(BSc) Bachelor of Science
Physiotherapy
Current
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Honours Degree
Full-time
Physiotherapy
BSC B169
08/05/2024
Details
Professional accreditation
Accredited by the Chartered Society of Physiotherapy (CSP).
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a physiotherapist.
Admission criteria
GCSE: 6 GCSEs at C/4 or above (to include Mathematics, English Language and Science). Acceptable alternatives to our GCSE Maths and English requirements are listed further down this page.
- A-levels: ABB, including a life science (Biology, Chemistry, Human Biology, Life and Health Sciences, Physics, P.E, Psychology, or Sport Science).
BTEC: DDD in a relevant subject. More information about the BTECs we accept can be found on the school of Sport, Rehabilitation and Exercise Sciences Undergraduate page.
QAA-approved Access to HE Diploma: 21 L3 credits at Distinction and 24 at Merit with at least 12 Distinction credits in relevant Biological Science units.
Access Diplomas will likely be in a Science or Healthcare related field to meet the requirement for Biological Science units. To check your Access includes a minimum of 12 L3 credits of Biological Science please contact your Access provider or check your course materials.
This Access diploma must be supported by level 2 Maths, Science and English Language (either as GCSE or Functional Skills level 2 qualifications), if relevant units not taken as part of the Access diploma.
IB: 32 points or three Higher Level certificates with 655. Either must include a Higher Level Life Science (Biology, Chemistry, Psychology and Physics) at grade 5, plus Standard Level Mathematics/Maths Studies and Science grade 4, if not taken at Higher Level.
T-levels: Distinction overall with Distinction in the Occupational Specialism and grade B in the Core in one of the following T-levels:- Science (with Occupational Specialism in Laboratory Science)
- Health (with Occupational Specialism in Supporting the Healthcare Teams)
- Healthcare Science (with Occupational Specialism in Assisting with Healthcare Science).
Foundation courses in Science: normally 70% or above – varies depending on modules studied.
Other level 3 (or higher) qualifications with sufficient Biological Science content may be considered by the Admissions team. If you are taking or have achieved any qualifications that are not listed here, please contact the Undergraduate Admissions Office.GCSE/level 2 requirements
All applicants must have GCSE Mathematics, Science and English C/4 (except those taking equivalent high school qualifications).
- In place of GCSE Mathematics C/4, we can accept a number of OFQUAL regulated level 2 qualifications, including Functional Skills level 2, Key Skills level 2 or numeracy units taken as part of an Access to HE Diploma.
- If you do not require a Student visa and are either a first language English speaker or have a lived in the UK for over three years, we can accept a number of OFQUAL regulated level 2 qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma, in place of GCSE English C/4.
We receive a high number of applications for this programme and offers are made based on a combination of information from the application, grades, and interview performance. This means that not all students who meet the entry requirements will be offered a place.
Additional requirements
This course has additional requirements including pass of an interview, a satisfactory reference and Occupational Health Check and Disclosure and Barring (DBS) check. For more information see the school of Sport, Rehabilitation and Exercise Sciences Undergraduate page.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 7.0 overall with a minimum of 6.5 in each component, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Ms Aimee France
AHP Degree Apprenticeship Portfolio Lead
Sheffield Hallam UniversityMr Craig Andrew Walker
Course Lead Master of Physiotherapy
Robert Gordon University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
- To produce students and graduates who are competent physiotherapy practitioners with sound reasoning skills able to work independently and as part of an interdisciplinary team
- To effectively develop the knowledge, skills, behaviours and values required of physiotherapists reflecting the requirements of the regulatory and professional bodies for physiotherapy
- To provide a challenging learning environment including practice placements for students to build on their critical enquiry and independent learning skills in the passage to becoming physiotherapy practitioners who are responsive to current and future health care needs
- To enable students to construct personal theoretical frameworks for physiotherapy practice critically drawing on the evolving evidence base
- To draw on students’ high level of motivation, their confidence to challenge and pursue learning needs to master complex areas of knowledge
- To enable students to become autonomous professionals committed to their own and the physiotherapy profession’s development
- To develop students’ capacity to lead and initiate change within, and on behalf of the physiotherapy profession
- To provide opportunities for shared learning with other health care professionals
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A101: Identify and explain the scientific knowledge base of physiotherapy practice and identify the gaps, uncertainties, defining features, contexts and the evolving nature of physiotherapy
A102: Identify and explain, in sufficient detail, significant theories, principles, values and concepts underpinning current professional activity
A103: Identify appropriately the political, cultural, social, economic, institutional and professional issues that influence team working and professional practice
A104: Identify and explain the psychological processes and the role of emotion in personal effectiveness
A105: Demonstrate understanding of the theories and practice of reflective learning and its role in personal and p
rofessional development
A106: Demonstrate knowledge and understanding of one or more aspects of physiotherapy practice, informed by current research and scholarly activity.
