MPT1 Syllabus Guideumanitoba.ca/faculties/health_sciences/medrehab/research/media/MPT... · Presentations, papers and PBL tutorials: the student becomes much more self-directed in

MPT1 – Syllabus Guide

2017-18

NOTE:

It is the student’s responsibility to retain copies of all curriculum information such as course

outlines/objectives. This information may be needed at a later date if you are planning to leave Manitoba to

work elsewhere. The College of Rehabilitation Sciences will not assume responsibility to provide missing

documentation.

ACADEMIC INTEGRITY:

It is prohibited to record or copy any means, in any format, openly or surreptitiously, in whole or in part, in

the absence of express written permission from course instructors, any of the lectures, materials provided or

published in any form during or from this course.

Table of Contents Error! Bookmark not defined.

DEPARTMENT OF PHYSICAL THERAPY APPROACH TO TEACHING STUDENTS .............................................. 5

CONCEPTUAL FRAMEWORK FOR CLINICAL PRACTICE .................................................................................. 6

INTER-PROFESSIONAL COLLABORATIVE PRACTICE .......................................................................... 9

CLIENT CENTRED PRACTICE APPROACH .......................................................................................... 9

INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH ............................. 9

HYPOTHESIS-ORIENTED APPROACH .............................................................................................. 13

PRINCIPLES OF MOTOR CONTROL AND MOTOR LEARNING ......................................................... 13

EVIDENCE-INFORMED PRACTICE ................................................................................................... 14

CLINICAL DECISION MAKING PROCESS .......................................................................................... 14

WHAT YOU CAN EXPECT FROM YOUR INSTRUCTORS ................................................................................ 18

PROFESSIONAL BEHAVIOUR ....................................................................................................................... 19

STUDENT CONDUCT FOR LEARNING SESSIONS ............................................................................. 21

1. Prepare for learning session. ............................................................................... 21

2. Bring learning materials to sessions. ................................................................... 21

3. Be on time for the learning session. .................................................................... 21

4. Attend learning sessions ...................................................................................... 21

5. Participate ............................................................................................................ 22

6. Use of Electronic Devices ..................................................................................... 22

7. Reduce the transmission of infections. ............................................................... 23

REFERENCING STANDARD (Department of Physical Therapy, 2006, Revised 2015) .................................. 23

ACADEMIC INTEGRITY .................................................................................................................... 25

Examples of inappropriate referencing resulting in plagiarism: ................................................... 25

Example of appropriate referencing .............................................................................................. 29

S6/OSCE CLINICAL SKILLS ASSESSMENTS .................................................................................................... 38

Student Preparation for S6 ............................................................................................................ 39

Confidentiality ............................................................................................................................... 39

Room Lockdown ............................................................................................................................ 39

S6 Protocol ..................................................................................................................................... 39

Assessment Day ............................................................................................................................. 39

Late Arrivals at the S6 .................................................................................................................... 39

Prior to the start of the S6 assessment ......................................................................................... 40

Before entering each station ............................................................................................ 40

Upon Entering the Room .................................................................................................. 41

Marking the Assessment ............................................................................................................... 42

Example of S6 Checklist ................................................................................................................. 44

Examples of Safety Errors .............................................................................................................. 45

Faculty Coach Feedback to Students ............................................................................................. 46

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORY POLICY .............. 46

ELECTRONIC COMMUNICATIONS WITH STUDENTS POLICY ....................................................................... 47

STUDENT ATTIRE FOR CLINICAL LABS ......................................................................................................... 48

ACCESS TO EQUIPMENT FOR INDEPENDENT PRACTICE ............................................................................. 48

PHYSIOTOOLS .............................................................................................................................................. 49

EQUIPMENT LOAN GUIDELINES .................................................................................................................. 49

BIBLIOGRAPHY ............................................................................................................................................ 51

COURSE OUTLINES ...................................................................................................................................... 54

PT 6100 Foundations of Physical Therapy........................................................... 55

PT 6110 Foundations of Evidence-Based Practice I ............................................ 62

PT 6124 Physical Therapy and Hospital Based Care ........................................... 66

PT 6130 Applied Sciences for Physical Therapy I ................................................ 73

PT 6140 Neuromusculoskeletal Anatomy for Physical Therapy ......................... 80

PT 6221 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 1 ........................................................................................... 89

PT 6224 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 2 ........................................................................................... 99

PT 6230 Applied Sciences for Physical Therapy 2 ............................................. 109

PT 6250 Integrated Practice for Neuromusculoskeletal Conditions ............... 117

PT 6260 Physical Therapy Practice and Professional Issues 1 ............................ 124 PT 6291 Neuromusculoskeletal Clinical Education 1 ........................................ 130

PT 6292 Neuromusculoskeletal Clinical Education 2 ........................................ 135

PT 6310 Foundations of Evidence-Based Practice II ......................................... 139

DEPARTMENT OF PHYSICAL THERAPY APPROACH TO TEACHING STUDENTS

The curriculum plan for both the MPT1 and MPT2 courses integrates the science and professional theory

courses to reflect the practice of physiotherapy. Physiotherapy roles from the Essential Physiotherapy

Competency (2009) document continue to be integrated across all practice courses.

