EXCITING NEWS: new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society.
This innovative and dynamic MSc course is appropriate for all health, social care and exercise professionals working with different patient or client groups, adults or children. A strength of the course is the opportunity it provides to work with practitioners from different professions, from different patient and client groups and from a variety of countries which all helps promote a diverse view of rehabilitation.
This course enables practitioners to examine their own rehabilitation practice in light of the analysis of key concepts and theories. The ICF (International Classification of Functioning, Disability and Health, WHO 2001) - a key framework used internationally to guide rehabilitation practice, research and policy - will be used as a framework throughout the course. This will allow you to focus on rehabilitation from impairment through to activity and participation levels, taking into account contextual factors.
See the website http://www.brookes.ac.uk/courses/postgraduate/rehabilitation-musculoskeletal-neurological-posture-management-pathways/
Why choose this course?
- It provides a wide range of teaching and learning strategies, enabling you to develop relevant skills, for example in research and leadership. It offers five pathways: Neurological; Musculoskeletal; Paediatric Neurological; Exercise; Posture Management. (Please note for this pathway, you have to enter with 60 CATS credits from the Posture Management course, offered by the Oxford Centre for Enablement, Nuffield Orthopaedic Centre NHS Trust, Oxford.)
- It has a strong practice focus achieved through the way we consistently link theory to practice. You have opportunities to work within the CLEAR unit and engage with the latest rehabilitation research.
- It is structured in such a way that it moves from generic content (PG Cert Rehabilitation) with a focus on rehabilitation concepts, pathophysiological aspects and evidence-based rehabilitation, to pathway-specific (PG Diploma) content. These pathways enable you to focus on rehabilitation generally, relating to your own area of practice through the assessments, and then to focus on pathway-specific modules, which you can relate to your own practice.
- It offers health, social care and exercise professionals highly flexible continuing professional development (CPD) study opportunities in rehabilitation, with part-time, full-time and mixed mode options (including opportunities for e-learning, blended and distance learning).
- Our teaching team is multiprofessional, promoting interprofessional learning and teaching, and offering excellent opportunities for shared learning.
- All of the course team are experienced practitioners, educators and/or researchers in rehabilitation. They have all published articles and books in the area of rehabilitation, and have presented at key rehabilitation conferences. Many of them have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.
- The faculty has a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. The programme links with the Centre for Rehabilitation at Oxford Brookes University which is renowned for its research in to movement science.
- Oxford Brookes is a student-centred institution that is fully committed to each individual being supported to achieve their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.
- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.
Please note: this course also has a start date in September and January. There are opportunities to take individual modules as well as a longer award.
Teaching and learning
Teaching, learning and assessment strategies are intended to promote an interprofessional, patient-centred and practice-focused approach to rehabilitation.
Opportunities for interprofessional learning - sharing existing and developing skills, knowledge and experience - are maximised. All teaching, learning experiences and specific assessments is focused on the individual and their rehabilitation programme. If you are not in practice, or not from a health care background, the sharing of knowledge and experience can be of particular value. To make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies will be employed.
Assessment methods used within the course are varied; they are designed to be stimulating as well as academically rigorous, and are based on your learning needs, individual aims, content, and the academic standards expected for the course. Assessment is based on coursework consisting of academic and reflective essays and case studies.
The course team is committed to providing flexibility, and is exploring ways of offering blended-learning approaches.
Examples of pathways
- Physiotherapist taking the Functional Stroke module to develop their skills and knowledge around exercise and stroke.
- Occupational Therapist taking the Paediatric Pathway working in rehabilitation wanting to develop their expertise and knowledge around children.
- Rehabilitation professionals working with adults and children with neurological disorders taking the paediatric disability module.
- Specialist MS nurse practitioner taking the Long Term Chronic Illness module and then crediting that towards the MSc Neurological Rehabilitation.
- Exercise professional working in a gym taking the Exercise Prescription Module to obtain REPS 4 accreditation.
This course helps you to develop your own professional practice, enabling you to deal with rehabilitation issues using a critical problem-solving approach based on research and theoretical perspectives and models. This might enable you to move more into a leadership role or a specialist role. Students who have graduated from the course have changed their jobs, for example going into rehabilitation leadership roles or specialist type roles, moving into specialist rehabilitation units or settings, or moving into education or research-type roles.
Free language courses for students - the Open Module
Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.
Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.