Research Ideas and Outcomes : Grant Proposal
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Corresponding author: Anfal Adnan Astek (anfala32@gmail.com)
Received: 12 May 2019 | Published: 11 Jun 2019
© 2019 Anfal Astek
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Citation: Astek A (2019) Establishing a Need for Adding Physical Activity and Exercise Therapy Course to the Student Curriculum of the BSc Physical Therapy Program at King Abdulaziz University (KAU). Research Ideas and Outcomes 5: e36119. https://doi.org/10.3897/rio.5.e36119
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Implementation of exercises and physical activity as a preventative management strategy in public health, which is in turn connected to undergraduate teaching in order to place physiotherapists as exercise experts in clinical practice, has become one of the essential areas for building comprehensive knowledge in a physiotherapy education program. As physiotherapists are experts in biomechanics, with a knowledge of pathology and its effects on body systems, they are the ideal professionals to meet the challenge of ensuring exercise expertise. An exercise therapy course could develop the content of the entry-level curriculum (BSc degree) in physiotherapy professional education programs to meet the current national and international needs of healthcare professionals who promote, guide and manage effective exercise strategies. In addition, the implementation of this course would improve the services provided by physiotherapy graduates in healthcare, thus emphasising the significant role of exercise as a physiotherapy intervention in prevention and management. Key to this process is analysing and reviewing existing physical activity and exercise therapy course and reporting the topics that will need to be implemented in the undergraduate physiotherapy program in KAU. Implementation of this course in the undergraduate curriculum requires the engagement of academic staff, clinical tutors in the physical therapy department, Faculty of Applied Medical Science (FAMS), KAU and community health centre staff, in order to establish and deliver the course content to students via lectures, lab sessions and clinical visits.
Undergraduates, BSc Curriculum, Physical Exercises
The utilisation of exercise as an intervention for prevention and management of injuries and chronic diseases in individuals across their lifespan has grown recently in clinical practice within the field of physiotherapy
Project Needs and Objectives
External Dependencies
Internal Dependencies
Preferred options below are labelled ‘option 1’, while options labelled ‘option 2’ are just alternatives.
External agency approval:
Time spent by external agencies:
The year at which this course is offered:
The estimated cost:
This is a department project, relating to enhancing the theoretical and clinical content of the undergraduate curriculum (Suppl. material
Basic information related to implementation of the course
Basic Course Information |
Details |
Title of the course |
Physical Activity and Exercise Therapy |
Title and code of the course for transcript |
Exercise Therapy, PHTHXXX |
Course pre-requisites |
PHTH221, PHTH222, PHTH223, PHTH224, PHTH228 (Suppl. material |
Course co-requisites |
Level 5: PHTH311, PHTH331, PHTH332 Level 6: PHTH344, PHTH345 Level 7: PHTH451, PHTH464 Level 8: PHTH486, PHTH487 (Suppl. material |
First term to be offered |
Fall 2021 |
Level/year at which this course is offered |
Level 5, Level 6, Level 7 and Level 8 (i.e. the 3rd and 4th year of the programme) (Suppl. material |
Course meeting length |
Lecture: 2 hours, once per week Lab session: 2 hours, once per week Clinical visits: once per week |
Course credits |
Three credits |
Offering type |
Permanent course |
Student assessment procedure |
Midterm written exam Objective Structured Practical Examination (OSPE) Objective Structured Clinical Examination (OSCE) Final written exam One assignment at the end of each semester |
The proposed exercise therapy course would be funded by KAU under the FAMS. Table
The Estimated Financial Cost
Requirements |
Estimated Cost |
Details |
Salary for part-time exercise therapy instructor (Annual) |
66,000 SAR |
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Classrooms, including computers and projector |
Already offered; No additional cost |
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Biomechanics and Exercise Therapy Labs |
Already offered; No additional cost |
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Transportation for students to Community Health Centres (Annual) |
2,600 SAR |
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Required textbooks and teaching materials |
2,000 SAR |
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Equipment for labs according to course needs |
10,000 SAR |
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Total Cost |
80,600 SAR |
The risks which are associated with the project are presented, along with proposed mitigation actions, in the following Table
The Risks Associated with The Project
Risks |
Probability |
Impact |
Risk Value |
Mitigation Action |
Unsustainable business case |
1 |
3 | 3 |
(Treat action)
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Staff absences |
2 | 2 | 4 |
(Tolerate action)
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Lack of stakeholder support |
1 | 4 | 4 |
(Treat action)
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Change in financial or structural sectors (Annual) |
3 | 2 | 6 |
(Treat action)
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Change in the faculty or KAU structure (Annual) |
2 | 3 | 6 |
(Treat action)
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Change in strategic policies of the government or KAU |
2 | 2 | 4 |
(Treat action)
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The implementation of the project will require approximately one and a half years (see Gantt Chart, Suppl. material
Year 1
The first four months will be an initiation process, preparing this project as an academic case. This will involve setting up the key individuals for delivery and identifying the project management group from internal staff. Links will be established with other key committees, including the curriculum development committee, department council and FAMS council.