There is a variety of teaching methods used to guide the student from depending on faculty for their

learning to evolve into a self-directed learner prepared with skills that support the life-long learning – a

requirement for the licensed physiotherapist. Teaching methods change as students become immersed

with subject manner:

Instructor-led lectures and clinical labs: the student depends on the instructor for content and

formative feedback. In the clinical labs, students themselves may be the “patient”, or there may

be standardized patients (actors playing a role) or model patients (individuals who have that

particular condition).

Instructor-facilitated large and small group tutorial sessions where faculty ask students

questions to guide learning: the student is a more involved / interested participant at this stage

of learning. Feedback may be provided by the faculty as well as the students (peer feedback).

Self-study: the student is provided with a self-study question guide, a list of key resources and

time is allocated in the time table in order to research the specific topics. An student-optional,

faculty-lead tutorial follows this study period and is designed to explore any topics that were

difficult to understand.

Peer-led clinical skills labs, small group tutorials, and community visits: student participation

increases in order to learn skills, knowledge, attitudes and behaviours. Peer feedback becomes

much more prominent feature in this level of learning.

Presentations, papers and PBL tutorials: the student becomes much more self-directed in

learning (Grow, 1991).

CONCEPTUAL FRAMEWORK FOR CLINICAL PRACTICE

Developed by

Department of Physical Therapy, College of Rehabilitation Sciences

June 15, 2011

“Physiotherapists or physical therapists are regulated primary health care professionals who aim to prevent, assess and treat the impact of injury, disease and/or disorders in movement and function. They work on improving, restoring and maintaining functional independence and physical performance; preventing and managing pain, physical impairments, disabilities and limits to participation; and promoting fitness, health and wellness. Physiotherapists often provide clinical services in partnership with clients, families, other health providers and individuals in the community. They are also involved in education, health care management, research, and policy development in a variety of settings. This includes private clinics, hospitals, rehabilitation centers, long term care facilities, homes and workplaces as well as industry, schools, government agencies, universities and research centers. Physiotherapists assess and treat individuals of all ages who have illness, injury or disability affecting the musculoskeletal, cardio-respiratory and/or neurological systems. These can include fractures, spinal and joint conditions, cerebral palsy, work and sport injuries, chronic lung and/or heart disease, cancer and palliative care, and brain injuries and other neurological problems. Treatment plans can include a variety of options such as manual therapy, prescription of therapeutic exercise programs, use of therapeutic modalities, gait rehabilitation, balance/coordination re-training and mobility and flexibility improvement. They also help educate patients, caregivers and other health professionals regarding injury prevention, ergonomics, lifestyle, fitness, health and wellness.” (Canadian Institute for Health Information, 2008)

The purpose of the Conceptual Framework for Clinical Practice is to integrate various aspects of the

curriculum involved in making clinical decisions about client (patient) interventions. The complexity of

establishing the physiotherapy diagnosis, prognosis, treatment plan and successful conclusion of the

interaction requires knowledge, skills and attitudes from a variety of sources. There are six components

which work together in the framework with a background principle of interprofessional collaboration.

The components include:

1. Client centered physiotherapy practice; 2. The International Classification of Functioning, Disability and Health; 3. Hypothesis-oriented approach; 4. Principles of motor control and motor learning; 5. Evidence informed practice and 6. Clinical decision making process.

Conceptual Framework for Clinical Practice

These clinical practice components will be continually used over the course of the academic program in

order to reinforce the value and place each has in ensuring comprehensive and quality physiotherapy

care in the primary, secondary and preventative areas of health care.

Terminology:

Client:

The client refers to an individual or group receiving physiotherapy services. Client may be used in several

contexts but especially where the individual receiving physiotherapy services is directly paying for these

services. The term “patient” is often used interchangeably with the term “client”. (Reynolds, 2005)

Often, the word “patient” is used in the context of hospital care or where patient safety is the topic

(World Health organization, 2010; Canadian Patient Safety Institute, 2011).

Informed consent:

Informed Consent is the voluntary agreement to a course of action, based on a process of clear

communication between the client and the physiotherapist. Informed consent is both a legal

requirement as well as a vital component of physiotherapy treatment. The College of

Physiotherapists of Manitoba has provided guidelines in the following Practice Statement:

Informed consent to treatment, 2009:

“A physiotherapist demonstrates the practice standard by:

Adequately informing the client. The physiotherapist is obligated to provide certain

information and allow the client to ask questions. The information provided must allow the

client to reach an informed decision. The following is a list of information to be discussed

with the client:

• The diagnosis, and/or clinical impression, as known; • Nature of treatment procedure(s) that is being suggested; • Significant risks, benefits of treatment and reasonable alternatives; • Potential risks/consequences if treatment is refused;

Reasonable additional procedures which may be necessary, and;

Remote risks, where the potential problem is serious”

Informed consent should not only occur at the initial outset of the physical therapy encounter, but at

the introduction of every new element of intervention (Gabard & Martin, 2003).

Referral:

This is the method by which the client was introduced to the physical therapist (which includes self-

referral) or the method by which the client is referred for additional intervention or assessment.

