinical 84 Hrs.


Case reporting writing 20 Hrs.

Reading/Self-study 20 Hrs.


Reading List and

References

Donatelli R. (2004). Physical therapy of the shoulder. 4th ed., Churchill

Livingstone, New York.

Edward, B. C. (1999). Manual of combined movements : their use in the

examination and treatment of musculoskeletal vertebral column disorders. 2nd

ed., Butterworth-Heineman, Oxford.

Grieve, G. P. (1991). Mobilisation of the spine : a primary handbook of clinical

method. 5th ed., Churchill Livngstone, Edinburgh.

Higgs J. (2008). Clinical reasoning in the health professions. 3rded., Elsevier

Health Sciences.

Maitland, G. D., Hengeveld E., Banks K. and English K. (2005). Maitland’s

vertebral manipulation. 7th ed., Elsevier Butterworth-Heinemann.

B106

Maitland, G. D. (1992). Neuro-musculo-skeletal examination and recording guide.

5th ed., Lauderdale Press, Glen Osmond.

Richardson C., Jull G., Hodges P. and Hides J. (1999). Therapeutic exercise for

spinal segmental stabilization on low back pain : scientific basis and clinical

approach. Churchill Livingstone, New York.

Watkin R.G. (1996). The spine in sports. Mosby, St. Louis.

Other relevant text and articles from reference sources.

B107

Subject Code RS5221

Subject Title Advanced Manipulative Physiotherapy Practice II

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Advanced Manipulative Physiotherapy Practice I

Objectives

This is a continuation of Advanced Manipulative Physiotherapy Practice I to

provide supervised clinical practice for students to integrate and utilize the

principles and skills in the diagnosis and manipulative treatment that they have

learned in classrooms and apply them in real life situations and environments.

Upon completion of this subject, students should be able to demonstrate the

level of proficiency, confidence and independence in the safety use of

manipulative physiotherapy expected of a graduate in the field and to critically

evaluate the management methods and to work in the framework of evidence-

based approach.

Intended Learning

Outcomes


a. Reflect the level of proficiency, confidence and independence in the safety

use of manipulative physiotherapy expected of a graduate in the field

b. Promote effective communication between patients and therapists, and with

other medical professionals and health care providers

c. Advise patients and consult with other medical and health care providers on

goals, prognosis and expectations of manipulative physiotherapy

d. Syntheses and utilise information through the physical diagnostic process so

as to design and redesign preventive and post-treatment management

strategy according to the observed clinical manifestations and ergonomic

principle

e. Disseminate the clinical reasoning principle, effectiveness and limitations of

manipulative physiotherapy to peer therapists and other health care providers

Subject Synopsis/

Indicative Syllabus

As this module is the extension of material covered in other modules, i.e.

"Physical Diagnosis of Neuro-musculoskeletal Disorders", "Advanced Principle

and Practice of Manipulative Physiotherapy (Lower Quarter)", "Advanced

Principle and Practice of Manipulative Physiotherapy (Upper Quarter)" and

"Advance Manipulative Physiotherapy Practice I”, the syllabus is based on the

application of principles and techniques in clinical situations.

Teaching/Learning

Methodology

Clinical practice under close supervision. Progress of each student will be

monitored throughout the subject. Seminars and case presentations in tutorial

groups are subject requirements. Regular discussions and feedback, both formal

(at mid-block and at the end) and informal, are given to students. Strength and

weakness are identified.

B108

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Continuous assessment 10

2. Clinical reasoning case

report

20

3. End of term clinical

assessment **

70

Total 100%

Continuous assessment: This serves to assess student’s continuous progress,

learning attitude and patient care in the clinical placement.

Clinical Reasoning case report: This assessment aims to assess students’

understanding of theory, pathology, and management of people with

musculoskeletal dysfunctions.

End of term clinical assessment: This assessment aims to evaluate students’

clinical reasoning, selection of evaluation and treatment choice and skills in

managing patients with musculoskeletal dysfunctions.

Student Study

Effort Expected


Clinical 84 Hrs.


Case reporting writing 20 Hrs.

Reading/Self-study 20 Hrs.


Reading List and

References

Borenstein D.G., Wiesel S.W. and Boden S.D. (1995). Low Back Pain : Medical

Diagnosis and comprehensive Management, 2nd ed., W.B. Saunders Company,

Philadelphia.

Edward, B. C. (1999). Manual of combined movements : their use in the

examination and treatment of musculoskeletal vertebral column disorders. 2nd

ed., Butterworth-Heineman, Oxford.

Frymoyer J.W. (1997). The adult spine : principles and practice. 2nd ed.,

Lippincott-Raven, Philadelphia.

Goodman C.C. and Fuller K.S.. (2009). Pathology: implications for the physical

therapist. 3rd ed., Elsevier - Health Sciences Division.

