In addition to standard library and IT facilities; the students in this module will require:

Anatomical models
Presentation tools - (computer facilities)
Clinical Facilities - couches, biomechanical measuring devices. Gait analysis equipment

Castro, W. Jerosch, J. Grossman, T. (2001) Examination and Diagnosis of musculoskeletal disorders. Theime Medical.
Henry, J. (2001) Clinical Diagnosis and Management by Laboratory Methods. Saunders.
Rowley, D. & Dent J. (1997) The Musculoskeletal System. Chapman and Hall
Whittle, M.W. (2002) Gait Analysis an introduction 3rd Ed. Butterworth and Heinemann.

Formal Lectures are used to ensure particular points of knowledge ( 16% or 8 hours are allocated to this type of deliver)
There is a stimulant to work and debate elsewhere in the delivery with group work, practical lab sessions, presentations and practical activities. (84% or 42 hours of university class contact time)
Specify the number of independent study hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Independent Study Hours identified on page 1 of this form.
Portfolio building entails thorough reading around subject areas, ( around 40% or 100 hours )with preparation for case study including researching for the relevant patient and following through the diagnosis process. ( 20% or 50 hours) developing assessment skills and reviewing own assessment techniques (20% or 50 hours) preparation and write up of portfolio (20 % or 50 hours). Total number of study hours = 250

All pre course reading materials, course documentation and power point presentations delivered during contact weekends will be available through blackboard. Students are encouraged to participate in the discussion forums within blackboard to enhance the teaching / learning experience.

Students will examine and provide suggested diagnosis to effectively treat musculoskeletal problems that the frequently come across in clinical situations. Particular emphasis will be placed on the following:
Knowledge of underlying pathologies.
Methodologies used to aid the process of reaching a diagnosis.
Examination of evedience used to inform practice.
Clinical examination and interview
Hospital testing and further diagnosis
Clinical reasoning

100% Portfolio based around tasks to ensure all learning outcomes are met
The portfolio is based around tasks that will be reflective of the content of the weekend.
Task 1 Clinical reasoning. LO = 1,2,3,4,6,7
Identify a presenting complaint that you frequently encounter in your clinic and reason the probable diagnosis made with a differential diagnoses
Task 2 Physical signs. LO = 1,2,3,5
Choose 2 of the physical tests discussed to diagnose pathology and critically reflect on the validity and reliability of that test.
Task 3 Clinical interview. LO = 3,4,5
Reflect on how you assess and interview new patients, what changes do you feel you could make and discuss how this will improve your own clinical practice.
Task 4 Biomechanical assessment. LO = 1,2,3,4
Critically debate the relevance of technology in enhancing clinical assessment of gait.
Task 5 Case study LO = 1,2,4,6
A presentation to be delivered to your group at the final weekend, a case history of a new patient you have assessed and the diagnosis you made for their complaint.

Additional Assessment Details (include formative feedback / assessment):
Biomechanics suite of modules are normally delivered in seminar style teaching, which involves encouraging students to engage in discussion/ debate. This provides opportunities for constructive feedback which will come from students involvement in informal and formal presentation. The presentations can either involve a group of students or individuals presenting their own case studies. Module staff also provide formative feedback through tutorials and blackboard discussion groups.