Learning environment
The Physiotherapy (BSc) course is delivered through lectures, tutorials, practical sessions and workshops.
Lectures
As a student, you will spend the majority of the session sitting and attending to the presentation, while taking notes about the information presented. Presentations are usually in sections of 20 – 25 minutes; between sections there may be opportunities for students to ask questions and also participate in directed discussions with other students.
Where appropriate, presentations and any additional reading material are available prior to the session.
Structure
| Duration | Maximum of 3 hours, but with at least one break. |
|---|---|
| Number of students | Approximately 120 to 300. |
| Venue | Tiered lecture theatre with fixed seating and benches. |
| Teaching style | Information is presented within a spectrum of audio-visual delivery methods including lecture presentations using Microsoft Powerpoint and similar software, videos and sometimes involves patients coming in and discussing their condition. |
Tutorials
When you commence the programme you will be allocated to a tutorial group of approximately 15 students.
Tutorials are usually discursive in nature and provide an opportunity for deeper learning of new or previously explored topics. They are also a good opportunity for you to ask questions you may not feel comfortable asking in a lecture format.
If the tutorial is related to a previous lecture, you will need to prepare by reading the lecture notes prior to the tutorial.
Structure
| Duration | Usually last for an hour followed by a break, but may last up to two hours. |
|---|---|
| Number of students | Approximately 15 to 30 students (if a double tutorial). |
| Venue | Small teaching rooms with moveable chairs and desks. |
| Teaching style | Tutorials are generally of an interactive nature and have a wide range of formats, but usually involve small group work eg groups of 6 – 8. |
Practical sessions
The purpose of a practical session is to put theory into practice, and develop the skills of actually doing the job.
Students usually take it in turns to be in the role of the physiotherapist and the patient; the latter may need to undress down to their shorts/underwear so that the student in the role of physiotherapist can see, feel or move the patient’s body. For instance, in learning how to perform a massage, it is necessary for the student in the role of physiotherapist to be able to see the body part and apply physiotherapeutic techniques for approximately 30 minutes in a standing position.
You will often work in pairs, but with different people so that you can learn to apply techniques to different body types, and both males and females. You will be expected to give feedback to the person who is practising on you.
Structure
| Duration | May last up to a maximum of 3 hours, but are usually for an hour followed by a break. |
|---|---|
| Number of students | Usually double tutorial groups of approximately 30 students in total. |
| Venue | Practical rooms with moveable high-low plinths. |
| Teaching style | Practical sessions may consist of demonstrations with opportunities to practice, or experiential learning (problem solving) followed by feedback and guidance. |
Professionalism
The practical class environment aims to replicate the clinical environment, so you will be expected to present yourself in a professional manner.
Professional presentation is fundamental in order to meet health and safety requirements, optimise infection control and promote patient confidence. Therefore you will be expected to wear practical uniform and adhere to the professional appearance and uniform policy. This includes having long hair tied back, having short nails (with no polish), not wearing anything below the elbow, no jewellery (including body piercings) and respecting the dignity of other students at all times.
Initially I felt nervous about working practically with peopleI didn't know, however working in small groups duringpracticals and being made to practice techniques ondifferent people really built my confidence.
Other learning environments
There is a range of other sessions within the programme where you will be supported in achieving certain tasks.
In year one these include anatomy workshops using anatomical joint models and also visiting the dissection rooms in the anatomy department of the University. In year two basic life support skills are taught by external organisations, and in year three students have workshops in the Research Centre for Clinical Kinesiology (RCCK).
Structure
| Duration | Usually a maximum of two hours. |
|---|---|
| Number of students | Maximum of 30 if a double tutorial group eg for basic life support skills training, but may be on a one to one basis if being taught how to use a particular piece of equipment for a year three dissertation. |
| Teaching style | Varied depending on the type of session. |
At first I was nervous about what I was going to see, but Ifound the visits to the dissection rooms really helped myunderstanding of the anatomy and helped me visualiseeverything within the human body in respective to each other.
Independent study
Independent study is a key component of the course and therefore you will need to be able to take responsibility for your own learning.
Topics for self study are clearly indicated within the timetable and you will be asked to complete learning style inventories, which you are then given the opportunity to discuss with your personal tutor.
Exploring options of how to learn independently is also then developed further within subject areas. For example, within anatomy students are given the opportunity to develop their own learning with access to 3D models of joints, using body paints to outline muscles on each other and creating complex nerve pathways out of pipe cleaners.
We are constantly carrying out improvements and adaptations to our existing buildings in order to improve accessibility.