A107: Demonstrate understanding of physiotherapy research
Learning methods
A1-A5 are achieved through:
Lectures and seminars which introduce material in a structured manner with an opportunity for class discussion
Individual assignment and group work utilising enquiry based learning approaches
A5 is further supported by directed personal reflection of placements and through tutorial support and supervision
Assessment methods
A1-5 are assessed by coursework, written and multiple choice examination, and practical examination/ viva voce
A6 and 7 are assessed by a literature review and a detailed research project
B: Intellectual and cognitive skills
B101: Critically analyse, evaluate and summarise physiotherapy practice/education/health care issues, informed by current and innovative developments, with recognition of the need to promote quality and equality for all physiotherapy service users
B102: Justify a range of physiotherapy skills, techniques and approaches thus being able to respond to the individual needs of physiotherapy service users
B103: Deal with complex, unpredictable ethical and professional issues, making informed judgements on matters that may not explicitly be addressed within existing codes, standards and protocols
B104: Begin to develop original and creative responses to change, problems and issues
B105: Practise in ways that draw heavily on reflection of practice and evidence
B106: Pose research questions and develop a research plan
B107: Reflect on and evaluate personal and professional goals in order to identify lifelong learning within a framework of continuing professional development
Learning methods
B1-B5 are achieved through a combination of group and individual activities. Lectures and seminars are used to introduce new material and explore within a group setting. Practical skills classes and workshops are used to integrate the theory and practice of physiotherapy.
Directed personal study time enables the student to deepen and strengthen this learning
Assessment methods
B1-B6 are assessed by coursework, objective structured clinical examinations and vivas and research including a substantive literature review and research project
B7 is assessed through the submission of a reflective portfolio
C: Practical skills
C101: Demonstrate competence in the core areas of physiotherapy practice
C102: Demonstrate autonomy and initiative in professional activity putting patient care at the centre of practice
C103: Act autonomously in planning, implementing and evaluating the outcomes of professional activity, inviting and using feedback from others to inform this process
C104: Identify and discuss the management of clinical risk in a range of physiotherapy practice settings
C105: Demonstrate originality and creativity in applying knowledge, understanding and approaches in physiotherapy practice /education /management/ leadership
C106: Practise in a range of contexts, including those within which there is uncertainty or unpredictability
Learning methods
C1-C6 are placement based learning, supported by clinically based tutorials
C6 is achieved through reflective learning using portfolio and supported by personal tutorials
Assessment methods
C1 –6 are assessed by practice assessment forms and integrated vivas
D: Key skills
D101: Communication: a) Use a range of advanced communication skills that are appropriate to physiotherapy and multidisciplinary team working.
b) Demonstrate effective, adaptable and confident communication with a range of different audiences and individuals.
D102: Information Technology: a) Use the Internet b) Access data via library, professional bodies etc c) Use audiovisual presentation tools and techniques
D103: Numeracy:
a) Interpret statistical information
b) Use statistics to analyse data
c) Use software packages to support data analysis
D104: Problem solving:
a) Identify and analyse problems emerging from theory and practice
D105: Working with others:
a) Motivate and engender partnership working
b) Demonstrate a strong awareness of personal limitations and scope of practice
c) Take responsibility for one's own work and significant responsibility for the work of others
d) Put the person at the centre of practice
e) Respect and promote diversity
f) Facilitate the learning and development of others
D106: Improving own learning and performance:
a) Demonstrate an aptitude for continuing to advance knowledge, understanding and skills in line with identified learning needs
b) Identify, conceptualise, define and evaluate new and abstract ideas within professional practice/education/management
Learning methods
D1 is supported in small group discussion and seminars. Tutorial time is allocated for individual discussion.
D2 commences in welcome week and through seminar presentations
D3 is supported in seminars where students present and analyse work. Tutorial time is allocated for individual discussion and problem solving.
D4 is practised throughout the course. Students work through given problems or derived from the students’ practice
D5 is facilitated by the use of collaborative group work and during seminars
D6 is achieved through feedback on coursework and individual tutorial time.
Assessment methods
D1 is assessed by coursework, essay, presentation, literature review, research project and vivas
D2 is assessed through use of word-processing and ability to cite references from internet sources. Practical assessments are also included which test students’ skills. The use of information technology during presentations is encouraged.
D3 is assessed through course work, essay and dissertation
D4 is assessed through coursework, essay, viva and dissertation
D5 and D6 are assessed through course work, oral presentations and practice assessment forms