Physiotherapy Education Framework: domains

1.1 Philosophy and rationale

The programme’s educational and professional rationale, philosophies and theories should be explained. 

Explain how:

1.1a. These have fed into the planning and development of the programme. If a programme is being presented for re-accreditation, explain how it is delivered and evaluated. 

1.1b. Planning and development (and delivery and evaluation in cases of re-accreditation) will meet current and future needs across the four pillars of practice.

1.1c. Local and national drivers and changes in practice have been considered, enabling learners to develop generalist skills. These should be skills that can be used in different settings and to promote good health.

1.1d. They are focused on individual needs, and appropriate to the places and ways graduates will work. 

1.1e. The views of service users, practice partners and learners have influenced the programme’s development.

1.1f. The programme will support the development of learners’ professionalism and professional identity.

For apprenticeship programmes

1.1g. How the views of employment partners have fed into the development of the programme.

1.2 Institutional context

1.2a. Explain how the programme fits within the institution’s business plan for health and social care education. Also, its broader initiatives, such as widening access and the delivery of work-based programmes.

1.2b. Explain how the programme is linked to others, and how it links with other schools and departments.

1.3 Programme context

1.3a. Share information on other relevant programmes offered by the institution. This should include:

• pathways for other levels of practice in physiotherapy
• learning opportunities for registered physiotherapists
• learning opportunities for those at other points on the physiotherapy career framework (2024)

1.4 Practice context

1.4a. Explain how the programme develops graduates to understand their role as healthcare practitioners. This should include:

• person-centred care
• prevention of ill health
• rehabilitation
• managing complexity
• awareness of global issues related to healthcare
• environmental agenda
• digital literacy

1.4b. Explain how the programme develops graduates to understand their roles at work, such as the sector or type of organisation. 

2.1 Programme aims 

The programme's aims should be clearly explained.

2.2 Learning outcomes 

2.2a. A programme's learning outcomes must ensure that the knowledge, skills, behaviours and values (KSBV) required of a registered physiotherapist (HCPC Standards of Proficiency) at the graduate level (in line with the physiotherapy career framework and graduate attributes) are developed through the course. An explanation of how the KSBV are met (at programme and module level) should be given through a mapping exercise. 

2.2b. Explain how the learning outcomes align with the programme’s educational philosophy and aims in meeting the KSBV. 

2.2c. Where a pre-registration programme is designed to lead to a master's-level award or higher, explain clearly how it enables learners to reach this level.

2.3 Programme structure 

2.3a. Provide a diagram of the curriculum, set against a calendar. This should show semesters, practice placement blocks, university blocks, units/modules and assessments. 

2.3b. Explain the programme structure, including how this supports the curriculum design and the integration of academic and practice-based components. 

For apprenticeship programmes

2.3c. Include the points when there will be tripartite meetings. 

2.3d. Include detail of hours allocated to off-the-job learning within the year plan.

2.4 Admissions 

Provide information on:

2.4b. Minimum entrance criteria to the programme, including academic and access programmes/T level/V level/BTEC etc. 

2.4c. How applicants with appropriate prior learning will be considered for advanced standing on the programme. 

2.4d. How work experience will be recognised in the application process. 

2.4e. Relevant policies – institution-wide and those that apply to the individual programme or subject area. 

2.4f. Policies that enable access for a diverse range of potential applicants.

Selection procedures, including: 

2.4g. Their rationale e.g. use of interview, in-person versus online etc.

2.4h. The involvement of stakeholders in the selection process e.g. service users, practice partners, employment partners (in the case of apprenticeship programmes). 

2.4i. How communication with applicants will be clear and on time throughout the process.

2.4j. How you will ensure fairness and consistency. Examples include Equality Impact Assessment, accessibility arrangements, moderation of processes. 

2.4k. How you monitor application and selection trends, including how your procedures affect the demographics of your applicants and their success in accessing the programme. 

