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Doctor of Physiotherapy (MC-DPHYSIO)
Masters (Extended)Year: 2021 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
- Notes
Contact
Melbourne School of Health Sciences (Physiotherapy)
Currently Enrolled Students:
Future Student Enquiries:
- Further information: http://physioth.unimelb.edu.au/
- Email: Physiotherapy enquiry
Coordinator
Karen Donald
Overview
Award title | Doctor of Physiotherapy |
---|---|
Year & campus | 2021 — Parkville |
CRICOS code | 071302J |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 300 credit points |
Duration | 36 months full-time |
The Doctor of Physiotherapy (DPT) is a 3 year, full-time (300 credit point) entry to practice graduate degree.
The curriculum is designed around three roles which provide both horizontal and vertical integration throughout the program. These elements are:
- Self
- Practitioner
- Advocate
These roles are aligned to nine elements and are covered explicitly in stand-alone subjects throughout the program. Further, each subject description provides learning outcomes under these three curriculum elements.
The ‘constructive alignment’ model has been used in designing each subject within the program. This model aligns each learning outcome with both teaching activities and assessment tasks. Assessment tasks emphasise a mix of individual and group work assessment, written and oral presentations in traditional and in e-assessment formats, and skills based assessment. In addition, students will complete a ‘Critical perspectives in physiotherapy’ portfolio that will explicitly and cumulatively build on students’ ability to reflect on their learning experiences and their understanding of the Physiotherapy Graduate Attributes.
The program will be delivered outside the standard university semester. The semesters are 17 weeks in duration. This allows us to incorporate the clinical component of the course within the subjects.
Below are subject descriptions for the three years of the program.
Entry requirements
- In order to be considered for entry, applicants must have completed:
• either
– an undergraduate degree in any discipline, with studies to have been completed within 10 years of commencing the Doctor of Physiotherapy, or
– for applicants whose most recently completed undergraduate degree was completed 10 or more years before 1 January of the year in which the applicant intends to commence the Doctor of Physiotherapy, a Graduate Diploma, Master or PhD degree or equivalent completed within 10 years before 1 January of the year in which the applicant intends to commence the Doctor of Physiotherapy;
and
• pre-requisite University subjects in human anatomy and in human physiology or equivalent (one subject of each), with pre-requisite subjects to have been completed within 10 years of commencing the Doctor of Physiotherapy; and
• a multi-mini interview (which may be restricted to shortlisted applicants).
Meeting these requirements does not guarantee selection.
- In ranking applications, the Selection Committee will consider:
• prior academic performance; and
• the interview.
- The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
- Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Additional notes for the Handbook
1. The performance of applicants in their previous studies will be assessed using a Grade Point Average (GPA) computed in a manner approved by the Academic Board for the Doctor of Physiotherapy (see note 2 below). The GPA will be used to determine which applicants are shortlisted for multi-mini interview. Offers will be made on the basis of a combined ranked list where ranks by GPA and interview are given equal weighting.
2. Except for (i) applicants eligible under the Guaranteed Pathway and (ii) as explicitly provided for under clause 5 below, the Grade Point Average (GPA) used to rank applicants on academic merit based on their tertiary previous studies will be computed in the following way. The most recent bachelor degree results (including Honours) will be used for the purposes of calculating the Grade Point Average (GPA) regardless of any subsequent graduate studies completed. The Grade Point Average (GPA) will be measured by considering the last three years of the applicant's undergraduate coursework studies (including Honours). Weightings will be applied by weighting the first of the final three years by 1, the second year by 2 and the final year by 2.
Please note that results for 2020 subjects completed before the COVID-19 pandemic will be included in GPA calculations. Results for honours completed in 2020 will be included in GPA calculations for 2022 and all future intakes. All other 2020 subject results will be excluded from GPA calculations for 2022 and all future intakes.
If an applicant completed their final year of undergraduate study in 2020, weightings will be applied by weighting the first year of the final three years by 1, the second year by 2 and the final year subjects completed before the pandemic by 2.
If an applicant completed their penultimate year of undergraduate study in 2020, weightings will be applied by weighting the first year of the final three years by 1, the second year subjects completed before the pandemic by 2 and the final year by 2.