INTER-PROFESSIONAL COLLABORATIVE PRACTICE

Working in an inter-professional collaborative practice team enhances health care as the needs of a

patient and family maybe multi-faceted and complex and require the expertise of the different health

care professionals (Hermsen & Ten Have, 2005).

The physiotherapist is obligated to obtain informed consent for all assessment and

treatment procedures. In order for consent to be informed, certain requirements must be

met. Consent must be made voluntarily, without fear or duress, by the client. The client

must be properly informed and the client must have the capacity to consent. The

physiotherapist must understand that the client has the right to refuse treatment or

withdraw consent for treatment at any time.

CLIENT CENTRED PRACTICE APPROACH

The rehabilitation process includes the client being actively involved with health providers and the

health providers understanding and respecting the needs of each client (Cott, 2004). The concepts of

client centered rehabilitation include: client participation in decision–making and goal-setting, client-

centered education, evaluation of outcomes from client’s perspective, family (peer, support group)

involvement, emotional support, co-ordination / continuity of care, and physical comfort (Cott, Teare et

al, 2006). These concepts can be applied across all aspects of physiotherapy practice.

INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND

HEALTH The International Classification of Functioning, Disability (ICF) and Health Model was designed by the

World Health Organization (WHO) and assists in the understanding and measurement of health

outcomes. It can be used at the individual, group or population level. The ICF is designed to complement

ICD-10 (The International Classification of Diseases and Related Health Problems) (WHO, 2002; WHO,

2003). Standardized outcome measures can be chosen to assess levels of impairment (body structure

and function), activity / activity limitations, or participation / participation restrictions. The client and

the outcome of the client assessment can be described in terms of personal and environmental

contextual factors, health condition, impairment level findings, and activity and participation level

findings. The results can then be used to design interventional strategies for the levels of impairment,

activity limitations or participation restrictions. Client goals can also be described in each of these levels.

The ICF works for prevention and treatment approaches.

ICF identifies functioning as “encompassing all body functions, activities and participations” and

disability as “an umbrella term for impairments, limitations and restrictions” (WHO, 2001, p. 3). In the

clinical setting ICF is used to identify a client’s functional status, assist in goal setting and treatment

planning and monitor a client’s progress (WHO, 2009).

ICF has two parts (WHO, 2001, p.9):

1. “Functioning and Disability: a. Body functions and structures:

i. Body functions are physiological functions of body systems as well as psychological functions.

ii. Body structures are anatomical parts of the body, e.g. organs, limbs and their components.

iii. Impairments are problems with body functions or structures. b. Activity and participation:

i. Activity is the execution of a task or action by an individual. It represents the individual perspective of functioning. Activity limitations are difficulties an individual may have in executing activities.

ii. Participation is involvement in a life situation. It represents the societal perspective of functioning. Participation restrictions are problems an individual may experience in his involvement in live situations.

2. Contextual Factors: a. Environmental factors make up the physical, social and attitudinal environment in which

people live and conduct their lives. Environmental factors are external to individuals and can have positive (facilitator) or negative (barrier) influence on the individual.

b. Personal factors are the particular background of an individual’s life and living situation and comprise features that are not part of the health condition, e.g. gender, age, race, fitness, lifestyle, habits, social background, other health conditions …” (WHO, 2001, p.9)

(WHO, 2002) Reproduced with permission July, 2015.

The following table is a sample template for students to use when documenting ICF issues (ICF, 2002):

Body Function and Structure Impairments including Risk* Assessment

Activity Limitations

Participation Restrictions

Personal or Environment Factors

Functions:

Mental

Sensory and pain

Voice and speech

Cardiovascular, haematological, immunological and respiratory

Digestive metabolic and endocrine

Genitourinary and reproductive

Neuromusculoskeletal and movement related

Skin and related structures

Other Structures:

Nervous system

Eye, ear and related structures

Structures involved in voice and speech

Cardiovascular, immunological and respiratory

Digestive metabolism and endocrine

Genitourinary and reproductive

Structures related to movement

Skin and related structures

Other

Learning and applying knowledge

General tasks and demands

Communication

Mobility

Self-care

Domestic Life

Community, Social and Civic Life

Products and Technology

Natural Environment and human made changes

Support and relationships

Attitudes

Services, systems and policies

Other

PHYSICAL THERAPY CLINICAL EXAMPLES

Body Function and Structure Impairments including Risk* Assessment

Activity Limitations

Participation Restrictions

Personal or Environment Factors

Respiratory system:

Shortness of breath with walking Distance

walking limited

Reduced ability to: look after house/yard, grocery shop, attend church, look after grandchildren

Winter exacerbates shortness of breath

Neuromusculoskeletal system:

Decreased length of upper (L) trapezius muscle with a trigger point.