2.4l. How the selection procedures comply with the Equality Act and national/sector-wide initiatives on widening access to higher education. How they fulfil the CSP Equity Diversity and Belonging Strategy, CSP Code of Members' Professional Values and Behaviour and HCPC Standard of Education and Training (SET). 

2.4m. The institution’s policies on health checks and police checks of applicants in line with HCPC guidance. 

2.4n. How the selection processes take account of professional and regulatory expectations relating to whether applicants are suitable for preparing to work in a healthcare profession.

2.5 Learner consent 

2.5a. Provide information about learner consent to take part in elements of the programme. 

2.5b. When it comes to enrolment, the CSP expects host institutions to have an anti-discriminatory approach to consent for learners’ engagement in practical work. The expectation is that institutions take a flexible, individualised approach to ensure all learners can take part. Provide information on this as part of the programme documentation.

2.6 Programme-specific requirements 

The regulations specific to the award should make clear that: 

2.6a. Condonement of failure in a module should not normally be permitted. (Condonement is a process where a board of examiners may allow a student to pass a module despite a marginal failure, based on their overall strong performance in the course.) 

2.6b. Compensation of failure may be permitted within a module that is not related to practical skills. (Compensation allows learners to pass a module despite not achieving a passing grade, provided they have demonstrated sufficient overall academic performance.)

2.6c. Condonement or compensation cannot take place in practice-based learning (practice placements) elements of a programme. 

2.6d. Where simulation-based learning (SIM) forms a practice-based learning element within a programme, it must be quality assured and assessed appropriately (e.g. using the CSP Common Placement Assessment Form) to contribute to the practice-based learning hours. 

2.6e. A learner should not normally proceed to the next year or level of a programme without successfully completing all their prerequisites. Some discretion may be taken on an individual case basis.

2.6f. A learner should not normally be given more than two attempts at a unit/module. Such a regulation should be applied with discretion, taking account of:

• A learner’s progression through the programme (i.e. a team should keep under review whether a pattern is emerging of a learner needing to re-attempt units or modules. Particular attention should be paid to issues of public protection).
• Extenuating circumstances that may impact on a learner’s performance. 

2.6g. Aegrotat awards (given where a student has not completed their studies due to ill health) are not acceptable for providing eligibility for CSP Chartered membership. 

Provide information on: 

2.6h. The minimum pass mark. 

2.6i. Re-assessment, including:

• how a re-sit can be accommodated within the programme calendar and arrangements for progression
• arrangements for those in their final year
• arrangements and conditions for learners to redo a period of learning.

2.6j. The contribution of each year or level of study to the final award. 

2.6k. The contribution of practice-based learning elements to the final award, where applicable.

Where credits/grades are given for practice-based learning, each institution can set the proportion of the final classification that is informed by learners’ practice-based learning performance. The CSP expects this to relate to the notional learner effort involved, i.e. this should represent a minimum of 1,000 hours of learning. 

The CSP also recognises that it is at the institution’s discretion whether practice-based learning assessments are graded or awarded pass/fail. Institutions should provide the rationale for their approach. 

2.6l. Alternative exit awards should not include ‘physiotherapy’ in the title. It should be made clear that they do not give eligibility for chartered CSP membership.

2.6m. Period of study: 

• A BSc (Hons) or degree apprenticeship programme should normally be completed within six years.
• An MSc (Pre-Reg) or degree apprenticeship should normally be completed within four years, unless a robust rationale is presented for ensuring the quality and currency of learners’ learning over a longer period. 

2.7 Ongoing evaluation 

2.7a. Information should be provided on the structures and processes in place for evaluating all aspects of a programme’s delivery. Explain how relationships with stakeholders are developed by listening to all relevant parties including learners, practice partners, service users (and employment partners for apprenticeship programmes). 

Explain how development and delivery are kept under review, including:

2.7b. How the programme is ensuring graduates are appropriately prepared for practice and service delivery needs now and in the future. This should include public, independent, private, voluntary and other relevant health and social care sectors.