Key aspects:
Year 2 (First six months)
The implementation phase will be the main focus of the six months after final approval is secured.
Key aspects:
The quality expected from the project would be based on the suitable and measurable course learning outcomes under five domains provided by the
Five domains provided by National Qualification Framework
NQF Learning Domains and Learning Outcomes |
Teaching Strategies |
Assessment Methods |
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Knowledge: |
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Identify the basic platform of exercises from a physiological, anatomical, biomechanical and neurological perspective. |
- In-class lecturing - Practical sessions - Clinical sessions - Class discussions - Case studies - Utilisation of internet |
- Final written exam - OSPE exam. -OSCE exam. - Grading assignments |
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Recognise the physiological, biomechanical and anatomical changes due to exercise prescription and the related clinical features of conditions commonly encountered in public health services. |
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Describe the rules for a physical therapist, as an exercise therapist, in assisting both healthy and clinical populations with the following: designing an exercise plan, performing exercises for prevention and being in home and work environment at the highest possible level of self-sufficiency. |
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List the principles of research- and evidence-based exercise therapy practice. |
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Recall clinical reasoning, problem solving approaches and research awareness in the selection, justifications and review of exercise methods. |
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Cognitive Skills: |
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Justify clinical data based on basic knowledge of physiology, anatomy, pathology and biomechanics. |
- In-class lecturing - Practical sessions - Case studies - Field visits |
- OSPE exam. - OSCE exam. |
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Interpret the collected data to make decisions about the clinical progress of cases. |
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Develop individualised exercise therapy approaches for different conditions. |
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Plan assessment, exercise design, goals and discharge strategies for different conditions. |
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Interpersonal Skills & Responsibility: |
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Demonstrate engagement in appropriate self-directed learning. |
- Practical sessions - Case studies - Field visits |
- Case study presentation - OSPE exam. - OSCE exam. |
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Demonstrate a high level of communication, teamwork and leadership skills. |
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Communication, Information Technology, Numerical Skills: |
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Interpret data from literature using information technology and library resources to solve clinical problems. |
- Simulating situations - Class discussions - Assignments - Practical session |
- OSPE exam. - OSCE exam. - Grading Assignments |
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Demonstrate skills in using the internet critically as a means of communication and source of information. |
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Psychomotor Skills: |
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Effectively use tools & measuring instruments according to standard guidelines & safety measures for different disorders. |
- Practical sessions - Lab sessions - Simulated situations - Field visits |
- OSPE exam. - OSCE exam. |
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Employ clinical diagnosis & investigation during application of exercise plan |
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Demonstrate use of assistive devices safely & effectively. |
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Demonstrate understanding of moral, ethical, legal & Islamic cultural issues in relation to practice. |
1- Regulation for student assessment and verification of standards
According to the Physical Department, KAU policy,a sample of 10 % of exams for each course should be marked by another member in the department to confirm the standards of marking . In addition, each student is evaluated by more than one instructor. An International team visits the faculty every three years in order to evaluate the standard of students work and grades against to international standards.
2- Selection and preparation of new staff
The following process for recruiting new faculty and teaching staff will be implemented to ensure that he/she is highly qualified and experienced for teaching responsibilities:
The following process will be used for orientation of part-time staff to ensure full understanding of the program and the role of the course he/she teaches as a component within it:
3- Course planning, monitoring and review
This process requires the involvement of the project management team, including teaching staff, in monitoring course quality, annual review and planning for improvement.
Project Management Group
This group is responsible for the management of the project on a daily basis and will monitor the progression of the course from inception to termination. Initially, the group meets twice a month and then once a month. This group reports to the Department of Physical Therapy Curriculum Committee, FAMS Curriculum Committee, Quality Assurance Committee, KAU General Curriculum Committee and KAU Board. Members include:
Academic Co-ordinators
Steering Group
This group consists of individuals from other institutions, including a European university, with experience in implementing exercise therapy content in their students’ curriculum. The group contributes by providing advice, including guidance in the preparation phase of the project, with no managerial function. Meetings with the project management team will be arranged three times in the preparation phase (Year 1) and followed by documented reports.
*The name of the university depends on the selection of a recognised European University by KAU.
The success of this project will be critically based on continuing formative evaluation and a full evaluation report at the end of the preparation phase (Year 1) and at the end of the implementation phase (Year 2 – the first six months). The first three months of the project will be a period of negotiation for the full evaluation framework. The detailed evaluation plan will be conducted as follows:
Establishing a Need for Adding Physical Activity and Exercise Therapy Course to the Student Curriculum of the BSc Physical Therapy Program at King Abdulaziz University (KAU)
King Abdulaziz University/ Applied Medical Science College/Physical Therapy Department
Anfal Astek generates the idea, designes the project and writes all project sections
None
Curriculum Study Plan Table
Exercise Therapy Topics and its relation to current curriculum
(Lectures and Clinical Placement)
Job Description of Faculty instructor in KAU
preparation phase and implementation phase