Weak deep neck flexors

Head forward posture

Flex/rotating neck is painful when working at computer and doing shoulder checks when driving

Client can spend only 20 minutes at computer

Client uses computer 5 hours/day, 5 times/week

Neurological system:

Left upper limb reduced tone post cerebral vascular accident(CVA) or stroke

Client unable to actively move L arm

Reduced ability to look after self (activity)/house/cook meals

Unable to drive

Client is a homemaker; her spouse works outside of home

*Risk assessment: Sedentary Lifestyle

Cannot climb 1 flight of stairs

Limited leisure opportunities(spectator sports)

Family are sedentary as well; never exercised or played sports as a young person

HYPOTHESIS-ORIENTED APPROACH

As part of decision making, clinicians need to establish working hypotheses of what is causing the patient’s

problem. This critical step is essential in determining what the assessment strategy will be (Kaplan, 2007). A

hypothesis often represents the identification of a level of impairment thought to be causing a problem.

Sometimes hypotheses may be the identification of pathological processes causing impairments, functional

limitations or disabilities. All hypotheses must be verifiable through obtainable measurement (Kaplan, 2007,

p.20). The hypothesis will either be supported or rejected and form the basis for the physical assessment. While

taking a health history, it is useful to group the interview questions into categories to keep the information

organized. Gathering and evaluating data simultaneously makes it easier to recognize and identify patterns or

clusters of signs and symptoms and even being to formulate the “working” hypothesis. Experienced therapists

tend to develop the hypothesis early in the assessment process, even while reviewing the chart before the

initial contact is made with the patient (Kisner, 2012, p.16).

For example: A client’s gait pattern shows a drop foot. The therapist will immediately consider a number of

hypotheses:

Is this foot drop due to muscle weakness, Is this foot drop due to a congenital abnormality, or Is this foot drop due to impaired nerve conduction?

The therapist would proceed to ask the patient questions and perform physical tests to determine which

hypothesis is correct, in order to determine a physiotherapy diagnosis.

PRINCIPLES OF MOTOR CONTROL AND MOTOR LEARNING

A substantial portion of a physiotherapist’s clinical role is to observe and assess how a client is able to

move and relate these movements to functional activities. How a client is able to control movement or

achieve motor control is especially important to understand. Motor control is “the ability to regulate or

direct the mechanisms essential to movement” (Shumway & Cook, 2012, p. 3). Over the course of the

MPT program, students will learn about theses essential mechanisms which are:

The manner in which the central nervous system (CNS) organizes muscles and joints into coordinated functional movements

The manner in which sensory information external and internal from the body is used to select and control movement

The influences of self-perceptions, the tasks we perform, and the environment have on our movement behavior” (Shumway & Cook, 2012)

The physical therapist will critically appraise the best way to study the client’s movement, and how

movement problems may be quantified (Shumway & Cook, 2012). Once a physical therapist

understands how the client is able or not able to control motor responses, the therapist endeavours to

help the client learn or relearn moments to improve the client’s activity and participation. A therapist

will engage the client in motor learning in order to acquire or reacquire movement skills lost through

injury or disease.

EVIDENCE-INFORMED PRACTICE

Assessment methods and interventional approaches will be based upon evidence and best practices (or

standards of care). Evidence based practice is the combination of best research evidence with clinical

expertise and client values (Sackett et al, 2000). Explicit consideration of the local context and

environment has been added to the elements considered as part of evidence-informed practice

(Rycroft-Malone et al, 2004).

CLINICAL DECISION MAKING PROCESS

The Clinical Decision Making Process (CDMP) is a Physical Therapy model of practice, developed by

Physiotherapy faculty at University of Manitoba, is designed to be used at the individual or

community/group level and to be applicable in primary and secondary disease prevention and

interventions. The CDMP is one component of the Conceptual Framework for Clinical Practice.

Clinical Decision Making Process

G. Client Autonomy - Establish follow-up, maintenance, and client sustainable programs

A. Assessment: History

Client interview, chart review and/or community health assessment, including impairments, activity limitations, participation restrictions, and contextual factors

Initial set of “working” hypotheses and/or differential diagnoses Planning of assessment

Assessment: Physical Assessment

Timing and selection of components of assessment including impairments, activity limitations, participation restrictions, and contextual factors

Testing and re-consideration of hypotheses Identification of contraindications Applying appropriate outcome measures

B. Identification

Identifying physical therapy diagnoses, and ‘physical therapy problems’, including impairments, activity limitations, participation restrictions, and contextual factors such as “Client is unable to walk to store”

Refining hypotheses Collaboration with other health professionals re: further investigation

C. Goals*

Development of SMART goals based upon client goals, expected outcomes and prognosis such as “Client will be able to walk 100 m independently in 2 weeks” AND Collaboration with other health professionals re: further intervention

D. Strategy for Intervention

General “Plan of Care”; location and frequency; type of intervention o such as “will be seen 2-3x/week for education and strengthening exercises ” o includes prioritization of issues to be addressed o Collaboration with other health professionals re: further intervention

E. Intervention**

Application of specific treatment methods and dosage such as “10 reps of partial squats with a 5 sec hold, 3 x /day”

F. Re-assessment

Occurs within each session as well as on a pre-determined basis Re-assessment of client’s impairments, activity limitations, participation restrictions, and contextual

factors to identify change that has occurred

*C. Goals: SMART Goals: Specific, Measurable, Achievable, Realistic, Timed (Monaghan, Channell et al,

2005). Goals need to be established in consideration of the terms derived from the SMART acronym.

