Subject Description Forms - Department of Rehabilitation ...

Subject Description Forms MP: MSc in Manipulative Physiotherapy NP: MSc in Neurological Physiotherapy OT: MSc in Occupational Therapy DD: MSc in Rehabilitation of People with Developmental Disabilities SP: MSc in Sports Physiotherapy C: Core subject

Code Title Page MP NP OT DD SP

RS517 Research Methods & Data Analysis 1 Compulsory RS567 Project Study 3 Compulsory RS501 Contemporary Issues in Health & Health Care 5 RS504 Clinical Measurement and Evaluation 7 Elective RS510 Neuro-psychological Rehabilitation 9 C RS520 Vocational Rehabilitation 11 C C RS524 Advanced Study in Neuroanatomy and

Neurophysiology 14 C

RS537 Psychosocial Rehabilitation for People with Developmental Disabilities

17 C

RS538 Psychometric Theories and Practice 19 C RS552 Ergonomics Intervention for Work-related

Musculoskeletal Disorders 22

RS553 Pain Management: a Multidimensional Approach

25

RS554 Physical Diagnosis of Neuro-Musculoskeletal Disorders

27 C

RS555 Advanced Principle and Practice of Manipulative Physiotherapy (Lower Quarter)

30 C

RS556 Advanced Principle and Practice of Manipulative Physiotherapy (Upper Quarter)

33 C

RS571 Cognitive Rehabilitation for the Elderly 36 Elective RS576 Integrated Sports Science & Medicine 39 Elective RS580 Theory and Practice of Sports Physiotherapy 41 Elective RS581 Advanced Practice and Clinical Integration in

Sports Physiotherapy 43 C

RS587 Complementary and Alternative Therapies 45 C RS588 Theories and Practice of Counseling for

Rehabilitation and Health Professionals 47 C C

RS589 Socio-political Context of Education and Rehabilitation for People with Disability

50 C

RS593 Sensory and Motor Intervention for People with Developmental Disabilities

53 C

RS594 Recent Advances in Rehabilitation for People with Developmental Disabilities

56 C

RS595/ RS596

Independent Study I/II 59 Elective

Code Title Page MP NP OT DD SP RS597 Contemporary Physiotherapeutic Approaches

in Neurological Rehabilitation 61 C

RS598 Clinical Practice I in Sports Physiotherapy 63 C RS599 Clinical Practice II in Sports Physiotherapy 65 C RS5200 Advanced Occupational Therapy Study 67 C RS5201 Current Development in Neurological

Rehabilitation 69 C

RS5202 OT Management for Upper Extremity Participation in Neurological Conditions

72 C

RS5203 Case Management of People with Developmental Disabilities

75 C

RS5208 Advanced Study of the Arts and Science of Tai Chi

78

RS5210 Contemporary Issues in Exercise Science and Exercise Prescription

81

RS5212 Advanced OT Practice in Hand Rehabilitation 84 C RS5213 Advanced Physiotherapy Practice in

Neuro-rehabilitation I 87 C

RS5214 Advanced Physiotherapy Practice in Neuro-rehabilitation II

89 C

RS5215 Diagnostic Methods and Outcome Measures for Neurological Dysfunction

91 C

RS5216 Musculoskeletal injury and repair 93 C C RS5217 Issues in Children with Developmental

Disabilities 95 C

RS5218 Principles of Case Management in Rehabilitation

98 C

RS5219 Theories and Practices of Play Therapy 100 C RS5220 Advanced Manipulative Physiotherapy Practice I 103 C RS5221 Advanced Manipulative Physiotherapy Practice II 106 C RS5223 Community occupational therapy: theory,

research and practice 109 C

RS600 Diagnostic Procedures in Musculoskeletal Physiotherapy

112 C C

RS601* Acupuncture therapy in rehabilitation 114 Elective

Notes: 1. Please refer to section 8 of the Scheme Handbook for the details about core and elective subjects for each programme. 2. Core subjects for a specific award can be selected as elective subjects for other awards. 3. Students can choose relevant MSc subjects of the Department of Rehabilitation Sciences available to them to fulfill the

core/elective subject requirements, on condition that they meet the “Pre-requisite/Co-requisite/Exclusion” of the subjects concerned.

* Subject to approval; to be offered from 2013-14 onward.

Subject Code RS517

Subject Title Research Methods & Data Analysis

Credit Value 3

Level 5

Pre-requisite / Co-requisite/ Exclusion

Nil

Recommended: Basic knowledge of research methods equivalent to the final year of a recognized undergraduate programme of a health care discipline.

Objectives

The subject is designed to provide students with an in-depth knowledge of research methodologies and data analysis. It equips students with theoretical knowledge and analytical skills required to design or critique research studies.

Intended Learning Outcomes

Upon completion of the subject, students will be able to: a. Develop a researchable question. b. Describe the various study designs and their pros and cons. c. Explain the principles involved in measurement and instrumentation. d. Develop a conceptual model in outcomes research. e. Select appropriate statistical methods to analyze data and interpret research

findings, including the use of software packages (e.g. SPSS). f. Critically evaluate scientific research publications.

Subject Synopsis/ Indicative Syllabus

1. Developing research - developing a researchable question, study designs, conceptual modeling,

research proposal writing 2. Measurement issues

- measurement tools, measurement reliability and validity 3. Paradigms of research

- experimental studies, correlational studies, descriptive studies, epidemiology, qualitative research, survey studies, systematic review, meta-analysis

4. Methods of data analysis - qualitative data - quantitative data (with the use of software packages such as SPSS) 5. Evaluating research

- Critical appraisal of selected scientific publications

Teaching/Learning Methodology

Lectures will cover the major concepts related to research methodologies. In tutorial sessions, students will learn how to select and perform appropriate statistical analysis procedures (including the use of SPSS) for different research questions and interpret the findings.

Assessment Methods in Alignment with Intended Learning Outcomes

Specific assessment methods/tasks

% weighting

Intended subject learning outcomes to be assessed (Please tick as appropriate)

a b c d e f

1. Online quizzes 20

2. Written test 50

3. Research proposal 30 Total 100%

1

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Online quizzes: This assessment aims to evaluate the student’s understanding of the material covered each week.

Written test: This assessment aims to evaluate the student’s understanding of all the major concepts learned in the semester.

Research proposal: The students are required to integrate what is learned throughout the semester and write up a research proposal.

Student Study Effort Expected

Class contact: (42 Hrs.)

Lecture 24 Hrs.

Tutorial 18 Hrs.

Other student study effort: (88 Hrs.)

Self-study 40 Hrs.

Course works (research proposal writing) 48 Hrs.

Total student study effort 130 Hrs.

Reading List and References

Required textbook: Portney LG, Watkins MP. (2009) Foundations of Clinical Research. Applications to Practice. 3rd ed. Upper Saddle River, NJ: Pearson/Prentice Hall. Reference texts: Barbour RS. (2008) Introducing Qualitative Research: a Student's Guide to the Craft of Doing Qualitative Research. London: Sage Publications. Berg BL. (2007) Qualitative Research Methods for the Social Sciences. Boston, MA: Pearson/Allyn & Bacon. Huizingh E. (2007) Applied Statistics with SPSS. London: Sage Publications. Knowles JG, Cole AL. (2008) Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Los Angeles: Sage Publications. Leary MR. (2008) Introduction to Behavioral Research Methods. Boston, MA: Allyn and Bacon. Levin J. (2007) Elementary Statistics in Social Research: the Essentials. Boston: Pearson Allyn & Bacon. Peacock JL. (2007) Presenting Medical Statistics from Proposal to Publication: a Step-by-Step Guide. Oxford, New York: Oxford University Press. Rubin A. (2007) Statistics for Evidence-based Practice and Evaluation. Belmont, CA: Thomson Higher Education. Willis J. (2007) Foundations of Qualitative Research: Interpretive and Critical Approaches. Thousand Oaks: Sage Publications.

2

Subject Code RS567

Subject Title Project Study

Credit Value 6

Level 5


Pre-requisite: Completion of RS517 Research Methods & Data Analysis or equivalent knowledge

Objectives

To provide an opportunity for the students to apply the acquired knowledge in other theoretical subjects to a practical project. Through the project study, students are expected to develop critical thinking, analytical and evaluative skills.


Upon completion of the subject, students will be able to: a. To pursue an in-depth study of a professional issue which is relevant to a

chosen area of specialisation, b. To develop critical thinking, analytical and evaluative skills through the

conduct of the project, and c. To develop the ability to write and present in a scientific context.


There is no syllabus for project work. The student may choose to perform project work in an area related to the chosen field of specialisation. The area chosen has to be approved by the project coordinator. The supervisor will ensure that there will be sufficient resources to support the project. Examples of project work include • an in-depth exploration of a controversial professional or academic issue, • evaluation of clinical assessment or treatment method, • development of new rehabilitation device, • development of clinical administration strategy • social science studies examining behavioural changes that occur in people

with physical disabilities, • action research into educational issues, and • clinical case study.

The chosen project may be related to one of the current research activities of the department or the workplace of the student. The project report may take any form subject to the approval of the project coordinator. Some examples are • a manuscript that may subsequently be submitted to a professional journal.

This may be the appropriate form if the project is a conventional research study.

• a treatise which is an in-depth exploration of professional knowledge • a consultancy or technical report, for example, in the case of technical

evaluation of a new device • a business plan if the project involves management strategy development The project report will be assessed to determine if a student has fulfilled the learning outcomes of project study as described above. The specific assessment criteria of a report may vary in different cases depending on the nature of the project. The criteria will be agreed upon by the project coordinator and the supervisor prior to the examination. The following lists the criteria that will be used for some types of projects. • Experimental project with submission of a manuscript - presentation,

3

research design, credibility, implementation, analysis, potential to be published

• Treatise - presentation, depth and breath of knowledge demonstrated, analysis, insight into the issue, conclusions/recommendations

• Technical report - presentation, method, implementation, analysis, recommendations for users

• Business plan - presentation, justification and feasibility of the idea, market analysis, management and implementation, financial plan, analysis


Self-directed learning. Each student will be assigned a supervisor and required to complete a team project. A study plan (learning contract) will be formulated in the beginning of the study, according to the interest of the student and the supervisor. The student will be expected to meet regularly with the supervisor, but work independently.



% weighting


a b c

1. Final Project Report 60

2. Oral Presentation 30

3. Assessment of Individual Contribution to Project

10

Total 100%

The project report must reflect sufficient evidence of independent work and a level of professional knowledge that one would normally expect at the Master level. The report will be assessed by the project supervisor and a staff member who has not been involved in the supervision. The final project report (60%) is a group assessment component. Oral presentation (15-40 minutes; 8-10 minutes/member) of the project will be required at the end of the second semester. Oral presentation (30%) will be assessed based on each individual members performance during presentation. Each member should take part in the presentation and Q&A sessions. The grades/marks should be given by the supervisor and the 2nd examiner. 10% of the total score will be assigned by the supervisor to reflect the contribution of each team member to the project.


Class contact: Progress Report and Oral Presentation

Each student will be required to submit a written progress report after the completion of the first semester, and present the work orally at the end of the second semester.

20 Hrs.

Other student study effort: Independent study

(Project activities and final report writing) A final written report will be submitted at the end of the second semester.

240 Hrs.



Students will be expected to gather information which will be relevant to their project work. They will be provided with appropriate reading resources by the supervisor if necessary.

4

Subject Code RS501

Subject Title Contemporary Issues in Health and Health Care

Credit Value 3

Level 5


N/A

Objectives

1. This subject aims to provide students with the skills and knowledge to carry out a conceptual analysis of contemporary health care issues and to focus on given topics in more depth.

2. Students will be encouraged to develop a critical awareness of the wider social and behavioural context within which health-related phenomena occur.


Upon completion of the subject, students will be able to: a. understand contemporary health and health care issues; b. identify professional, ethical and policy implications in health and health

care issues, c. critically analyse and evaluate health care issues within international and

local contexts by drawing on theories, approaches and perspectives offered by the social and behavioural sciences;

d. recognize the advantages, disadvantages, opportunities and limitations of adopting inter- or multi-disciplinary perspectives on health and health-care issues;

e. develop individual viewpoints, foster new ideas and advocate changes in issues that concern the local health care system and the health professions.


The specific issues outlined below are overview of the content of the subject and other contemporary issues may be introduced as students develop their own topics for presentation and discussion. Examples of issues in the 3 domains include: (1) Health Issues – health in aging population, health and lifestyle issues, chronic disease management, traditional medicine vs alternative therapy, technology and health, rising threats of infectious diseases, health in developed and developing countries, (2) Health Care Issues – changing models of health care delivery, health care management issues, quality control, public vs private health care, globalization issues. (3) Professional Issues – professional education, specialization, professional autonomy, ethics and standards of practice, legislative issues, inter-disciplinary communication and collaboration, cultural sensitivity and competency.


Interactive lectures, seminars, tutorials and group presentations. Students are expected to participate actively in discussions in all topics.

5



% weighting


a b c d e

1. Group Presentation 40

2. Individual assignment 50

3. Active participation 10

Total 100%

1. Group presentation – students will select a topic in the three main areas and they will also need to lead a group discussion after their presentation.

2. Individual assignment – each student will select a topic of their own interest and review the literature and demonstrate a critical analysis of the issues.

3. Active participation – students will be evaluated on their performance in group discussions in each session, both as a leader or participant in group discussions on various topics.



Lectures 14 Hrs.

Tutorials 14 Hrs.

Seminars 14 Hrs.


Literature search and self reading 42 Hrs.

Group discussion on preparation of presentations 42 Hrs.



Goldsmith SB (2011) Principles of health care management : foundations for a changing health care system. Sudbury, Mass. : Jones and Bartlett Publishers, Shortell SM, Kaluzny AD (2006) Health care management: organization, design, and behavior. 5th Ed. Clifton Park, NY : Thomson Delmar Learning Chan ZCY, Editor. (2009) Health issues in Chinese contexts. New York : Nova Science Publishers. Holtz C. (2008) Global health care : issues and policies. Sudbury, Mass. : Jones and Bartlett Publishers. Lecca PJ, Valentine PA, Lyons KJ (2003) Allied Health : Practical Issues and Trends in the New Millennium. The Hawthorn Press, New York. Sperry, L. (2003). Becoming an effective health care manager: The essential skills of leadership. Baltimore: Health Professions Press.

6

Subject Code RS504

Subject Title Clinical Measurement and Evaluation

Credit Value 3

Level 5


Nil

Objectives

To provide an opportunity for the students to apply the acquired knowledge in the clinical assessment of patients' physical and functional capabilities through an extended use of existing assessment/measurement systems. Students will be required to give an appraisal on the technical, functional aspects of various devices designed as patient-machine interfacing or assessment tools for patients' physical and functional capabilities.


Upon completion of the subject, students will be able to: a. To have a better understanding about how physiological signals are

processed with different medical equipments; b. To develop practical skills in operating medical equipments; c. To develop a skill for critical reading of scientific reports; d. To develop critical thinking, analytical and evaluative skills through the

conduct of the project.


Keyword syllabus: This subject provides the student a chance to consolidate the knowledge acquired, and is to be considered as a pre-amble of a larger scale project. The students are required to study in the following aspects: 1. Technical aspects. 2. Design and material study. 3. Accuracy and reliability. 4. Compatibility. 5. Suitability for use on patient. 6. Social implication. 7. Calibration. 8. Setting up new testing protocol or modification of old ones. 9. Evaluation from a technical point of view. 10. Exploration of further applications and uses. 11. Actual practical use in a clinical situation. 12. Strategy planning in the use and applications. Indicative syllabus: 1. Biomechanical Evaluation of Musculoskeletal System

• Muscle Strength and Endurance Evaluation • Electromagnetic Tracking of Human Motion • Determination of Human Motion Using Electrogoniometry • Electromyogram

2. Functional Assessment • Gait Analysis • Work Simulation

3. Evaluation of Physical Therapeutics • Spinal Movement • Biomechanical Study of Mobilisation

7

4. Assessment of Cardio-vascular System • Propagation Speed of the Pulse Wave of the Blood Vessels • Ambulatory Monitoring of Cardiac Performance • Ergometry for Stress Tests • Study of Physiological Costs

5. Monitoring System • Oximetry for Monitoring Oxygenation • Monitoring of ECG, EEG and EMG

6. Interfacing Devices for Disabled • Switches for Disabled • Environmental Control • Communications System for Disabled

7. Computing for Disabled • Software in Rehabilitation

8. Information System • Rehabilitation Information System


This subject is designed to provide the students with sufficient time for practical sessions on equipment/apparatus, and to prepare them for thorough investigation in the form of mini projects. Students may be required to perform tests, measurements or assessments on normal subjects or patients. In some of the topics, they will be required to give an appraisal report on the technical specifications of the system and to give comments on the completeness, suitability and adequacy in being an interfacing device for the patient of a particular clinical problem.



% weighting


a b c d

1. Report(s) 100

Total 100%


The students will be assessed on the basis of the reports they submit according to specific requirements of each individual systems they are assigned to study.



Practical 42 Hrs.

Other student study effort: (80 Hrs)

Testing and measurement 30 Hrs.

Review and reading 50 Hrs.



Published manuals and related academic and technical information will be given. Background information will be supplied as required.

8

Subject Code RS510

Subject Title Neuropsychological Rehabilitation

Credit Value 3

Level 5


Nil

Objectives

1. Evaluate major theoretical and method development in neuropsychological rehabilitation.

2. Explore ways to develop behavioral and ecological assessment, specific treatment strategies for neuropsychological deficits.

3. Develop research interests which form the base for programme evaluation and clinical application.


Upon completion of the subject, students will be able to: a. Select and conduct common cognitive assessments for clients with

cognitive deficits b. Outline major types of neuropsychological rehabilitation techniques c. Appreciate evidence-based cognitive rehabilitation and its applications d. Understand professional and legal issues in neuropsychological

rehabilitation e. Explore the community reintegration issues and research development in

neuropsychological rehabilitation


1. Assessment and methodological issues 2. Neuropsychological rehabilitation techniques 3. Professional and legal issues 4. Neuropsychological rehabilitation and community integration 5. Representative research and application


Lecture is mainly used to deliver key information on neuropsychological rehabilitation, tutorial is for reinforcing contemporary issues and foresight in related rehabilitation issues. Practical sessions will be used to enhance students’ assessment and case management skills.



% weighting


a b c d e

1. Written assignment 60

2. Seminar presentation 40

Total 100%

Individual written assignment is used to demand students to integrate theory, knowledge and skills in managing a typical type of clients with cognitive deficits. Seminar presentation in a group format will facilitate students to work collaboratively in a topic that demand strong evidence based practice and use of critical and creative thinking for a case scenario.

9



Lecture 15 Hrs.

Tutorial 15 Hrs.

Practical 6 Hrs.

Seminar 4 Hrs.


Literature search 25 Hrs.

Peer group study 25 Hrs.

Case study 20 Hrs.

Written assignment 20 Hrs.



Baddeley, A.D., Kopelman, M.D., Wilson, B.A. (2002). The handbook of memory rehabilitation. West Sussex, England: John Wiley & Sons. LTd. Clare L., Woods, R.T. (2001). Cognitive rehabilitation in dementia: A special issue of the Journal of Neuropsychological Rehabilitation. East Sussex: Psychology Press Ltd. Hill, R.D., Bäckman L., Neely A.S. (2000). Cognitive rehabilitation in old age. New York: Oxford University Press. Kreutzer, J.S. & Wehman, P.H. (1991). Cognitive rehabilitation for persons with traumatic brain injury: A functional approach. Baltimore: Paul H. Brooks Publishing Co. Lezak, M.D., Howieson, D.B., Loring D.W., Hanny H.J., Fischer, J.S. (2004). Neuropsychological assessment. (4th Ed.). New York: Oxford University Press. Sohlberg, K.M., Mateer, C.A. (2001). Cognitive rehabilitation: An integrative neuropsychological approach. New York: Guildford Press. Unsworth C. (1999). Cognitive and perceptual dysfunction: a clinical reasoning approach to evaluation and intervention. Philadelphia: F.A. Davis. Journals: American Journal of Occupational Therapy Archives of Physical Medicine and Rehabilitation Brain Injury Cognitive Neuropsychiatry Cognitive Neuropsychology Journal of Cognitive Rehabilitation Journal of Head Trauma Rehabilitation Journal of International Neuropsychological Society Neurorehabilitation and Neural Repair Neuropsychological Rehabilitation Rehabilitation Education Rehabilitation Psychology The Journal of Cognitive Rehabilitation

10

Subject Code RS520

Subject Title Vocational Rehabilitation

Credit Value 3

Level 5


Recommended background knowledge: Work experience in vocational or pre-vocational rehabilitation setting for people with disabilities such as physical, psychiatric, and developmental disabilities would be an advantage.

Objectives

This subject aims to introduce to students about the current theories, knowledge base, practice, and evidence of vocational rehabilitation. Students are also guided to conduct case management, analyze current system issues in the field, and suggest principles or strategies to improve current practice.


Upon completion of the subject, students will be able to: a. Critically analyze and evaluate the conceptual models and theories in

vocational rehabilitation b. Select appropriate evaluation tools for vocational assessment persons with

disabilities. c. Describe the key strategies, process, and techniques of vocational

preparation, vocational rehabilitation and career counseling. d. Analyze and evaluate the key service models of vocational rehabilitation. e. Compare and contrast the perspectives of clients, professionals, and

employers on vocational rehabilitation.


