Physiotherapy MSci

This module will introduce the student to the normal structure and function of the human body. The student will be introduced to the structural and functional anatomy of the lumbar spine, pelvis and lower limb. Foundation knowledge gained in this module aims to underpin the students understanding for all other modules, in particular the musculoskeletal modules. Parallel and subsequent modules will incorporate and build on the core subjects introduced.

This module will allow students to develop knowledge of the theoretical basis of human movement, function, exercise prescription, motor learning and skill (re)acquisition. This knowledge will be used to develop skills in selecting, delivering and evaluating exercise programmes for a wide range of clinical situations.

This module will allow students to develop knowledge of basic system physiology and pathological processes that affect the musculoskeletal system either through trauma or disease. This knowledge will be used to underpin students understanding within subsequent modules.

This module will introduce the student to the normal structure and function of the human body. The student will be introduced to the structural and functional anatomy of the cervical spine, thorax and upper limb. Foundation knowledge gained in this module aims to underpin the students understanding for all other modules, in particular the musculoskeletal modules. Parallel and subsequent modules will incorporate and build on the core subjects introduced.

This module aims to introduce an understanding of professional standards of conduct, performance and ethics i.e. HCPC standards of conduct. Also, the four pillars of physiotherapy practice: clinical, leadership, education and research and provide overview of the National Health System and compare and contrast to international healthcare systems and private providers.

This module is the first of two modules related to musculoskeletal examination and treatment. It will allow students to apply knowledge of the basic pathological processes that affect the musculoskeletal system and develop knowledge and understanding of lumbar spine, pelvis, and lower limb (the lower quadrant) musculoskeletal pathologies and conditions.

This module will allow students to develop theoretical knowledge of normal respiratory physiology and the pathophysiology underpinning common respiratory disease. In addition, students will develop analytical assessment skills, plus theoretical knowledge and physiotherapeutic skills to treat patients presenting with a wide variety of symptoms associated with acute and chronic respiratory disease.

This module is the second of 2 practically oriented modules related to musculoskeletal examination and treatment. It will allow students to apply knowledge of the basic pathological processes that affect the musculoskeletal system. It aims to enable students to relate the theory of musculoskeletal dysfunction to clinical practice and to integrate information from previous modules (Musculoskeletal I, anatomy, physiology/pathophysiology and rehabilitation).

This modular block aims to provide the student with the opportunity to develop and apply their basic skills of examination, assessment and treatment to a variety of health disorders relevant to the placement speciality. The modular block will also encourage the student, with appropriate guidance, to identify patients' problems and make informed decisions relating to the selection of appropriate physiotherapy interventions. The student will be encouraged to discuss the appropriateness and effectiveness of intervention and to understand the limits of their knowledge. The student will also be given the opportunity to develop their professional skills such as communication, clinical leadership and clinical management.

Learners will spend 12 weeks in a professional occupational therapy setting with a registered occupational therapist, who is their practice placement educator. The placement allows learners opportunities to be involved in offering occupational therapy services, apply the theory they have explored in university and work alongside people using the service, their carers and colleagues. They will engage with professional reflection, supervision and feedback.

This module will allow students to develop knowledge of the theoretical basis of skills needed for practical placements. This knowledge will be applied when out on clinical placements to enable students to comply with the policies around enforced in clinical settings.

The main aims of this module are to build on the skills and knowledge acquired from the ‘Person-Centred Healthcare and Leadership 1’ module. Core themes of this module will be further development of communication skills (e.g. sensitive questioning techniques, breaking bad news and dealing with people with complex communication needs), education of service users and the multi professional team (MPT), social determinants of care, healthcare leadership and reflective practice. Central to these themes will be the person-centred care approach. This will ensure our graduates offer holistic, person-centred care with sensitivity, empathy and understanding.

The module aims to introduce the scope of neurological physiotherapy practice and to develop a critical understanding of the role of the physiotherapist within the multidisciplinary team. Students will develop knowledge and understanding of the pathological, physical, psychological and social implications of neurological dysfunction underlying a range of neurological conditions. This module aims to enhance the students’ ability to optimise service-user management and care through (i) the development of assessment and clinical reasoning skills, (ii) exploration of the theoretical underpinnings of practice and recovery (iii) understanding of the therapeutic alliance the importance of a person-centred approach and (iv) critical evaluation of effectiveness evidence of a range of neurorehabilitation interventions.