Grieve, G. P. (1991). Mobilisation of the spine : a primary handbook of clinical

method. 5th ed., Churchill Livngstone, Edinburgh.

Higgs J. (2008). Clinical reasoning in the health professions. 3rd ed., Elsevier

B109

Health Sciences

Magee, D.J. (2008). Orthopedic Physical Assessment, 5th ed., Elsevier Health

Sciences.

Maitland, G. D., Hengeveld E., Banks K. and English K. (2005). Maitland’s

vertebral manipulation. 7th ed., Elsevier Butterworth-Heinemann.

Maitland, G. D. (1992). Neuro- musculo-skeletal examination and recording

guide. 5th ed., Lauderdale Press, Glen Osmond.

Wittink H. and Michel T.H. (2002). Chronic pain management for physical

therapists. 2nd ed., Butterworth-Heineman, Boston.

Other relevant text and articles from reference sources.

B110

Subject Code RS5223

Subject Title Community Occupational Therapy: Theory, Research and Practice

Credit Value 3

Level 5

Pre-requisite /

Co-requisite/

Exclusion

Exclusion:

Students who do not hold a recognized qualification in occupational therapy

Objectives

The course aims to develop the professional skills and competencies in

advancing community occupational therapy. In this course, community OT

practice is defined as OT services provided at the place where clients live,

study, work, or engage in leisure activities.

Intended Learning

Outcomes


a. Develop a critical stance towards the theory, evidence and practice of

community OT

b. Master the skills to analyze the complexity and ambiguity in community

practice

c. Develop the competencies in advancing community OT

Subject Synopsis/

Indicative Syllabus

1. Core concepts of occupation-based theories in community practice: client

centred practice, meaningful occupation, person-environment fit, and

enabling occupation.

2. Theoretical concepts in health promotion, chronic disease self management,

community rehabilitation, psychiatric rehabilitation and recovery model.

3. Public policy, demographics, and societal needs

4. Critical review of various practice contexts: client’s home, nursing home,

school, work place, community and resource centres, wellness centres,

supported employment, social enterprises, half-way house, and emerging

practice.

5. Management and administration: supervision of support personnel, financial

management, program evaluation, funding application, and promotion of

service.

6. Community of practice: collaborative strategies for professional development

and life-long learning

Teaching/Learning

Methodology

Students will be provided with the resources and opportunities to develop

professional competency to advance community practice. Specifically they will

Question, investigate and analyze current practice

Analyze contrasting studies and identify patterns and differences between

the studies

Design or redesign a practice by linking theory and evidence to practice

Critique and evaluate designs proposed by peers

Write a proposal of a new service or an evaluation plan of an existing

service

Take part in collaborative discussion to develop a community of practice

B111

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e

1. Critical review

(group work)

20%

2. Online discussion 20%

3. Service proposal or

evaluation plan

60%

Total 100 %



1. Critical Review: Students will work in small groups and submit a critical

review of published services or studies of a selected area of practice. The

students will analyze the theoretical concepts, evidence, and relevance to

local practice. The students will be graded based on the understanding of the

theoretical concepts and the critical reasoning of the review.

2. Service proposal or evaluation plan: Each student will write a proposal of a

new service or an evaluation plan of an existing service of a selected area of

practice. Students can either select a service in their work or identify a local

service willing to take part in the proposal or evaluation activity. The

students will be evaluated based on the theoretical underpinning, evidence to

support practice, justification of the needs, and coherence between the goals

and action plans.

3. Online discussion: Students will be involved in online discussions

throughout the course. They will present the preliminary ideas of the

proposal or evaluation plan. Each student will provide feedback to their peers

to improve the work. They will give peer grading and feedback on the final

proposal or evaluation plan. The online discussion will be graded based on

the clarity of the ideas, ability to provide constructive feedback, and

participation in the community of practice.

Student Study

Effort Expected


Lecture 9 Hrs.

Seminar 30 Hrs.


Self study 24 Hrs.

Group work 42 Hrs.


B112

Reading List and

References

1. Bazyk, S. (Ed.). (2011). Mental health promotion, prevention, and

intervention with children and youth. Bethesda, MD: American

Occupational Therapy Association.

2. Boyd, M. E., & Lawrence, T. (2009). Leadership in the community. In S.

B. Dunbar (Ed.), An occupational perspective on leadership : theoretical

and practical dimensions (pp. 45-66). Thorofare, NJ: SLACK Inc.

3. Doll, J. D. (2010). Program development and grant writing in occupational

therapy: making the connection. Sudbury, Mass.: Jones and Bartlett

Publishers.

4. Dunn, W., & Dunn, W. (2011). Best practice occupational therapy for

children and families in community settings (2nd ed.). Thorofare, NJ:

SLACK.