1. Current theories and conceptual models in work adjustment training and vocational rehabilitation

2. Socioeconomic and political context of vocational rehabilitation in local and international scene

3. Vocational development and career counseling of persons with disabilities 4. Vocational assessment and evaluation 5. Job analysis, job development, and job search assistance 6. Service models and strategies in vocational rehabilitation:

a Work adjustment training b Work hardening c School-to-work transition d Supported employment e Employee re-training f Sheltered employment g Social enterprise h Expert Witness

7. Employers and the business perspective of vocational rehabilitation.


Lecture: introduce to students on the current theories, rehabilitation strategies, and socio-political context of vocational rehabilitation. Tutorials: students would discuss and debate on selected topics to assist them to deepen understanding of theories and practice, analyze practice and system issues, and conduct case analysis. Video shows are used to illustrate client experience and employer perspectives on vocational rehabilitation, and demonstrate assessment or intervention skills.

11

Seminars: These are student-led presentations, in which student groups take turns to present specific topics in vocational rehabilitation theory, practice, and empirical evidence. Students are required to conduct in-depth analysis of issues and present their views and evaluation of current theories and practices.



% weighting


a b c d e

1.Quiz 30

2.Written Assignment 30

3.Seminar Presentation 40

Total 100%

Quiz: focused on examining students’ knowledge on models, assessment and intervention strategies, and evidence of vocational rehabilitation practice, which is mainly covered in the first half of the subject.

Written assignment: students are required to formulate assessment and/or treatment plans for specific cases with different work injuries or disabilities. Though the assignment, students are expect to develop and practice their skills in case management.

Seminar presentation: students work in small project groups to develop in-depth understanding of selected current topics in vocational rehabilitation (which covers all key areas of the subject). Students are requested to evaluate analyze and evaluate current theories and practice.



Seminars 18 Hrs.

Guided Study 9 Hrs.

Tutorials 15 Hrs.


Self-study 20 Hrs.

Preparation of assignments 20 Hrs.

Preparation of seminar presentation 30 Hrs.



Textbook

Rubin, S. E., & Roessler, R. T. (2008). Foundations of the vocational rehabilitation process. 6th Ed., Austin, Texas: Pro-Ed.

Readings

Chan, C. C. H., Li, W. P. C., Hung, L. K. & Lam, P. C. W. (2000). A standardised clinical series for work-related lateral epicondylitis. Journal of Occupational Rehabilitation, 10, 143-152.

12

Demers, L.M. (1992) Work Hardening: A practical guide. Andover Medical Publisher.

Grove, B. (1997). Social firm handbook: new directions in the employment, rehabilitation and integration of people with mental health problems: everything you wanted to know but didn't know who to ask. Brighton, England: Pavilion Pub.

Lam, C.S., Wiley, A.H., Siu, A.M.H., & Emmett, J. (2010). Assessing readiness to work from a stages of change perspective: Implications for return to work. Work, 37, pp.321-329.

Law, C. K. M., Siu, A. M. H., Lee, J. L. Y., & Lee, S. W. K. (2006). Prediction of Work Rehabilitation Placements using the Chinese Work Personality Profile. Psychiatric Rehabilitation Journal, 30, 120-128.

Li, E. P. Y. (2000). The school-work transition of people with mental handicap in Hong Kong. Work: A Journal of Prevention, Assessment and Rehabilitation, 14, 217-227.

Li, W.P.C., Chan, F.K.S. & Lui, W.Y. P. (1996). Functional Assessment of Repetitive Strain Injuries. Journal of Hand Therapy, 9, 394-398.

Material Development Centre (1982). A guide to Job Analysis: A “How To” publication for Occupational Analysis. Materials Development Center.

May, D. (2000). (Ed.). Transition and change in the lives of people with intellectual disabilities. London: Jessica Keingsley Publishers.

Marr, J.N., & Roessler, R.T. (1994). Supervision and management: A guide to modifying work behavior. Fayetteville: The University of Arkansas Press.

Peterson, N.G., Mumford, M.D., Borman, W.C., Jeanneret, P.R., & Fleishman, E.A. (1999). An occupational information system for the 21st Century: The development of the O*NET. Washington, D.C.: American Psychological Association.

Parker, R. M., & Schaller, J. L. (2003). Vocational Assessment. In E. M. Szymanski, & R. M. Parker (Eds.) Work and disability: issues and strategies in career development and job placement (pp.155-200). 2nd Ed. Austin, Texas, Pro-Ed.

Porter, L.W., Bigley, G.A., & Steers, R.M. (2003). Motivation and work behavior (7th Ed.). New York: McGraw-Hill.

Poon, M.Y.C., Siu, A.M.H., & Sin, Y.M. (2010). Outcome analysis of occupational therapy programme for persons with early psychosis. Work, 37, 65-70.Power, P. W. (2000). A guide to vocational assessment. 3rd Ed. Austin, Texas: Pro-Ed.

Prien, E.P., Goodstein, L.D., Goodstein, J., &Gamble Jr., L.G. (2009). A practical guide to job analysis. San Francisco, CA: Pfeiffer.

Rush, F. R. (1990) Supported Employment: Models, Methods and Issues. Sycamore, Ill: Sycamore Publishing Co.

Szymanski, E. M., & Parker, R. M. (2003). Work and Disability: Issues and strategies in career development and job placement.2nd Ed. Austin, Texas: Pro-Ed.

Karen E. Wolffe 著 ; 王敏行, 賴淑華, 戴富嬌譯《身心障礙者生涯諮

商 : 給實務工作者的教戰手冊》台北市 : 心理出版社股份有限公司,

2009。

13

Subject Code RS524

Subject Title Advanced Study in Neuroanatomy and Neurophysiology

Credit Value 3

Level 5


Recommended background knowledge An understanding of neuroanatomy and neurophysiology equivalent to undergraduate level of health care professional training.

Objectives This subject is designed to advance the knowledge on clinical neuroscience.


Upon completion of the subject, students will be able to: a. further the knowledge in the anatomy and physiology of human nervous system. b. deepen the understanding of the role of nervous system in movement control and

cognitive functions. c. have an overview of the response of nervous system to aging, degeneration and

insult. d. deepen the understanding of the plasticity of the nervous system. e. critically review recent research on neuroanatomy and neurophysiology.


1. Interaction between neurons: synaptic transmission • Structure of neurons and glia cells • Ttransmission of information by neurons, synaptic transmission • Neurotransmitter • Diseases affecting the cells of the nervous system

2. Sensory system

• Physiology of somatosensory system • Pain and analgesia • Visual and auditory system

3. Reflex and voluntary control of movement

• Physiology of muscle receptors and spinal reflexes • Hierarchial/parallel organisation of the spinal cord, brain stem, motor-sensory

cortex and supplementary motor area • Control of muscle tone • Central pattern generator and control of locomotion • Pathophysiology of spasticity • Neurophysiology basis of motor-relearning.

4. Subcortical control of movement

• Regional organisation of cerebellum and basal ganglia • Role of cerebellum and basal ganglia in balance and movement control • Pathology of cerebellum and basal ganglia

5. Cognitive functions of the central nervous system

• Physiology of attention, memory and learning • Introductions to clinical neuropsychology • Changes of the central nervous system to dementia

14

6. Circulatory system of the nervous system • Blood supply of the brain • Cerebrospinal fluid, blood-brain barrier • Pathology of the circulatory system

7. Lesions and recovery of the nervous system

• Reactions of the central nervous system to insult, aging, and degeneration - gross structural changes and molecular level.

• Responses to lesions in the peripheral nervous system. • Recovery in the nervous system after injuries – the use of stem cells

8. Mechanisms of plasticity in the central nervous system

• Plasticity of the nervous system at cellular level • Understanding of plastic changes of the nervous system using animal and

human studies • Effects of rehabilitation on plasticity

9. Recent advances on neuroanatomy and neurophysiology

• Electrophysiological study design • In vivo study design


This subject use blended e-learning and classroom teaching. Students have to read each web-based chapter and recommended research papers as well as to complete interactive activities within the chapter before attending the tutorials. In seminars and tutorials sessions, students will discuss and appraise research findings in order to consolidate their knowledge on neuroanatomy and neurophysiology.



% weighting


a b c d e

1.Written test 50

2. e-based quizzes 25 3. Seminar presentation 25 Total 100%


Written test: This assessment aims to assess students’ understanding of the knowledge on neuroanatomy and neurophysiology

e-based quizzes: Through web-based interactive activities and quizzes, this assessment aims to deepen students’ understanding of the knowledge of neuroanatomy and neurophysiology

Seminar presentation: This assessment aims to critically select relevant journal article and appraise scientific knowledge on neurophysiology

15

Student Study Effort Required


Seminar/Tutorial 30 Hrs.


Review of literature and interactive e-learning activities 50 Hrs.

Preparation for seminar presentation 30 Hrs.



Adam, R.D. and Victor, M. (2005) Principles of Neurology. 8th Ed. New York: McGraw-Hill Brodal, P. (1998) The Central Nervous System - Structure and Function. 2nd Ed. New York: Oxford University Press. Eduardo E. et al. (1999) Medical Neurosciences: an approach to anatomy, pathology and physiology by system and levels. 4th Ed. Philadelphia : Lippincott-Raven Publishers Kandell, E.R., Schwartz, J.H. and Jessell, T.M. (2006) Principles of Neural Science. 5th Ed. USA: The McGraw-Hill Companies. Nolte, J. (2002) The Human Brain: an Introduction to its Functional Anatomy, 5th Ed. St. Louis: Mosby. Waxman, S.G. and DeGroot, J. (1999) Correlative Neuroanatomy, 24th Ed. Norwalk: Appleton and Lange. And relevant articles from professional journals.

16

Subject Code RS537

Subject Title Psychosocial Rehabilitation for People with Developmental Disabilities

Credit Value 3

Level 5


Nil

Objectives

1. understand the integrated nature of psychosocial intervention for people with developmental disabilities

2. explore and understand behavioral, cognitive-behavioral and social intervention strategies for people with developmental disabilities according to updated evidences

3. understand and apply the psychosocial interventions to individual care plan of people with developmental disabilities


Upon completion of the subject, students will be able to: a. understand the integrated nature of psychosocial intervention for people

with developmental disabilities from a system theory’s perspective b. understand and apply behavioral, cognitive-behavioral and social

intervention strategies for people with developmental disabilities c. understand and apply psychosocial interventions to the individual care

plan of people with developmental disabilities


1. Overview of psychosocial intervention 2. Behavioral intervention

• General theories and principles • Assessment and study for of challenging behavior • Treatment of challenging behavior for people with ASD • Positive behavioral support

3. Cognitive-behavioral intervention • Theories and principles • Treatment for people with ADHD & DCD • Social skills training

4. Social intervention • Therapeutic recreation • Community participation • Social intergration • Caregiver issues


Seminar is mainly used to deliver essential knowledge and key information. Practical will be used for demonstration and to enhance students to learn assessment and therapy skills. Seminar presentation in a group format will facilitate students to work collaboratively in a topic. Written assignment is used to demand students to work individually and in group to integrate theory and practical in a manuscript which should be reflected from the level of rigor. Independent study is used for students to find out and self-study required materials.

17



% weighting


a b c

1.Written assignment 70

2. Presentation 30

Total 100%

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes



Seminar 36 Hrs.

Tutorials 6 Hrs.


Self-study 40 Hrs.

Peer group study 10 Hrs.




Sarafina, E. P. (1996). Principles of Behavior Change: Understanding behavior modification techniques. New York: John Wiley & Sons, Inc. van der Vlugt, H., Pijnenburg, H. M., Wels, P. M. A., & Koning, A. (1995). Cognitive behavior modification of ADHD: A family system approach. In H. P. J. G. van Bilsen, P. C. Kendall, & Slavenburg, J. H. (Eds), Behavioral approaches for children and adolescent: Challenges for the next century. NY: Plenum Press. Zarkowska, E., & Clements, J. (1994). Problem behavior and people with severe learning disabilities: The STAR Approach. London: Chapman & Hall. Journal: Journal of Applied Behavioral Analysis Research in Developmental Disabilities

18

Subject Code RS538

Subject Title Psychometric Theory and Practice

Credit Value 3

Level 5


Recommended background knowledge: Basic concepts of inferential statistics including linear regression, correlation and ANOVAs.

Objectives

1. To equip students with basic measurement theories requiring for conducting validation studies on summative instruments.

2. To apply different qualitative and quantitative enquiry methods for collecting evidence on psychometric properties of clinical instruments.

3. To evaluate the appropriateness and usefulness of common summative instruments used in clinical practices.


Upon completion of the subject, students will be able to: a. Evaluate relevance and representativeness of test content against theoretical

constructs based on which the instrument is developed. b. Analyze characteristics of the instruments and evaluate the appropriateness

of using specific method for gathering evidence on its reliability. c. Evaluate psychometric properties of summative instruments based on

evidence generated from structural and substantive validity. d. Criticize strengths and weaknesses of validation studies of common

summative instrument. e. Synthesize psychometric theories and design appropriate validation study on

psychometric properties of clinical instruments.


1. Inferential statistics: ANOVA and MANOVA, explorative and confirmatory factor analyses

2. Criterion- and norm-referenced testing 3. Level of measurement and its relationship with psychometric analyses 4. Introduction to classical test theory 5. Concepts of reliability, i.e. coefficients of consistency and stability;

different estimation methods: Cronbach's alpha, intraclass correlation, kappa

6. Classical model of validity - its history, Cronbach and Meehl, Loevinger, Anastasi, Nunnally – content, structural, substantive and construct

7. Messick's model of validation and Rasch analysis 8. Norming and scaling


The teaching methods used are tutorial and laboratory. Students will be given research papers, in-class exercise and quizzes to facilitate learning of concepts and knowledge on psychometrics. Students will conduct statistical analyses on data sets for learning of quantitative analyses. The group presentation and assignments are valuable venue for consolidating the knowledge and skills learnt in classes.

19



% weighting


a b c d E

1. Assignments (two) 80

2. Group presentation 20

Total 100%

In the group presentation, the students are required to evaluate the methods used and results obtained from published or non-published studies on specific clinical instruments. In the assignments, the students will generate evidence of psychometric properties of a clinical instrument based on a real data set and critically comment on strengths and weaknesses and suggest ways for further improving the instrument. Both assessment components are useful for consolidating the learning of the theories and concepts in class. The thinking and computation processes involved in the assignments will enrich the students’ skills on designing validation studies in the future.



Tutorial 24 Hrs.

Laboratory 18 Hrs.


Self-study 64 Hrs.

Preparation for assignments and group presentation 24 Hrs.



Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.). Upper Saddle River, NJ: Simon & Schuster.

Benson, J., & Clark, F. (1982). A guide for instrument development and validation. American Journal of Occupational Therapy, 36(12), 789-800.

Chan, C. C. H., Lee, T. M. C., Fong, K. N. K., Lee, C., & Wong, V. (2002). Cognitive profile for Chinese patient with stroke. Brain Injury, 16(10), 873-884.

Chang, W.C., & Chan, C.C.H. (1995). Rasch analysis for outcomes measures: Some methodological considerations. Archives of Physical Medicine and Rehabilitation, 76, 934-939.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319.

Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Orlando, FL: Holt, Rinehart and Winston, Inc.

Cronbach, L. J. (1971). Test validation. In R.L. Thorndike (Ed.), Educational Measurement (2nd ed.). (Chapter 14, pp. 443-507). Washington, DC: American Council on Education.

20

Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7(3), 238-247.

Leung, A. W. S., Chan, C. C. H., & He, J. (2004). Structural stability and reliability of Swedish Occupational Fatigue Inventory (SOFI) among Chinese sedentary worker. Applied Ergonomics, 35, 233-241.

Leung, S. O. C., Chan, C. C. H., & Shah, S. (2007). Development of Chinese version Modified Barthel Index – Validity and rehabilitation. Clinical Rehabilitation, 21, 912-922.

Messick, S. (1993). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed.)(pp.13-103). Phoenix, AZ: Oryx Press.

Ottenbacher, K. J., & Tomchek, S. D. (1993). Reliability analysis in therapeutic research: Practice and procedures. American Journal of Occupational Therapy, 47(1), 10-16.

Nunnally, J. C., Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). New York: McGraw-Hill, Inc.

Portney, L. G., & Watkins, M. P. (2000). Foundations of Clinical Research. Application to Practice (2nd Ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Shrout, P. E., & Fleiss J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86, 420-428.

Yu, M. S. W., Chan, C. C. H., Tsim, R. K. M., & (2007). Usefulness of Elderly Mobility Scale for residential placement considerations. Clinical Rehabilitation, 21, 1114-1120.

21

Subject Code RS552

Subject Title Ergonomics Intervention for Work-related Musculoskeletal Disorders

Credit Value 3

Level 5


Nil

Objectives

This subject aims to provide practicing health care and occupational health and safely professional the knowledge of ergonomics and its application in the prevention of musculoskeletal disorders at the workplace.


Upon completion of the subject, students will be able to: a. Demonstrate how human performance at work can be optimised with due

consideration of the related ergonomics principles, work and human characteristics.

b. Identify the possible risk factors associated with work-related musculoskeletal disorders.

c. Critically evaluate the existing literature, guidelines and standards related to work-related musculoskeletal disorders.

d. Apply the ergonomics principles in workplace of different settings. e. Synthesise, integrate and apply proper approaches in workplace analysis,

ergonomic intervention and evaluation. f. Plan an effective functional capacity evaluation and work rehabilitation

program based on ergonomics principles.


1. Human characteristics and humans at work Work physiology Anthropometry Occupational biomechanics Human psychology Physical environment of work

2. Work-related musculoskeletal disorders Risk factors for work-related musculoskeletal disorders Cumulative trauma disorders in industry Manual material handling and low back disorders

3. Work systems analysis Ergonomics principles at work Work analysis Methods of measurement and investigation

4. Ergonomics intervention and evaluation Intervention approaches and strategies Evaluation of intervention

5. Functional capacities evaluation and work rehabilitation Approaches in functional capacities evaluation


This subject utilizes a hybrid of e-learning and face to face tutorial to strengthen the concepts of ergonomics principles. Due emphasis in put on the application of ergonomics principles into the students’ day to day practice.

22



% weighting


a b c d e d f

1. Lab reports 30

2. Case study report 40


Total 100%


Laboratory report – the laboratory report tested the students’ knowledge in the understanding of the commonly performed ergonomics tools for the evaluation of the common physical risk factors at the workplaces. Students are required to perform the tests in a reliable and valid manner, and interpret the findings with appropriate literature support.

Case study presentation - The case presentation is a self-directed learning exercise which aims to further consolidate students' knowledge in ergonomic principles in the prevention of work-related musculoskeletal disorders. In this exercise, students select a particular activity, task, job or occupation that is prone to work related musculoskeletal disorders, conduct an ergonomic work site evaluation and provide intervention strategies with appropriate literature support. Written assignment – This assessment aims to provide an opportunity for students to present their selected topic in a well structured and succinct manner.



Web-based seminar 18 Hrs.

Web-based tutorial 9 Hrs.

Directed studies (Seminar) 9 Hrs.

Lab activities 6 Hrs.


Seminar preparation 20 Hrs.

Assignment and report 35 Hrs.

Reading/self study 35 Hrs.


23


Required Texts: Karwowski W., Marras WS. (2006) The Occupational Ergonomics Handbook. CRC press Recommended Reading: Chaffin DB, Andersson GBJ (2006). Occupational Biomechanics. 2nd ed. New York: Wiley Interscience. Grandjean E (1988). Fitting the Task to the Man: A Textbook of Occupational Ergonomics. 4th ed. London: Taylor and Francis. Marek T. Karwowski W. Rice V. (2011) Advances in understanding human performance : neuroergonomics, human factors design, and special populations. Boca Raton : CRC Press, c2011. Nordin M, Andersson GBJ, Pope M (2007). Musculoskeletal Disorders in the Workplace: Principles and Practice. St. Louis, MO: Mosby Year Book.

24

Subject Code RS553

Subject Title Pain Management: A Multidimensional Approach

Credit Value 3

Level 5


Nil

Objectives Students will gain knowledge in the complex, multidimensional nature of pain and its management within a multidisciplinary framework.


Upon completion of the subject, students will be able to: a. Understand the current theories of the anatomical, physiological and

psychological basis of pain & pain relief. b. Recognize how age, gender, family, culture, and the environment

contribute to the pain experience and must be utilized in the assessment and management of pain.

c. Recognize the differences between acute and chronic pain and their implications for the assessment and management of pain.

d. Understand the reliability, validity, benefits, and limitations of self-report, behavioral, and physiological measures to assess and measure pain.

e. Recognize the updated interventions for common pain conditions. f. Be familiar with the roles and responsibilities of other health care

professionals in pain management g. Use a person-centered perspective to formulate collaborative intervention

strategies consistent with a multidisciplinary perspective.


1. Pain as a multidimensional experience 2. The epidemiology of pain as a public health problem 3. Barriers to pain assessment and management 4. Nature of pain: - Physiological and basis of pain - Distinction among acute, recurrent, and chronic pains - Psychological and behavioral components of pain experience:

relationship to acute or chronic pain 5. Environmental components of pain experience:

- Family and social influences - Ethnic, gender and cultural considerations

6. Assessment and measurement of pain 7. Management of pain and prevention of negative consequences of pain 8. Pain across the life span

- Pain in infancy, childhood, and adolescence - Pain in the elderly

9. Common pain problems (definition, prevalence, clinical features, possible interventions)

10. The role of Traditional Chinese Medicine in pain management


Interactive teaching mode will be adopted. Lectures will be delivered. Based on assigned readings and/or video presentations, students will be able to understand the mechanisms of pain, and the common interventions for pain management offered by various medical professionals. Through student presentation, tutorial and seminars, students can discuss and appreciate the

25

multidimensional nature of pain and its management within a multidisciplinary framework.