2.7c. How the programme continues to fit within the education providers’ portfolio of physiotherapy and other health and social care education. 

2.7d. How the programme proactively creates an inclusive learning environment that addresses discrimination or exclusion.

2.7e. How the programme addresses learner development across the four pillars – clinical, research, leadership and education – enabling professional development aligned with the physiotherapy career framework. 

2.7f. How the programme embeds and implements CSP Equity Diversity and Belonging (EDB) strategy including but not limited to themes such as decolonisation, allyship, anti-discrimination and cultural humility.

2.7g. How complaints/concerns raised by learners, practice partners, service users (and employment partners for apprenticeship programmes) are handled.

3.1 Teaching and learning strategy 

Explain how the programme teaching and learning strategy: 

3.1a. Has been developed in line with current evidence and guidance/frameworks. 

3.1b. Links with the programme’s intended learning outcomes and HCPC Standards of Proficiency and Standards of Conduct, Performance and Ethics. 

3.1c. Complements the programme’s philosophy and aims in the development of learners and adapts to their diverse needs. 

3.1d. Contributes to the development of learners’ knowledge, skills and capacity for professional practice in reference to the Physiotherapy Education Framework graduate attributes.

3.2 Attendance requirements 

3.2a. List and explain the requirements for attendance and engagement. This should account for blended learning, if included. 

3.2b. Outline the minimum required attendance/engagement along with procedures to ensure engagement with the programme. 

3.2c. Enable attendance and engagement by taking account of the diversity of learners and their potential needs. 

For apprenticeship programmes: 

3.2d. Provide detail of the expectations and process for management of on- and off-the-job attendance during the course (e.g. when a learner is on leave from work and consequently unable to attend university).

3.3 Student/learner:staff contact 

3.3a. Give an indication of the student/learner:staff contact hours for each year of study.

Include details of: 

3.3b. Hours allocated to face-to-face; blended learning synchronous/asynchronous activities (those taken together, with real-time feedback and those taken at the learner’s own pace). 

3.3c. Hours required for self-directed learning. 

3.3d. Hours allocated by programme staff to support learners, e.g. academic advice and research supervision, practice-based learning support. For apprenticeship programmes, meetings between the three parties. 

3.3e. Hours allocated to learning activities with visiting lecturers.

3.4 Individual modules 

For each module, provide information on: 

3.4a Prerequisites and co-requisites (prerequisites must be completed before a learner can take module, and co-requisites must be taken alongside a module). 

3.4b. Year of study. 

3.4c. Credit-point tariff. 

3.4d. Contact hours – face-to-face; blended learning, synchronous/ asynchronous (those taken together, with real-time feedback and those taken at the learner’s own pace). Hours required for self-directed learning.

3.4e. Aims and intended learning outcomes. 

3.4f. Indicative content (subject matter/content included in the module in order to meet the stated learning outcomes).

 3.4g. Teaching and learning strategies. 

3.4h. Assessment strategy – both formative (feedback to support development towards graded assessments) and summative (awarded a grade that will count towards progression). 

3.4i. Mapping of skill development to the graduate attributes, across the four pillars of practice. 

3.4j. Any flexibility built into the design or delivery of the module to support engagement and learner success where there may be competing personal demands. An example would be accounting for demands of work/study/life balance for those on apprenticeship programmes. 

For apprenticeship programmes

3.4k. Map out how the programme will achieve its requirements in line with the specifications.

3.5 Interprofessional elements (working with, or learning from, other healthcare professions) 

 Opportunities for meaningful interprofessional learning (IPL) with, from, and about other professions should be encouraged – both in the classroom and in practice settings – to foster a culture of collaborative practice. 

Information should be provided on: 

3.5a. The disciplines with which learning and teaching will primarily be shared within the programme. 

3.5b. The underpinning philosophy of the interprofessional approach to learning and teaching (including how this relates to preparing learners for their future practice in health and social care). 