If an applicant completed their first year (of the final three years) of undergraduate study in 2020, weightings will be applied by weighting the first year subjects completed before the pandemic by 1, the second year by 2 and the final year by 2.
3. In considering students under special entry schemes the Selection Committee will consider aspects of disadvantage as set out from time to time in the University of Melbourne Graduate Access policy, evidence of rurality for rural applicants, and confirmation of aboriginality for indigenous applicants.
4. Students applying for the Doctor of Medicine, Doctor of Physiotherapy, or Doctor of Dental Surgery from the University of Melbourne degrees of Bachelor of Arts, Bachelor of Agriculture, Bachelor of Biomedicine, Bachelor of Commerce, Bachelor of Environments, Bachelor of Music, Bachelor of Oral Health, Bachelor of Science or Bachelor of Design, who meet entry and course requirements for a guaranteed place are admitted subject only to meeting any minimum grade point average as prescribed by the Academic Board; satisfactory performance at an interview to demonstrate adequate communication skills (Doctor of Medicine and Doctor of Physiotherapy only); and completion of relevant pre-requisite subjects.
5. The Selection Committee may re-rank applicants with a high level of performance in postgraduate studies in a cognate area subject to the following:
• postgraduate study must have been completed within ten years of commencement of the Doctor of Medicine, Doctor of Dental Surgery or Doctor of Physiotherapy;
• postgraduate study must be the equivalent of at least a one year full time program;
• postgraduate study must be in a discipline that builds upon studies completed at the undergraduate level;
• postgraduate study must be in a health related or biological sciences discipline. The quotas of places available for selection of applicants re-ranked on the basis of postgraduate study as prescribed below are set initially as follows:
(a) Doctor of Medicine — up to 10 places,
(b) Doctor of Dental Surgery — up to 2 places,
(c) Doctor of Physiotherapy — up to 3 places.
Re-ranked applicants not selected on this basis, who otherwise satisfy the selection criteria, will be considered on the basis of their undergraduate results. The Selection Committee is not required to fill the quotas and any unused places will be allocated as normal.
Graduate Degree Package for School Leavers
The University of Melbourne offers Graduate Degree Packages to high achieving school leavers, allowing them to secure places (Commonwealth Supported places for domestic students or International fee places) in the Doctor of Physiotherapy provided that they meet certain requirements.
For a Commonwealth Supported Place or an International Fee Place, the applicant must:
- complete an Australian Year 12 or the International Baccalaureate (IB) in 2018 or later either:
-
- in Australia; or
- outside Australia and be an Australian citizen;
- achieve an ATAR (or notional ATAR) of at least 98.00;
- apply for a University of Melbourne Graduated Degree Package for commencement in the year following completion of Year 12 or IB via VTAC;
- enrol immediately or be granted deferral in the year following Year 12;
- successfully complete a Bachelor of Biomedicine or Science at the University of Melbourne including all the specified prerequisite subjects;
- achieve a minimum weighted average mark of H2A (75%) in their undergraduate degree;
- pass on the first attempt any subject course prerequisites taken at the University of Melbourne;
- satisfactorily complete a multi-mini interview; and
- commence the Doctor of Physiotherapy within 18 months of completing the undergraduate degree.
Applicants should refer to the University handbook for the additional entry requirements for the undergraduate degrees in the Graduate Degree Package.
Inherent requirements (core participation requirements)
Students must comply with Fitness to Practice Rules, which are accessible from Schedule 1 of the Student Fitness to Practice Policy (MPF1345).
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Course and Subject Descriptions, Course and Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/
It is a requirement of the course that students will be expected to physically examine their peers (of both genders) in classroom settings and patients (of both genders) in clinics and hospital wards.
All students in the Doctor of Physiotherapy (DPT) course must possess the intellectual, ethical, physical and emotional capabilities required to participate in the full curriculum and to achieve the levels of competence at graduation required by the Melbourne School of Health Sciences, Department of Physiotherapy and the Australian Health Practitioner Registration Agency (AHPRA). Physiotherapy practice in Australia is bound by the Registration Standards defined by the Physiotherapy Registration Board. It is recommended that students read and understand the Registration Standards (http://www.physiotherapyboard.gov.au/Registration-Standards.aspx) and their responsibilities as a student physiotherapy practitioner (http://www.physiotherapyboard.gov.au/Registration/Student-Registrations.aspx).