% weighting


a b c d e f g

1. Written Assignment 50

2. Presentation 50

Total 100 %

Students are required to submit written assignment to critically review related literature in the area.

Students will perform oral presentation and would have interactive learning with fellow classmates through discussion.



Seminar 30 Hrs.

Tutorial/ Discussion 12 Hrs.


Self study/reading 21 Hrs.

Preparation of Seminar 42 Hrs.



Turk DC, Gatchel, RJ. (Eds) Psychological Approaches To Pain Management: A Practitioner's Handbook 2nd Ed., The Guilford Press, New York, 2002. Wall, P.D. and R. Melzack (Eds.), Textbook of Pain, 5th Ed, Churchill Livingstone, Edinburgh, 2006.

Sluka KA. (Eds) Mechanisms and Management of Pain for the Physical Therapist. IASP: Seattle, 2009.

26

Subject Code RS554

Subject Title Physical Diagnosis of Neuro-musculoskeletal Disorders

Credit Value 3

Level 5


Recommended background knowledge: 1. Knowledge in anatomy, physiology, pathology, kinematics and physiotherapeutic

modalities equivalent to the level of a recognized bachelor degree in physiotherapy; 2. Clinical experience in physiotherapy management in orthopaedics and

traumatology.

Objectives

Upon completion of this subject, students should be able to demonstrate the level of proficiency, confidence and independence in clinical reasoning and making accurate physical diagnosis of neuro-musculoskeletal disorders based on subjective and objective evaluation.


Upon completion of the subject, students will be able to: 1. Differentiate the concept of physical diagnosis from medical diagnosis of

musculoskeletal disorders, 2. Recognise the importance and interdependence of physical and medical diagnoses

in treatment planning, 3. Perform the clinical examination of the musculoskeletal disorders, with safety, and

accuracy, 4. Hypotheses physical diagnosis on findings obtained from the clinical examination, 5. Extract and interpret examination findings with accuracy, and 6. Plan a preliminary treatment strategy which reflects the total needs of the patient.


1. Concept of physical diagnosis • accuracy and limitations of the medical diagnosis in spinal disorders, • advantages of the physical diagnosis in treatment planning, • the working relation between medical and physical diagnoses.

2. Process of physical diagnosis • data collection through communication in a clinical setting, • physical skills in diagnosis including observation, postural analysis, active

movement testing, neurological examination, neuro-dynamics testing and manual examination,

• interpretation of diagnostic data synthesising knowledge from the basic, medical and behavioural sciences with clinical reasoning.

3. Recording of findings • significance of the information obtained through the use of the body chart,

planning sheet and movement diagram in diagnosis, • notations and abbreviations.

4. Understanding of pain science and pain behaviour.


A problem-orientated approach with case studies is adopted to enhance the overall integration and consolidation of the theory and practice of physical diagnosis in musculskeletal therapy. In practical sessions, an inquiry-based approach is used and students learn to actively apply theories into practice and the essential skills. DVDs are used to facilitate the application of examination techniques. A subject-specific website has been developed to allow students’ access to teaching material and discussion of issues relating to the subject is encouraged via the ‘Discussion Forum’. Frequently asked questions are also posted on the website for student reference

27



% weighting


a b c d e f

1. Literature review 20

2. Clinical reasoning written report

20

3. Practical tests** 60

Total 100%

** Students must obtain an aggregate pass in this assessment element in order to complete the subject. Literature Review: This assessment aims to evaluate students’ critical thinking and update knowledge of various physical diagnostic methods , emphasizing in evidence based practice theory.

Clinical reasoning Report: This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment choice and skills

Practical test: This assessment aims to evaluate students’ skills in the clinical examination of the musculoskeletal disorders, with safety, and accuracy


Class contact: (42Hrs.)

Tutorial/Seminar 12 Hrs.

Practical 30 Hrs.


• Seminar preparation 15 Hrs.

• Clinical reasoning report writing 15 Hrs.

Reading/Self-practice 30 Hrs.

Skill practice 33 Hrs.



Aronoff G.M. (1999) Evaluation and treatment of chronic pain. Williams and Wilkins, Baltimore. Boissonnault W. G. (1995) Examination in physical therapy diagnosis. Churchill Livingstone, New York. Butler D.S. (2006). The Sensitive Nervous System, Noigroup Publications, Australia. Cyriax, J.H. and Cyriax P.J. (1996). Cyriax’s illustrated manual of orthopaedic medicine., 2nd., Butterworth-Heineman, Oxford. Greenhalgh S & Selfe J. (2006) Red Flags A Guide to Identifying Serious Pathology of the Spine, Churchill Livingstone. Jeffrey D. Boyling, Gwendolen A. Jull (2004). Grieve's modern manual therapy: the

28

vertebral column. 3nd ed., Churchill Livingstone, Edinburgh. Hengeveld E. and Banks K edits (2005). Maitland’s peripheral manipulation. 4th ed., Butterworth-Heineman. Higgs J, Jones M (2008). Clinical Reasoning in the Health Professions. 3nd ed. Elsevier Health Sciences. Jayson, M. I. V. (1998). The lumbar spine and back pain. 5th ed., Pitman, London. Lee D. (2011). The pelvic girdle: an approach to the examination and treatment of the lumbo-pelvic-hip region. 4th ed., Churchill Livingstone, Edinburgh. Magee DJ (2008). Orthopedic physical assessment. 5th ed., W.B. Saunders, Philadelphia. Maitland, G. D., Hengeveld E. Banks K and English K. edits. (2006). Maitland’s vertebral manipulation. 7th ed., Butterworth-Heineman. Maitland, G. D. (1992). Neuro / musculo-skeletal examination and recording guide. 5th ed., Lauderdale Press, Glen Osmond. Sahrman S. (2002) Diagnosis and treatment of movement impairment syndromes. Mosby, Philadelphia. Relevant texts and articles from relevant sources.

29

Subject Code RS555

Subject Title Advanced Principle and Practice of Manipulative Physiotherapy (Lower Quarter)

Credit Value 3

Level 5


Pre-requisite: RS554 Physical Diagnosis of Neuro-musculoskeletal Disorders

Objectives

The objective of this subject is to provide students with theories, skills and clinical application for manipulative physiotherapy practice. This subject focuses on developing competencies of physiotherapy professional practice in the areas of clinical reasoning and treatment selection of musculoskeletal dysfunction for lower thoracic spine, lumbar spine and lower limbs.


Upon completion of the subject, students will be able to: a. adopt a holistic approach in implementing an effective treatment strategy

specific to the disorder in the lower quarter and in regards to the total needs of the patient.

b. perform manipulative techniques in order to implement treatment with maximum degrees of safety, effectiveness, efficiency and ethics.

c. evaluate the results of treatment accurately, propose modifications and progression of treatment in response to perceived changes in the clinical picture.

d. communicate effectively with physiotherapists, medical and allied health professionals in the treatment strategy and overall management and prevention of disorder.

e. discuss the goals of treatment, prognosis, risks, management strategy and preventive care with patients and their relatives.

f. adopt the principles and practice of Chinese manipulative therapy into a cohesive treatment strategies in manipulative physiotherapy.


1. Principle of treatment using manipulative techniques in the lower quarter clinical reasoning process in assessment and diagnosis, treatment

selection and rationales indications, contra-indications, precautions and risks in the use of

manipulative techniques treatment of pain, stiffness and/or spasm arising from articular

disorders use of combined movements and neuro-dymanics techniques in

treatment integrated use of active and passive movements

2. Assessment and reassessment different types of assessment reassessment of treatment outcomes diagnosis of treatment soreness and its limitation expectation and prognosis of treatment result

30

3. Passive and active manipulative techniques rhythmic mobilisation techniques of the lower quarter high velocity thrusting techniques of the lower quarter concepts of muscle dysfunction, use of active mobilising,

strengthening, stabilising and endurance exercises in the overall treatment strategy

4. Co-ordination with medical and health care personnel in situations such as immobilisation, post-trauma, manipulation under general anaesthesia, injection therapy, use of supports and post-surgery

5. Preventive care role of exercise life styles and fitness ergonomic adaptation

6. Chinese manipulative therapy philosophies and approaches in Chinese manipulative therapy scientific bases of Chinese manipulative therapy diagnosis and treatment skills


A problem-orientated approach with case studies is adopted to enhance the overall integration and consolidation of the theory and practice of manipulative physiotherapy. Principles and concepts are introduced in lectures and subsequently reinforced through tutorials and clinical reasoning forum. Seminars help to identify and critically appraise the evidence underlying the rationale and practice of different treatment techniques. In practical sessions, an inquiry-based approach is used and students learn to actively apply theories into practice and the treatment skills.



% weighting


a b c d e f

1. Written test 40

2. Practical test* 40


Total 100%

* Students must obtain an aggregate pass in this assessment element in order to complete the subject.

1. Written test is used to evaluate the student’s clinical reasoning and understanding of the principle and practice of manipulative physiotherapy.

2. Practical tests are used to evaluate the manipulative techniques and clinical skills competence.

3. Seminar presentation aims to assess students’ ability to critically appraise the up-to-date evidence underlying the rationale and practice of different manipulative techniques.

Student Study Class contact: (56 Hrs)

31

Effort Expected


Practical 30 Hrs.


Self-study/self practice 64 Hrs.




Boyling JD, Jull GA (2004) Grieve's Modern Manual Therapy: The Vertebral Column. 3rd ed. Edinburgh: Churchill Livingstone. Butler DS (2000) The Sensitive Nervous System. Adelaide: Noigroup Publications. Hengeveld E, Banks K (2005) Maitland's Peripheral Manipulation. 4th ed. Edinburgh: Butterworth-Heinemann. Higgs J, Jones MA, Loftus S, Christensen N (2008) Clinical Reasoning in the Health Professions. 3rd ed. Amsterdam: Butterworth-Heinemann. Jones MA, Rivett DA (2004) Clinical Reasoning for Manual Therapists. Edinburgh: Butterworth-Heinemann. Lee DG (2011) The Pelvic Girdle: An Integration of Clinical Expertise and Research. 4th ed. Edinburgh: Churchill Livingstone. Maitland GD, Hengeveld E, Banks K, English K (2006) Maitland's Vertebral Manipulation. 7th ed. Edinburgh: Butterworth-Heinemann. Petty NJ (2011) Principles of Neuromusculoskeletal Treatment and Management: A Handbook for Therapists. 2nd ed. Edinburgh: Churchill Livingstone. Richardson C, Hodges PW, Hides J (2004) Therapeutic Exercise for Lumbopelvic Stabilization: A Motor Control Approach for the Treatment and Prevention of Low Back Pain. 2nd ed. Edinburgh: Churchill Livingstone. Shacklock M (2005) Clinical Neurodynamics: A New System of Neuromusculoskeletal Treatment. Edinburgh: Butterworth-Heinemann. Wei Z, Yang K (1995) The Study and Treatment of Spinal Diseases. Hong Kong: The Commercial Press. 龍層花 (2007) 脊椎病因治療學: 紀念版. 香港: 商務印書館. Relevant texts and articles from relevant sources.

32

Subject Code RS556

Subject Title Advanced Principle and Practice of Manipulative Physiotherapy (Upper Quarter)

Credit Value 3

Level 5


Pre-requisite: RS554 Physical Diagnosis of Neuro-musculoskeletal Disorders

Objectives

The objective of this subject is to provide students with theories, skills and clinical application for manipulative physiotherapy practice. This subject focuses on developing competencies of physiotherapy professional practice in the areas of clinical reasoning and treatment selection of musculoskeletal dysfunction for cervical spine, upper thoracic spine and upper limbs.


Upon completion of the subject, students will be able to: a. adopt a holistic approach in implementing an effective treatment strategy

specific to the disorder in the upper quarter and in regards to the total needs of the patient.

b. perform manipulative techniques in order to implement treatment with maximum degrees of safety, effectiveness, efficiency and ethics.

c. evaluate the results of treatment accurately, propose modifications and progression of treatment in response to perceived changes in the clinical picture.

d. communicate effectively with physiotherapists, medical and allied health professionals in the treatment strategy and overall management and prevention of disorder.

e. discuss the goals of treatment, prognosis, risks, management strategy and preventive care with patients and their relatives.

f. adopt the principles and practice of Chinese manipulative therapy into a cohesive treatment strategies in manipulative physiotherapy.


1. Principle of treatment using manipulative techniques in the upper quarter clinical reasoning process in assessment and diagnosis, treatment

selection and rationales treatment of pain, stiffness and/or spasm arising from articular

disorders use of combined movements and neuro-dymanics techniques in

treatment integrated use of active and passive movements

2. Passive and active manipulative techniques rhythmic mobilisation techniques of the upper quarter high velocity thrusting techniques of the upper quarter concepts of muscle dysfunction, use of active mobilising,

strengthening, stabilising and endurance exercises in the overall treatment strategy

3. Co-ordination with medical and health care personnel in situations such as immobilisation, post-trauma, manipulation under general anaesthesia, injection therapy, use of supports and post-surgery

33

4. Preventive care role of exercise life styles and fitness ergonomic adaptation

5. Chinese manipulative therapy philosophies and approaches in Chinese manipulative therapy scientific bases of Chinese manipulative therapy diagnosis and treatment skills


A problem-orientated approach with case studies is adopted to enhance the overall integration and consolidation of the theory and practice of manipulative physiotherapy. Principles and concepts are introduced in lectures and subsequently reinforced through tutorials and clinical reasoning forum. Seminars help to identify and critically appraise the evidence underlying the rationale and practice of different treatment techniques. In practical sessions, an inquiry-based approach is used and students learn to actively apply theories into practice and the treatment skills.



% weighting


a b c d e f

1. Written test 40

2. Practical test* 40 3. Seminar presentation 20 Total 100%

* Students must obtain an aggregate pass in this assessment element in order to complete the subject.

1. Written test is used to evaluate the student’s clinical reasoning and understanding of the principle and practice of manipulative physiotherapy.

2. Practical tests are used to evaluate the manipulative techniques and clinical skills competence.

3. Seminar presentation aims to assess students’ ability to critically appraise the up-to-date evidence underlying the rationale and practice of different manipulative techniques.


Class contact: (56 Hrs)


Practical 36 Hrs.


Self-study/self practice 64 Hrs.



34


Boyling JD, Jull GA (2004) Grieve's Modern Manual Therapy: The Vertebral Column. 3rd ed. Edinburgh: Churchill Livingstone. Butler DS (2000) The Sensitive Nervous System. Adelaide: Noigroup Publications. Hengeveld E, Banks K (2005) Maitland's Peripheral Manipulation. 4th ed. Edinburgh: Butterworth-Heinemann. Higgs J, Jones MA, Loftus S, Christensen N (2008) Clinical Reasoning in the Health Professions. 3rd ed. Amsterdam: Butterworth-Heinemann. Jones MA, Rivett DA (2004) Clinical Reasoning for Manual Therapists. Edinburgh: Butterworth-Heinemann. Jull G, Sterling M, Falla D, Treleaven J, O'Leary S (2008) Whiplash, Headache, and Neck Pain: Research-Based Directions for Physical Therapies. Edinburgh: Churchill Livingstone. Maitland GD, Hengeveld E, Banks K, English K (2006) Maitland's Vertebral Manipulation. 7th ed. Edinburgh: Butterworth-Heinemann. Petty NJ (2011) Principles of Neuromusculoskeletal Treatment and Management: A Handbook for Therapists. 2nd ed. Edinburgh: Churchill Livingstone. Shacklock M (2005) Clinical Neurodynamics: A New System of Neuromusculoskeletal Treatment. Edinburgh: Butterworth-Heinemann. Wei Z, Yang K (1995) The Study and Treatment of Spinal Diseases. Hong Kong: The Commercial Press. 龍層花 (2007) 脊椎病因治療學: 紀念版. 香港: 商務印書館. Relevant texts and articles from relevant sources.

35

Subject Code RS571

Subject Title Cognitive Rehabilitation for the Elderly

Credit Value 3

Level 5


Students should possess a professional qualification in related disciplines.

Objectives

This subject will provide students with a variety of viewpoints on addressing issues on cognitive intervention, spanning theory as well as practice, for the rehabilitation of older adults with cognitive disabilities. The focus will be on contemporary frameworks and application in cognitive rehabilitation issues.


Upon completion of the subject, students will be able to: a. Highlight prominent theoretical principles in cognitive rehabilitation b. Understand cognitive rehabilitation strategies in normal aging c. Adopt rehabilitation strategies in pathological (or diseased) aging d. Apply the cognitive training strategies in natural settings.


1. Theory-driven guidelines in cognitive rehabilitation 2. Cognitive skill learning and transfer in older adults 3. Multifactorial training in normal aging, e.g. memory improvement 4. Role of physical health as an aid for cognitive loss 5. Influence of depression on cognitive rehabilitation 6. Issues in the clinical assessment of cognitive disabilities e.g. dementia 7. Rehabilitation aids for cognitive loss in pathological aging 8. Psychosocial rehabilitation for problems arising from cognitive loss 9. Planning for independent living services


Lectures will help students understand the normal and pathological ageing influencing cognitive functions, contemporary assessment and intervention methods and issues on cognitive rehabilitation for older adults. Tutorials will be adopted for discussion on case management of older adults with cognitive declines. Seminar presentation will be used to enhance students’ ability in integrating theories , treatment approaches and outcomes.



% weighting


a b c d e


Total 100%

A written assignment will demand student to manage a case with cognitive decline and demonstrate evidence-based practice and suggestion of management plan with clear critical evaluation and justification of treatment plan.

36



Lecture 14 Hrs.

Tutorial/seminar 21 Hrs.


Literature search 20 Hrs.


Peer group discussion 20 Hrs.



Backman, L., & Herlitz, A. (1996). Knowledge and memory in Alzheimer’s disease: A relationship that exists. In R. G. Morris (Ed.), The cognitive neuropsychology of Alzheimer’s diseases (pp.89-104). Oxford: Oxford University Press. Ballard, C., Bannister, C., Solis, M., Oyebode, F., & Wilcock, G. (1996). The prevalence, associations, and symptoms of depression amongst dementia suffer. Journal of Abnormal Psychology, 103, 361-370. Banaji, M.R. & Crowder, R.G. (1991). Some everyday thoughts on ecologically valid methods. American Psychologist. Elias, J. W. (1995). Normal versus pathological ageing: Are we screening adequately for dementia? Experimental Aging Research, 27, 97-100. Fields, R. B. (1997). Geriatric head injury. In P.D. Nussbaum (Ed.), Handbook of neuropsychology and aging (pp.280-297). Horn, J.L. (1982). The aging of human abilities. In B.B. Wolman (Ed.), Handbook of developmental psychology (pp.847-870). Englewood Cliffs,NJ: Prentice Hall. Jeffe, A. Lachman, M.E. , Giorgetti, M.M. , Assmann, S.F., Harris, B.A., Levenson, C., Werick, M., & Krebs, D. (1999). Exercise, It’s never too late. American Journal of Public Health, 89, 66-72. Kennelly, K., Hayslip, B. & Richardson, S. (1985). Depression and helplessness-induced cognitive deficits in the aged. Experimental Aging Research, 11, 169-173. LaRue, A. (1992). Aging and neuropsychological assessment. New York: Plenum Press. Lezak, M. D. (1995). Neuropsychological assessment (3rd ed.). New York: Oxford University Press. Light, L.L. (1991). Memory and aging: Four hypotheses in search of data. Annual Review of Psychology, 42, 333-3767. Salthouse, T.A. (1991). Theoretical perspective on cognitive aging. Hillsdae, NJ: Erlbaum.

37

Stigsdotter Neely, A., & Backman, L. (1995). Effects of multifactorial memory training in old age: Generalizability across tasks and individuals. Journal of Gerontology, 50,.134-140. Wilson, B.A. & Watson, P.C. (1996). A practical framework for understanding compensatory behaviour in people with organic memory impairment. Memory, 4, 465-486. Journals: Aging and Mental Health Age and Ageing Archives of Gerontology and Geriatrics Geriatrics & Aging Gerontology Hong Kong Journal of Gerontology Journal Dementia and Geriatric Cognitive Disorders Journal of Cross-Cultural Gerontology Physical & Occupational Therapy in Geriatrics

38

Subject Code RS576

Subject Title Integrated Sports Science and Medicine

Credit Value 3

Level 5


Nil

Objectives This subject adopts an integrative approach on sports science and sports medicine so as to provide to the students a holistic view on exercise and sports. Through didactic lectures from external experts, practical classes and seminar presentations, students are expected to develop an advanced understanding to the different aspects of sports science and sports medicine pertinent to their clinical work.


Upon completion of the subject, students will be able to: a. Learn the scientific basis of sports physiotherapy and exercises. b. Appreciate the roles of each supporting team member in training for the

athletes. c. Learn the holistic bodily needs of athletes during training and

competitions. d. Understand the predisposing factors leading to sports injury. e. Integrate the knowledge in sports sciences for injury prevention and

treatment of athletes.


1. Exercise physiology. 2. Nutrition and doping control. 3. Sports psychology. 4. Tissue biology and repair. 5. Muscle strength and adaptation. 6. Musculoskeletal trauma. 7. Principles of conditioning. 8. Functional correlates and sport ergonomic.


This subject will involve lectures, laboratories and student seminars. Students are expected to do substantial self-learning through literature review and presentation at classes.



