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Course Description
Geriatric Assessment for Physiotherapy Course is designed to equip physiotherapy undergraduates with the knowledge and skills necessary to holistically evaluate the health status of older adults. The course emphasizes a multidimensional and interdisciplinary approach, considering medical, functional, psychological, and social domains. It aims to prepare students to design individualized assessment plans that focus on functionality and quality of life of older adults.
Course Syllabus
Course Syllabus
How this Course was Designed
The course Geriatric Assessments for Physiotherapy is built on the idea that students learn effectively when essential knowledge, practical experience, and real-world application come together. As adult learners, physiotherapy students develop understanding through guided practice, reflection, and shared responsibility.
The course combines core assessment competencies with experiential and authentic learning activities, allowing students to apply theory in realistic geriatric settings and strengthen their clinical reasoning.
A multimodal teaching approach supports different learning styles and encourages deeper understanding. Grounded in constructivist and adult-learning principles, the course promotes autonomy, critical thinking, and lifelong learning.
Its overall aim is to prepare competent, reflective, and patient-centered physiotherapists who can carry out comprehensive and ethical geriatric assessments in complex clinical environments.
Theoretical Foundations
The course is built on complementary theoretical foundations to support effective learning. Essentialism ensures mastery of core assessment principles, while experiential learning provides hands-on practice and reflection. Constructivism promotes knowledge building through discussions, case analysis, and peer collaboration. Andragogy encourages self-directed learning, recognizing students as active partners. Multimodal approaches—videos, simulations, case scenarios, and demonstrations—enhance understanding, and authentic learning allows students to apply skills in real-world assessments, fostering clinical readiness and professional confidence.
Lecturer’s Profile
Postgraduate or equivalent level of educational qualification in geriatric care.
Clinical experience in geriatric care physiotherapy, minimum of 3 years.
Prerequisites for Students
Knowledge of musculoskeletal, neurological, cardiothoracic, and general medical and surgical physiotherapy, as well as effective communication skills.
Learning Outcomes (ILOs)
At the end of the course, the student should be able to:
Identify common geriatric syndromes in older adults.
Describe the fundamental principles and components of a comprehensive geriatric assessment (CGA) and its importance in geriatrics.
Demonstrate the ability to select, apply, and interpret appropriate assessment tools and methods to evaluate physical health, cognitive functions, psychosocial aspects of aging, and living environment.
Explore advancements in geriatric assessments.
Assessments
Assessments
1.Theoretical Assessments:
Multiple Choice Questions (MCQs)
Test students’ knowledge and understanding of common geriatric syndromes (ILO 1)
Assess comprehension of principles and components of CGA and its significance (ILO 2)
Evaluate awareness of advancements in geriatric assessments (ILO 4)
Rationale: MCQs are efficient for assessing broad knowledge and conceptual understanding across multiple topics.
Structured Essay Questions (SEQs)
Encourage students to describe and critically explain CGA components and importance (ILO 2)
Allow integration of knowledge when discussing selection and interpretation of assessment tools (ILO 3)
Provide an opportunity to reflect on recent advancements in geriatric assessments (ILO 4)
Rationale: SEQs assess deeper understanding, reasoning and the ability to communicate complex ideas clearly.
2. Practical Assessments
Objective Structured Practical Examination (OSPE)
Students demonstrate application skills in selecting and using assessment tools (ILO 3)
Evaluate ability to assess physical, cognitive, psychosocial and environmental factors in older adults (ILO 3)
Provide real-life simulation scenarios that reflect common geriatric syndromes and their management (ILO 1)
Educational Videos
Educational Videos
The educational videos on geriatric physical assessments for physiotherapists cover balance, falls risk, coordination, strength, flexibility, endurance, and laboratory-based evaluations. Each video outlines the essential equipment, step-by-step procedures, and guidance for interpreting results. These resources aim to enhance clinical competence and support accurate, evidence-based assessments of older adults in physiotherapy practice.
Click here to see Educational Videos | Geriatric Assessment for Physiotherapy.
Implementation Plan
Implementation Plan
Week 01
Lectures on common geriatric syndromes in older adults (ILO 01), fundamental principles and components of a comprehensive geriatric assessment (CGA), and its importance in geriatrics (ILO 02)
Week 02
Lectures on physical assessment tools (ILO 03)
Practicals on physical assessment tools (ILO 03)
Week 03
Lectures on cognitive function assessment for physiotherapists, psychological aspects of aging, and living environment assessment (ILO 03)
Practicals on assessment tools of cognitive function, psychological aspect of aging, and living environment assessment for physiotherapists (ILO 03)
Week 04
Develop video portfolio on geriatric assessment (ILO 03)
Lecture on advancements in geriatric assessments (ILO 04)
Week 05
Case-based simulation and discussion (ILO 03)
Practical on advancements in geriatric assessments (ILO 04)
References
References
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.
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., 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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