A student with a disability may be asked to provide independent medical or other clinical assessments of the disability and its possible impact on the ability of the student to successfully complete the course, before being accepted into the course. This statement would be treated in confidence with only those on the admissions committee and Disability Liaison having access to the document. (Deliberate misinformation about the student’s ability to successfully complete the course will be regarded as unprofessional practice and treated as such.)
While the Department of Physiotherapy will make reasonable adjustments to minimise the impact of a disability, all students must be able to participate in the program in an independent manner. It is not reasonable for students to use an intermediary as an adjustment to compensate for a disability impacting on any of the five categories listed below. In the clinical environment there is a primary duty of care to the patients, and the needs of students cannot compromise this. It is expected that all students will be able to participate fully in all classroom based learning activities and to successfully fulfil the clinical assessment and self-study requirements of the course. The presence of a disability will not automatically entitle the student to preferential treatment in clinical place allocation.
A candidate for the DPT must have abilities and skills in the following five categories:
1. Observation:
Practical Classes: The student must be able to observe mandatory demonstrations and experiments in the designated subjects.
Clinical Work: The student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the senses of vision, hearing and somatic sensation. It is enhanced by the functional use of the sense of smell.
2. Communication:
Practical Classes: The student must be able to hear and comprehend instructions in practical sessions and be able to clearly and independently communicate knowledge and application of the principles and practices of the subject during assessment tasks.
Clinical Work: A student must be able to hear, speak to, and observe patients in order to elicit information and perceive nonverbal communications. A student must be able to communicate effectively and sensitively with patients in both oral and written forms. The student must also be able to communicate effectively and efficiently in both oral and written forms with all health care practitioners involved in patient management (including the use of telephones and computers).
3. Motor:
Practical Classes: A student must be able to undertake the motor requirements for any mandatory practical sessions. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.
Clinical Work: Students should have sufficient motor function to elicit information from patients by clinical examination, which may include palpation of the patient’s body structures, active and passive movements of the patient, auscultation and other diagnostic manoeuvres. Physiotherapy is a physically demanding profession and requires coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.
4. Intellectual-Conceptual, Integrative and Quantitative Abilities:
Practical Classes: The student is expected to have the ability to develop problem-solving skills and demonstrate this ability in practical sessions. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
Clinical Work: The student is expected to have the ability to develop problem-solving skills and demonstrate the ability to establish management plans and priorities. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
5. Behavioural and Social Attributes:
Practical Classes: A student must possess the emotional and mental health required for full utilisation of his/her intellectual abilities, the exercise of good judgement, and the prompt completion of all required tasks.
Clinical Work: A student must possess the emotional health required for full utilisation of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients and colleagues.
Professional accreditation
Graduates are eligible for registration with the Australian Health Practioner Regulation Agency to work in Australia.
Intended learning outcomes
Self
- Professional Practitioner Develop a growth mindset and critically reflect on personal attitudes and behaviours so as to anticipate, adapt and grow in response to your roles as a physiotherapist
- Health and Wellbeing Anticipate, adapt and grow in response to complex and changing circumstances, building resilience and managing personal wellbeing.
- Evidence Informed Practice Analyse and reflect on learning experiences as a form of clinical enquiry informing personal practice wisdom and ongoing professional development.
- Partnerships Recognise conflict and analyse individual strengths, and act upon the need to develop and expand personal skills for respectful collaborative relationships
- Education Report on personal development as a self-regulated learner with the skills for lifelong learning and actively reflect on respond to the learning opportunities provided within the physiotherapy program
- Aboriginal and Torres Strait Islander Critically reflect on and respond to personal cultural worldviews and dominant cultural paradigms through the lens of white privilege, power and race that influence interactions with Aboriginal and Torres Strait Islander peoples
- Communication Exemplify clear, concise, effective communication by reflecting on and adapting individual communication preferences in response to the environmental and cultural context
- Ethical Practitioner Examine personal moral stance on issues relevant to health and wellbeing of all and routinely compare these to defined ethical standards to improve personal behaviours
- Sustainability Analyse and actively respond to personal role and responsibility for utilisation and ethical consumption of available healthcare resources
Practitioner
- Professional Practitioner Apply advanced knowledge of the biological, psychological, social determinants of health to assess, plan, implement and evaluate an effective, efficient, culturally responsive and client centered physiotherapy service.