% weighting


a b c d e

1. Laboratory report 40


3. Oral presentation 20

Total 100%

39





Laboratories 6 Hrs.


Self study 40 Hrs.

Preparation for lab report and seminar 40 Hrs.



Kolt G, Snyder-Mackler L (2007) Physical Therapies in Sport and Exercise. 2nd Edition. Edinburgh: Churchill Livingstone Elsevier. McArdle WD, Katch FI, Katch VL (2009) Exercise Physiology, Energy, Nutrition and Human Performance 6th ed. Baltimore: Williams & Wilkins. Nordin M, Frankel VH (2001) Basic Biomechanics of the Musculoskeletal System 3rd ed. Philadelphia: Lippincott Williams & Wilkins. Relevant texts and articles from relevant sources.

40

Subject Code RS580

Subject Title Theory and Practice of Sports Physiotherapy

Credit Value 3

Level 5


This subject is not available to students who do not hold a recognized physiotherapy qualification.

Objectives This subject aims to provide students the current knowledge in the prevention, assessment, treatment and rehabilitation of sports injuries.


Upon completion of the subject, students will be able to: a. critically analyze the causes and mechanism of sports-related injuries b. identify the modifiable risk factors and effectively plan the intervention

strategies c. critically evaluate the effectiveness of the intervention strategies d. apply principles of sports injury prevention and acute care of injured athlete e. apply the latest trends in the treatment and rehabilitation of sports injuries


1. Principles of Sports Injury Epidemiology of sports injuries – international and local scenario Risk factors associated with sports injuries Evidence based evaluation of prevention strategies in injury prevention Healing process of soft tissue injuries

2 Principles of Sports Injury Prevention and acute care of injured athlete

Pre-season fitness testing and equipment screening. Use of sports equipment and protective devices Principles of sports taping Sports injury assessment Emergency care of injured athlete and on-field physiotherapy coverage Principles of acute phase management

3 Rehabilitation of sports injuries

Treatment and rehabilitation rationale including conservative and surgical approaches Applied sports psychology Sports taping in rehabilitation Soft tissue release and stretching Functional sports specific rehabilitation Sports specific assessment and specific tests Principles of safe return to competition


An interactive teaching and learning approach is the principle teaching methodology. Students are encouraged to relate the subject materials into their clinical practice and to challenge treatment and rehabilitation approach from evidence based perspective.

41



% weighting


a b c d e



3. Practical test 30

Total 100%

Seminar presentation - This assessment aims to provide an opportunity for students to independently review a particular topic related to sports physiotherapy or sports medicine, to critically review and analyze the information in the literature, and present and express that in an organized manner. Written assignment – This assessment aims to provide an opportunity for students to present and provide evidence in their review topic in a well structured and succinct manner.

Practical tests – This assessment component aims to evaluate the student’s clinical skills and application of the knowledge to the management of acute sports injuries cases. Each student will be given a clinical on field case scenario and he/she will be questioned on certain aspects of the case which demand efficient clinical reasoning skills. The student will then be required to perform a selection of practical skills relating to the case.



Tutorials 12 Hrs.

Laboratory 12 Hrs.

Seminar 6 Hrs.

Practical 12 Hrs.







Required Texts: Brukner P. Khan K. (2009) Clinical sports medicine Sydney: McGraw-Hill Recommended Reading: Magee DJ. et al. (2011) Athletic and sport issues in musculoskeletal rehabilitation. St. Louis, Mo. : Elsevier/Saunders Hewetson T. et al. (2010) An illustrated guide to taping techniques : principles and practice. Edinburgh : Mosby/Elsevier.

Any relevant texts on Sports Medicine and Sports Physiotherapy

Relevant texts and articles from relevant sources.

42

Subject Code RS581

Subject Title Advanced Practice and Clinical Integration in Sports Physiotherapy

Credit Value 3

Level 5



Objectives

This subject aims to provide students comprehensive knowledge and hands-on training in the assessment, treatment and rehabilitation of sports injuries at an advanced level.


Upon completion of the subject, students will be able to: a. apply an evidence based approach to evaluate the effectiveness of sports

rehabilitation protocol available in the literature b. develop advanced clinical reasoning skills in the management of sports-related

injuries c. develop advanced practical skills in the management of sports-related injuries


1. Sports physiotherapy of the lower limb Physiotherapeutic management of sport-related lower limb injuries Radiological imaging in sports-related lower limb injuries

2. Sports physiotherapy of the spine Physiotherapeutic management of sport-related spinal injuries Radiological imaging in sports-related spinal injuries

3. Sports physiotherapy of the upper limb Physiotherapeutic management of sport-related upper limb injuries Radiological imaging in sports-related upper limb injuries

4. Sports specific injury prevention and rehabilitation Injury prevention and rehabilitation for Track and Field Injury prevention and rehabilitation for distance running Injury prevention and rehabilitation for swimming Injury prevention and rehabilitation for ball games



43



% weighting


a b c




Total 100%

Seminar presentation - This assessment aims to provide an opportunity for students to independently review a particular topic related to sports physiotherapy or sports medicine, to critically review and analyze the information in the literature, and present and express that in an organized manner. Written assignment – This assessment aims to provide an opportunity for students to present and provide evidence in their review topic in a well structured and succinct manner.

Practical tests – Clinical competence is key issue component of this subject. This component aims to evaluate the student’s clinical skills and integration in the delivery of the best evidence based practice in management and rehabilitation of sports related injuries. Each student will be given a clinical case scenario and he/she will be questioned on certain aspects of the case which demand efficient clinical reasoning and integration skills. The student will then be required to perform a selection of practical skills relating to the case.



Tutorials 21 Hrs.

Seminar 9 Hrs.

Practical 12 Hrs.








Any relevant texts on Sports Medicine and Sports Physiotherapy Relevant texts and articles from relevant sources.

44

Subject Code RS587

Subject Title Complementary and Alternative Therapies

Credit Value 3

Level 5


Nil

Objectives

The subject is designed to provide students with more advanced and evidence-based knowledge and practical skills on complementary and alternative therapist that allied health professions may apply in their clinical settings. Studying this subject will equip students to be more capable in reviewng literature, discerning evidence base of different CAM, and offering occupational therapy and other allied health services in different settings.


Upon completion of the subject, students will be able to: a. understand the nature of psychosocial stress, its neurobiology, and its

implications for working with people with disabilities b. understand the background and theories of complementary and alternative

therapies c. understand the concepts and master basic skills on selected complementary

and alternative therapies d. realize possible applications to people with physical and psychiatric

disabilities e. critically review complementary and alternative therapies from a scientific

and research point of view


1. Review of psychosocial stress, its neurobiology and its management 2. Background and theories of complementary and alternative therapies 3. Concepts and techniques of Abdominal breathing Progressive muscle relaxation Mind-body exercises such as Qigong, Yoga, and Tai Chi Meditation Acupressure Therapeutic massage Aromatherapy

4. Applications to rehabilitation 5. Critical reviews


Lectures will be delivered to cover the theoretical background and concept of complementary and alternative therapies. Tutorials are for demonstration and practice of skills in treatment and documentation of outcomes. Practical sessions will facilitate students to become more competent in future clinical practice by applying skills learned.

45



% weighting


a b c d e

1. Presentation 40


Total 100%




Lecture 15 Hrs.

Tutorial 12 Hrs.

Practical 9 Hrs.


Self-directed study 70 Hrs.



American Occupational Therapy Association (1987). Occupational therapy in acute care settings: a manual. Andrew, V. (1996). Massage and aromatherapy: a guide for health professionals. London: Chapman & Hall. Beck, M.F. (2010). Theory & Practice of Therapeutic Massage. United States: Cengage Learning. Eknath, E. (1991). Meditation: a simple eight-point program for translating spiritual ideals into daily life.Tomales, Calif.: Nilgiri Press. Freeman, L. (2009). Mosby’s Complementary and Alternative Medicine: A Research-Based Approach. 3rd Edition, Mosby, Elsevier. Horrigan, C. et al. (1997). Relaxation for concentration, stress management and pain control : using the Fleming method. Oxford: Butterworth-Heinemann. Proto, L. (1991). Meditation for everybody. London: Penguin Books. Smith, M, (1993). Stress. London: Kyle Cathie. Tsang, H. W. H., Mok, C. K., Au Yeung, Y. T., & Chan, S. Y. C. (2003). The effect of Qigong on general and psychosocial health of elderly with chronic physical illnesses: a randomized clinical trial. International Journal of Geriatric Psychiatry,18, 441-449. Wilson, S.D. (1997). Qi Gong for Beginners. Rudra Press.

46

Subject Code RS588

Subject Title Theories and Practice of Counseling for Rehabilitation and Health Professionals

Credit Value 3

Level 5


Objectives

This subject aims to enable students to attain update knowledge on counseling theories, and critically evaluate their application and evidence in use with persons with chronic health conditions, disabilities, and mental illness. Students are guided to practice and develop basic interviewing, counseling, and guiding skills to assist patients or persons with disabilities to adjust to their illness, develop self-management skills, and guide them to practice healthy lifestyle.


Upon completion of the subject, students will be able to: a. Critically appraise the application of key theoretical approaches in health and

rehabilitation counselling. b. Establish evidence-based practice through synthesis of empirical findings on

the effectiveness of counselling and psychotherapy for persons with chronic illness and disabilities

c. Master key interviewing, counselling, guiding skills used in health care and rehabilitation practice

d. Consolidate one’s own counselling style in view of personal values and belief

e. Practice with adherence to ethical principles


1. Counseling Theories a Psychodynamic & Adlerian b Behavioural: Behaviour Therapy, Cognitive-behavioural Therapy,

Rational-Emotive Therapy, Motivational Interviewing. c Humanistic: Person-centred Therapy, Emotion-Focused Therapy d Family: Family systems therapy, Satir Model e Group therapy

2. Counseling Practice

a Counselling for persons with chronic health conditions, disabilities, mental illness, and substance abuse.

b Family counseling c Chinese culture and counseling practice d Ethical issues in counselling practice e Evidence-based practice in counselling

3. Counselling Techniques

a Basic counseling skills (active listening, interviewing, action planning, challenging, handling resistance)

b Challenging and Influencing skills c Informing & Guiding skills

Teaching/Learning The lectures will be used to deliver basic knowledge about different theories and counseling approaches. Lectures are closely followed by tutorials in which

47

Methodology

group discussions and experiential activities are used to further consolidate learning. During practicals, the lecturer will instruct students to practice counseling skills using demonstration, role plays, and feedback sessions. The seminars are student-led in which students present their review and critical review of specific counseling approaches.



% weighting


a b c d e

1. Quiz 30


3. Video recording of counseling session & self-reflection

40

Total 100%

The quiz could be used to evaluate students’ knowledge in all aspects of the subject. The seminar presentation is a group project in which students study, review, and present a critique of a specific counseling approach, including its philosophy, values, therapeutic principles, practice skills, and evidence. The seminar requires students to appraise theories & evidence-based practice of approaches, and provide a platform for intellectual exchange. In the video assignment, students will conduct and record a simulated counseling session with a classmate or a client, and provide a self-reflection of one’s own counseling skills and style, which serves to address intended learning outcomes c & d. In order to complete the video assignment effectively, students are expected to have good listening skills and be fluent in English conversation.



Seminar 18 Hrs

Tutorial 12 Hrs

Practical 12 Hrs


Self-study 30 Hrs

Preparation of Seminar 10 Hrs

Self-practice 10 Hrs

Preparation of assignments 20 Hrs

Total student study effort 112 Hrs

48


Textbook Corey, G. (2009). Theory and practice of counselling and psychotherapy (8th ed.). Belmont, CA, USA: Thomason/Brooks/Cole Publishing Company.

Readings

Beck, A.T. (1993). Cognitive therapy: Past, present, and future. Journal of Consulting and Clinical Psychology, 61(2), 194-198. Chan, F., Berven, N. L., & Thomas, K. R. (Eds.) (2004). Counseling theories and techniques for rehabilitation health professionals. New York: Springer. Chan, F., da Silva Cardoso, E., & Chronister, J. A. (Eds.) (2009). Understanding psychosocial adjustment to chronic illness and disabilities: A handbook for evidence-based practitioners in rehabilitation. New York: Springer. Corey, G. (2008). Theory and practice of group counseling. 8th Ed. Belmont, CA: Thomason Brooks/Cole. Ivey, A.E., Ivey, M.B. (2007). Intentional interviewing & counselling: Facilitating client development in a multicultural society. 6th Ed. Belmont, CA: Thomson/Brooks/Cole Publishing. Leahy, R. L. (2003). Cognitive therapy techniques: A practitioner’s guide. New York: The Guildford Press. Livneh, H., Richard F. Antonak, R. F. (2007). Psychological adaptation to chronic illness and disability: a primer for counselors. In A. E. Dell Orto, & P. W. Power (Eds.). The psychological & social impact of illness and disability (5th Ed.). New York : Springer Pub. Co. Martz, E., Livneh, H. (Eds.). Coping with chronic illness and disability: Theoretical, empirical, and clinical aspects. New York: Springer Pub. Co. Robertson, S. E. & Brown, R. I. (1997). Rehabilitation counselling: approaches in the field of disability. Cheltenham, England: Stanley Thornes. Rollnick, S., Miller, W. R., & Butler, C. C. (2008). Motivational interviewing in health care: helping patients change behavior. New York: The Guildford Press. Sue, D., & Sue, D.W. (1991). Counselling strategies for Chinese Americans. In C.C. Lee & B.L. Richardson (Eds.). Multicultural issues in counselling: New approaches to diversity (pp.79-90). Alexandria, VA: American Counselling Association. 曾文星編著《文化與心理治療》，香港：中文大學出版社。黃惠惠《助人歷程與技巧》增訂版，台北：張老師文化，1998 年。

49

Subject Code RS589

Subject Title Socio-Political Context of Education and Rehabilitation for People with Disability

Credit Value 3

Level 5


Recommended background knowledge: At least one year experience in working with people with developmental disabilities prior to applying for this subject.

Objectives To understand the concept of disability and the socio-political context in the field, and to integrate the knowledge into example scenarios.


Upon completion of the subject, students will be able to: a. identify the prevailing societal attitude towards people with disabilities in

Hong Kong b. analyse the factors which contribute to the prevailing societal attitude

towards people with disabilities c. evaluate the barriers to education and rehabilitation of people with

disabilities d. critically examine legal issues related to the rights of people with

disabilities e. describe the international and local developments of the education and

rehabilitation policy and services for people with disabilities f. critically analyse local policies in education and rehabilitation of people

with disabilities


1. Concepts of disabilities and developmental disabilities 2. Social attitudes towards people with disabilities and developmental

disabilities in Hong Kong - sociological and cultural factors

3. People with developmental disabilities and the family - relationship between people with developmental disabilities and the

family - strategies in working with family: needs assessment, support group,

empowerment and family education and counselling 4. Legislation for people with developmental disabilities

- citizen rights and right of people with developmental disabilities - criminal responsibility and issues related to marriage and sex

5. Education and rehabilitation policies and services for people with disabilities and developmental disabilities in Hong Kong - concepts of habilitation and rehabilitation - barriers to education and rehabilitation of people with disabilities and

developmental disabilities - developments in education and rehabilitation services internationally

and locally - emerging patterns of education and services for people with disabilities

and developmental disabilities - policy analysis and evaluation of services - empowerment and advocacy for people with disabilities and

developmental disabilities - the missing link: sexuality, intimacy and community integration

50


Lectures and seminar/tutorial will cover the knowledge. In seminars sessions, students will discuss the selected topic related to the socio-political context for people with disability. Students are encouraged to do self-readings in the area to enhance their understanding in the seminar discussion.



% weighting


a b c d e f

1.Writen assignment 70

2. Group seminar presentation

30

Total 100%

Written Report (70%) – achieve intended learning outcomes #a-f through completion of written work plan and written report with the final outcome in the form of a submission for publication to related newsletter.

Oral presentation (30%)- achieve intended learning outcomes #a-c, e and f through a need analysis and presentation.



Seminar/tutorial 36 Hrs.

Guided study 6 Hrs.


Self study 30 Hrs.

Tutorial / seminar preparation 30 Hrs.

Essay preparation 30 Hrs.



Balden, S., & Hattersley, J. (ed.) (1991). Mental handicap: Social sciences perspectives. Tavistock/Routledge. Brown, R. I., Bayer, M. B., & Brown, P. M. (1992). Empowerment and development handicaps: Choices and Quality of Life. Ontario: Captus University Publications. Labatos, D.J. (1990). Brothers, sisters and special needs: Information and activities for help young siblings of children with chronic illnesses and developmental disabilities. Baltimore: Brookes. LeBron, M.J. (2006). Family Behavioural Issues in Health and Illness. New York: The Haworth Press, Inc. Li, C.W.P., Yau, M.K., & Yuen, H.K. (2001). “Success in parenting children with developmental disabilities: Some characteristics, attitudes and adaptive

51

coping skills”. British Journal of Development Disabilities, 47, 61-71. Schalock, R.L. (2007). Quality of Life for People with Intellectual and other Developmental Disabilities: Application across Individuals, Organizations, Communities, and Systems. Washington, D.C.: American Association on Intellectual and Developmental Disabilities. Switzky, H.N. & Greenspan, S. (ed.) (2007). What is mental retardation? Idea for an evolving disability in the 21st century. Washington, D.C.: American Association on Mental Retardation. Li, Eria P. Y. (2004). Self-perceived equal opportunities for people with Intellectual Disability. International Journal of Rehabilitation Research, 27(3), 241-245. Yau, M.K., & Li, C.W.P. (1999). “Adjustment and adaptation in parents of children with developmental disability in two-parent families: A review of the characteristics and attributes”. British Journal of Developmental Disabilities, 45, 38-51.

52

http://books.google.com.hk/books?q=+inauthor:%22Harvey+N.+Switzky%22�

http://books.google.com.hk/books?q=+inauthor:%22Stephen+Greenspan%22�

Subject Code RS593

Subject Title Sensory and Motor Intervention for People with Developmental Disabilities

Credit Value 3

Level 5


Exclusion: RS516 Management of Sensorimotor Problems of People with Developmental Disabilities

Objectives

The overall aim of this subject is to provide the student with the opportunity to integrate scientific knowledge and research evidence into their clinical practice. The focus will be on understanding theoretical frameworks and perspectives in relation to research and clinical practice, to encourage hypothesis testing in the clinical setting and to critically analyse the relevant literature. The theme is ‘using scientific evidence to improve clinical practice’.


Upon completion of the subject, students will be able to: a. Interpret theories of sensori-motor development, learning and control in

relation to the development of children and adults with developmental disabilities and demonstrate an understanding of the research methodologies.

b. Integrate knowledge of standardized measures of development, their purpose, and psychometric properties to select, implement and interpret an appropriate measure for specific populations, settings and objectives.

c. Design, implement and evaluate relevant, evidence-based programs to enhance or maintain infant and child’s sensory and motor performance.

d. Extract, critically analyse and apply information from relevant research articles in this subject area.

e. Apply select technologies, e.g. gait analysis, splinting, special seating, adaptive equipment devices to people with developmental disabilities.


Evidence-based approach to the following: 1. Theories of motor development, motor learning, skill acquisition, motor

control and sensory integration. 2. Management approaches in sensory integration intervention, neuro-

developmental therapy, conductive education. 3. Critically review and administer standardized instruments. 4. Management of special populations such as musculoskeletal, neurological,

and developmental disabilities. 7. Advances in technology and adaptive equipment. 8. Discussion of select research articles throughout.


Through lecture and seminars, the theoretical framework and contemporary issues in the assessment and management of key problems in people with developmental disabilities will be discussed based on recent literatures. A students-centred assessment is used: students will develop and justify their own assessment portfolio based on fulfilling the subject objectives. Lecturers will initially work very closely with students to clarify the objectives and expectations of the subject. Types of items that could be included in their portfolio include: a case study, critical review of an article, test critique, written assignment, oral presentation, web page, reflective journals etc.

53



% weighting


a b c d e

1. Test Critique 30

2. Management Critique

70

Total 100%

A student-centred assessment: students will develop and justify their own assessment portfolio based on fulfilling the subject objectives, that is: On understanding theoretical frameworks and perspectives in relation to research and clinical practice, and to encourage hypothesis testing in the clinical setting and to critically analyse the relevant literature.

Test critique – aim at developing knowledge and skills in critiquing assessment using on one domain of sensory or motor function, by comparing and contrasting two or more relevant test/standardized tests that are relevant to people with developmental disabilities. Management critique – student chose topic of critique which could be eevidence-based review of a selected area of intervention (e.g. early intervention, knowledge of results of motor learning, sensory integration) or a specific condition (e.g. developmental coordination disorders, autism, cerebral palsy, downs syndrome); comprehensive case study of an individual with developmental disabilities. Additional topics might be considered but require approval of the course’s faculty. Student will be guided on how to conduct a systematic review that include: background, method, organization of evidence, and summary of result



Seminar 38 Hrs.

Guided-study 4 Hrs.


Self-study 50 Hrs.

Seminar presentation & report preparation 20 Hrs.



