Module construction

For anyone interested in understanding how we develop the teaching modules within the office, this page shows the stages of who inputs what and when. You’ll find a link to an example of a completed module at the bottom of the page…

1. The teaching template

demo_construct00c Our first two years were spent trialling a teaching template to enable a path for safe clinical reasoning

2. Assessment flow test

demo_construct01b The next step is to find a senior Physio, specialising in a clinical area (peadiatrics, amputees etc) to complete the relevant template, breaking down their assessment into consecutive steps, each connected by a yes/no logic. The result is a flow diagram that ends with a diagnosis, which in turn leads to its appropriate treatment. All specialist physios have donated their time as volunteers.

3. Review of the flow

demo_construct02b The written module is then reviewed by a second senior Physio specialising in the same clinical area. Edits are made and the module continues to be reviewed until all specialists feel confident that enough depth is given whilst enabling simple comprehension.

4. Resourcing images

demo_construct03 At this stage the visual thread is added, when our designer meets up with the specialist and patient. Following the text of the flow diagram, photographs of each step are made to give parallel visual interpretation

5. Conversion to graphics

demo_construct04 From the photographs (and to help cultural acceptability and design cohesion) simple graphics are made, focusing on key points of the flow process. These points are often revealed in small but significant details, such as hand positions.

6. Text and image balance

demo_construct05 We then condense original texts (top corner of the page) so that future (non-specialist but qualified) physios will be able to teach the module. Many field clinics may want a range of rehabilitation modules but only have the one teacher, so the thread of simple links to their own local teaching programmes is important.

7. Interactivity

demo_construct06 The assessments are now ready to put into their interactive format so that, as well as the 'scroll' version (pdf for printing), all modules can be viewed online, and also via USB and LibraryBox (for situations where no internet exists).

8. Field trials

demo_construct07 A module is now ready to be piloted by teaching physios in the field. Feedback from these physios and their students is vital in allowing us to review and revise the module repeatedly.

9. Global trials

demo_construct08 Once modules have been piloted enough to the point that no more edits are needed, they are declared fit for their global trials. These global trials will run from autumn 2019 for a minimum of two years.

To elaborate on the above, the quick notes below refer to features provided generally throughout all modules.

Anatomical reference

demo_ref01 Relevant reference material is provided at the start of each module

Basic physiology

neurophysiology Graphics reduce reliance on words, whilst enabling clinical comprehension


Each module contains guidance on its relevant pathologies, the understanding of which is essential to all consequent assessment and treatment stages.

Guided diagnosis

demo_ref03 Guided diagnostic steps prompt an understanding of the logic for each assessment

Assessment procedure

guided assessment All diagnoses have been anticipated by the author, removing clinical responsibility from the student

Treatment prompts

demo_ref05 Treatments include visual aids, together with a treatment plan for relevant 'home exercises'.

Treatment advice

demo_ref06 Included in treatments are times of day for exercises, which information can be printed out

Community aim

demo_ref07 Wherever possible, steps to inclusion are encouraged within the modules

Support paperwork

This includes exam paperwork, SOAP notes and guides, supervision paperwork, accountability, learning games and more

icon_blue_forwardLumbar module (you can also see an example here)