- Health and Wellbeing Demonstrate valid clinical reasoning in promoting the health and wellbeing of clients to achieve optimal functional and participation outcomes.
- Evidence Informed practice Identify, critique and apply contemporary research findings and scientific methods as a basis of physiotherapy practice
- Education Educate clients and relevant others on appropriate science based and evidence informed knowledge and skills to facilitate health behaviour change and self-management strategies for optimal health and wellbeing
- Partnership Apply expert physiotherapy knowledge to engage effectively with consumers and colleagues to provide safe, high quality person-centred health care within their physiotherapy scope of practice
- Communication Apply exemplary communication strategies to convey empathy and respect and build trust in professional relationships with clients and relevant others to achieve optimal health and wellbeing for all, and use all forms of communication to record the outcomes of therapeutic interactions
- Aboriginal and Torres Strait Islander Apply evidence, strengths based best practice approaches to ensure responsive, inclusive, safe and effective healthcare and health outcomes in the interests of Aboriginal and Torres Strait Islander clients and communities
- Sustainability Evaluate service provision priorities, resources and economic determinants of health to deliver efficient and sustainable healthcare for optimal health outcomes
- Ethical Practitioner Demonstrate advanced knowledge of standards of practice for registered health practitioners and execute ethical physiotherapy practice in all learning and professional contexts, ensuring quality improvement and risk management in practice
Advocate
- Professional Practitioner Advocate for clients' equitable access to effective health care services that addresses their personal health needs and goals
- Health and Wellbeing Champion and promote local and global population health and wellbeing
- Partnerships Identify and collaborate with strategic partners to define a clear vision for the growth of quality healthcare services and outcomes in the interest of community groups.
- Evidence Informed practice Justify and promote a research and funding agenda that promotes equitable health outcomes and research translation appropriate for all communities
- Ethical Practitioner Promote the use of ethical principles in advancing the health and well-being of all individuals and communities
- Education Advance the profession through dissemination of knowledge about the role and best practice of physiotherapy in health and wellbeing outcomes at individual and community level.
- Communication Use all forms of communication to promote and create awareness of the value of physiotherapy practice and its potential to impact on the determinants of health, health services delivery and policy
- Aboriginal and Torres Strait Islander Apply the principles of reciprocity and shared leadership in advocating for equitable health outcomes and culturally safe services for Aboriginal and Torres Strait Islander clients and to proactively manage resistance to change from others
- Sustainability Understand the socio-economic, geopolitical and cultural influences on local and global health and contribute to the transformation and provision of an enduring and equitable health care system
Graduate attributes
A key objective of the DPT program is to prepare its graduates for excellence in professional practice through the development of a reflective and compassionate relationship in the following six domains.
1.Self
In building their relationship with self, students will be expected to develop:
· an understanding of the principles of empathy, compassion, honesty, integrity, altruism, resilience and lifelong curiosity, the ability to demonstrate them and a recognition of their importance in health care
· an understanding of the principles of reflective practice, the ability to apply them, and a recognition of their importance in health care
· an understanding of the principles of self-awareness, the ability to recognise when clinical problems exceed their knowledge and skill, and a willingness to seek help
· the ability to identify and address their own learning needs
· the ability to respond constructively to appraisal, performance review or assessment
· the ability to manage uncertainty
· the ability to apply effective time management and organisational skills
· the ability to recognise and manage emotion in themselves and others
· the ability to maintain their own physical, emotional, social and spiritual health and a recognition of the importance of professional support in this process
· a recognition of their own personal, spiritual, cultural or religious beliefs and an awareness that these beliefs must not prevent the provision of adequate and appropriate care to the patient
2. Knowledge
In building their relationship with knowledge, students will be expected to develop:
· an understanding of the scientific method relevant to biological, behavioural and social science
· an understanding of research methods and their applications.
· an understanding of normal structure, function and development of the human body at all stages of life
· an understanding of normal life processes including conception, development, birth, ageing and death.