Campbell SK. Ed (1999). Decision Making in Pediatric Neurologic Physical Therapy. Philadelphia, Pennsylvania: Churchill Livingstone. Kurtz LA, Dowrick PW, Levy SE, Batshaw ML (1995). Handbook of Developmental Disabilities. Gaithersburg, Maryland: Aspen Publishers, Inc. Mak Rose HL, Lam Catherine CC, Ho Cherri CY, Wong May MY (ed). (2006). A Premier in Common Developmental Disabilities: experience at Child Assessment Service, Hong Kong. Child Assessment Service, Department of

54

Health, Hong Kong Special Administrative Region Government

Shumway-Cook A, Woollacott MH (2007). Motor Control: Translating Research into Clinical Practice. Baltimore, Maryland: Lippincott Williams & Wilkins, 3rd ed. Case-Smith, Jane (2000). Occupational therapy for children. 4th ed. Mosby Hinojosa, Jim. Kramer, Paula (1998). Occupational therapy evaluation: obtaining and interpreting data. Bethesda, Md. : American Occupational Therapy Association, Chapter 14: Critiqing Assessment by J M Polgar Greenhalgh, T. (1999). How to read a paper: papers that summarise other papers (systematic reviews and meta-analyses). British Medical Journal, 315, 672-675. Huebner, RA (2001). Autism: a sensorimotor approach to management. Gaitthersburg, MD: ASPEN Select reference articles.

55

Subject Code RS594

Subject Title Recent advances in rehabilitation for people with developmental disabilities

Credit Value 3

Level 5


Recommended background knowledge: At least one year experience in working with people with developmental disabilities prior to applying for this subject.

Objectives

To integrate scientific knowledge and research evidence into the recent advances and clinical practice in the rehabilitation for people with developmental disabilities.


Upon completion of the subject, students will be able to: a. Interpret various theories of development, learning and meta-cognition in

relation to rehabilitation management of people with developmental disabilities;

b. Demonstrate an understanding of the research methodologies in developmental disabilities rehabilitation;

c. Integrate knowledge of standardized measures of function, their purpose, and psychometric properties to select, implement and interpret an appropriate measure for specific client groups, populations, settings and objectives;

d. Extract, critically analyse and apply information from relevant research articles in this subject area; and

e. Analyze selected treatment and/or technologies to developmental disabilities rehabilitation


Evidence-based approach to the following: 1. Theories of development, learning and meta-cognition. 2. Current development in developmental disabilities rehabilitation, e.g. IT

training, multimedia-assisted hand writing training, TEACCH, multi-sensory stimulation, therapeutic listening, social story.

3. Critically review and analyze standardized instruments. 4. Rehabilitation management of populations such as specific learning

difficulties, autism, developmental coordination disorder, attention deficit hyperactivity disorder, and intellectual disability.

5. Sexuality and relationships in adults with intellectual disabilities 6. Pre-vocational and vocational training. 7. Advances in technology and adaptive equipment. Discussion of selected research articles throughout.


Lectures and seminar/tutorial will cover the knowledge in the theories and recent advances in the field. In seminars sessions, students will discuss the selected research articles in assessment and treatment issues. Students are encouraged to do self-readings in the area to enhance their understanding in the seminar discussion.

56



% weighting


a b c d e

1. Report 70


Total 100%

Written Report (70%) – achieve intended learning outcomes #a-e through completion of written work plan and written report with the final outcome in the form of a submission for publication to international rehabilitation-related journal.

Oral presentation (30%) - achieve intended learning outcomes #b-e through presentation of selected journal papers in assessment and treatment issues.



Seminar/tutorial 36 Hrs.

Guided study 6 Hrs.


Reading 30 Hrs.

Preparation for written assignment 30 Hrs.

Preparation of topic discussion, seminar 30 Hrs.



Erez, G & Peled, I. (2001). Cognition and metacognition: Evidence of higher thinking in problem-solving of adolescents with mental retardation. Education & Training in Mental Retardation & Developmental Disabilities, 36, 83-93. Fegan, L. & Rauch, A. (1993). Sexuality and people with intellectual disability. Baltimore, MD: Paul H. Brookes Publishing Co. O’Callaghan, A.C. & Murphy, G.H. (2007). Sexual relationships in adults with intellectual disabilities: Understanding the law. Journal of Intellectual Disability Research, 51, 197-206. Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C., Li, L.S.W. & Hui-Chan, C.W.Y. (2002). Case Reports on Self-regulatory Learning and Generalization for People with Brain Injury. Brain Injury, 16, 817-824. Liu, K.P.Y., Lee, T., Yan, A., Siu, C.W.M., Choy, F.W.Y., Leung, K.L.K., Siu, T.Y. & Kwan, A.C.S. (In Press). Use of Interact Short Form as a Tool to Evaluate Emotion of People with Profound Intellectual Disabilities. Journal of Intellectual Disability Research.

57

http://www-mi3.csa.com/ids70/view_record.php?id=6&recnum=7&SID=be848bfa9c1dba5502014037ab71f8d9�





Li-Tsang, C.W.P., Yeung, S.S.S., Choi, J.C.Y., Chan, C.C.H., Lam, C.S. (2006). The effect of systematic information and communication technology (ICT) training programme for people with intellectual disabilities. British Journal of Developmental Disabilities, 52, 3-18 McConkey, R. & Ryan, D. (2001). Experiences of staff in dealing with client sexuality in services for teenagers and adults with intellectual disability. Journal of Intellectual Disability Research, 45, 83-87.

58




Subject Code RS595 & RS596

Subject Title Independent Study I & II

Credit Value 3

Level 5


Nil

Objectives

To provide an opportunity to the student to pursue an interested area of study, or an area that has strong relevance to the student’s clinical work or an area the student feel that needs more in depth study, which usually is not available in regular course offerings.


Upon completion of the subject, students will be able to: a. deepen the understanding of the knowledge of a particular area of study b. evaluate the methods of which the knowledge was created and validated c. critically review the evidence-based practice formulated in the area of study d. disseminate the knowledge and evidence-based practice to peers


There is no syllabus for the independent study. The student may choose an area in rehabilitation science and/or practice which is of interest. The student is to consult the supervisor to decide on the area and formulate objectives of study which can be completed within three months. The chosen area may or may not be related to the project study/thesis which the student undertakes in the master/doctoral programme. The study begins with setting objectives for guiding the learning activities. By end of the study, the student is required to evaluate his/her attainment against these objectives. The self-evaluation may include the relevance of the nature and format of the learning (such as tutorials, literature search etc); the time spent on each activity; the extent which the knowledge is gained (scope and depth); and contribution of the knowledge gained to study in the programme. The knowledge gained and/or critical review of evidence-based practice in the study is to be written in the form of a report. The content of the report should reflect synthesis and evaluation of the knowledge.


Student’s self-directed study is the main learning method used in this subject. Besides, the student is to participate in individual and/or small group tutorial with the supervisor. The learning objectives are mutually agreed by the student and supervisor which set the scope of the study. The learning is further consolidated by the written report and oral presentation by the student.

59



% weighting


a b c d

1. Report 80


Total 100%

The report requires the student to write about what is learnt in the reading and discussion with the supervisor. Such processes involve summarizing, critical reviewing and reflecting which is the most appropriate for self-directed learning. The presentation is for the student to articulate what is learnt and share the information with the peers. Similarly, this is an appropriate method for dissemination of the knowledge gained.



Individual tutorial with supervisor 10 Hrs.

Seminar Presentation 3 Hrs.


Extensive literature review 60 Hrs.

Preparation of the report and presentation 30 Hrs.



Akerlind GS, Trevitt AC (1999). Enhancing self-directed learning through educational technology. Innovations in Education and Training International, 36(2):96-105. Garrison DR (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1):18-33. Savicevic DM (1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy. New York: P. Lang. Su Y-H (2011). Lifelong learning as being: The Heideggerian perspective. Adult Education Quarterly, 61:57-72.

60

Subject Code RS597

Subject Title Contemporary Physiotherapeutic Approaches in Neurological Rehabilitation

Credit Value 3

Level 5


This subject is not available to students who do not hold a recognized Physiotherapy professional qualification.

Objectives

This course is designed to provide the students with an overview of evidence-based rehabilitative approaches for managing individuals with neurological dysfunctions.


Upon completion of the subject, students will be able to: a. Describe motor control theories and motor learning principles as well as

their clinical applications. b. Discuss the current evidence of different physiotherapy treatment methods

for addressing problems in spasticity, balance, gait, upper extremity function, cardiopulmonary function, musculoskeletal issues, and psychosocial function among individuals with neurological conditions.

c. Critically review current research in the physiotherapy management of neurological conditions.

d. Apply the course content in clinical scenario using evidence-based principles.


1. Motor control theories and motor learning principles. 2. Physiotherapy treatment methods for addressing problems in spasticity,

balance, gait, upper extremity function, cardiopulmonary function, and musculoskeletal issues, and psychosocial function among individuals with brain injury.

3. Evidence-based physiotherapy management of Parkinson’s disease. 4. Innovative treatment in neurorehabilitation.


Lectures provide an overview of evidence-based physiotherapy treatment approaches for managing different aspects of functioning in patients with neurological conditions. Selected journal papers on neurological rehabilitation are used in the seminars to facilitate discussion among the students.



% weighting


a b c d


2. Written test 30

3. Active participation 20

Total 100%

61




Seminars 42 Hrs.


Self study 35 Hrs.

Preparation for seminars 25 Hrs.




Shumway-Cook, A. and Woollacott, M. (2000) Motor Control - Theory and Practical Applications. 2nd ed. Baltimore: Lippincott Williams and Wilkins. Agency for Health Care Policy and Research (1995). Post-Stroke Rehabilitation, Clinical Practice Guideline No. 16. Rockville, MD: US Dept. of Health and Human Services. (http://text.nlm.nih.gov/tempfiles/tempD134085) Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd ed.. Hong Kong: Springer. Basmajian JV, Benerjee SN (1996). Clinical Decision Making in Rehabilitation. New York: Churchill-Livingstone. Bobath B (1990). Adult Hemiplegia: Evaluation and Treatment. 3rd ed. London: Heinemann. Carr J and Shepherd (1998) Neurological Rehabilitation: Optimizing Motor Performance. Ist ed., Oxford: Butterworth-Heinemann. Davies PM (2000). Steps to Follow: A Guide to the Treatment of Adult Hemiplegia. 2nd ed.. Hong Kong: Springer. Davies PM (1990). Right in the Middle: Selective Trunk Activity in the Treatment of Adult Hemiplegia. 1st ed. Heidelberg: Springer-Verlag. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Gillian G and Burkhardt A (1998) Stroke Rehabilitation. A Functional-based Approach. St. Louis: Mosby.

62

http://text.nlm.nih.gov/tempfiles/tempD134085�

Subject Code RS598

Subject Title Clinical Practice I in Sports Physiotherapy

Credit Value 3

Level 5


Pre-requisite: RS580 Theory and Practice of Sports Physiotherapy RS581 Advanced Practice and Clinical Integration in Sports Physiotherapy


Objectives To provide an opportunity for students in sports physiotherapy to integrate the content knowledge with the application of skills in practical settings.


a. Acquire clinical reasoning skills in decision making b. Evaluate and implement on-field management and comprehensive

rehabilitation program for recreational and elite athletes c. Provide health information talks, and injury prevention talks to selected

sports


1. On-field physiotherapy placement. 2. Clinical practicum in sport rehabilitation clinics


1. Clinical attachment 2. Case-based tutorial During clinical attachment, principles and concepts are taught through guided learning with demonstration and practice. Throughout, students are guided to identify and critically appraise the evidence underlying the rationale and practice of different treatment techniques, drawing from recent articles in various fields (e.g., epidemiology, images). Students also integrate this knowledge to develop methods to educate athletes on /injury prevention.



% weighting


a b c


2.Patient management 60

3.Case presentation 20

Total 100%

Students’ clinical reasoning and management skill are being evaluated during the whole practicum based on case-based written assignment and patient contact. Case presentation evaluates students’ ability to analysis relevant information, identify problems, provide an appropriate treatment plan.

63



On-field practicum 24 Hrs.

Clinical practicum 48 Hrs.


Self reading 24 Hrs.

Preparation of assignment 24 Hrs



This subject provides opportunity for students to integrate their knowledge acquired in Integrated Sports Science & Medicine, Sports Physiotherapy I and II into clinical practice. The indicative reading list and references from these three subjects are recommended for this subject.

64

Subject Code RS599

Subject Title Clinical Practice II in Sports Physiotherapy

Credit Value 3

Level 5


Pre-requisite: RS598 Clinical Practice I in Sports Physiotherapy


Objectives

The focus with the Clinical Practice II is to provide the opportunity for students in sports physiotherapy to integrate the content knowledge and application of skills in practical settings of professional sport teams. Given the complexity and unique opportunity to observe the training of specific sport event, students will have better understanding to the injury mechanism and apply appropriate rehabilitation techniques or/and injury prevention strategies.


Upon completion of the subject, students will be able to: a. identify the risk factors of injury and illness associated with participation in

competitive athletics, and be able to plan and implement all components of a comprehensive athletic injury and illness prevention program.

b. conduct an on-field initial clinical evaluation of injuries and illnesses commonly sustained by the competitive athletes.

c. provide appropriate first aid and emergency care for acute athletic injuries and illnesses according to accepted standards and refer injured and ill athletes to appropriate medical/paramedical personnel for evaluation and diagnosis and follow-up care.

d. plan and implement a comprehensive rehabilitation and reconditioning program for injuries and illnesses sustained by the competitive athletes.

e. have the opportunities to provide counseling to athletes and/or coaches on matters pertaining to the physical, psychological, and emotional health of the athletes.

f. have the opportunities to practice the profession of sports physiotherapy and work in a team with other health care professionals including physicians, Chinese manual therapists, sports psychologists, sports nutritionists, nurses, and exercise physiologists


The clinical placement will include attachment to professional sports teams where students will practice under the guidance of faculty members. The clinical experience includes observation of athletes training and practice for different sports, discussion with coaches, and provision of sports physiotherapy services to the athletes at the Sports Medicine Hospital of the National Sports Training Center, China. Students will integrate the knowledge and skills acquired in Integrated Sports Science & Medicine, Sports Physiotherapy I and II into clinical practice.


This is a clinical placement which demands students application of clinical skills in the management of the injured athletes. Clinical supervision will be conducted by well experienced Sports physiotherapists/team physicians.

65



% weighting


a b c d e f

1. Ongoing clinical assessment

50

2. Case report presentation

50

Total 100%

Ongoing clinical assessment - This assessment aims to provide students continuous feedback on the students’ clinical competence in the delivery of physiotherapy to the athletes, and effectiveness in the interaction with the whole sports medicine team.

Case report presentation – The case report aims to test the athletes’ understanding of the case that the student has managed in the clinical placement, to challenge on the students’ knowledge in the sports that he/she chosen, the evidence-based approach that he used in the planning and implementing the comprehensive rehabilitation and reconditioning program for the case that he/she has chosen.


Class contact (72 hrs in a 2-week clinical block): (72 Hrs.)

Tutorials 12 Hrs.

Clinical attachment and on-field practicum 60 Hrs.


Case study preparation and presentation 35 Hrs.





Any relevant texts on Sports Medicine and Sports Physiotherapy

Relevant texts and articles from relevant sources.

66

Subject Code RS5200

Subject Title Advanced Occupational Therapy Study

Credit Value 3

Level 5


Nil

Objectives To equip students with the latest and cutting-edge clinical knowledge and practice in a chosen area of study that has strong relevance to their clinical practice.


Upon completion of the subject, students will be able to: a. Critically review professional occupational therapy knowledge and

scientific papers on evidence-based practice in the chosen area of study b. Analyse and synthesize up-to-date scientific information for an in-depth

discussion on the relevance and application to the current occupational therapy practice in the chosen area of study.

c. Critically discuss the future development of occupational therapy practice in the chosen area of study.

d. Be reflective in the learning process, and formulate self-directed study plan for future studies.


There is no indicative syllabus for this subject. Students may choose an area that has a strong relevance to their present occupational therapy practice, such as hand rehabilitation, adolescent and adult psychiatry, work rehabilitation, neuroscience, cognitive rehabilitation, and geriatric rehabilitation, which they wish to further build on their present professional knowledge and understanding. By means of the student-centred learning approach, most of the learning tasks will be done on an individual basis under the facilitation of an academic supervisor. The academic supervisor will provide ongoing guidance and feedback on the learning plan, the learning tasks, and the written assignment. The academic supervisor may arrange the student to visit clinical practice, wherever relevant and appropriate. This subject may serve as a foundation for students to formulate a proposal that can be further developed into a research project.


1. Guided study 2. Guided study, clinical visit/observation 3. Self-directed study, seminar 4. Self-directed learning

67



% weighting


a b c d



Total 100%

• Seminar presentation is used to evaluate students’ ability of critical analysis of the empirical evidences of a study topic.

• Written assignment is used to evaluate students’ integration of professional and scientific knowledge as applied to the chosen area of study or clinical practice.



Guided study 18 Hrs.

Seminar 12 Hrs.

Lab / Visit 6 Hrs.


Self-directed learning 50 Hrs.

Preparation of assignments 50 Hrs.



References and suggested reading list will be provided by academic supervisor(s) as relevant to the chosen area of study. References on adult education and self-directed learning Cameron, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly. 48(1): 18-33.

68

Subject Code RS5201

Subject Title Current Development in Neurological Rehabilitation

Credit Value 3

Level 5


Practicing occupational therapist

Objectives

The overall aim of this subject is to provide the student with the opportunity to integrate scientific knowledge and research evidence into their clinical practice. The focus will be on understanding theoretical frameworks and perspectives in relation to research and clinical practice, to encourage hypothesis testing in the clinical setting, to critically analyse the relevant literature and to put evidence based information into clinical practice. The theme is ‘using scientific evidence to improve clinical practice’.


Upon completion of the subject, students will be able to: a. Interpret various theories of motor learning, neuroplasticity, active learning

and control in relation to neurological rehabilitation; b. Demonstrate an understanding of the research methodologies in

neurological rehabilitation; c. Integrate knowledge of standardized measures of function, their purpose,

and psychometric properties to select, implement and interpret an appropriate measure for specific client groups, populations, settings and objectives;

d. Evaluate relevant, evidence-based programs to enhance or maintain function;

e. Critically analyse select treatment and/or technologies to neurological rehabilitation; and

f. Extract, critically analyse and apply information from relevant research articles in this subject area.


Evidence-based approach to the following: 1. Theories of motor learning, neuroplasticity, active learning and control. 2. Current development in neuro-rehabilitation, e.g. self-regulation, mental

imagery, constraint-induced therapy, virtual reality. 3. Critically review and administer standardized instruments. 4. O.T. Management of special populations such as dementia, Parkinson’s

disease, CVA, brain injuries 5. Community neuro-rehabilitation and fall prevention 6. Advances in technology and adaptive equipment. 7. Alternative approaches in neurological rehabilitation. Discussion of selected research articles throughout.


Lectures and seminar will cover the knowledge in the theories and recent advances in the field. In guided study sessions, students will discuss the selected research articles in assessment and treatment issues. During practical, students will engage into the practicing selected techniques in the field. Students are encouraged to do self-readings in the area to enhance their understanding in the seminar discussion.

69



% weighting


a b c d e f

1. Report 70


Total 100%

Portfolio Assessment A student-centred assessment: students will develop and justify their own assessment portfolio based on fulfilling the subject objectives. Lecturers will initially work very closely with students to clarify the objectives and expectations of the subject. Types of items that could be included in their portfolio include: a case study, critical review of an article, test critique, written assignment, web page, reflective journals etc. A written report and an oral presentation will be developed based on this work.

Written Report (70%) – achieve intended learning outcomes #a-f through completion of written work plan and written report with the final outcome in the form of a submission for publication to international rehabilitation-related journal.

Oral presentation (30%)- achieve intended learning outcomes #b-f through presentation of selected journal papers in assessment and treatment issues.



• Seminar 30 Hrs.

Practical 9 Hrs.

Guided study 3 Hrs.


Assignments and reports 40 Hrs.


Reading / self-study 33 Hrs.



Cicerone, K.D., Dahlberg, C., Kalmar, K., et al. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81, 1596-1615. Frost, S.B., Barbay, S., Friel, K. M., Plautz, E. J., & Nudo, R. J. (2003). Reorganization of remote cortical regions after ischemic brain injury: A potential substrate for stroke recovery. Journal of Neurophysiology, 89, 3205-3214.

70

Liu, K.P.Y., Chan, C.C.H., Wong, R.S.M., Kwan, I.W.L., Yau, C.S.F., Li, L.S.W., & Lee, T.M.C. (2009). A randomized controlled trial of mental imagery augment generalization of learning in acute poststroke patients. Stroke, 40 (6), 2222-2225. Liu, K.P.Y., Chan, C.C.H., Chu, M.M.L., Ng, T.Y.L., Chu, L.W., Hui, S.L., Yuen, H.K. & Fisher, A.G. (2007). Activities of Daily Living performance in dementia. Acta Neurologica Scandinavica, 116, 91-95. Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C. & Hui-Chan, C.W.Y. (2004a). Mental Imagery for Promoting Relearning for People After Stroke: A Randomized Controlled Trial. Archives of Physical Medicine and Rehabilitation, 85, 1403-1408. Liu, K. P. Y., Chan,. C. C. H., Lee, T. M. C., & Hui-Chan, C. W. Y. (2004b). Mental imagery for relearning of people after brain injury. Brain Injury, 18(11), 1163-1172. Liu, K.P.Y., Chan, C.C.H., Lee, T.M.C., Li, L.S.W. & Hui-Chan, C.W.Y. (2002). Case Reports on Self-regulatory Learning and Generalization for People with Brain Injury. Brain Injury, 16, 817-824. Losseff, N. (2004). Neurological rehabilitation of stroke. London: Taylor & Francis. Murphy, M.A. & Roberts-Warrior, D. (2003) A Review of Motor Performance Measures and Treatment Interventions for Patients With Stroke. Topics in Geriatric Rehabilitation, 19 (1), 3-42. Pierce, S.R. & Buxbaum, L.J. (2002). Treatment of unilateral neglect: A review. Archives of Physical Medicine & Rehabilitation, 83, 256-268. Rijntes, M. & Weiller, C. (2002). Recovery of motor and language abilities after stroke: The contribution of functional imaging. Progress in Neurobiology, 66, 109-122. Umphred, D.A. (2001). Neurological Rehabilitation (4th Ed). St. Louis: Mosby

71

Subject Code RS5202

Subject Title OT Management for Upper Extremity Participation in Neurological Conditions

Credit Value 3

Level 5


This subject is not available to students who do not hold a recognized occupational therapy professional qualification

Recommendation background knowledge: At least one year experience in working with people with hemiplegia prior to applying for this subject.

