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Course Description
The Clinical Practice in Geriatric Physiotherapy course is designed to prepare physiotherapy undergraduates with essential clinical skills and practical experience for working effectively with the elderly population. With a focus on promoting health, maintaining function, and improving the quality of life of older adults, this course emphasizes evidence-based and patient-centered approaches in geriatric care. Students are expected to conduct comprehensive physical assessments, develop and implement appropriate interventions, and adapt their practice to accommodate the physiological, psychological, and social changes associated with aging. The course encourages reflective practice, interdisciplinary teamwork, and culturally sensitive care, emphasizing the unique needs and challenges of the aging population in Sri Lanka while preparing students to deliver high-quality physiotherapy services tailored to the complexities of elderly patients.
Foundations for Designing this Course (Philosophy)
Foundations for Designing this Course (Philosophy)
The course Clinical Practice in Geriatric Physiotherapy is grounded in a learner-centred philosophy that integrates constructivist and andragogical principles with the key foundations of Interprofessional Education, Case-Based Learning, Reflective Practice, and Evidence-Based Practice. It recognizes that effective clinical competence in geriatric care emerges through the blending of essential knowledge, authentic clinical experience, and meaningful engagement with older adults in real-world healthcare environments. As adult learners, students construct understanding through guided participation, shared responsibility, and continuous reflection, fostering autonomy, critical thinking, and professional confidence.
Interprofessional Education shapes students to function effectively within multidisciplinary teams, enhancing collaborative decision-making and holistic management of the complex physical, psychosocial, and functional needs of older adults. Case-Based Learning provides realistic clinical scenarios that strengthen clinical reasoning, promote problem-solving, and enable the practical application of theoretical concepts in assessment and management. Reflective Practice supports ongoing self-evaluation, integration of feedback, and the refinement of ethical and professional behavior, enhancing lifelong learning and quality of care. Evidence-Based Practice ensures that clinical decisions and interventions are informed by current research, clinical expertise, and patient preferences.
Through this integrated framework, the course aims to develop safe, empathetic, and competent physiotherapists capable of performing comprehensive geriatric assessments, delivering ethical and effective care, and advocating for improved quality of life and participation of older adults in complex clinical settings.
Learning Outcomes
Learning Outcomes
At the end of the course the student should be able to,
Identify the role of a physiotherapist as a multidisciplinary team member to address the multifaceted healthcare needs of older adults
Communicate effectively with older adults, families, and healthcare teams, demonstrating empathy and understanding of geriatric-specific concerns
Perform comprehensive geriatric assessments of older adults, based on age-related physical and psychosocial changes
Integrate evidence-based interventions to enhance quality of life of older adults
Demonstrate the ability to plan and execute safe, ethical and professional clinical management procedures for older adults
Reflect on clinical experiences to improve practice, integrating feedback and self-evaluation to enhance clinical skills and healthcare outcomes in geriatric care
Implementation Plan
Implementation Plan
Week 01
Lecture on the role of a physiotherapist as an MDT member (ILO 01)
Interdisciplinary case-based discussions with MDT members (ILO 01)
Week 02
Lecture on communicating effectively with older adults, families, and healthcare teams, demonstrating empathy and understanding of geriatric-specific concerns (ILO 02)
Practical on communicating effectively with older adults, families, and healthcare teams, demonstrating empathy and understanding of geriatric-specific concerns (ILO 02)
Week 03
Supervised clinical practice at selected geriatric care settings, focusing on geriatric physiotherapy assessment based on Clinical Handbook (ILO 03)
Complete relevant sections of Clinical Workbook (ILO 03)
Week 04
Case-based discussions on geriatric physiotherapy assessment (ILO 03)
E-poster session on evidence-based interventions to enhance the quality of life of older adults (ILO 04)
Week 05
Supervised clinical practice at selected geriatric care settings, focusing on geriatric physiotherapy interventions and clinical reasoning based on Clinical Handbook (ILO 03, 05)
Complete relevant sections of Clinical Workbook (ILO 03)
Week 06
Case presentations with feedback sessions (ILO 06)
Assessment Methods
Assessment Methods
MCQs primarily assess cognitive understanding of MDT roles, assessment principles, and evidence-based practice (ILOs 1, 3, 4)
Structured Essay Questions (SEQs) evaluate higher-order thinking, ethical reasoning, integration of theory, and reflective understanding (ILOs 2–6)
Viva assesses verbal communication, justification of decisions, professionalism, and reflective insight (ILOs 1–6)
OSCE directly measures practical skills in communication, assessment, and safe execution of clinical procedures (ILOs 2–5)
Short Cases focus on focused assessment, rapid decision-making, and application of evidence in specific situations (ILOs 2–6)
Long Cases provide holistic evaluation of comprehensive assessment, management planning, multidisciplinary collaboration, and reflective practice (ILOs 1–6)
References and Resources
References and Resources
Barrows, H. S., 1986. A taxonomy of problem‑based learning methods, Medical Education, 20(6), pp. 481–486. doi: 10.1111/j.1365-2923.1986.tb01386.x.
Biggs, J., 2003. Teaching for Quality Learning at University. 2nd edn. Buckingham: Open University Press.
Brookfield, S. D., 2012. Teaching for critical thinking: tools and techniques to help students question their assumptions. San Francisco: Jossey‑Bass.
Ellis, G., Gardner, M., Tsiachristas, A., Langhorne, P., Burke, O., Harwood, RH., Conroy, S. P., Kircher, T., Somme, D., Saltvedt, I., Wald, H., O’Neill, D., Robinson, D., & Shepperd, S., 2017. Comprehensive geriatric assessment for older adults admitted to hospital. In Cochrane Database of Systematic Reviews (Vol. 2017, Issue 9). John Wiley and Sons Ltd. https://doi.org/10.1002/14651858.CD006211.pub3
Inouye, SK., Studenski, S., Tinetti, ME., & Kuchel, G. A., 2007. Geriatric Syndromes: Clinical, Research and Policy Implications of a Core Geriatric Concept. In J Am Geriatr Soc (Vol. 55, Issue 5).
Kane RL, Talley KM, Shamliyan T, Pacala JT., 2011. Common Syndromes in Older Adults Related to Primary and Secondary Prevention. Evidence Report/Technology Assessment No. 87. AHRQ Publication No. 11-05157-EF-1. Rockville, MD: Agency for Healthcare Research and Quality.
Mayer, R.E., 2009. Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.
Nestel, D., & Tierney, T., 2007. Role-play for medical students learning about communication: Guidelines for maximising benefits. BMC Medical Education, 7(1), 3. https://doi.org/10.1186/1472-6920-7-3
Siette, J., Knaggs, GT., Zurynski, Y., Ratcliffe, J., Dodds, L., & Westbrook, J., 2021. Systematic review of 29 self-report instruments for assessing quality of life in older adults receiving aged care services. In BMJ Open (Vol. 11, Issue 11). BMJ Publishing Group. https://doi.org/10.1136/bmjopen-2021-050892
World Health Organization., 2010. Framework for Action on Interprofessional Education and Collaborative Practice (WHO/HRH/HPN/10.3). Geneva: WHO.
World Health Organization., 2017. Integrated care for older people: guidelines on community-level interventions to manage declines in intrinsic capacity. Geneva. Licence: CC BY-NC-SA 3.0 IGO
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