MAMUS4200 Physical Therapy for Musculoskeletal Conditions - Part 2 Course description

Language of instruction: Norwegian

This course builds on the course MAMUS4100. The course presents the knowledge basis for diagnostics, occurrence, risk factors, mechanisms, pathways and treatment for the most common forms of musculoskeletal conditions (MSDs). It takes a more in-depth look at the existing knowledge-basis for examination, treatment and preventive measures for the most common MSDs. The topics will be presented from a life course perspective.

The student must have been admitted to the Master’s Degree Programme in Health Sciences and hold authorisation as a physiotherapist.

It is assumed that the student has or will obtain access to physiotherapy work with children/adolescents during the programme.

The student must have been admitted to the Master’s Degree Programme in Health Sciences and hold authorisation as a physiotherapist.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can assess knowledge on function, symptoms and health-related quality of life relating to the most common MSDs

Skills

The student

• can apply and critically reflect on knowledge relating to diagnostics, occurrence, risk factors, mechanisms and pathways when working with patients with the most common MSDs
• can apply and critically reflect on the use of guidelines for treating the most common MSDs in clinical practice
• can analyse and discuss the results of assessments and examinations of children/adults/older adults with the most common MSDs

General competence

The student

• can implement up-to-date knowledge on diagnostics, examination and treatment/prevention of the most common MSDs
• can communicate up-to-date disciplinary knowledge to collaborative partners and the population at large

The course will use varied, student-active work methods. Teaching is organised as two one-week sessions on campus. Work methods comprise lectures, flipped classroom, seminars, presentations, group work and self-study. Presentations at the seminars are important to support the learning process.

Each student must give presentations from two different group work/ seminars during the course. Both presentations must be approved before the student can submit the home examination.

Individual home examination over two weeks. Scope: 2,500 words (+/- 10%).

All aids are permitted, as long as the rules for source referencing are complied with.

Grade scale A-F.

Language of instruction: Norwegian

The purpose of this course is to enable the students to describe and assess theoretical and research-based knowledge as the basis for understanding children’s movement development and motor learning. The course provides a theoretical foundation for critical reflection on assessment and the use of outcome measures in treatment and habilitation, health promotion and preventive work. Children, adolescents and their families’ involvement in assessment and goal setting is a key aspect of the course.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can describe key theoretical perspectives on children and adolescents’ movement development and motor learning
• can assess and analyse typical and atypical movement development
• can describe choices and use of outcome measures as the basis for describing motor function and identifying functional difficulties
• can describe what forms the basis of goal setting in physiotherapy

Skills

The student

• can apply relevant theory in the analysis of children and adolescents’ movement, activity and participation
• can apply and critically reflect on the use of assessment instruments in clinical practice and research
• can integrate theory, research, experience-based knowledge, the user perspective and principles in family-centred services when assessing children’s development, function and life situation
• can identify and analyse professional and ethical dilemmas in the process of assessing children and adolescents.

General competence

The student

• can analyse and critically reflect on how different understandings of children and childhood can have consequences for physiotherapists’ work
• can assess and critically reflect on the knowledge-basis for different measures and interventions in physiotherapy practice
• can identify and analyse professional and ethical dilemmas in connection with examination and mapping processes