Objectives

1. understand the recovery pattern of upper extremity for people with hemiplegia;

2. understand and apply the updated assessments for upper extremity in neurological conditions;

3. understand and apply the current OT management approaches for hemiplegic upper extremity; and

4. understand the approach of Traditional Chinese Medicine (TCM) in upper extremity rehabilitation for OT


Upon completion of the subject, students will be able to: a. Understand the theory underpinning hemiplegic upper extremity

rehabilitation; b. Select and conduct common upper extremity assessments for clients with

neurological conditions; c. Appreciate and apply evidence-based practice in upper extremity

rehabilitation for clients with neurological conditions; d. Explore the approach of TCM in hemiplegic upper extremity rehabilitation


1. Neurological and functional recovery of upper extremity in people with hemiplegia

2. Critical review of upper extremity evaluation for neurological conditions 3. Current management for hemiplegic upper extremity 4. TCM in hemiplegic upper extremity rehabilitation


Seminar is mainly used to deliver essential knowledge and key information. Practical will be used for demonstration and to enhance students to learn assessment and therapy skills. Seminar presentation in a group format will facilitate students to work collaboratively in a topic. Written assignment is used to demand students to work individually and in group to integrate theory and practical in a manuscript which should be reflected from the level of rigor. Independent study is used for students to find out and self-study required materials.

72



% weighting


a b c d


2. Presentation 30

Total 100%




Seminar 12 Hrs.

Practical 27Hrs.


Independent study/ e-learning 12Hrs.

Peer group study 26Hrs.

Written assignment 33Hrs.



Chan, D., Chow, K., Leung, S., Yuen, R., Sum, C., et al. (2005). Activities of daily living training manual for stroke: Application of motor relearning approach and neuro-developmental theory. Hong Kong: Working group on stroke rehabilitation, Coordinating Committee for Occupational Therapists, Hospital Authority. Fong, K., Ng, B., Chan, D., Chan, E., Ma, D., Au, B., Chiu, V. Chang, A., Wan, K., Chan, A., & Chan, V. (2004). Development of the Hong Kong version of the Functional Test for the Hemiplegic Upper Extremity (FTHUE-HK). Hong Kong Journal of Occupational Therapy, 14, 21-19. Gillen, G., & Burkhardt, A. (2004). Stroke rehabilitation: A function-based approach (2nd Ed.). New York: Mosby. Magill, R. A. (2004). Motor learning and control: Concepts & applications (7th Ed.). The McGraw-Hill Companies, Inc. Mesulam, M. M. (2000). Principles of behavioural and cognitive neurology (2nd Ed.). NY: Oxford University Press. Trew, M., & Everett, T. (1998). Human movement (3rd Ed.). London: Churchill Livingstone. Journals: American Journal of Occupational Therapy Archives of Physical Medicine and Rehabilitation

73

Clinical Rehabilitation Developmental Medicine and Child Neurology Hong Kong Journal of Occupational Therapy Human Movement Science Journal of NeuroEngineering and Rehabilitation Journal of Rehabilitation Medicine Neurorehabilitation and Neural Repair Pediatrics Stroke

74

Subject Code RS5203

Subject Title Case management of people with developmental disabilities

Credit Value 3

Level 5


Recommended Background Knowledge: At least one year experience in working with people with developmental disabilities prior to applying for this subject.

Objectives

The overall aim of this subject is to provide self-directed learning opportunity for the student to pursue an area of study that has strong relevance to the student’s clinical work, or an area the student feel that needs more in-depth study.


Upon completion of the subject, students will be able to: a. Expand the knowledge of a particular diagnosis of developmental

disabilities; b. Consolidate the professional knowledge in the field of developmental

disabilities; c. Assess the relevance of learned materials for evidence-based clinical

practice; d. Further pursue the topic independently.


The student is required to complete one case management of an individual with a particular diagnosis of developmental disabilities that is relevant to his or her clinical practice. This subject facilitates the student to have an in-depth understanding of a particular diagnosis of developmental disabilities through case management and extensive literature review.


A self-directed learning involves the student identifying one’s goals and objectives, content of case management of an individual with a particular diagnosis of developmental disabilities and learning approach under the supervision of a faculty member as the academic mentor who is an expert in the subject area selected by the student.



% weighting


a b c d


2. Presentation 30

Total 100%

Written Report (70%) – achieve intended learning outcomes #a-d through completion of written assignment reporting on the work done with literature support.

Oral presentation (30%) - achieve intended learning outcomes #a-d through presentation of the work done.

75



Seminar 9 Hrs.

Practical 9 Hrs.

Guided study 24 Hrs.


Self-study 30 Hrs.

Assignment preparation 30 Hrs.

Presentation preparation 30 Hrs.



American Association on Mental Retardation (2002). (10th ed.). Mental retardation: Definition, classification and systems of supports. Washington, D. C.: Author.

Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. London: Jessica Kingsley.

Bach, J.R. (1999) Guide to the Evaluation and Management of Neuromuscular Disease. Hanley & Belfus.

Baroff, G. S. & Olley, J. G. (1999). (3rd ed.). Mental retardation: Nature, cause and management. Ann Arbor: Edwards Brothers.

Carmeron, D. R. (1997). Self-directed learning: Towards a comprehensive model. Adult Education Quarterly, 48(1), 18-33.

Carr, E. G., Horner, R. H., Turnbull, A. P., McLaughlin, D. M., McAtee, M. L., Smith, C. E., Ryan, K. A., Ruef, M. D., Doolabh, A. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation

Cohen, W. I., Nadel, L. & Madnick, M. E. (2002). (Eds.). Down syndrome: Visions for the 21st century. New York : Wiley-Liss.

Dormans, J. P. & Pellegrina, L. (1998). (Eds.). Caring for children with cerebral palsy: A team approach. Baltimore: Paul H. Brookes.

Holburn, S. & Vietze, P. M. (2002). (Eds). Person-centered planning: Research, practice and future direction. Baltimore: Paul H. Brookes.

Holowenko, H. (1999). Attention deficit/hyperactivity disorder: A multidisciplinary approach. London: Jessica Kingsley.

Huebner, R. A. (2001). (Ed). Autism: A sensorimotor approach to management. Gaithersburg: Aspen Publishers.

Hunter-Carsch, M. & Herrington, M. (2001). (Eds.). Dyslexia and effective learning in secondary and tertiary education. London : Whurr Publishers.

Gray, D. E. (1998). Autism and the family: Problems, prospects, and coping with the disorder. Springfield: Charles C. Thomas Publisher Ltd.

Jordon, D. R. (2002). (3rd ed.). Overcoming dyslexia in children, adolescents and adults. Austin: Pro-Ed.

Katirji, B. al et (2002) Neuromuscular disorder in clinical practice.

76

Butterworth Heinemann.

Leal, L. (1999). A family-centered approach to people with mental retardation. Washington, D. C.: American Association on Mental Retardation.

Li Eria P. Y. (2004). We have made it: Successful stories of people with Down syndrome. Hong Kong: The Hong Kong Down Syndrome Association.

Li, Eria P. Y. (2008). Ordinary miracles: Successful stories of people with disabilities. Hong Kong: Fu Hong Society.

May, D. (2000). (Ed.). Transition and change in the lives of people with intellectual disabilities. London: Jessica Kingsley Publishers.

Miller, G. & Clark, G. D. (1998). The cerebral palsies: Causes, consequences and management. Boston: Butterworth-Heinemann.

Myles, B. S. & Simpson, R. L. (2003). (2nd ed.). Asperger syndrome: A guide for parents and educators. Austin: Pro-Ed.

Orenstein, M. (2000). Smart but stuck: What every therapist needs to know about learning disabilities and imprisoned intelligence. New York: The Haworth Press.

Pentecost, D. (2000). Parenting the ADD child: Can’t do? Won’t do? London: Jessica Kingsley Publishers.

Pueschel, S. M. & Sustrova, M. (1997). (Eds.). Adolescents with Down syndrome: Toward a more fulfilling life. Baltimore: Paul H. Brookes.

Riddick, B. (1996). Living with dyslexia: The social and emotional consequences of specific learning difficulties. New York: Routledge.

Rossi, P. (1999). Case management in healthcare: A practical guide. Philadelphia: W. B. Saunders.

Selikowitz, M. (1998). Dyslexia and other learning difficulties. New York: Oxford University Press.

Stevens, S. H. (1996). The LD child and the ADHD child: Ways parents and professionals can help. NC: John E. Blair, Publisher.

77

Subject Code RS5208

Subject Title Advanced Study of the Arts and Science of Tai Chi

Credit Value 3

Level 5


Nil

Objectives

By completing this subject, students will be able to demonstrate an understanding of east-meets-west concept in rehabilitation. Students will acquire the scientific knowledge of research in this perspective, and the skills of the basic forms of Tai Chi and qigong. They can adapt the forms into applications to various patients groups with scientific basis.


Upon completion of the subject, students will be able to: a. comprehend the Eastern concept of holistic health promotion b. understand the mind-body components of oriental exercises, specifically on Tai

Chi and qigong c. understanding the balance control, cardiopulmonary, quality of life and

cognitive function due to aging, degeneration and insult d. apply the state-of-the-art instrumentation to measure balance control,

cardiopulmonary, quality of life and cognitive function and interpret the results

e. acquire the basic skill in Tai Chi and qigong and synthesize them into health promotion perspectives

f. critically review the studies on Tai Chi and qigong from a scientific and research point of view

g. able to design a research or service proposal on Tai Chi or qigong


1. Eastern concept of health promotion 2. Background and theories of oriental exercises, specifically on Tai Chi and

qigong 3. Review of physiology of balance control and cardiopulmonary function 4. Concepts and techniques in measuring balance control, cardiopulmonary

function, quality of life and cognitive function 5. Conduct experiment on measuring balance control, cardiopulmonary

function, quality of life and cognitive function 6. Practice of Tai Chi and qigong 7. Applications to rehabilitation

a. fall prevention b. stroke rehabilitation c. subjects with frailty d. subjects with visually impairment e. subjects with spinal cord injury

8. Critical reviews


In this subject, students will be introduced to holistic health promotion and east-meets-west concepts in rehabilitation through the scientific study and practice of Chinese mind-body exercises, Tai Chi and qigong. The foci of the scientific studies will be the cutting edge findings on balance control, cardio-pulmonary and quality of life perspectives, of the Tai Chi team in the Center for East-meets-West in Rehabilitation Sciences. State-of-the-art technology used to analyze the

78

effects of Tai Chi on balance control and the cardio-pulmonary system will be introduced. Students will learn and practice basic forms of Tai Chi Chuan and qigong. They will also conduct pre- and post- Tai Chi Chuan intervention investigations on their balance control, knee joint proprioception, posture and cardio-vascular performance. The findings will be presented in a seminar with reviews to related literature. Field visit to involving community centers will be arranged to provide the students with practical and logistic considerations as to how Tai Chi Chuan and qigong is applied to various patient groups.



% weighting


a b c d e f g




Total 100%

Seminar presentation of laboratory work – Students will take measurement of their physiological characteristics pre and post Tai Chi practice and present their findings related to the respective literature in a seminar. Written assignment – Students are required to write an essay to comment on how the principles of Tai Chi or qigong match with the practice and the feasibility of their applications to a specific patient group. Practical test – Students are required to perform the 24-form Tai Chi.



Seminar 21 Hrs.

Laboratory / Tutorial / Practical 21 Hrs.


Preparation of individual assignment, seminar presentation and practical test 88 Hrs.



Jones, L. J., M. Sidell, and J. Douglas. The challenge of promoting health: exploration and action. Milton Keynes: Open University, 2002.

Kandel, E. R., J. H. Schwartz, and T. M. Jessell. Principles of Neural Science. New York: McGraw-Hill, 2000.

Lan, C., S. Y. Chen, J. S. Lai, and M. K. Wong. The effect of Tai Chi on cardiorespiratory function in patients with coronary artery bypass surgery. Med. Sci. Sports Exerc. 31:634-638, 1999.

Mak, M. K., and P. L. Ng. Mediolateral sway in single-leg stance is the best discriminator of balance performance for Tai-Chi practitioners. Arch. Phys. Med.

79

Rehabil. 84:683-686, 2003.

Shumway-Cook, A., and M. Woollacott. Motor Control: Translating Research into Clinical Practice. Baltimore MD: Lippincott Williams & Wilkins, 2006.

Tsang, H. W. H., L. Cheung, and D. C. C. Lak. Qigong as a psychosocial intervention for depressed elderly with chronic physical illness. Int. J. Geriatr. Psychiatry 17:1146-1154, 2002.

Tsang, H. W. H., C. K. Mok, Y. T. AU Yeung, and S. Y. C. Chan. The effect of Qigong on general and psychosoical health of elderly with chronic physical illnesses: a randomized clinical trial. Int. J. Geriatr. Psychiatry 18:441-449, 2003.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effects of Tai Chi on joint proprioception and stability limits in elderly subjects. Med. Sci. Sports Exerc. 35:1962-1971, 2003.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effect of 4- and 8-wk intensive Tai Chi training on balance control in the elderly. Med. Sci. Sports Exerc. 36:648-657, 2004.

Tsang, W. W. N., and C. W. Y. Hui-Chan. Effects of exercise on joint sense and balance in elderly men: Tai Chi versus Golf. Med. Sci. Sports Exerc. 36:658-667, 2004.

Tsang, W. W., V. S. W. Wong, S. N. Fu, and C. W. Y. Hui-Chan. Tai Chi improves standing balance control under reduced or conflicting sensory conditions. Arch. Phys. Med. Rehabil. 85:129-137, 2004.

Tsang, W.W.N., and C. W. Y. Hui-Chan. Comparison of muscle torque, balance, and confidence in older Tai Chi and healthy adults. Med. Sci. Sports Exerc. 37:280-289, 2005. Tsang, W. W., and C. W. Y. Hui-Chan. Standing balance after vestibular stimulation in Tai Chi-practicing and nonpracticing healthy older adults. Arch. Phys. Med. Rehabil. 87:546-553, 2006.

LEUNG, E. S. F., and W. W. N. TSANG. Comparison of the kinetic characteristics of standing and sitting Tai Chi forms. Disabil. Rehabil. 30:1891-1900, 2008.

盧茜, 王蓓蓓, 李彥德, 陳穎雅, Hui-Chan C.W.Y., 曾偉男. 坐式太極訓

練可增強虛弱老人手眼協調能力. 中國康復醫學雜誌. 24(3):236-239,

2009.

Yau, M. K.-S., and T. L. Packer. Health and well-being through T'ai Chi: perceptions of older adults in Hong Kong. Leisure Studies 21:163-178, 2002.

80

Subject Code RS5210

Subject Title Contemporary issues in exercise science and exercise prescription

Credit Value 3

Level 5


Nil

Objectives

This subject aims to provide students a thorough knowledge and understanding in the current and contemporary issues in the science of exercise prescription and health promotion. Emphasis will be put on the evidence investigating the links between exercise and health, and the skills for the measurement and evaluation of health-related fitness and performance enhancement.


Upon completion of the subject, students will be able to: a. demonstrate the competence in the use of appropriate instrument to assess

physical activity and energy expenditure b. demonstrate the ability to use advanced techniques for the assessment and

interpretation of health-related fitness and sports-related fitness c. apply the learned knowledge in exercise physiology to exercise program

prescription for specified health and/or sport outcome effects. d. apply the physiological principles of exercise to individuals representing

different life stages as well as to individuals representing special populations.

e. acquire the principles of training and modification of training methods for different settings to address different needs, i.e., exercise for health promotion, for injury prevention or for performance enhancement.

f. effectively design, deliver and document group exercise programs to meet the health needs of special populations and setting e.g., exercise in the school, community and workplace settings.

g. synthesise and integrate evidence based practice in the scientific arena in sports functional training and rehabilitation.

h. critically evaluate the scientific bases of the current trends of exercise patterns in the health and fitness industries


1. Current issues in exercise and health • Exercise and health: risk or benefit and the dose response relationship • Exercise: physical fitness and health outcome measures

2. Instrumentation for assessing physical activity and physical fitness measurement • Physical activity and energy expenditure: subjective and objective

recording • Health related fitness measurement: parameters, reliability and validity • Sports related fitness measurement: parameters, reliability and validity • Recent advances in instruments: applicability and interpretation

3. Scientific bases of exercise prescription • Review of current guidelines and its scientific bases • Scientific bases of strength and conditioning training • Scientific bases of exercise for cardiovascular health and fitness

4. Scientific bases of exercise prescription for the special population • Exercises and weight control

81

• Exercises for the female population • Physiological changes in aging and its implication for exercise • Exercises for Type II DM • Exercises in cardiac rehabilitation

5. Exercise and health promotion in various setting • Exercise in the school • Exercise in the community • Exercise at the workplace

6. Evidence based practice in sports functional training and rehabilitation 7. Evaluation of current trends of exercise patterns in the health and fitness

industries (e.g. Yoga, Pilates)





% weighting


a b c d e f g h

1. Lab report 30

2. Exercise Training log book

30

3. Seminar presentation and written assignment

40

Total 100%

Laboratory report – the laboratory report tested the students’ knowledge in the understanding of the commonly performed exercise physiology tests for the evaluation of an individual aerobic and anaerobic fitness. Students are required to perform the tests in a reliable and valid manner, and interpret the findings with appropriate literature support.

Exercise log book - students acquire and consolidate their knowledge in exercise science and exercise prescription through learning by participation. Students decide their own exercise training schedule and adhere to their training schedule for 6 weeks to evaluate on the effectiveness of the training program that they have planned. This learning-through-participation approach allows in-depth learning and aims to develop an active and healthy life style.

Seminar presentation and written assignment - This assessment aims to provide an opportunity for students to independently review a particular topic related to exercise science and exercise prescription, to critically review and analyze the information in the literature, and present and express that in an organized manner. The written aims to provide an opportunity for students to present and provide evidence in their review topic in a well structured and succinct manner.

82



Tutorials 18 Hrs.

Seminar 12 Hrs.

Laboratory 12 Hrs.







Baechle TR. Earle RW (2000) Essentials of strength training and conditioning / National Strength and Conditioning Association. 2nd edition, Champaign, Ill. : Human Kinetics Griffin JC. (2006). Client-centered exercise prescription. Champaign IL, Human Kinetics. McArdle WD. Katch FI. Katch VL (2007) Exercise physiology : energy, nutrition, and human performance 6th edition, Philadelphia : Lippincott Williams & Wilkins. Swain DP. Brian CL (2007) Exercise prescription : a case study approach to the ACSM guidelines. 2nd edition, Champaign, IL. Human Kinetics Whaley MH. (2005) ACSM’s Guidelines for exercise testing and prescription 7th edition, Lippincott Williams & Wilkins Relevant texts and articles from relevant sources.

83

Subject Code RS5212

Subject Title Advanced Occupational therapy practice in Hand Rehabilitation

Credit Value 3

Level 5


Students enrolling in this subject should possess a professional degree in occupational therapy

Objectives

1. To advance on students’ knowledge and practical techniques in management of different types of hand dysfunction ranging from developmental, musculoskeletal and neurological conditions.

2. To critically analyse the needs of patients with different hand conditions and to provide a comprehensive OT intervention programme to improve the overall function


Upon completion of the subject, students will be able to: a. Demonstrate an understanding of the development of hand function from

child birth to adulthood. b. Demonstrate a deep understanding of management of various types of

hand dysfunction ranging from developmental, musculoskeletal and neurological conditions.

c. Develop an evidence based approach in the solution of clinical problems of the hand dysfunction,, and to formulate & implement OT management; and

d. Demonstrate an understanding of OT management to common hand dysfunction in HK and Asian region.


1. Updates on musculoskeletal science and pathology related to hand dysfunction • Acute trauma (hand, burns, fractures, amputations) • Chronic conditions (chronic pain syndrome, stiffness and contracture) • Neurological conditions (stroke hand, quadriplegic hand, CP hand) • Work Related Musculoskeletal Disorders (tennis elbow, carpal tunnel

syndrome) • Special consideration to people with special needs & geriatrics

2. Evidence based practice of various OT modalities used in hand

rehabilitation • Splinting • Pressure therapy • Remedial training • Assistive device and technology in advancing ADL and work practice

3. Innovation and current practice in hand rehabilitation

• Clinical evaluation of the hand • Advanced splinting/ pressure therapy • Pain management • Functional assessment and intervention • Hand function training and mobilisation

84


Lectures by local experts on the advanced management in hand evaluation and therapy

Practical training sessions on clinical advancement in different hand conditions

Interactive lectures by international experts in different countries and regions (via teleconferencing).