These goals are a reflection of the physical therapy diagnosis and prognosis. The physical therapy

diagnosis culminates from the physical therapy assessment and evaluation (APTA, 2001), where the

assessment is the process of obtaining data from the client, and the evaluation requires the therapist to

make judgments based on the data (Boissonnault, 2005). Whereas the medical diagnosis may be based

on pathological origins, the physical therapy diagnosis is based on impairments and functional

limitations as assessed by the physical therapist (Boissonnault, 2005).

Examples of client SMART goals are (modified from the Canadian Stroke Network Newsletter, 2009):

S - Specific – A general goal would be “get in shape”, and a specific goal would say “Client will walk for

20 minutes”

M - Measureable – To determine if a client goal is measureable, ask yourself: How will I know when it is

accomplished?

A - Attainable – A client can reach a goal if you set a treatment plan considering the client’s personal

and environmental factors and establishing a time frame that allows the PT to carry out the

intervention.

R - Realistic – The goal is realistic if the patient and PT believe that it can be accomplished given the

resources available.

T - Timely – A goal should have a time frame however time frames may be somewhat variable in length

given the health care setting. In the acute care hospital setting, a short term goal may be achieved in 1-

3 days: in an outpatient setting a short term goal may be accomplished in 1-2 weeks. Likewise, the

duration of long term goals may vary in length given the care setting: e.g. in the acute care hospital

setting a long term goals may be accomplished in 1-2 weeks, but in an outpatient setting, a long term

goal could be accomplished in a number of weeks or months.

Goal setting needs to be revisited with each patient visit. This allows the therapist to progress the

patient at an appropriate pace; there is a danger of being too aggressive or too conservative (Huber

2006). This reassessment is based on signs and symptoms, patient reports and the physiology of active

pathology. For example, does the patient complain of pain with a particular exercise? The exercise may

have been initiated too early, or the patient is performing the exercise incorrectly. Either way the

therapist needs to observe and evaluate the effects of the exercise.

The therapist should “actively listen to the patient report on the effect(s) of the intervention both in the

clinical setting and with the home or work environment” (Huber, 2006, p. 19). The relationship with the

client can facilitate the development of the home program to be one that will be adhered to by the

patient and meet his / her goals. The home program should be revisited intermittently and adjusted as

the patient’s status changes.

** E. Intervention: The description of the intervention is specific (dosages of exercise prescription or

electrical modality dosages, timing of intervention if appropriate, etc). The intervention is documented

in adequate detail for another PT to be able to read the record and repeat the exact treatment. Also

refers to the application of the intervention.

The following table is a sample template for students to use when progressing in their clinical decision

making:

STEPS C, D, and E in CDMP

Physical Therapy

Problems:

(impairments,

activity limitations,

participation

restrictions)

PT Treatment or Care

Plan

(including the strategy

and intervention)

Short Term Goal

Long Term Goal

Shortness of

breath with

walking

Strategy: Client attends

outpatient program

2x/wk

Intervention:

Assess Sp02 on room air

and perhaps do blinded

walking test with 02

Educate client regarding pacing activities, recovery positions, purse-lipped breathing technique, use of RPE

1 week:

6MWT monitoring Sp02;

Sub-maximal treadmill test

monitoring Sp02;

Client walks for 2-5 minute

intervals, 3 times a week

keeping RPE at 3/10; and

Client practices PLB in

recovery positions.

1 month:

Client’s oxygenation remains above 90% during aerobic activity (with/without oxygen); Client walks for 4-5 minute

intervals 5 times a week

keeping RPE at 3/10; and

Client implements pacing,

PLB, and RPE with physical

activity.

Decreased length

of upper (L)

trapezius muscle

with a trigger

point.

Weak deep neck

flexors

Head forward

posture

Strategy: Client attends

clinic 3x/wk

Intervention: Massage

soft tissue in neck with

attention to trigger

points, education re:

ROM and posture,

passive and home

stretch for Left upper

trapezius activation of

1 week:

Reduced NVPS from 5/10

to 3/10,

Client can achieve and

recognize correct posture,

Client able to contract 10

reps x 10 sec. hold in

supine.

1 month:

No neck pain NVPS 0/10

C-spine, stabilization with

limb loading and functional

activity,

Muscle length restored to

normal and equal to the

opposite side (shoulders

Physical Therapy

Problems:

(impairments,

activity limitations,

participation

restrictions)

PT Treatment or Care

Plan

(including the strategy

and intervention)

Short Term Goal

Long Term Goal

deep neck flexors in

supine, ice post tx x15

mins.

are level).

Posture maintained during

functional activity.

Right Hemiplegia, partially selective movements of the hip and knee, synergistic movements of the ankle

Increased extensor tone of the hip, knee and ankle

Needs moderate to maximum assist for all transfers

Limited opportunities to participate in social activities on the unit due to mobility limitations.

Strategy: Client

attends inpatient

rehabilitation program

5x/wk

Intervention:

Daily stretching,

functional

strengthening, mobility

training (bed mobility,

transfer training), gait

activities. Initiate

cardiovascular training.

Teach client/ family an

exercise program to be

done in the evening and

week-ends.

