In-class Quiz consists of two online quizzes worth 40% of the overall unit grade.  

• In-class Quiz 1 (Mid-term) constitutes 20% of the overall grade and will assess content from weeks 1-5 inclusive. This quiz will consist of up to 50 questions worth 85 marks and will have a time limit of 120 minutes.
• In-class Quiz 2 (End-term) constitutes 20% of the overall unit grade and will assess content from weeks 6-11 inclusive. This quiz will consist of up to 50 questions worth 85 marks and will have a time limit of 120 minutes.

Each quiz will consist of two sections. 

• Section 1: Knowledge and understanding (35 marks)
  • Comprises 35 questions with various formats including multiple choice, true/false, drag and drop, select missing words, matching, ordering, calculations, and short answer (maximum 3-5 words).
• Section 2: Application and analysis (50 Marks)
  • Comprises 15 long-answer questions with various formats including lists, explanations, and structured paragraphs that relate to clinical presentations, case studies, and video analysis.

The questions will be identical for all students, however they will be randomly generated from a question bank so that the quizzes may appear differently for each student. In-class Quiz 1 (Mid-term) and 2 (End-term) are both closed book assessments which will be supervised by a CQUniversity staff member and must be completed at the scheduled time on either the Rockhampton or Bundaberg campus. Access to all resources other than the quiz itself is prohibited (e.g. books, notes, electronic devices or websites other than the quiz itself). It is recommended that a laptop be used for this assessment, however a tablet is permitted. The use of a mobile phone is not permitted for this assessment item.

Refer to Moodle for further information and additional resources.

Approved Use of Generative AI

• Restricted Resource Policy: As this is a supervised, closed-book assessment, access to Generative AI tools or any other external digital resources is not permitted.

Grading of Assessment
All questions will be marked numerically and an overall percentage mark awarded.

Late Arrival to Assessment
You should aim to arrive at least 15 minutes prior to the official assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up to 10 minutes after the official commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an application for an assessment extension, which may or may not be approved in line with CQU policy. If the application for an assessment extension is denied, you will receive a grade of zero percent (0%) for the assessment item. 

Task Overview

You will participate in a structured Interprofessional Education activity with students from Speech Pathology, Occupational Therapy, Professional Psychology, and Clinical Psychology. You will work as part of a team with these students to collaboratively develop an assessment plan and an intervention plan for a case study child. As physiotherapy students are higher in number than some disciplines, you will need to work as a united physiotherapy group within the team.

Each interprofessional team will ideally have three or four physiotherapy students, however physiotherapy group size will be confirmed based on the number of enrolled students. In week 1, you will be asked to select a time to meet with your interprofessional team. Based on the time you select, you will be allocated to an IPE team. This will include your group assessment task members (physiotherapy students) and students from the other disciplines. All information pertaining to IPE, including the case study and specific instructions, is located on the IPE Moodle site: https://moodle.cqu.edu.au/course/view.php?id=25938 which will be available in week 4. 

There are three phases associated with this task:

Phase 1: Assessment Planning and Interprofessional Meeting (group task)

1. Profession Specific Assessment Planning: Watch the discipline-specific interview and complete a clinical handover template with discipline-specific recommendations for further assessment (by Friday Week 6). This assessment plan is to be developed solely with a physiotherapy lens. 
2. Interprofessional Team Meeting: Conduct first interdisciplinary case conference. Discuss each discipline's issues of concern, goals, priorities and recommendations for assessment. As a team develop an interdisciplinary plan (template provided) for assessment (by Friday Week 7).

Phase 2: Treatment planning and interprofessional meeting (group task)

1. Profession Specific Treatment Planning: Review discipline-specific assessment results available on Moodle and complete updated clinical handover template with discipline-specific recommendations for further intervention/treatment based on results of assessment (by Friday Week 8).
2. Interprofessional Team Meeting: Conduct second Interdisciplinary case conference. Discuss each discipline's updated issues of concern, goals, priorities and recommendations for intervention/treatment.  As a team develop an interdisciplinary plan (template provided) for further intervention/treatment (by Friday Week 9).

Phase 3: Reflection on Interprofessional Roles (individual task)

1. Reflection Task: After completing phases 1 and 2, each group member is required to complete a written reflection (template provided) addressing the following prompts: comparison of initial and final plans, changes and rationale, understanding of roles, and future practice (by Thursday Week 10). 

Group Work

Your physiotherapy group will collaborate to review discipline-specific assessments and discuss your physiotherapy role and plan. You will need to work together to present evidence-based information relating to the case study background, assessment and intervention plans, safety considerations, and resources at the case conferences. As a group, you will need to present a united physiotherapy view to collaborate more broadly with the interprofessional team and develop the interdisciplinary plans for assessment and treatment. 

Any group member who does not contribute equally in the agreed upon timeframe will be in breach of ethical academic practice. If this occurs, the group member will be required to have a conduct meeting with the unit coordinator with a first and final warning issued. If the conduct continues, the unit coordinator will either award the group member a grade of zero for the assessment task or request the submission of an additional 1000 word reflective assignment to be completed individually.