3.5c. How interprofessional learning opportunities are designed, quality assured and evaluated.

3.5d. How practical and organisational issues to do with the delivery of interprofessional learning will be managed (including within practice-based learning elements/practice placements). 

3.5e. The balance between profession-specific and interprofessional elements (including how physiotherapy learners are enabled to fulfil the outcomes of the physiotherapy career framework to graduate level. 

3.5f. Details of any use of simulation-based learning (SIM) for the purpose of interprofessional learning, including how it is designed, quality assured and evaluated.

3.6 Assessment strategy 

Explain how the programme assessment strategy: 

3.6a. Links with its intended learning outcomes, and learning and teaching strategies. 

3.6b. Complements the programme’s approach to the development of learners and adapts to their diverse needs. 

3.6c. Contributes to the development of learners’ knowledge, skills and capacity for professional practice in reference to the graduate attributes. 

3.6d. Has been developed to be proportionate, authentic and inclusive. 

3.6e. Utilises assessment feedback to support learner development and inclusion.

3.7 Assessment methods 

3.7a. Explain how the chosen assessment methods complement the learning and teaching process and enable learners to show how they have met the learning outcomes.

3.7b. When using peer assessment, give details of how learners are supported in this role. 

3.7c. Where offering a choice of assessment, give details of how alternate methods are assessed equally. 

3.7d. Provide information on arrangements for offering alternative assessment methods for learners when appropriate (e.g. disabled learners or those with circumstantial needs) with a view to promote inclusion and embed anti-discriminatory practices.

For apprenticeship programmes

3.7e. Where apprenticeship programmes provide assessment guidance in support of workplace, detail should be provided.

3.8 Assessment schedule 

3.8a. Provide a chronological plan of the elements that contribute to the formal assessment of learning, including:

• coursework
• written examinations
• practical examinations
• presentations
• production of resources or digital artefacts
• practical assessment. 

3.8b. Explain how the outcome of each stage and component of the assessment process relates to learners’ progression within a programme, and their development in line with the graduate attributes. 

For apprenticeship programmes

Provide details on: 

3.8c. Expectations for skill development during on-the-job working.

3.8d. How work-based education plans are developed with employment partners. 

3.8e. How skill development will be assessed on-the-job.

3.9 Moderation

When learners are permitted alternative methods of assessment, explain how moderation will be subject to rigorous, consistent, fair and transparent processes.

3.10 Appeals 

Explain the processes for managing appeals.

3.11 Assessment governance 

3.11a. Provide information on the institution’s general assessment regulations that apply to the programme. 

3.11b. Provide information on the assessment board’s constitution and terms of reference.

3.12 External examiner arrangements 

External examiners are appointed to a programme to ensure that standards are upheld. Outline arrangements for ensuring that the profile setting, conduct and outcome of the assessment processes are overseen appropriately. 

Note: It is normally expected that a programme is overseen by at least one external examiner who holds HCPC registration, is eligible to be a chartered physiotherapist and has professional experience related to quality assurance in higher education. 

Where cohort size is small (30 or fewer) and it is normal practice for only one external examiner to be appointed. This should be a HCPC-registered physiotherapist, eligible for CSP membership, with professional experience related to quality assurance in higher education.

4.1 Curriculum

The CSP requires completion of 1,000 hours of practice-based learning in pre-registration physiotherapy education.

For each practice-based learning block/element, give information on:

4.1a The overall aims, objectives and intended learning outcomes.

4.1b. How the AHP Principles of Practice-Based Learning have been considered and integrated.

4.1c. Its contribution to developing learners’ experience. This should be in settings that reflect trends in physiotherapists’ contribution to patient care and service delivery across the four pillars of practice, the breadth of healthcare sectors and/or where physiotherapy services may be delivered.

4.1d. Where the CSP Common Placement Assessment Form (CPAF) is not being used, if/how assessment contributes to the overall grade. 