1 week:

Client will be able to walk

from his room to the

dining room for all meals

(30 meters) using a quad

cane and one person

minimum assist.

1 month:

Client will be able to walk

independently a minimum

of 50 m over all indoor

surfaces (including carpet)

using a straight cane.

WHAT YOU CAN EXPECT FROM YOUR INSTRUCTORS

The Department of Physical Therapy provides students with an academic program based on educational

research. In keeping with adult learning assumptions, your educational program will:

Make use of a your prior experiences / knowledge to promote further learning;

Acknowledge your autonomy and self-learning;

Provide goal oriented learning opportunities where topics are relevant to the goals and practice;

and

Provide a problem-centered learning environment (Merriam, and Caffarella, 1999).

It is the intention that instructors be patient when you are struggling with new ideas and concepts, as it

shows that learning is taking place. They will also endeavour to be open to questions and constructive

feedback.

In the preparation of course material, instructors will:

Organize the content course based on a progression of learning from basic to complex content

with lectures, and labs based on lectures, building to future labs with clients (e.g. patient

partners, model patients, Standardized Clients, etc.);

Post learning materials and group schedules on UMLearn one week prior to the learning session;

Bring their expertise to class, including formal study, professional experience, professional

development, and stories from ‘real life’;

Provide constructive feedback to individuals or groups of students about their knowledge, skills,

attitudes and behaviours. This feedback may be informal during any learning session. Student

assessments provide instructors the opportunity to provide more formal feedback on

knowledge, skills, attitudes and behaviours ; and

Demonstrate respect.

PROFESSIONAL BEHAVIOUR

As an entry to practice professional degree program, the physical therapy program is designed for

students to develop competencies, behaviors and attitudes which reflect the public’s expectations of a

practicing health care professional reflected in the Essential Physiotherapy Competencies (2009). In

addition to technical competencies, a physiotherapy student must demonstrate appropriate

communication / collaboration skills, professional behaviours, and reflective practice throughout the

program. As such, students are expected to take responsibility for their learning. This responsibility

includes:

Attending learning sessions in appropriate dress, manner and being punctual (Hauenstein, 1989);

Being prepared: Showing fellow students and instructors that you are committed to practice and learning, being interested, and demonstrating a strong knowledge base, (Hauenstein, 1989);

Effectively communicating, showing teamwork and positive relationships with peers including respect, acceptance of constructive criticism and maintenance of confidentiality, (Hauenstein, 1989);

Reflective practice in learning sessions and documenting values, beliefs and behaviors within the student portfolio.

Any student who demonstrates unprofessional behaviors with respect to other students, colleagues, faculty, clients or the general public that is exploitative, irresponsible, or destructive or unsafe in connection with any work engaged in while enrolled in the program will be subject to discipline as described in the University of Manitoba Student Discipline By-Law. Examples of other unprofessional behaviors include:

Lack of interest Non-compliance with dress code

Unprepared Poor work

Lacks initiative Failure to accept responsibility

Arrives late Poor commitment to learning

(Wolff-Burke et al, 2007, p. 14-15)

STUDENT CONDUCT FOR LEARNING SESSIONS

Program expectations require that all individuals act in a manner that facilitates the educational goals

and respects obligations to ourselves and one another. Specifically:

1. Prepare for learning session. Most courses are composed of interactive or laboratory style

learning sessions. In order for you to obtain the maximum benefit from lab and instruction

time, it is important that you prepare yourself fully. You may be provided with readings,

reference material or direction for self-study prior to learning sessions. You are expected to be

familiar with this material when you come to learning session, so that you can use this time

effectively to practice skills and receive feedback or clarify information with the instructors.

2. Bring learning materials to sessions. This may include required textbooks, handouts, learning

DVDs or other specified learning materials or equipment.

3. Be on time for the learning session. Instructors will begin and end all learning session on time.

If late entry into the learning session room cannot be avoided, it is reasonable to be as

unobtrusive as possible when entering the room so that others are not disrupted. Break

periods are important for physical and mental health; however, opportunity for practice in

laboratory sessions is very limited and students should take full advantage by respecting

negotiated time periods.

4. Attend learning sessions. Regular attendance is expected of all students in all courses. Much of

what you learn is gained through interactive discussions during lecture or tutorial sessions, and

experience in practical sessions which can rarely be substituted through reading material.

Most of the learning sessions will be primarily practical in nature, and time is at a premium.

Persistent non-attendance may result in disbarment from classes or assessments and failure in

that course. Students are advised to stay home when ill in respect of minimizing the spread of

the illness to classmates and also to ensure speedy recovery for the student. If absence cannot

be avoided, advance notice should be given to the course co-ordinator and students should

develop an action plan to address the missed material. The options to address the missed

material would be to: ask a peer for their class / lab notes so that you can get a copy of the

material, have a peer demonstrate the relevant practical skills, complete all required reading

associated with the learning session and lastly, should you require some clarification /

confirmation of knowledge acquired, request a meeting with the appropriate faculty member.

5. Participate in learning session discussion and lab sessions. Mastering skills requires practicing

them.