5. Food and Health Bureau, H. (2010). Our partner for better health; Primary

care development in Hong Kong: strategy document. HKSAR.

6. Lemorie, L., & Paul, S. (2001). Professional Expertise of Community-

Based Occupational Therapists. Occupational Therapy in Health Care,

13(3/4), 33-50.

7. Mackenzie, L. (2011). Occupation analysis and the home and community

environment. In L. Mackenzie & G. O'Toole (Eds.), Occupation analysis in

practice (pp. 81-98). Chichester: Blackwell Pub.

8. McColl, M. A. (1998). What do we need to know to practice occupational

therapy in the community? American Journal of Occupational Therapy,

52(1), 11-18.

9. Meyers, S. K. (2010). Community practice in occupational therapy: a guide

to serving the community. Sudbury, Mass.: Jones and Bartlett Publishers.

10. Scaffa, M. E. (2001). Occupational therapy in community-based practice

settings. Philadelphia, PA: F.A. Davis Co.

11. Scaffa, M. E., Reitz, S. M., & Pizzi, M. (2010). Occupational therapy in the

promotion of health and wellness. Philadelphia: F.A. Davis Co.

12. Wittman, P. P., & Velde, B. P. (2001). Occupational Therapy in the

Community: What, Why, and How. Occupational Therapy in Health Care,

13(3/4), 1-5.

B113

Subject Code RS600

Subject Title Diagnostic Procedures in Musculoskeletal Physiotherapy

Credit Value 3

Level 6

Pre-requisite Foundation knowledge of musculoskeletal physiotherapy equivalent to the level

of a recognized physiotherapy undergraduate programme

Objectives

1. To provide knowledge of the use of musculoskeletal diagnostic imaging

required for patient screening, triage and specialists referral relevant to the

practice of sports and musculoskeletal physiotherapy.

2. To integrate knowledge of pathological processes with clinical and

radiological findings providing the basis for sound clinical reasoning

processes in the management of patients with musculoskeletal conditions.

Intended Learning

Outcomes


a. determine the indications for prescription of various musculoskeletal

diagnostic imaging based on the patient’s clinical presentation and the

current best evidence for diagnosis.

b. describe basic concepts of the common musculoskeletal image acquisitions.

c. recognize the appearance of normal anatomy and common pathology on

musculoskeletal images to facilitate diagnosis and appropriate intervention

strategies.

d. integrate knowledge of anatomy, pathological process, clinical and imaging

findings with clinical reasoning skills to facilitate generation of differential

diagnosis, determination of the prognosis and plan of care in the

management of patients

Subject Synopsis/

Indicative Syllabus

1. Use of diagnostic imaging and choice of procedure

evidence-based clinical practice guidelines

indications and accuracy

diagnostic utility of imaging procedures for select pathology

risks, benefits and associated costs

2. Common diagnostic assessment for musculoskeletal disorders for

different body parts

plain film radiograph

computed tomography

magnetic resonance imaging

ultrasonography

nuclear medicine

3. Clinical reasoning skills related to determining a patient’s appropriateness

for physiotherapy treatment

identify signs and/or symptoms that are of non-musculoskeletal

origin

assessing red flags/yellow flags for musculoskeletal conditions

Teaching/Learning

Methodology

Lectures, interactive case-based discussions

The lectures will be delivered by a faculty of consultant radiologists,

orthopaedic surgeons, rheumatologists, physiotherapists, sports physicians in

the field of sports and musculoskeletal medicine.

B114

Assessment Methods

in Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting


to be assessed (Please tick as

appropriate)

a b c d

1. Written test 40

2. Presentation 30

3. Essay 30

Total 100%

1. Written test – to evaluate the students’ understanding and knowledge.

2. Presentation – students are required to present views on a set topic based on

their readings or research.

3. Essay – students are required to write up an essay, with integration of

knowledge in diagnostic imaging, common pathology and clinical

reasoning skills in on a set topic related to musculoskeletal physiotherapy.

Student Study Effort

Required


Lectures 33 Hrs.

Tutorials/Seminars 6 Hrs.


Self-study 45 Hrs.

Preparation of essay & presentation 35 Hrs.


Reading List and

References

Goodman CC, Fuller KS (2009). Pathology: Implications for the physical

therapist. 3rd ed. St Louis. MO: Saunders Elsevier (ISBN: 978-1-4160-3118-5).

Goodman CC, Snyder TEK (2007). Differential diagnosis for physical

therapists. Screening for referral. 4th ed. St Louis. MO: Saunders Elsevier

(ISBN-13: 978-0-7216-0619-4).