Where CPAF is being used, provide details of:

4.1e. Whether the practice-based learning is given a mark or pass/fail and the rationale behind this.

4.1f. If/how the practice-based learning component contributes to the overall grade. 

For apprenticeship programmes

4.1g. Explain how you ensure a clear delineation between the learner’s on-the job role and their practice-based learning experience. For example, give employers/practice partners information to make sure apprentices have a distinct role when on placement.

Note: On-the-job hours may be considered for the purpose of practice-based learning if structured appropriately, quality assured and assessed in line with CPAF, or equivalent alternative. 

Where simulation-based learning (SIM) is used for practice-based learning, give information on:

4.1h. Hours of practice-based learning accrued though SIM.

4.1i. Overall aims, objectives and intended learning outcomes of SIM.

4.1j. Rationale behind the design of the SIM practice-based learning experience, and quality assurance processes used to ensure learning outcomes are achieved.

4.1k. Details of method of assessment where CPAF is not being utilised.

4.2 Evaluation

Evaluation strategies should be based on the criteria outlined in AHP Principles of PBL.

Provide information on arrangements for placement evaluation, and how this feedback is used to drive improvement. Show how feedback on the practice-based learning impacts: 

4.2a. The programme team.

4.2b. Practice educators.

4.2c. Physiotherapy managers/allied health profession (AHP) leads/practice partners.

4.2d. Learners.

For apprenticeship programmes

4.2e. Show how feedback on the practice-based learning impacts employment partners.

4.3 Integration in programme

Provide information on:

4.3a. How theoretical and practical elements are integrated within the 1,000 hours of practice-based learning in the practice or simulation environment.

4.3b. How practice-based learning components are integrated within the programme. Include how the staging and progression relates to learners’ learning, the development of their practical knowledge and skills, and journey to become a professional.

4.3c. Where SIM practice-based learning is included in the 1,000 hours of practice-based learning, explain how the staging and progression relates to learners’ learning, the development of their practical knowledge and skills, and journey to become a professional. 

For apprenticeship programmes

Provide information on:

4.3d. How practice-based learning forms a distinct part of the programme separated from on-the-job learning.

4.3e. How this distinction is communicated to learners, workplace mentors and employment partners.

4.4 Organisation

Provide information on:

4.4a. The range, location and provision of practice placements.

4.4b. The criteria and arrangements for selecting placements and monitoring their ongoing quality.

4.4c. How you source placements across sectors.

4.4d. Plans for growing the capacity of placements, whether through developing supervision models and/or developing placements across sectors.

4.4e. How you work with placement providers to manage capacity and allocations.

4.4f. How you assign learners to placements, including those with specific requirements (e.g. those with caring responsibilities or disabilities).

4.4g. How you work with placement providers when learners require reasonable adjustments.

4.4h. How the placement settings are balanced to expose individual learners to the breadth of contemporary physiotherapy practice. This should be in line with the four pillars of practice and across sectors and providers.

4.4i. How practice-based learning hours are documented across placement environments, including simulation-based learning (SIM).

4.4j. How many practice-based learning placements are in the programme and how many hours of learning in the practice-based environment they provide, including hours allocated to self-directed learning and reflection. 

4.4k. Details of practice-based learning supervision models, including approaches to learner supervision.

4.4l. Contractual relationships with placement providers for practice-based learning. The CSP expects institutions to have a service level agreement with each placement provider. Include a specimen agreement as part of the programme document.

4.4m. How you ensure strong and ongoing communication between the education institutions and practice-based learning providers. 

4.4n. Relationships for practice-based learning provision with other local providers of pre-registration physiotherapy education.

4.4o. How the programme and placement teams work with stakeholders (including local HEI and placement providers) across the region to provide a coordinated approach to practice-based learning provision.

For apprenticeship programmes

4.4p. Explain arrangements for sourcing and allocating practice-based learning for apprentices.