Submission Requirements

There is no strict word count for your assessment and treatment plans as the size is also dependent on the other professions. The physiotherapy component of each plan must be detailed enough that another physiotherapist could carry out the exact same plan without additional clarification. 

Assessment Plan (40%) (group submission - one submission per group)

A completed copy of your assessment plan (template provided) for the case study child that demonstrates the roles of physiotherapy, speech pathology, occupational therapy, and psychology. All sections in the assessment plan must be completed in sufficient detail for another clinician/team to follow. Ensure all acronyms are explained. The assessment plan must include assessment concerns/goals/recommendations for speech pathology, occupational therapy, and speech pathology, however you will only be marked on the physiotherapy specific assessments and how these align with the broader team. The assessment plan must include three to five relevant subjective and objective measures that include both basic/informal (e.g., time, distance, assistance, MMT, ROM, observations, protective reactions) and ratified outcome measures (e.g., TGMD-3, PBS, MAS). The physiotherapy concerns, goals, and assessment recommendations will be the same for all group members (group mark). 

Intervention Plan (40%) (group submission - one submission per group)

A completed copy of your intervention plan (template provided) for the case study child that demonstrates the roles of physiotherapy, speech pathology, occupational therapy, and psychology. All sections in the intervention plan must be completed in sufficient detail for another clinician/team to follow. Ensure all acronyms are explained. The intervention plan must include treatment concerns/goals/recommendations for speech pathology, occupational therapy, and speech pathology, however you will only be marked on the physiotherapy interventions and how these align with the broader team. The treatment plan must include three to five specific treatments (e.g., exercise parameters, manual therapy technique, dosage, frequency). The physiotherapy concerns, goals, and treatment recommendations will be the same for all group members (group mark). 

Goldilocks example:

• Too vague = "balance exercises"
• Too detailed = listing every possible activity variation
• Just right = listing a specific ratified outcome measure "e.g. Paediatric Balance Scale" or detailing specific activity "e.g. SLS whilst throwing and catching a ball for 3 x 30secs - progressed/regressed by hand support"

Merge your assessment and treatment plans and submit as one PDF document. 

Written Reflection (20%) (individual submission - one submission per student)

Each group member is required to submit a 500-word maximum (template provided) written reflection addressing the prompts outlined below. The reflection will be different for all group members (individual mark). 

• Comparison of initial and final plans: Compare your initial physiotherapy assessment and treatment plans with the final interprofessional team plans. What similarities and differences did you observe?
• Changes and Rationale: Reflect on the rationale behind any changes or additions you made or did not make during the interprofessional discussions. What insights led to these modifications or lack thereof?
• Understanding Roles: What did you learn about the roles and contributions of other health professionals during the assessment and treatment phases? How did this activity shape your understanding of the physiotherapist’s role within an interprofessional team?
• Future Practice: How will this experience impact your future clinical decision-making and approach to interprofessional teamwork?

Refer to Moodle for further information and additional resources.

Approved Use of Generative AI

• Permitted AI Use: You are permitted to use Generative AI tools (such as ChatGPT or other AI platforms) to assist with research, brainstorming, and drafting. However, critical analysis and final editing must be your own work.
• Confidentiality and Patient Information: If you are using clinical patient information, confidentiality must be maintained at all times. Patient data must not be input into Generative AI platforms or shared with any external tools. Only de-identified or synthesised case information is permitted for educational purposes.
• Appropriate Referencing: Any content generated or influenced by AI must be clearly referenced following the university's AI referencing guidelines. Failure to reference AI-generated content appropriately may result in academic misconduct. Please refer to CQUniversity Guidelines for Referencing Artificial Intelligence for specific instructions on how to cite AI contributions correctly.
• Academic Integrity: You are reminded that your submission should reflect your understanding and synthesis of ideas. Over-reliance on AI-generated content may impact the quality of work and evaluation outcomes and result in academic misconduct. 

Grading of Assessment

The assessment rubric for this task is based on the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand . This quality framework is mapped against the CQUniversity Graduate Attributes and is intended to give a holistic understanding of standards expected for the assessment task. The rubrics for this assessment will be based on the following categories and weightings:

Group Work Component (Assessment and Treatment Plans)

• Completeness and accuracy of documented plans (20%)
• Identification of relevant concerns for caregiveres and team (20%)
• Clarity and relevance of goals (including prioritisation) (20%)
• Clarity and appropriateness of recommended assessments and/or treatments (20%)

Individual Component (Reflection)

• Comparison of plans (10%)
• Insights into inteprofessional collaboration and roles (10%)

There will be two hurdle assessments:

Hurdle 1 (Observational Placements)

This unit includes up to eight (8) hours of observational learning, offering you the first paediatric learning placements.

• One placement to observe typically developing children
• One placement to observe children with disability.

These observational placements will take place in locations that include child-care centres, educational facilities, and community-based events. Placements will be scheduled outside regular timetabled sessions and may include the university mid-term break week. Attendance is mandatory. 

