Teaching and learning methods corresponds with the discrete set of Intended Learning Outcomes (ILOs) imparted by the course. Methods to enhance student participation on, for example, pre-clinical and early stage clinical courses span: individual or group presentations, exploration of anatomy models in laboratory classes, and practice of basic clinical skills in the laboratory with peer and instructor feedback. Students receive clinical orientation in second year (pre-clinical) during the courses in Basic Clinical Practice and Electrotherapy with opportunities to observe and practice these skills and related documentation. In clinical courses students’ skills in patient assessment, treatment, documentation and application of knowledge are being practiced through small group teaching (4-6 students) across each specialty through exposure to clinical cases.
Student responsibility for learning and independent learning is first emphasized early in the programme during the Student Induction/Orientation of first year and then subsequently through the use of student-led presentations and case studies at the pre-clinical stage and then clinical stage. Finally all students are required to complete a final year research project PHTH 499 [Research Project in Physiotherapy] which requires the students to choose a research topic and to conduct data collection and report writing under supervision.
Independent learning is further enhanced by opportunities for e-learning available, 24-7 on- and off-site, through platforms (the Moodle, Medline and Access Physiotherapy) giving students access to education and research material. Several Course Syllabus Specifications make use of one or more of these platforms.
Formative and summative course assessment methods are carefully selected to develop learning and to objectively evaluate the academic performance of the students regarding their knowledge/skills in relation to the course aims and ILOs. These are communicated to students through the Course Syllabus/Specification, which is given and explained to students at the beginning of the course, and which contains details on ILOs, assessment methods and marking criteria. The mechanisms for grading students’ achievements are transparent and clearly explained to students in instructions, including the marking scheme, in each course assessment used by an instructor. In addition, instructors are required to provide model answers/marking rubrics for final examinations.
All assessments with the exception of the final examination (which is purely summative) are promptly returned to students along with their test scores (as per University Regulations). Students are free to discuss their performance with the Instructor. Final written examinations are being verified and moderated by internal and external assessors. Students can challenge their final grade as per University regulations if they feel their grade is not transparent.