4.5 Profile of practice-based learning

Explain how: 

4.5a. Learners’ overall exposure to different acute, primary and community practice settings (in public, private, independent and third sectors) will help them prepare for contemporary physiotherapy practice across the four pillars. This should consider the evolving nature of the structures and environments in which the profession contributes to patient-centred care and service delivery. 

4.5b. Each setting expands the learners’ practical experience as it relates to modern practice, and their fulfilment of the outcomes of the graduate attributes. 

4.5c. Supported by their practice educators where needed, learners should record and reflect on the skills and development they have gained through practice-based learning. This should be mapped against the four pillars of practice as outlined in the physiotherapy career framework.

4.5d. Placement accessibility should align with the CSP Equity, Diversity and Belonging Strategy and Widening Participation position statement, recognising that some learners may be unable to undertake certain placements due to protected characteristics. This should be acceptable, and alternative placement experiences must be available to ensure equitable clinical/practice learning. 

We recommend that approximately 25% of a learner's 1,000 hours of required practice-based learning could include experiences in the Education, Leadership or Research pillar and/or using simulation-based learning designed specifically for the purpose of practice-based learning. 

4.5e. The practice-based learning profile for a learner should include no less than 650 hours within the clinical pillar. Simulation-based learning for practice-based learning within the remaining three pillars should total no more than 350 hours. 

Simulation practice-based learning

To contribute to practice-based learning hours, simulation-based learning must meet the following criteria: 

4.5f. There must be evidence of a quality assurance process for the development and delivery of the experience for this purpose. 

4.5g. Learners must be assessed against criteria outlined within in the Common Placement Assessment Form (CPAF) or an equivalent assessment.

International practice-based learning

4.5h. Practice-based learning completed outside of the UK must be quality assured and overseen by the awarding higher education institution. For the activity to count towards the 1,000-hour requirement, the learner must demonstrate professional development, must be supervised by an appropriate practice educator and assessed in line with the requirements described in CPAF (refer to CSP Long Arm Placement Guidance for further information).

4.6 Assessment

4.6a. Learners’ performance in practice-based elements of a programme should be evident in the learner's overall progress within the programme.

4.6b. Where credits/grades are given for practice-based learning, it is at the host/validating institution’s discretion as to the proportion of the final classification that is informed by learners’ practice-based learning performance. The CSP expects this to relate to the notional learner effort involved in such a substantial part of the programme (i.e. this should represent a minimum of 1,000 hours of learning).

4.6c. It is at the host/validating institution’s discretion whether practice-based learning assessments are graded or awarded pass/fail, but provide your rationale for the approach. 

4.6d. Explain how you ensure assessments are fair, consistent and transparent within and across placements. This applies to all practice-based learning, across the four pillars of practice and including SIM practice-based learning. 

4.6e. Make explicit that condoning practice-based elements is not normally allowed. (Please refer to 2.6 programme-specific requirements). (Condonement is a process where a board of examiners may allow a student to pass a module despite a marginal failure, based on their overall strong performance in the course.)

4.6f. Make clear where the Common Placement Assessment Form (CPAF) is not used for practice-based learning assessment. Explain the arrangements and processes for assessing learning in the practice environment, including:

• Report forms
• How learners are assessed across domains mapped within CPAF
• The assessment regulations that apply to practice-based learning.

4.7 Support to practice educators

Provide information on:

4.7a. Support for practice educators, including induction, liaison and professional development in line with the education pillar of physiotherapy career framework and CSP Practice Educator Training guidance. It should also align with the CSP EDB strategy enabling educators and learners in practice.

4.7b. Support for practice educators in relation to how they help learners reach their potential e.g. supporting the struggling/high-ability learner and embedding the AHP Principles of Practice-Based Learning.

4.7c. Processes for involving practice educators in the planning, delivery and evaluation of programmes.