Greenhalgh S, Selfe J (2006). Red flags: a guide to identifying serious

pathology of the spine. Churchill Livingstone (ISBN-10: 0443-10140X).

Greenhalgh S, Selfe J (2009). Red Flags II: A guide to solving serious

pathology of the spine. Churchill Livingstone (ISBN: 978-0-443-06914-7).

McKinnis LN (2010). Fundamentals of musculoskeletal imaging

(Contemporary perspectives in rehabilitation). 3rd ed. Philadelphia. FA Davis

Co. (ISBN-13: 978-0-8036-1946-3).

Swain J, Bush KW, Brosing J (2009). Diagnostic imaging for physical

therapists. St Louis. MO: Saunders Elsevier (ISBN: 978-1-4160-2903-8).

B115

Subject Code RS601

Subject Title Acupuncture Therapy in Rehabilitation

Credit Value 3

Level 6

Pre-requisite /

Co-requisite/

Exclusion

Objectives The subject aims at helping students to: 1. Develop global outlook, language

and communication skills pertinent to acupuncture in rehabilitation

management; 2. Acquire knowledge in the application of acupuncture therapy

and its underlying physiological mechanisms for managing musculoskeletal,

neurological and cardiopulmonary conditions; 3. Respond to social and clinical

demand for acupuncture in rehabilitation in the community.

Intended Learning

Outcomes


a. understand the fundamental theories and skills related to acupuncture

practice.

b. implement practical strategies for the prevention of acupuncture accidents.

c. identify the major acupuncture points of the body and their therapeutic

effects.

d. apply appropriate techniques of acupuncture maneuvers through

practicum.

e. design appropriate protocols for treating various conditions.

f. analyze individual patient's response to treatment and refine treatment

protocols based on the understanding of updated evidence from basic

research and clinical findings.

Subject Synopsis/

Indicative Syllabus

1. Introduction to Acupuncture and its application in rehabilitation

2. The theory of the Meridians and Collaterals

3. Standards of Practice

4. Sterilization and aseptic technique, acupuncture technique

5. Practice of needling

6. Introduction of acupoints of lower limbs, upper limbs, trunk and head

7. Therapeutic, strategic & scientific basis of acupuncture studies

8. Auriculotherapy

9. Clinical application in musculoskeletal, neurological and cardiopulmonary

conditions

Teaching/Learning

Methodology

Interactive lectures and demonstrations will be delivered to highlight the

concepts of meridians, acupuncture points and acupuncture techniques.

Students will practise the skills and techniques in acupuncture. A clinical

decision-making approach, critical thinking, is used to identify and treat clinical

problems that can be treated by acupuncture.

Blackboard platform has been developed to allow students’ access to teaching

material, and discussion of issues relating to the subject is encouraged via the

‘Discussion Forum’.

B116

Assessment

Methods in

Alignment with

Intended Learning

Outcomes

Specific assessment

methods/tasks

%

weighting



a b c d e f


2. Presentation 25

3. Practical examination 40

Total 100 %

A variety of assessment tools will be used, including presentations, written

assignment and examination. These are designed to develop clinical decision

making skills as well as acupuncture skills.

Student Study

Effort Expected


Lecture 23 Hrs.

Practical 16 Hrs.


Self study 61 Hrs.


Reading List and

References

Xia Y, Cao X., Wu GC, Cheng J (2010). Acupuncture Therapy for Neurological

Disease: A Neurobiological View. Tsinghua University Press: Springer.

Hopwood V., Lovesey M., Mokone S. (1997). Acupuncture & related

techniques in Physical Therapy. USA: Churchill Livingstone.

Baldry P.E. (2005). Acupuncture, trigger points and musculoskeletal pain. 3rd

ed. UK: Churchill Livingstone.

Cho Z.H., Wong E.K. Fallon J.H. (2001). Neuro-Acupuncture. USA: Q-

Puncture.

Han J.S. (1998). The neurochemical bases of pain relief by acupuncture Vol.2.

Hubei: Hubei Science and Technology Press.

Liu G. and Akira H. (1998). Fundamentals of acupuncture & moxibustion.

Tianjin: Tianjin Science & Technology Translation & Publishing Corporation.

Liu G. (1997). Acupoints & Meridians: A complement work of present

acupuncture and moxibustion. HuaXia: HuaXia Publishing House.

Liu G. (1998). Clinical acupuncture & moxibustion. Tianjin: Tianjin Science

& Technology Translation & Publishing Corporation.

Shi X.M. and Zhang M.C. (1998). A Chinese-English dictionary of

acupuncture and moxibustion HuaXia: Huaxia Publishing House.

Yang J. (1998). The way to locate acupoints. Beijing: Foreign Languages

Press.

Subject Description Forms - Hong Kong Polytechnic University1).pdf · 2014-07-14 · RS5223...

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