Requirements

• Complete all pre-clinical requirements prior to the clinical placement
• Attend both observational placements in full clinical uniform with your university ID and valid blue card
• Submit a completed one-page reflection form after your placement

A satisfactory grade for the observational placements (attendance and reflection submitted) is required in order to be eligible to PASS this unit. 

Hurdle 2 (Attendance)

A minimum attendance rate of 85% for practical and tutorial sessions is required to PASS this unit, as recommended by the Australian Physiotherapy Council and integrated into the CB85 Physiotherapy course. If there is a genuine reason for being absent, you must inform the unit coordinator as soon as possible and submit a medical certificate or other supporting documentation via email within five days of missing the session.

Important Notes

• Legitimate absences, such as medical, compassionate, or exceptional circumstances, will be considered in accordance with the Assessment Policy and Procedure(5.21 and 5.22)
• Inform your tutor and unit coordinator by email as soon as possible if you are absent
• Submit a medical certificate or supporting documentation via email within five days of the missed session
• You will be notified by email when you reach the 85% threshold
• If prolonged absences exceed three sessions, a meeting with the unit coordinator and head of course is required to discuss your progression in the unit

Attendance rates for this hurdle will be calculated in week 12.

Refer to Moodle for further information and additional resources.

Hurdle 1: Attendance at both placements and submission of a completed observational reflection form is required to PASS this hurdle. You must PASS this hurdle in order to be eligible to PASS the unit.

Hurdle 2: An attendance rate of 85% at practical and tutorial sessions is required to PASS this hurdle. If you do not meet the attendance requirement or do not submit supporting documentation within the required time frame you will not meet the requirements to PASS this hurdle. You must PASS this hurdle in order to be eligible to PASS the unit.

The Practical Assessment will be in the format of an Objective Structured Clinical Examination (OSCE) and is intended to assess your theoretical and practical application of physiotherapy assessment,  treatment, and clinical reasoning. The OSCE will be scheduled for either week 1 or week 2 of the university's examination period. The weighting of the Practical Assessment is 50% of the overall unit grade with each scenario weighted equally. All material relevant to neurological physiotherapy assessment and treatment covered in the following pre-requisite units is also examinable in the OSCE: Foundations of Physiotherapy Practice 1 (PSIO11004), Foundations of Physiotherapy Practice 2 (PSIO11003), Neurological Physiotherapy 1 (PSIO12004).

The OSCE will consist of two clinical scenarios: one paediatric case and one adult case. You will have a total of 30 minutes (15 minutes per scenario) to plan, discuss, and perform relevant aspects of physiotherapy assessment, treatment, and overall management. There will be no preparation time for this assessment to better reflect real clinical environments. 

For each clinical scenario, you will be expected to:

• Demonstrate knowledge of the presenting condition including aetiology, pathophysiology and typical presentation
• Interpret clinical notes to identify priority assessments and/or treatments
• Identify and act upon any precautions and/or contraindications to the assessment and/or treatment
• Communicate clearly and effectively throughout the scenario 
• Safely and effectively apply clinical assesssment, treatment, and/or overall management techniques
• Explain and interpret the findings of clinical asessments and/or treatments, including appropriate progression and regression  

You must come appropriately attired in your full clinical uniform. If you are required to act as a 'simulated patient' for another student's examination, please bring additional clothes suitable for a clinical assessment.

A timetable for the Practical Assessment will be published on Moodle by the end of week 12.

Refer to Moodle for further information and additional resources.

Approved Use of Generative AI

• Restricted Resource Policy: As this is a supervised, closed-book assessment, access to Generative AI tools or any other external digital resources is not permitted.

Grading of Assessment

The assessment rubric for this task is based on the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand . This quality framework is mapped against the CQUniversity Graduate Attributes and is intended to give a holistic understanding of standards expected for the assessment task. The rubrics for this assessment will be based on the following categories and weightings:

• Safety/Risk Management and Professional Behaviour (PASS/FAIL)
• Communication (20%)
• Selection, application, and interpretation of assessment (40%)
• Selection, application, and interpretation of treatment (40%)

Refer to Moodle for the assessment rubric.

Late Arrival to Assessment

You should aim to arrive at least 15 minutes prior to the official assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up to 10 minutes after the official commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an application for an assessment extension, which may or may not be approved in line with CQU policy. If the application for an assessment extension is denied, you will receive a grade of zero percent (0%) for the assessment item.

Assessment Moderation Using Video Recordings 

To ensure consistency and fairness in the evaluation of practical assessments, including Objective Structured Clinical Examinations (OSCE), this unit may employ video recordings as a method for assessment moderation. These recordings allow for a thorough review of student performance, providing an objective basis for feedback and grading. Assessors may review the recordings to verify the accuracy of initial assessments and to identify any discrepancies. This process also facilitates the calibration of grading standards among different assessors. By utilising video recordings, we aim to maintain high standards of assessment integrity and support continuous improvement in teaching and learning practices. More details about this process will be provided on the unit Moodle site.