4.8 Support to personnel

Provide details of the resources and activities that support all those involved in developing and delivering the programme, including practice-based learning. Examples could include (but are not limited to) knowledge of teaching/learning theories, developing digital skills, use of a variety of placement models, EDB guidance.

4.9 Support for learners

Provide information on:

4.9a. Resources and processes for supporting learning in a safe practice environment in line with AHP Principles of PBL.

4.9b. Arrangements for accessing accommodation while on placement.

4.9c. Arrangements for accessing financial support to enable travel and help with expenses related to practice-based learning.

4.9d. Processes for identifying and negotiating reasonable adjustments for learners with specific or additional needs e.g. disabilities, caring responsibilities etc.

5.1 Research component

Provide information to explain how the research component of a programme enables learners to:

5.1a. Develop a robust and meaningful question from healthcare practice that can be explored using research methodologies.

5.1b. Develop critical thinking skills to explore questions in the context of available evidence.

5.1c. Demonstrate the application of a chosen research method ethically.

5.1d. Collect and utilise data.

5.1e. Undertake the analysis and interpretation of data.

5.1f. Discuss the results achieved and methodology used.

5.1g. Consider the impact of research from the individual, population and service perspectives, with particular focus on health inequalities, and equality, diversity and belonging perspectives.

5.1h. Develop knowledge and skills to demonstrate the impacts of physiotherapy e.g. when addressing health inequalities, use of informatics, service development and improvement.

5.1i. Understand the reasons for the format and assessment of the research-based assignment.

Share information about:

5.1j. Procedures designed to support learners through the research process and support for development of other skills required of researchers.

5.1k. Practical arrangements for managing the impact of research ethics and governance processes on learners’ ability to complete research-based assignments.

For apprenticeship programmes

5.1l. Explain how the programme enables learners at work (during on-the-job hours) to use research knowledge and skills to address identified questions in practice.

5.2 Critical evaluation

Provide information on how you listen to key stakeholders when changes are made as a result of research-led solutions in practice. Key stakeholders include learners, practice partners, service users (and employment partners for apprenticeship programmes).

In particular, explain: 

5.2a. How the programme enables learners to use research knowledge and critical thinking to address identified questions in practice, demonstrate the value of physiotherapy and develop data-driven solutions to improve services and access to physiotherapy.

5.2b. How the programme is optimising links between practice, research, teaching and learning.

5.2c. How learners are enabled to develop broader skills for the critical analysis and evaluation of the outcomes of research work, audits and quality improvement initiatives.

6.1 Human resources

The CSP recognises that the teams delivering programmes will vary (made up of physiotherapy and non-physiotherapy staff) but recommends that the overall student-to-staff ratio (SSR) is one member of staff to every 15 to 20 learners (1:15-1:20).

6.1a. Information should be given on class sizes and SSR for practical skills sessions. SSR should not exceed 1:20.

6.1b. State the configuration of staff who deliver the programme, and explain how this has been included in the SSR calculation. SSR should not include visiting lecturers.

6.1c. State the number and type of staff contracts. Include whether all the staff members’ time at work, or a portion of it, supports the programme’s delivery.

6.1d. Explain staff roles and responsibilities relating to the programme (including year tutors, personal tutors, admissions tutors, practice education, technical and administrative support). Include how much of the staff’s time is used for these activities.

6.1e. Share the workload-planning model, setting out teaching, pastoral support, research, CPD, administrative and other activities.

6.1f. Describe your approach to managing staffing, including staff shortages, interim positions and visiting lecturers.

6.1g. Outline how all those involved in the development and delivery of the programme are supported (personally and professionally).

6.1h. Explain how the programme addresses Aim 1 of the CSP EDB strategy ensuring that the diversity of those delivering physiotherapy education reflects the diversity in society.

6.1i. Show how those with expertise from practice keep content and delivery up to date.

6.2 Information resources

Information should be provided on learner and staff access to learning resources. This includes the library, information technology (IT), digital access to learning resources and virtual learning environments (VLE).