Small group discussions and presentations by students on specific topic

Individual project on special topic – written report and seminar presentation.

E-case studies to enhance holistic management of different hand conditions



% weighting


a b c d

1. Practical assessment 40

2. Case review and presentation

30

3. Individual report 30

Total 100%




Lecture 6 Hrs.

Tutorial 6 Hrs.

Practical 30 Hrs.


Self practice and clinical practical experiences 30 Hrs.

Group discussion/ case presentation 30 Hrs.

E-case learning 30 Hrs.



Textbook: Skirven, T.M., Osterman, A.L., Fedorczyk, J.M. & Amadio, P.C. (2011). Rehabilitation of the hand and upper extremity, Volume I and II. (6th Ed.). St. Louis: Mosby. Fess, E..E., Gettle, K..S., Philips, C.A. & Janson, J.R. (2005). Hand and upper extremity splinting: principles and methods. St. Louis: Mosby. References

85

Cooper, C. (2007). Fundamentals of Hand Therapy: Clinical reasoning and treatment guidelines for common diagnoses of the upper extremity. St. Louis: Mosby. Henderson, A. & Pehoski, C. (2006). Hand Function in the child: Foundations for remediation. (2nd Ed.). St. Louis: Mosby. Hunter, J.M., Mackin, E.J. & Callahan, A.D. (2010). Rehabilitation of the hand: Surgery and therapy. (6th Ed.). St. Louis: Mosby. Recommended journals: -Journal of Hand Therapy -Journal of Hand Surgery -Journal of Plastic and Reconstructive Surgery -Research in Developmental Disabilities

86

Subject Code RS5213

Subject Title Advanced Physiotherapy Practice in Neuro-rehabilitation I

Credit Value 3

Level 5


Exclusions: This subject is not available to students who do not hold a recognized professional qualification in physiotherapy. Recommended background knowledge: One year of clinical experience in physiotherapy management of neurological patient.

Objectives This subject is designed to advance the level of competence and clinical skills in neuro-rehabilitation for practising physiotherapists.


Upon completion of the subject, students will be able to: a) Update the advance knowledge of medical and surgical management of

neurological patients b) Extend the related theoretical and scientific knowledge into developing a higher

level of expertise in clinical evaluation and management of patients c) Critically apply analytical approach and clinical reasoning in clinical practice d) Apply evidence-based advanced clinical skills in the management of people with

neurological disorders e) Evaluate clinical problems and critically apply relevant outcome measures to

assess physiological functions, activities, participation and quality of life. f) Advance the knowledge and application of physiotherapy practice in primary care

and disease prevention


1. Updated knowledge in medical / neurosurgical management in people with neurological disorders

2. Applications of motor control and motor learning theories in neuro-rehabilitation 3. Evaluation and clinical reasoning of neurological problems 4. Evidence-based treatment approaches in enhancing physiological functions ie.

muscle tone, muscle strength, balance, coordination etc 5. Evidence-based treatment approaches in promoting functional independence and

participations 6. Practice and critique outcome measures in assessing physiological functions,

activities, participation and quality of life. 7. Health promotion and disease prevention, community rehabilitation for healthy and

people with neurological disorders.


Lectures will cover updated knowledge in medical/neurosurgerical management as well as motor-learning theories in neuro-rehabilitation. In seminars and tutorials sessions, students will discuss clinical reasoning, appraise evidence-based practice, and outcome measures. In practical classes, students will apply their theory and knowledge into clinical practice.

87



% weighting


a b c d e f




Total 100%

Seminar presentation: This assessment aims to evaluate students’ ability to integrate their theory and practical skills in the area of neuro-rehabilitation, including primary health and disease prevention.

Written assignment: This assessment aims to critically select relevant journal article and appraise evidence-based physiotherapy

Practical test: This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment choice and skills in managing simulated patients with common neurological problems.




Practical 27 Hrs.


Self-study 40 Hrs.

Course works (seminar and written assignment study preparation) 30 Hrs.



Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd ed. Hong Kong: Springer. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Gjelsvik BEB. (2008) The Bobath Concept in Adult Neurology. New York: Thieme. Raine S, Meadows L, Lynch-Ellerington M. (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. 1st ed. UK:Wiley-Blackwell Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and Wilkins. Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed. Edinburgh: Elsevier. Relevant research articles

88

Subject Code RS5214

Subject Title Advanced Physiotherapy Practice in Neuro-rehabilitation II

Credit Value 3

Level 5


Pre-requisite/Co-requisite: RS5213 Advanced Physiotherapy Practice in Neuro-rehabilitation I Exclusions: This subject is not available to students who do not hold a recognized professional qualification in physiotherapy. Recommended background knowledge: One year of clinical experience in physiotherapy management of neurological patient.

Objectives This subject is designed to advance the level of competence in neurologic physiotherapy within clinical and community settings


Upon completion of the subject, students will be able to: a) Critically apply the knowledge and clinical skills gained during the course within

clinical and community settings b) Develop competence in clinical reasoning and problem solving in evaluation of

neurologically impaired patients c) Apply scientific knowledge and evidence-based advanced clinical skills in selection

and application of effective treatment protocols for a variety of complex clinical problems

d) Develop competence in design and implementation of health promotion and disease prevention programs

e) Critically apply relevant outcome measures to assess physiological functions, activities, participation and quality of life

f) Apply reflection and self critique as a model for life-long self development and optimal management of neurologically impaired patients


1. Applications of motor control and motor learning theories in neuro-rehabilitation within clinical environment and community settings

2. Evaluation and clinical reasoning of neurological problems 3. Evidence-based treatment interventions in enhancing physiological functions and

functional independence within a clinical environment e.g. balance clinic, stroke clinic, movement disorders clinic

4. Practice and critique outcome measures in assessing physiological functions, activities, participation and quality of life.

5. Health promotion and disease prevention, community rehabilitation for healthy and people with neurological disorders.


In seminars and tutorials sessions, students will discuss clinical reasoning, appraise evidence-based practice, and outcome measures for managing patients with complex neurologic problems. In practical classes, students will apply their theory and knowledge into neuro-rehabilitation within clinical environment and community setting.

89



% weighting


a b c d e f

1. Clinical reasoning reports 30

2. Case study 40


Total 100%

Clinical reasoning reports: This assessment aims to evaluate students’ ability to apply the clinical reasoning process into solving the clinical problems.

Case study: This assessment aims to evaluate whether students are able to integrate their theory and practical skills into management of patients with complex neurological problems

Practical test: This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment choice and skills in managing patients with complex neurological problems.




Practical 30 Hrs.


Self-study 40 Hrs.

Course works (clinical reasoning reports and case study preparation) 30 Hrs.



Alder SS, Beckers D, Buck M (2000) PNF in practice: An illustrated Guide. 2nd ed. Hong Kong: Springer. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Gjelsvik BEB. (2008) The Bobath Concept in Adult Neurology. New York: Thieme. Raine S, Meadows L, Lynch-Ellerington M. (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. 1st ed. UK:Wiley-Blackwell Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and Wilkins. Stokes M. (2006) Physical Management in Neurological Rehabilitation. 1st ed. Edinburgh: Elsevier. Relevant research articles

90

Subject Code RS5215

Subject Title Diagnostic methods and outcome measures for neurological dysfunctions

Credit Value 3

Level 5


Exclusions: This subject is not available to students who do not hold a recognized professional qualification in physiotherapy. Recommended background knowledge: One year of clinical experience in physiotherapy management of neurological patient.

Objectives This subject is designed to deepen students’ understanding of the application of clinical investigations and outcome measures pertaining to neurologic patients.


Upon completion of the subject, students will be able to: a) Integrate the knowledge of principles and application of neuro-imaging and

common electrophysiological investigations in evaluating functions of the nervous system.

b) Critically analyze and compare validated measurement tools in documenting neuro-physiological functions, performance in activity, and level of participation.

c) Demonstrate appropriate selection and application of evaluation tools in the examination of neurologically impaired patients, and in screening of neurological dysfunctions.


1. Imaging and electrophysiological investigations in hospital: CT scan, MRI, electroencephalography, evoked potential, transcranial Doppler ultrasound, carotid duplex ultrasound etc.

2. Electrophysiological investigations in the understanding of mechanisms underlying neuro-rehabilitation: EMG, motor threshold, input-output recruitment curve, H-reflex, etc.

3. Instrument-based measurement tools: balance master, VICON motion analysis system, force plate, etc.

4. Validated measurement scales on neurological impairments affecting physical, cognitive and psychological functions, performance in activities of daily living, instrumental activities of daily living, level of participation, quality of life, etc.

5. Principles, accuracy, reliability and validity of outcome measures 6. Selection and application of relevant outcome measures in the prevention and

treatment of neurological conditions


Lectures will cover updated knowledge in diagnostic techniques and outcome measures used in neuro-rehabilitation. In seminars and tutorials sessions, students will critically discuss, compare and contrast different diagnostic tools and outcome measures in documenting neuro-physiological functions, performance in activity, and level of participation. Students will work in groups during laboratory to apply selected measurement tools in evaluating healthy human subjects or patients with neurological problems.

91



% weighting


a b c

1.Seminar presentation 40


Total 100%

Seminar presentation: This assessment aims to evaluate students’ ability to critically appraise scientific evidence on application of validated evaluation tools in neuro-rehabilitation.

Written assignment: This assessment aims to evaluate whether students are able to select and apply measurement tools in assessing patients with neurological problems.



Seminars/Tutorials 24 Hrs.

Laboratory 18 Hrs.


Self-study 40 Hrs.

Course works (seminar preparation) 50 Hrs.



Carr J, Shepherd R. (1998) Neurological Rehabilitation: Optimizing Motor Performance. Ist ed. Oxford: Butterworth-Heinemann. Edward S (2002). Neurological Physiotherapy - A Problem Solving Approach. 2nd ed. Edinburgh: Churchill Livingstone. Finch E, Brooks D, Stratford PW, Mayo NE (2002) Physical Rehabilitation Outcome Measures. 2nd ed. Toronto: Lippincott Williams and Wilkins. Shumway-Cook, A. and Woollacott, M. (2007) Motor Control : Translating Research into Clinical Practice. 3rd ed. Philadelphia: Lippincott Williams and Wilkins. Relevant research articles

92

Subject Code RS5216

Subject Title Musculoskeletal injury and repair

Credit Value 3

Level 5

Pre-requisite Foundation knowledge of musculoskeletal physiotherapy equivalent to the level of a recognized physiotherapy undergraduate programme.

Objectives

This course focuses on the biomechanical and physiological theories of injuries of the musculoskeletal system and the basic sciences of tissue repair. Upon completion of this subject, students should have a holistic understanding of the aetiology of common musculoskeletal problems and how the body’s natural repair process functions in response to injuries and how physiotherapy augments tissue healing.


1. To understand the physiological and biomechanical bases of the musculoskeletal system with normal functioning and injuries.

2. To apply the principles in biomechanics and physiology in the clinical context for physical diagnosis and treatment of musculoskeletal problems.

3. To critically appraise literature so as to develop an evidence-based approach in the management of musculoskeletal problems.

4. To develop effective written and spoken communications on the science of musculoskeletal injuries.


1. Structural and functional properties of bones and other soft connective tissues. 2. Clinical biomechanics of the spine and peripheral joints. 3. Anatomy and physiology of nociception, pain modulation, nociceptive therapy,

compression injury of the nervous tissue. 4. Therapeutic effects of passive and active exercises. 5. Musculoskeletal trauma - the anatomical and physiological bases of fracture and

dislocations, and soft tissue injuries. 6. The physiological basis of the changes in the musculoskeletal system with

overuse and disuse.


This subject will adopt a mix mode of didactic lectures, laboratories and student seminars. The lectures will be delivered by different faculty members who are experts in the subject areas and the students will need to conduct an in-depth literature review on a relevant topic and presenting it in a seminar series.



% weighting


1 2 3 4

1. Laboratory report 30

2. Literature review 40


Total 100%

93





Laboratory/Practical 6 Hrs.


Self-study 72 Hrs.

Preparation of assignment/report 18 Hrs.



Physical Therapies in Sport and Exercise, 2nd Edition, edited by Kolt GS, Synder-Mackler L. Churchill Livingstone, Edinburgh, 2007.

Other related articles on the specific topics.

94

Subject Code RS5217

Subject Title Issues in Children with Developmental Disabilities

Credit Value 3

Level 5


Exclusion: RS507 Developmental Issues in Children With and Without Disabilities

Objectives Understanding issues of the multiple factors influencing a child’s development and using available evidences to improve clinical practice.


Upon completion of the subject, students will be able to: a. Analyse theories of human development and discuss the implications of

various factors affecting human development including in utero related problems.

b. Apply theories and principles of growth and development in the areas of motor, sensory, perceptual, psychosocial, cognitive and communication functions to selected populations.

c. Analyse the importance of inter-relationships among the different areas of development.

d. Identify and analyse problems/deviations in the different areas of development.

e. Interpret selected standardised and non-standardised developmental screening procedures for children with developmental disabilities.

f. Discuss the needs of children with disabilities and the impact on their families.

g. Provide a solution for addressing a selected identified need of the child. h. Apply principles of learning and motor learning to children with and

without developmental disabilities i. Critically evaluate local and international service models for children with

developmental disabilities and their families.


1. Neuroanatomy and neurophysiology as related to child development 2. The process and theories of child development 3. The inter-relationships of various aspects of growth and development of the

child and adolescent. 4. Factors affecting growth and development at various stages of fetal, child

and adolescent development e.g. - genetics - pathophysiological process - environmental conditions - cultural values (including play opportunities)

5. Principles of early intervention for children and their families 6. The needs of children with developmental disabilities and their families 7. Selected standardised and non-standardised developmental screening

procedures for children 8. Motor, sensory, perceptual, psychosocial, cognitive and communication

problems of children with developmental disabilities 9. Local and international service models e.g. educational and health care

services.

95


An interactive teaching and learning approach will be used including forums, on-line teaching, lecture, seminar and case discussion. Speakers of respective field will be invited to illustrate and lead discussion on latest issues in e.g. neonatologist, experts in diagnosing child’s problem, audiologist, speech therapist, physiotherapist, occupational therapists, social workers, educational psychologists, teachers in special school and mainstream education etc Students will be lead to develop topics for in-depth critique on one particular issues of child development that is of relevancy to their areas of work.



% weighting


a b c d e f g h i

1. Fieldwork & Group presentation

35

2. Written assignment

65

Total 100%

Fieldwork and Group Presentation - require students to have in-depth study through field visit and presentation on a topic recommended by Faculty or chosen by herself/ himself to further his/her understanding on the developmental issues of a child with a specific condition (e.g. child with autistic syndrome disorder), in terms of the well-beings for children with various cognitive, physical, social-emotional issues.

Individual assignment - based on field work experience, group discussion and presentation and feedback of the presentation, students are required to submit a written report that summarize and reflect on the theory-field experience on the issues affecting overall growth and development of the children, to critique on the service available locally as compare to that in oversea, as well as to reflect on the role of different health care disciplines/educator to support development of better service for the chosen child population.


Class contact: (42 Hrs).

Seminars/Tutorial 34 Hrs.

Field visit 4 Hrs.

Guided Study 4 Hrs.


Self-study 50 Hrs.

Seminar presentation & report preparation 20 Hrs.


96


Bee H (2009). The Developing Child (12th ed). USA: Addison Wesley. Capute AJ & Accardo PJ (2007). Developmental Disabilities in Infancy and Children: Neurodevelpmental diagnosis and treatment (volume 1). (3rd ed). Baltimore; London: PH Brookes Publishing Co.. Case-Smith J (2009). Occupational Therapy for children. (6th ed.). St. Louis: Mosby. Campbell SK, Vander Linden DW & Palisano RJ (2005). Physical Therapy for Children (3rd ed.). Philadelphia, WB Saunders. Erhardt RP (1999). Developmental hand dysfunction. (2nd ed.). Tucson, AZ: therapy Skill Builders. Haywood KM & Getchell N (2008). Life span motor development. (5th ed.). Champaign, IL: Human Kinetics. Long TM & Cintas HM (2001). Handbook of pediatric physical therapy. (2nd ed) Baltimore: Williams & Wilkins. McEwen IR (1995). Occupational and physical therapy in educational environments. New York : Harworth. Mercer J (1998). Infant development: a multidisciplinary introduction. California: Brooks/Cole; International Thomson. Kurtz LA (2007). Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities: A Guide to Improving Coordination, Jessica Kingsley Publication. Missiuna C (2001). Children With Developmental Coordination Disorder: Strategies for Success. Routledge. C W Chan et al. (eds.).Manual of Child Neurology (1999). The Hong Kong Society of Child Neurology & Developmental Paediatrics. Icon Media Co.: Authors. Mak Rose HL, Lam Catherine CC, Ho Cherri CY, Wong May MY (ed). (2006). A Premier in Common Developmental Disabilities: experience at Child Assessment Service, Hong Kong. Child Assessment Service, Department of Health, Hong Kong Special Administrative Region Government Whitmore K, Hart H & Willems G (1999). A neurodevelopmental approach to specific learning disorders. London: Mac Keith Press.

97

Subject Code RS5218

Subject Title Principles of case management in rehabilitation

Credit Value 3

Level 5


Nil

Objectives To integrate scientific knowledge and research evidence into case management.


Upon satisfactory completion of this subject, the student will be able to: a. Provide case management to persons with disabilities and developmental

disabilities; b. Apply the empowerment model and rehabilitation counselling practice and

intervention for people with disabilities and developmental disabilities; c. Design, implement and co-ordinate socially inclusive, community based

rehabilitation programmes to enhance or maintain service users’ community participation;

d. Apply and evaluate the case management process at the individual, family, agency and system levels.


Case management Empowerment model to encourage service users to make decisions and to meet

with the challenges in day-to-day working life Case management process and roles of a case manager: facilitator, advocate and

team leader Case management skills: situational assessment, client-centered planning,

implementation of socially inclusive, community based vocational rehabilitation services and evidence based review

Service co-ordination Planning for vocational rehabilitation services Vocational rehabilitation service linkage and quality assurance Community resources and services for a variety of populations


Lectures and seminars to introduce the course and the theoretical background of case management therapy (Outcome a-d).

Seminar, self-study and preparation work to design, apply and evaluate case management process (Outcome c-d)

98



% weighting


a b c d


2. Presentation 30

Total 100%



Seminar 42 Hrs.


Self-study 30 Hrs.

Tutorial/Seminar preparation 30 Hrs.

Assignment preparation 30 Hrs.



Chan, F., Cardoso, E., & Chronister, J. (2009). Understanding psychosocial adjustment to chronic illness and disability: A handbook for evidence-based rehabilitation practitioners. New York: Springer. Chan, F., Leahy, M., & Saunders, J. (2005). Case management for rehabilitation health professionals (Volume 2): Advanced practice. Osage Beach, MO: Aspen Professional Services. Frank, R., & Elliott, T. (2002). Handbook of rehabilitation psychology. Washington, DC: American Psychological Association. Fuhrer, M.J. (1997). Assessing medical rehabilitation practices: The promise of outcome research. Baltimore: Paul H. Brookes. Livneh, H., & Antonak, R.F. (1997). Psychosocial adaptation to chronic illness and disability. Gaithersburg, MD: Aspen. Smart, J. (2002). Disability, society, and the individual. Austin, TX: Pro-ED.

99

Subject Code RS5219

Subject Title Theories and Practices of Play therapy

Credit Value 3

Level 5


Nil

Objectives To learn about the fundamentals in the theory and practice of play therapy


Upon completion of the subject, students will be able to: a. Compare and contrast various theories of personality in healthy development and

their specific therapeutic focus in psychopathology across the developmental span;

b. Critique theoretical constructs and relevance of various personality theories to the practice of play therapy;

c. Appraise research findings on the effectiveness of play therapy in treating people with developmental difficulties according to personality theories;

d. Master basic skills and techniques of child-centred play therapy; and e. Practice play therapy with adherence to ethical principles.


Theories of play therapy Humanistic client-centered personality theory Psychoanalytic personality theory Jungian analytical psychology personality theory Cognitive-behavioral personality theory Comparative practice of play therapy Child-centered play therapy Psychoanalytic play therapy Jungian play therapy Cognitive-behavioral play therapy Therapeutic powers of play across developmental span Preschoolers School children Adolescents and adults Techniques and skills in child-centered play therapy Empathy and reflection in play therapy session Practice and group evaluation of individual play therapy sessions Ethical practice of play therapy


Lectures to introduce the course and the theoretical background of play therapy (Outcome a).

Weekly online activities including guiding questions for weekly reading and quiz to check understanding regarding theoretical constructs, research evidence, and play therapy application to developmental issues across lifespan (Outcome a-c).

Use of e-learning platform to facilitate discussion between students and subject leader, and among students in between seminar time to prepare students for seminar

100

work (Outcome b-c).

Three seminars to focus on the comparison of play therapy theories and their clinical application across developmental span discussion of theories through student group presentation and face-to-face discussion. (Outcome a-b)

One seminar to review on techniques and ethical practice of child-centered play therapy through discussion of students’ practical work. (Outcome d-e)

Practical in the form of an intensive weekend workshop to teach and practice hand-on skills in child-centered therapy. (Outcome d-e)



% weighting


a b c d e

1. Seminar work 30

2. Online interactive activities and quiz

30

3. Integrative written assignment

40

Total 100%

1. Seminar work: include student group presentation and student participation in discussion for three seminars on the comparison of play therapy theories and their clinical application across developmental span discussion of theories.