6. Use of Electronic Devices

i. CELL PHONES IN CLASS ROOM POLICY: Use of cell phones in the classroom is only

permitted if this technology is being used for learning purposes. Otherwise, please

turn cell phones off or switch to silent mode when participating in Physical Therapy

and CoRS classroom activities. “Students are not permitted to bring in any

unauthorized materials to an assessment. This includes, but is not limited to,

calculators, books, notes, or any electronic device capable of wireless

communication and/or storing information (e.g. Translator, cell phone, pager, PDA,

MP3 units, etc.). However, students may bring in such material or devices when

permission has been given by the instructor and/or the department or

faculty.”Section 5: Academic Evaluation, Unauthorized Materials in Examination,

2.18” (Accessed August 2018:

http://crscalprod1.cc.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog

&catalogid=220&chapterid=1653&topicgroupid=11826&loaduseredits=False).

ii. LAPTOP COMPUTER USE IN THE CLASSROOM POLICY: The Department of Physical

Therapy encourages students to use laptop computers in an appropriate and

professional manner to enhance in-class learning. Some classes may involve

activities where the instructor encourages laptop use (e.g., searching the Internet

for information, generating a small group report, etc.). Students may also choose to

read their lecture notes during a learning session from their laptop. It is also

recognized that Disability Services sometimes recommends the use of a laptop

ATTENDANCE POLICY:

Refer to the College of Rehabilitation Science Student Handbook:

http://umanitoba.ca/rehabsciences/9806.html for more information about this policy.

http://crscalprod1.cc.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=220&chapterid=1653&topicgroupid=11826&loaduseredits=False


http://umanitoba.ca/rehabsciences/9806.html

computer for student’s accommodation. Laptop use should enhance learning and

not be a distraction for student users, fellow classmates, and instructors.

Instructors may observe inappropriate laptop use. In these instances, the instructor

may request the student to close the laptop.

7. Reduce the transmission of infections. This is done by hand washing and “covering your

cough” during all learning activities. A scent-free environment is recommended. Similar to the

direction in the student handbook of suitable attire, “the use of fragrance and colognes is

prohibited”. (See The College of Physiotherapists of Manitoba Practice Statement “4.5

Infection Control/Routine Practices”: http://www.manitobaphysio.com/wp-

content/uploads/4.5-Routine-Practices-Formerly-Infection-Control.pdf ) Accessed May, 2017.

8. Help clean and tidy clinical lab areas after learning sessions are completed (e.g. Clean

treatment table surfaces, change linen and return equipment to designated storage spaces

where applicable). This is essential to maintain a healthy learning environment.

REFERENCING STANDARD (Department of Physical Therapy, 2006, Revised 2015)

The Department of Physical Therapy supports students developing their thinking and writing skills

required for their career in physical therapy. Students are encouraged to use a style that ensures a

clear and consistent presentation of written material. A successful and effective writing style will

include a consistent uniform use of such elements as:

1. punctuation and abbreviations

2. construction of tables

3. selection of headings

4. citation of references

5. presentation of statistics

The Department of Physical Therapy recommends the use of one of the following referencing styles for

all submitted written work (both accessed May, 2017):

1. Publication Manual of the American Psychological Association (6th Edition)

http://www.apastyle.org/

2. Chicago Manual of Style Online http://www.chicagomanualofstyle.org/home.html

Reference documentation is easy when you access the reference function of either a PC or

Mac computer. Choose the reference style you are using, enter your bibliography information

and the format is completed for you.

http://www.manitobaphysio.com/wp-content/uploads/4.5-Routine-Practices-Formerly-Infection-Control.pdf

http://www.manitobaphysio.com/wp-content/uploads/4.5-Routine-Practices-Formerly-Infection-Control.pdf

http://www.apastyle.org/

http://www.chicagomanualofstyle.org/home.html

Example of Student Handout with Referencing

Risk of Falls and Fear of Falling Risk factors for falls There are many different ways to categorize risk factors for falls. One common system involves dividing risk factors into those that are intrinsic to the individual (e.g., age, gender, physical function, chronic diseases) and those that are extrinsic (e.g., home environment, footwear, walking aids).1,2,3 The following intrinsic risk factors have been identified as being most influential in predicting falls: poor balance, history of previous falls, gait disturbance and prescription of multiple medications.1 Fear of falling One common consequence of falling is the development of the fear of falling. This can cause older adults to reduce their participation in activities both inside and outside of the home which can lead to further deconditioning and increased risk of falls.1,4 The prevalence of fear of falling in older adults has been reported to vary widely between 3-85% depending on the specific population studied, the method used to measure fear of falling and the timing of measurement (pre or post first fall).5

Factors that influence fear of falling The following factors have been shown to be positively related to fear of falling: history of functional limitations,4 previous falls,4,5 limited mobility outdoors,4 being female,5 and older age.5

Instruments used to measure fear of falling Fear of falling can be measured using survey self-efficacy instruments (e.g., Falls Efficacy Scale, Activities-Specific Balance Confidence Scale), and questionnaires that focus specifically on fear of falling (e.g., amended Falls Efficacy Scale, Survey of Activities and Fear of Falling in the Elderly).4,5

REFERENCES

1. Ambrose AF, Paul G, Hausdorff JM. Risk factors for falls among older adults: a review of the literature. Maturitas. 2013;75:51-61.