6.3 Leadership and management

The overall direction and leadership of a programme should be informed by HCPC-registered physiotherapists eligible for CSP chartered membership.

6.3a. Set out the broader management structures within the institution relating to the school or faculty that is home to the programme.

6.3b. Explain who is accountable, and how management and leadership of the programme is organised at the institution.

For apprenticeship programmes 

6.3c. Show who is responsible for ensuring employment partners are aware of their responsibilities.

6.4 Pastoral support

Learners should be given information about the support available to them and how to access it. Explain how this support may vary according to programme/route taken. 

This includes:

6.4a. Personal tutor and mentoring systems.

6.4b. Wellbeing services/mental health support.

6.4c. Accommodation.

6.4d. Sports and recreational facilities.

6.4e. Disability and educational needs support services.

6.4f. Financial support/advisory services.

6.4g. Healthcare facilities.

6.4h. Local childcare facilities.

For apprenticeship programmes

6.4i. Give information on bespoke advice/support such as during assessment periods and placements.

6.5 Physical resources

Information should be provided on teaching and learning resources, including:

6.5a. The number and size of rooms (for lectures, tutorials and practical sessions) allocated to the programme.

6.5b. Proportional access arrangements to teaching spaces specifically for use of the programme.

6.5c. Access arrangements to simulation-based learning resources/suites and simulation-based learning equipment.

6.5d. Access to spaces external to the institution.

6.5e. Support facilities for staff and learners.

6.5f. Specialist equipment.

6.6 Learner conduct

6.6a. Outline how learners are screened and appraised, both before they are accepted on to a programme and while they are studying. Share the standards of conduct that are expected of learners (particularly in relation to their contact with patients). Institutions should acknowledge the CSP EDB strategy, widening participation position statement and HCPC Standards of Conduct, Performance and Ethics requirements of registrants. Attention to these is integral to programmes concerned with developing the professionalism of registered healthcare workers.

6.6b. Programme documentation should include the policy relating to professional conduct and suitability (CSP Code of Members' Professional Values and Behaviours and HCPC requirements of registrants in relation to fitness to practice).

6.7 Support to personnel involved in programme design and delivery

Give information on how all those involved in developing and delivering a programme are supported. This includes guest lecturers, practice educators, those teaching during on-the-job hours in apprenticeships, learners involved in peer support and service users.

7.1 Integration in programme

Use appropriate digital technology to support skill development with a view to enable learner-centred teaching and learning where possible. 

Provide information on: 

7.1a. How data and informatics are embedded in the programme to support evidence-informed practice and decision making (with reference to the CSP Physiotherapy Health Informatics Strategy [PHIS], and other relevant national guidance). This should consider:

• supporting efficient collection, storage, use and sharing of data
• improvement of service delivery, outcomes and efficiency
• addressing population health and health inequities
• improvement of user experience, access and agency.

7.1b. How the use of artificial intelligence (AI) in healthcare is addressed with consideration of legislation, professional standards, ethics and other relevant national guidance, including the CSP AI principles. 

7.1c. How learners are enabled to develop digital skills (including the use of AI) in support of their learning and engagement with the programme.

7.1d. How learners are enabled to develop digital skills in support of key knowledge, skills, behaviours and values in line with the graduate attributes alongside physiotherapy career framework. 

7.1e. Learner's access to, and skill development in, digital platforms used by local placement providers.

7.1f. How learners will develop skills to use digital tools and platforms utilised in sector-wide practice settings.

7.1g. How digital inclusion is addressed for learners in terms of their access to education.

7.1h. How digital inclusion is addressed for learners in terms of their understanding of access to healthcare.

7.2 Support to personnel

Provide information on how staff involved in the programme are supported to develop digital skills, including but not limited to:

7.2a. The use of AI in higher education.

7.2b. The use of AI in healthcare and practice settings.

7.2c. Informatics in healthcare and physiotherapy/allied healthcare professions.