· an understanding of the factors that might disturb normal structure, function and development
· an understanding of the aetiology, pathology, symptoms and signs, natural history and prognosis of important physical illness in all stages of life
· an understanding of the management (pharmacological, physical, nutritional, behavioural and psychological) of important medical conditions
· the ability to access new knowledge from all sources, to analyse and interpret it in a critical manner, and to apply it appropriately to their provision of health care
· the ability to learn from patients, health professionals and the community in a broad range of settings
· an appreciation of the responsibility to contribute towards the generation of new knowledge
3. Patients
In building their relationship with patients, students will be expected to develop:
· an understanding of and respect for the rights of patients including patient choice, dignity and privacy
· the ability to communicate with patients from diverse backgrounds including the ability to listen to, respond to, inform and understand the patient’s perspective
· the ability to advocate appropriately on behalf of the patient
· an understanding of factors affecting human relationships and the psychological, cultural and spiritual well-being of patients
· an understanding of principles of rehabilitation in the amelioration of suffering from acute or chronic disability
· an understanding of chronic illness and disability and its impact on the patient, their carers and communities
· the ability to construct with the patient an accurate, thorough, organised, physiotherapy history and examination
· the ability to integrate and interpret clinical findings and apply rigorous reasoning to arrive at an appropriate plan of management
· the ability to formulate an evidence-based and cost effective management plan in collaboration with the patient
· the ability to recognise serious illness
· the ability to perform relevant physiotherapy procedures effectively and safely, with due regard for the patient’s comfort
4. Physiotherapy profession
In building their relationship with the physiotherapy profession, students will be expected to develop:
· an understanding of the continuum of physiotherapy training and the diverse roles and expertise of physiotherapists
· an understanding of the potential conflicts of interest that may confront physiotherapists and other health professionals
· an understanding of and ability to apply the principles of ethics in the provision of health care and research.
· an understanding of organisational governance, the ability to be an active participant in professional organisations, and an appreciation of the benefits of this participation
· an understanding of the principles of mentorship and the ability to apply them with colleagues
· the ability to give effective feedback to colleagues in order to help them improve their performance
· an understanding of educational theory and practice and the ability to teach
· an appreciation of the responsibility to maintain standards of physiotherapy practice at the highest level throughout a professional career
5. Systems of health care
In building their relationship with systems of health care, students will be expected to develop:
· an understanding of the roles, responsibilities and expertise of all health professionals, and how they work in teams to deliver health care
· a respect for the roles and expertise of other health care professionals and the ability to communicate effectively with them
· an understanding of the principles of team work and the ability to work effectively in a team, including as a leader
· an appreciation of the responsibility to contribute to the education of all health professionals
· an understanding of the principles of efficient and equitable allocation and use of finite resources in health care systems, locally and globally
· an understanding of the principles of quality and safety in health care systems
· the ability to work effectively as a physiotherapist within a quality and safety framework
· an understanding of the principles of effective record keeping and the ability to maintain high quality medical and physiotherapy records
· an understanding of the structure of the Australian health care system and health care systems globally
· an understanding of the role of political systems in shaping health care systems locally, nationally and internationally
6. Society
In building their relationship with society, students will be expected to develop:
· an understanding of the interactions between humans and their social and physical environment
· an understanding of the determinants of a well society and the economic, political, psychological, social and cultural factors that contribute to the development and persistence of health and illness
· an understanding of the principles of health promotion including primary and secondary prevention
· an understanding of the health of indigenous Australians including their history, cultural development and the impact of colonisation and the ongoing health disparities of indigenous people in this country and globally
· an understanding of the burden of disease in differing populations and geographic locations
· an understanding of the differing requirements of health care systems in a culturally diverse society
· the ability to consider local, regional, national and global ramifications of health care issues
· the ability to respect community values, including an appreciation of a diversity of backgrounds and cultural values
· an understanding of the principles of health literacy and a willingness and ability to contribute to the health education of the community
· the ability and a willingness to contribute to the community
· a commitment to contribute to the resolution of health inequities locally and globally
· an understanding of the relationship between environmental issues and the health of local communities and society
· a commitment to practise physiotherapy in an environmentally responsible way
Course structure
The Doctor of Physiotherapy program is a fixed, full-time course.