2. Online interactive activities and quiz to check understanding regarding theoretical constructs, research evidence, and play therapy application to developmental issues across lifespan

3. Integrative written assignment: a choice between writing a) literature review on the effectiveness of one to two theoretical approach(es) in play therapy on treating a developmental issue; or b) a reflective journal on the practice of a video-taped child-centered play therapy session.



Lecture 6 Hrs.

Seminar 12 Hrs.

Practical 13 Hrs.

e-learning and online interactive activities 16 Hrs.


Independent study and seminar preparation 60 Hrs

Assignment 15 Hrs

Total student study effort 122 Hrs

101


Textbook O’Connor, K. J., & L. D. Braverman (Eds.) (2009). Play therapy theory and practice: comparing theories and techniques. 2nd Ed. Hoboken, N.J.: John Wiley & Sons. References Frost, J. L., Wortham, S. C., & Reifel, S. (Eds.) (2008). Play and child development. 3rd Ed. N.J.: Prentice-Hall. Hergenhahn, B.R. & Olson, M. H. (2007). An introduction to theories of personality. 7th Ed. Upper Saddle River, N.J.: Pearson/Prentice-Hall. McMahon, L. (1992). The handbook of play therapy. New York: Routledge. Pellegrini, A. D. (2009). The role of play in human development. New York: Oxford University Press. Schaefer, C. E. (Ed.) (1993). The therapeutic powers of play. N.J.: Jason Aronson. Schaefer, C. E., & Kaduson, H. G. (Eds.) (2006). Contemporary play therapy: theory, research, and practice. New York: Guilford Press. Solnit D. J, & Neubauer, P. B. (Eds.) (1993). The many meanings of play: a psychoanalytic perspective. New Haven: Yale University Press. West, J. (1996). Child-centered play therapy. 2nd Ed. London: Edward Arnold.

102

Subject Code RS5220

Subject Title Advanced Manipulative Physiotherapy Practice I

Credit Value 3

Level 5


Pre-requisite: RS555 Advanced Principle and Practice of Manipulative Physiotherapy (Lower Quarter) RS556 Advanced Principle and Practice of Manipulative Physiotherapy (Upper Quarter)

Objectives

To provide supervised clinical practice for students to integrate and utilize the principles and skills in the diagnosis and manipulative treatment that they have learned in classrooms and apply them in real life situations and environments.

Upon completion of this subject, students should be able to demonstrate the level of proficiency, confidence and independence in the safety use of manipulative physiotherapy expected of a graduate in the field and to critically evaluate the management methods and to work in the framework of evidence-based approach.


Upon completion of the subject, students will be able to: a. Promote effective communication between patient and therapist, and with medical

professionals and other health care providers. Perform a robust physical examination assess functional and pain behaviors of a patient with neuro-musculoskeletal disorder, in a safety manner.

b. Generate a physical diagnosis from data collected from the physical examination, plan a treatment strategy in response to the physical diagnosis, Evaluate the effectiveness of the treatment and modify the treatment plan in relation to response observed

c. Reflect competency and confidence in the application of passive mobilisation and manipulative techniques, and other physiotherapeutic skills, in a safe and efficient manner,

d. Appreciate ethical issues in risk management under clinical situations, e. Integrate the practice of manipulative therapy in the overall management plan within

the health care teams.


As this module is the extension of material covered in other modules, i.e. “Physical Diagnosis of Neuro-musculoskeletal Disorders”, “Advanced Principle and Practice of Manipulative Physiotherapy (Lower Quarter)” and “Advanced Principle and Practice of Manipulative Physiotherapy (Upper Quarter)”, the syllabus is based on the application of principles and techniques in clinical situations.


Clinical practice under close supervision. Progress of each student will be monitored throughout the subject. Seminars and case presentations in tutorial groups are subject requirements. Regular discussions and feedback, both formal (at mid-block and at the end) and informal, are given to students. Strength and weakness are identified.

103



% weighting


a b c d e

1. Continuous assessment 10

2. Clinical reasoning case report

20

3. End of term clinical assessment **

70

Total 100%

Continuous assessment: This serves to assess student’s continuous progress, learning attitude and patient care in the clinical placement.

Clinical Reasoning case report: This assessment aims to assess students’ understanding of theory, pathology, and management of people with musculoskeletal dysfunctions. End of term clinical assessment: This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment choice and skills in managing patients with musculoskeletal dysfunctions.



Clinical 84 Hrs.


Case reporting writing 20 Hrs.

Reading/Self-study 20 Hrs.



Donatelli R. (2004). Physical therapy of the shoulder. 4th ed., Churchill Livingstone, New York. Edward, B. C. (1999). Manual of combined movements : their use in the examination and treatment of musculoskeletal vertebral column disorders. 2nd ed., Butterworth-Heineman, Oxford. Grieve, G. P. (1991). Mobilisation of the spine : a primary handbook of clinical method. 5th ed., Churchill Livngstone, Edinburgh. Higgs J. (2008). Clinical reasoning in the health professions. 3rded., Elsevier Health Sciences. Maitland, G. D., Hengeveld E., Banks K. and English K. (2005). Maitland’s vertebral manipulation. 7th ed., Elsevier Butterworth-Heinemann. Maitland, G. D. (1992). Neuro-musculo-skeletal examination and recording guide. 5th

104

ed., Lauderdale Press, Glen Osmond. Richardson C., Jull G., Hodges P. and Hides J. (1999). Therapeutic exercise for spinal segmental stabilization on low back pain : scientific basis and clinical approach. Churchill Livingstone, New York. Watkin R.G. (1996). The spine in sports. Mosby, St. Louis. Other relevant text and articles from reference sources.

105

Subject Code RS5221

Subject Title Advanced Manipulative Physiotherapy Practice II

Credit Value 3

Level 5


Advanced Manipulative Physiotherapy Practice I

Objectives

This is a continuation of Advanced Manipulative Physiotherapy Practice I to provide supervised clinical practice for students to integrate and utilize the principles and skills in the diagnosis and manipulative treatment that they have learned in classrooms and apply them in real life situations and environments.

Upon completion of this subject, students should be able to demonstrate the level of proficiency, confidence and independence in the safety use of manipulative physiotherapy expected of a graduate in the field and to critically evaluate the management methods and to work in the framework of evidence-based approach.


Upon completion of the subject, students will be able to: a. Reflect the level of proficiency, confidence and independence in the safety use of

manipulative physiotherapy expected of a graduate in the field b. Promote effective communication between patients and therapists, and with other

medical professionals and health care providers c. Advise patients and consult with other medical and health care providers on goals,

prognosis and expectations of manipulative physiotherapy d. Syntheses and utilise information through the physical diagnostic process so as to

design and redesign preventive and post-treatment management strategy according to the observed clinical manifestations and ergonomic principle

e. Disseminate the clinical reasoning principle, effectiveness and limitations of manipulative physiotherapy to peer therapists and other health care providers


As this module is the extension of material covered in other modules, i.e. "Physical Diagnosis of Neuro-musculoskeletal Disorders", "Advanced Principle and Practice of Manipulative Physiotherapy (Lower Quarter)", "Advanced Principle and Practice of Manipulative Physiotherapy (Upper Quarter)" and "Advance Manipulative Physiotherapy Practice I”, the syllabus is based on the application of principles and techniques in clinical situations.


Clinical practice under close supervision. Progress of each student will be monitored throughout the subject. Seminars and case presentations in tutorial groups are subject requirements. Regular discussions and feedback, both formal (at mid-block and at the end) and informal, are given to students. Strength and weakness are identified.

106



% weighting


a b c d e

1. Continuous assessment 10

2. Clinical reasoning case report

20

3. End of term clinical assessment **

70

Total 100%

Continuous assessment: This serves to assess student’s continuous progress, learning attitude and patient care in the clinical placement. Clinical Reasoning case report: This assessment aims to assess students’ understanding of theory, pathology, and management of people with musculoskeletal dysfunctions. End of term clinical assessment: This assessment aims to evaluate students’ clinical reasoning, selection of evaluation and treatment choice and skills in managing patients with musculoskeletal dysfunctions.



Clinical 84 Hrs.


Case reporting writing 20 Hrs.

Reading/Self-study 20 Hrs.



Borenstein D.G., Wiesel S.W. and Boden S.D. (1995). Low Back Pain : Medical Diagnosis and comprehensive Management, 2nd ed., W.B. Saunders Company, Philadelphia. Edward, B. C. (1999). Manual of combined movements : their use in the examination and treatment of musculoskeletal vertebral column disorders. 2nd ed., Butterworth-Heineman, Oxford. Frymoyer J.W. (1997). The adult spine : principles and practice. 2nd ed., Lippincott-Raven, Philadelphia. Goodman C.C. and Fuller K.S.. (2009). Pathology: implications for the physical therapist. 3rd ed., Elsevier - Health Sciences Division. Grieve, G. P. (1991). Mobilisation of the spine : a primary handbook of clinical method. 5th ed., Churchill Livngstone, Edinburgh. Higgs J. (2008). Clinical reasoning in the health professions. 3rd ed., Elsevier Health Sciences

107

Magee, D.J. (2008). Orthopedic Physical Assessment, 5th ed., Elsevier Health Sciences. Maitland, G. D., Hengeveld E., Banks K. and English K. (2005). Maitland’s vertebral manipulation. 7th ed., Elsevier Butterworth-Heinemann. Maitland, G. D. (1992). Neuro- musculo-skeletal examination and recording guide. 5th ed., Lauderdale Press, Glen Osmond. Wittink H. and Michel T.H. (2002). Chronic pain management for physical therapists. 2nd ed., Butterworth-Heineman, Boston. Other relevant text and articles from reference sources.

108

Subject Code RS5223

Subject Title Community occupational therapy: theory, research and practice

Credit Value 3

Level 5


Exclusion: Students who do not hold a recognized qualification in occupational therapy

Objectives

The course aims to develop the professional skills and competencies in advancing community occupational therapy. In this course, community OT practice is defined as OT services provided at the place where clients live, study, work, or engage in leisure activities.


Upon completion of the subject, students will be able to: a. Develop a critical stance towards the theory, evidence and practice of

community OT b. Master the skills to analyze the complexity and ambiguity in community

practice c. Develop the competencies in advancing community OT


1. Core concepts of occupation-based theories in community practice: client centred practice, meaningful occupation, person-environment fit, and enabling occupation.

2. Theoretical concepts in health promotion, chronic disease self management, community rehabilitation, psychiatric rehabilitation and recovery model.

3. Public policy, demographics, and societal needs

4. Critical review of various practice contexts: client’s home, nursing home, school, work place, community and resource centres, wellness centres, supported employment, social enterprises, half-way house, and emerging practice.

5. Management and administration: supervision of support personnel, financial management, program evaluation, funding application, and promotion of service.

6. Community of practice: collaborative strategies for professional development and life-long learning


Students will be provided with the resources and opportunities to develop professional competency to advance community practice. Specifically they will

Question, investigate and analyze current practice

Analyze contrasting studies and identify patterns and differences between the studies

Design or redesign a practice by linking theory and evidence to practice

Critique and evaluate designs proposed by peers

Write a proposal of a new service or an evaluation plan of an existing service

Take part in collaborative discussion to develop a community of practice

109



% weighting


a b c d e

1. Critical review (group work)

20%

2. Online discussion 20%

3. Service proposal or evaluation plan

60%

Total 100 %


1. Critical Review: Students will work in small groups and submit a critical review of published services or studies of a selected area of practice. The students will analyze the theoretical concepts, evidence, and relevance to local practice. The students will be graded based on the understanding of the theoretical concepts and the critical reasoning of the review.

2. Service proposal or evaluation plan: Each student will write a proposal of a new service or an evaluation plan of an existing service of a selected area of practice. Students can either select a service in their work or identify a local service willing to take part in the proposal or evaluation activity. The students will be evaluated based on the theoretical underpinning, evidence to support practice, justification of the needs, and coherence between the goals and action plans.

3. Online discussion: Students will be involved in online discussions throughout the course. They will present the preliminary ideas of the proposal or evaluation plan. Each student will provide feedback to their peers to improve the work. They will give peer grading and feedback on the final proposal or evaluation plan. The online discussion will be graded based on the clarity of the ideas, ability to provide constructive feedback, and participation in the community of practice.



Lecture 9 Hrs.

Seminar 33 Hrs.


Self study 24 Hrs.

Group work 42 Hrs.


110


1. Bazyk, S. (Ed.). (2011). Mental health promotion, prevention, and intervention with children and youth. Bethesda, MD: American Occupational Therapy Association.

2. Boyd, M. E., & Lawrence, T. (2009). Leadership in the community. In S. B. Dunbar (Ed.), An occupational perspective on leadership : theoretical and practical dimensions (pp. 45-66). Thorofare, NJ: SLACK Inc.

3. Doll, J. D. (2010). Program development and grant writing in occupational therapy: making the connection. Sudbury, Mass.: Jones and Bartlett Publishers.

4. Dunn, W., & Dunn, W. (2011). Best practice occupational therapy for children and families in community settings (2nd ed.). Thorofare, NJ: SLACK.

5. Food and Health Bureau, H. (2010). Our partner for better health; Primary care development in Hong Kong: strategy document. HKSAR.

6. Lemorie, L., & Paul, S. (2001). Professional Expertise of Community-Based Occupational Therapists. Occupational Therapy in Health Care, 13(3/4), 33-50.

7. Mackenzie, L. (2011). Occupation analysis and the home and community environment. In L. Mackenzie & G. O'Toole (Eds.), Occupation analysis in practice (pp. 81-98). Chichester: Blackwell Pub.

8. McColl, M. A. (1998). What do we need to know to practice occupational therapy in the community? American Journal of Occupational Therapy, 52(1), 11-18.

9. Meyers, S. K. (2010). Community practice in occupational therapy: a guide to serving the community. Sudbury, Mass.: Jones and Bartlett Publishers.

10. Scaffa, M. E. (2001). Occupational therapy in community-based practice settings. Philadelphia, PA: F.A. Davis Co.

11. Scaffa, M. E., Reitz, S. M., & Pizzi, M. (2010). Occupational therapy in the promotion of health and wellness. Philadelphia: F.A. Davis Co.

12. Wittman, P. P., & Velde, B. P. (2001). Occupational Therapy in the Community: What, Why, and How. Occupational Therapy in Health Care, 13(3/4), 1-5.

111

Subject Code RS600

Subject Title Diagnostic procedures in musculoskeletal physiotherapy

Credit Value 3

Level 6

Pre-requisite Foundation knowledge of musculoskeletal physiotherapy equivalent to the level of a recognized physiotherapy undergraduate programme

Objectives

1. To provide knowledge of the use of musculoskeletal diagnostic imaging required for patient screening, triage and specialists referral relevant to the practice of sports and musculoskeletal physiotherapy.

2. To integrate knowledge of pathological processes with clinical and radiological findings providing the basis for sound clinical reasoning processes in the management of patients with musculoskeletal conditions.


Upon completion of the subject, students will be able to: a. determine the indications for prescription of various musculoskeletal diagnostic

imaging based on the patient’s clinical presentation and the current best evidence for diagnosis.

b. describe basic concepts of the common musculoskeletal image acquisitions. c. recognize the appearance of normal anatomy and common pathology on

musculoskeletal images to facilitate diagnosis and appropriate intervention strategies.

d. integrate knowledge of anatomy, pathological process, clinical and imaging findings with clinical reasoning skills to facilitate generation of differential diagnosis, determination of the prognosis and plan of care in the management of patients


1. Use of diagnostic imaging and choice of procedure evidence-based clinical practice guidelines indications and accuracy diagnostic utility of imaging procedures for select pathology risks, benefits and associated costs

2. Common diagnostic assessment for musculoskeletal disorders for different body parts plain film radiograph computed tomography magnetic resonance imaging ultrasonography nuclear medicine

3. Clinical reasoning skills related to determining a patient’s appropriateness for physiotherapy treatment identify signs and/or symptoms that are of non-musculoskeletal origin assessing red flags/yellow flags for musculoskeletal conditions


Lectures, interactive case-based discussions

The lectures will be delivered by a faculty of consultant radiologists, orthopaedic surgeons, rheumatologists, physiotherapists, sports physicians in the field of sports and musculoskeletal medicine.

112



% weighting


a b c d

1. Written test 40

2. Presentation 30

3. Essay 30

Total 100%

1. Written test – to evaluate the students’ understanding and knowledge. 2. Presentation – students are required to present views on a set topic based on their

readings or research. 3. Essay – students are required to write up an essay, with integration of knowledge

in diagnostic imaging, common pathology and clinical reasoning skills in on a set topic related to musculoskeletal physiotherapy.



Lectures 36 Hrs.

Tutorials/Seminars 6 Hrs.


Self-study 45 Hrs.

Preparation of essay & presentation 35 Hrs.



Goodman CC, Fuller KS (2009). Pathology: Implications for the physical therapist. 3rd ed. St Louis. MO: Saunders Elsevier (ISBN: 978-1-4160-3118-5).

Goodman CC, Snyder TEK (2007). Differential diagnosis for physical therapists. Screening for referral. 4th ed. St Louis. MO: Saunders Elsevier (ISBN-13: 978-0-7216-0619-4).

Greenhalgh S, Selfe J (2006). Red flags: a guide to identifying serious pathology of the spine. Churchill Livingstone (ISBN-10: 0443-10140X).

Greenhalgh S, Selfe J (2009). Red Flags II: A guide to solving serious pathology of the spine. Churchill Livingstone (ISBN: 978-0-443-06914-7).

McKinnis LN (2010). Fundamentals of musculoskeletal imaging (Contemporary perspectives in rehabilitation). 3rd ed. Philadelphia. FA Davis Co. (ISBN-13: 978-0-8036-1946-3).

Swain J, Bush KW, Brosing J (2009). Diagnostic imaging for physical therapists. St Louis. MO: Saunders Elsevier (ISBN: 978-1-4160-2903-8).

113

Subject Code RS601

Subject Title Acupuncture therapy in rehabilitation

Credit Value 3

Level 6


Recognized physiotherapy or medical qualifications

Objectives 1. Develop global outlook, language and communication skills pertinent to acupuncture in rehabilitation management.

2. Acquire knowledge in the application of acupuncture therapy and its underlying physiological mechanisms for managing musculoskeletal, neurological and cardiopulmonary conditions.

3. Recognize social and clinical demand for acupuncture in rehabilitation in the community.


Upon completion of the subject, students will be able to: a. understand the fundamental theories and skills related to acupuncture

practice. b. implement practical strategies for the prevention of acupuncture accidents. c. identify the major acupuncture points of the body and their therapeutic

effects. d. apply appropriate techniques of acupuncture maneuvers through

practicum. e. design appropriate protocols for treating various conditions. f. analyze individual patient's response to treatment and refine treatment

protocols based on the understanding of updated evidence from basic research and clinical findings.


1. Introduction to Acupuncture and its application in rehabilitation 2. The theory of the Meridians and Collaterals 3. Standards of Practice 4. Sterilization and aseptic technique, acupuncture technique 5. Practice of needling 6. Introduction of acupoints of lower limbs, upper limbs, trunk and head 7. Therapeutic, strategic & scientific basis of acupuncture studies 8. Auriculotherapy 9. Clinical application in musculoskeletal, neurological and cardiopulmonary

conditions 10. Clinical practice


Interactive lectures and demonstrations will be delivered to highlight the concepts of meridians, acupuncture points and acupuncture techniques. Students will practise the skills and techniques in acupuncture. A clinical decision-making approach, critical thinking, is used to identify and treat clinical problems that can be treated by acupuncture.

A subject-specific website has been developed to allow students’ access to teaching material, and discussion of issues relating to the subject is encouraged via the ‘Discussion Forum’.

All the students will have clinical practice experience for treating different clinical problems.

114



% weighting


a b c d e f


2. Presentation 25

3. Practical examination 40

Total 100 %

A variety of assessment tools will be used, including presentations, written assignment and examination. These are designed to develop clinical decision making skills as well as acupuncture skills.



Lecture 23 Hrs.

Practical 10 Hrs.

Clinical practice 56 Hrs.


Self study 31 Hrs.



Xia Y, Cao X., Wu GC, Cheng J (2010). Acupuncture Therapy for Neurological Disease: A Neurobiological View. Tsinghua University Press: Springer.

Hopwood V., Lovesey M., Mokone S. (1997). Acupuncture & related techniques in Physical Therapy. USA: Churchill Livingstone.

Baldry P.E. (2005). Acupuncture, trigger points and musculoskeletal pain. 3rd ed. UK: Churchill Livingstone.

Cho Z.H., Wong E.K. Fallon J.H. (2001). Neuro-Acupuncture. USA: Q-Puncture.

Han J.S. (1998). The neurochemical bases of pain relief by acupuncture Vol.2. Hubei: Hubei Science and Technology Press.

Liu G. and Akira H. (1998). Fundamentals of acupuncture & moxibustion. Tianjin: Tianjin Science & Technology Translation & Publishing Corporation.

Liu G. (1997). Acupoints & Meridians: A complement work of present acupuncture and moxibustion. HuaXia: HuaXia Publishing House.

Liu G. (1998). Clinical acupuncture & moxibustion. Tianjin: Tianjin Science & Technology Translation & Publishing Corporation.

Shi X.M. and Zhang M.C. (1998). A Chinese-English dictionary of acupuncture and moxibustion HuaXia: Huaxia Publishing House.

Yang J. (1998). The way to locate acupoints. Beijing: Foreign Languages Press.

115

Subject Description Forms - Department of Rehabilitation ...

Documents

Transcript of Subject Description Forms - Department of Rehabilitation ...