This module will provide the students with knowledge of cardiovascular physiology and common pathologies of the heart and peripheral circulation (including atherosclerosis and diabetes). They will develop the therapeutic skills necessary to manage and rehabilitate cardiac patients including those who have undergone cardiac surgery and those who have undergone lower limb amputation. This module will also focus on health promotion with specific reference to cardiovascular health.

This module aims to develop the students’ concepts of evidence-based practice and develop their knowledge of the principles and concepts of the research process and extend their understanding of the role of research in practice.

This module will allow students to develop theoretical knowledge of the pathophysiology underpinning the critically ill patient. In addition, students will develop analytical assessment skills, plus theoretical knowledge and physiotherapeutic skills to treat problems associated with critical illness. The module draws on learning acquired throughout the degree programme, and requires students to integrate this knowledge and apply it in the more challenging context of critical illness (including multiple pathologies).

Students will spend a final 12 weeks in a contrasting professional occupational therapy setting from placement 2, again with supervision from a registered occupational therapist. The placement allows students opportunities to participate in occupational therapy services showing the responsibilities and skills they will need as registered practitioners. They will apply and evaluate the theory they have learnt in practice when working alongside people using the service, their carers and colleagues. They will be responsible for a small service development project in liaison with the setting and engage with professional reflection, supervision and feedback.

This modular block aims to provide students with the opportunity to further develop their clinical skills. Students will be expected to utilise and build on knowledge and skills from previous placements and taught modules. At level 3, students should be developing an increasing level of autonomy along with an understanding of their professional limitations, accountability and professional role within a healthcare team. Inter-professional communication, clinical leadership and effective transferable skills should be developed as the student acquires the skills necessary to work across a range of health care settings. Through exposure to an increasing range of clinical specialities students will be able to assess and manage patients of increasing complexity and individual needs.

This module, which will include some opportunities for interprofessional learning, will provide the students with an understanding of the physical, psychological and sociological developments across the human lifespan. The students will learn about neonates, children and young people’s physical and psychological health and development, pelvic health including pregnancy, menopause and andropause, middle- and older-age physical and psychological health and disease. Multimorbidity, long-term conditions and palliative care will be evaluated in the context of these different life stage.

Students will be introduced to the theory and practice of workforce development within healthcare systems and supported to develop a coherent career plan. Developments in healthcare policy and practice will be explored to ensure students have a thorough understanding of the national and global healthcare sector. The pre-registration leadership learning model will be used to signpost and develop students understanding and development of leadership skills within the domains of self, working with others and service development. Students will be provided with the knowledge and transferable skills necessary to enhance their employability and transition to work.

This module will allow students to develop a systematic understanding of the published literature in a defined subject area of the student’s choice, within a field relevant to physiotherapy. This understanding will facilitate the compilation of a coherent literature review and resultant identification of an appropriate research question assembled into a feasible research proposal.

Students will be expected to utilise and build on knowledge and skills from previous placements and modular blocks. At level 3, students should be developing an increasing level of autonomy along with an understanding of their professional limitations, accountability and professional role within a healthcare team. Inter-professional communication, clinical leadership and effective transferable skills should be developed as the student acquires the skills necessary to work across a range of health care settings. Through exposure to an increasing range of clinical specialities, students will be able to assess and manage patients of increasing complexity and individual needs.

Through an integrated focus on leadership, education, and enterprise, the module equips students to contribute meaningfully to team development, inclusive supervision, service innovation, and professional learning. It supports the development of insight, confidence, and agility in navigating both public systems such as the NHS and international or private-sector contexts where entrepreneurial thinking, adaptability, and business acumen are essential.

Students will critically explore their emerging professional identity, their capacity to influence service quality and team culture, and the wider social and organisational dynamics that shape practice. The module reflects the values of progressive, person-centred, and evidence-informed care, and prepares students for early career impact, future specialisation, and long-term professional growth.

This capstone module represents the culmination of professional learning within the MScI Physiotherapy and Occupational Therapy programmes. It equips students to navigate and respond to the realities of complex case management across diverse and evolving health and care systems. With a focus on people, systems, and professional practice, the module challenges students to integrate clinical reasoning, ethical judgement, and service awareness in preparing for autonomous, safe and effective practice

The overall aim for the module is for students to develop a critical understanding of academic research, by conducting an independent research project under the supervision of an academic supervisor on a topic relevant to Physiotherapy, and which generally falls within the current areas of research and expertise of the supervisor