In order to qualify for the Doctor of Physiotherapy students must successfully complete all subjects as outlined below (300 credit points).
Subject options
First Year
+100
Code | Name | Study period | Credit Points |
---|---|---|---|
PHTY90094 | Research and Evidence 1 | Semester 1 (Early-Start) (Dual-Delivery - Parkville) |
6.25 |
PHTY90095 | Physiotherapy Theory and Practice 1 | Semester 1 (Early-Start) (On Campus - Parkville) |
18.75 |
PHTY90096 | Foundation Physiotherapy Sciences | Semester 1 (Early-Start) (On Campus - Parkville) |
25 |
PHTY90089 | Neurological Physiotherapy 1 | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90090 | Musculoskeletal Physiotherapy 1 | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90091 | Cardiorespiratory Physiotherapy 1 | Semester 2 (Extended) (Dual-Delivery - Parkville) |
12.5 |
PHTY90092 | Physiotherapy Theory and Practice 2 | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
Second Year
Students choose one of PHTY90103 and PHTY90093 to take July in second year, and then take the other in January of third year.
Code | Name | Study period | Credit Points |
---|---|---|---|
PHTY90098 | Musculoskeletal Clinical Practice | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90099 | Cardiorespiratory Clinical Practice | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90100 | Neurological Clinical Practice | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90101 | Research and Evidence 2 | Semester 1 (Extended) (Dual-Delivery - Parkville) |
12.5 |
PHTY90093 | Healthcare in Context 1 |
Semester 1 (Extended) (Dual-Delivery - Parkville)
July (Online)
|
12.5 |
PHTY90102 | Chronic Disease and Disability | Semester 2 (Extended) (Online) |
12.5 |
PHTY90103 | Lifespan and Chronic Disease Practice |
Semester 1 (Extended) (Dual-Delivery - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
PHTY90104 | Lifespan Health | Semester 2 (Extended) (Dual-Delivery - Parkville) |
12.5 |
PHTY90113 | Physical Activity and Exercise | Semester 2 (Extended) (Online) |
12.5 |
Third Year
Students choose one of PHTY90103 and PHTY90093 to take July in second year, and then take the other in January of third year.
Code | Name | Study period | Credit Points |
---|---|---|---|
PHRM90002 | Pharmacology for Health Professionals | Semester 1 (Online) |
12.5 |
PHTY90107 | Leadership and Management | Semester 1 (Extended) (Dual-Delivery - Parkville) |
12.5 |
PHTY90108 | Integrated Professional Practice | Year Long (Extended) (On Campus - Parkville) |
25 |
PHTY90109 | Research and Evidence 3 | Semester 2 (Extended) (Online) |
12.5 |
PHTY90093 | Healthcare in Context 1 |
Semester 1 (Extended) (Dual-Delivery - Parkville)
July (Online)
|
12.5 |
PHTY90103 | Lifespan and Chronic Disease Practice |
Semester 1 (Extended) (Dual-Delivery - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
PHTY90106 | Healthcare in Context 2 | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
PHTY90112 | Sports and Manual Therapy | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
Further study
The School also offers a number of postgraduate certificates in specialist clinical fields and Research Higher Degrees at PhD.
Additional Costs:
All physiotherapy students are required to obtain the following (prices quoted are approximate):
- Clinical uniform (polo shirt) - ~$45.00 per shirt
- Stethoscope ~ $110.00
- Name badge ~$15
The Melbourne University Physiotherapy Polo Shirt is to be worn during the majority of clinical placements and is purchased through the Department of Physiotherapy. Students will need to provide their own uniform pants and shoes. Pants are to be dark navy dress pants and shoes are required to be black, waterproof and provide full toe coverage (no sandals/open-toe shoes/heels).
- Students undertake ~ 37 weeks of clinical placement in a variety of settings
- Some clinical placements may incur costs for travel and accommodation, which are the student’s responsibility
All students undertaking a placement in a hospital, clinic or other health or community environment are annually required to satisfy a number of requirements, including:
- undergoing a recent National Police Record Check
- holding a valid Working with Children Check for the relevant state/territory, and
- being satisfactorily protected against infectious disease transmission.
Please refer to the Student Placements webpage for detailed information regarding compliance requirements.
Last updated: 12 November 2021