2. Ryan-Arbez N. Screening for risk of falls lecture notes and Screening for intrinsic and extrinsic fall risk factors tutorial notes. PT 6120. Fall 2013.

3. Centers for Disease Control and Prevention: National Center for Injury Prevention and Control Risk Factors for Falls (Accessed June 28, 2017). Retrieved from http://www.cdc.gov/HomeandRecreationalSafety/pdf/steadi/risk_factors_for_falls.pdf

4. Visschedijk J, Achterberg W, Van BR et al. Fear of falling after hip fracture: a systematic review of measurement instruments, prevalence, interventions, and related factors. J Am Geriatr Soc. 2010;58:1739-48.

5. Scheffer AC, Schuurmans MJ, van DN et al. Fear of falling: measurement strategy, prevalence,

http://www.cdc.gov/HomeandRecreationalSafety/pdf/steadi/risk_factors_for_falls.pdf

risk factors and consequences among older persons. Age Ageing. 2008;37:19-24.

ACADEMIC INTEGRITY

Academic integrity is a central value for all universities including the University of Manitoba. At the

University of Manitoba, several new efforts are underway to increase the profile of academic integrity.

Academic integrity includes such principles as honesty, respecting the work of others, and collaborating

appropriately with fellow students. Department of Physical Therapy faculty members will strive to

increase students’ knowledge and understanding of what constitutes positive attitudes and behaviours

regarding academic integrity. It was agreed that plagiarism is one of the most frequent types of

inappropriate behavior. A basic definition of plagiarism is the process of copying another person's idea

or written work and claiming it as original (Encarta English Dictionary, 2012).

While this definition may seem straightforward, it is often misunderstood or misinterpreted resulting in

plagiarism, even if unintentional. A more helpful definition of plagiarism is provided by below (Friesen &

Kristjanson, 2007):

“Plagiarism occurs on a spectrum. Low level plagiarism may be inadvertent technical and

mechanical referencing mistakes. At the far end are extreme forms, such as the submission

of an entire document written by another…”

“Plagiarism between these two extremes include: weaving/chunking of source material;

sentence/paragraph alteration of source material; failure to include quotation marks or

properly reference quotations or paraphrases; and fabricating sources/references.”

“These forms are challenging, because it is difficult to decide whether the student intended

to plagiarize or had poor referencing, writing, or paraphrasing skills.”

The above definition is very helpful since it provides some specific situations that would be interpreted

as plagiarism. In particular, inappropriate rearranging or altering of sentences and paragraphs frequently

gives rise to unintentional plagiarism. To help clarify this aspect of plagiarism, it was felt that examples

of actual student responses would be most useful. Highlighted/ shaded phrases indicate the

words/phrases that have been plagiarised.

Examples of inappropriate referencing resulting in plagiarism:

EG 1: Publication:

“The research physical therapist (GAK) who was in charge of the study and who performed the

outcome assessments of subjects and data analyses was unaware of group allocation

throughout the study. However, the clinical physical therapist (FR) who administered the

exercise programs could not be masked to group allocation. Patients were not aware of the

theoretical bases of each of the exercise regimens because the study’s objective was described

to them in the following way: “to identify any differential effect between 2 exercise regimens for

the trunk muscles, which have a role in protecting the spine from further injury.””

(Koumantakis, Watson, & Oldham, 2005)

Submitted student assignment 1:

The research physical therapist that was in charge of the study and that performed the outcome

assessments of the participants and data analyses was unaware of group allocation throughout

the study. The clinical physical therapist that administered the exercise programs could not be

masked to group allocation. Patients were not aware of the theoretical basis of each of the

exercise regimens.

EG 2: Publication 2:







the trunk muscles, which have a role in protecting the spine from further injury.”” (Koumantakis,

Watson, & Oldham, 2005)

Submitted student assignment:

The research PT who was in charge of the study and who performed the outcome assessments

of subjects was unaware of group allocation throughout the study. However, the clinical PT who

administered the exercise programs could not be masked to group allocation, which could lead

to some bias. Patients were not aware of the basis of each of the exercise treatments. The study

was explained to them as follows: “to identify any differential effect between 2 exercise

regimens for the trunk muscles, which have a role in protecting the spine from further injury.”

EG 3: Publication:







the trunk muscles, which have a role in protecting the spine from further injury.”” (Koumantakis,

Watson, & Oldham, 2005)


The research PT who was in charge of the study and who performed the outcomes and data

analysis was unaware of group allocation throughout. Patients were not aware of regimen as

the study’s objective was described to them in the following way: “to identify any differential

effect between 2 exercises regimens for trunk muscles…”. However the clinical PT who

administered the exercise programs could not be blinded.

EG 4: Puion:

EG 4: Publication:

“Stabilization exercises do not appear to provide additional benefit to patients with subacute or

chronic low back pain who have no clinical signs suggesting the presence of spinal instability.”

(Koumantakis, Watson, & Oldham, 2005)


In conclusion to this study, stabilization exercises in addition to general exercises do not appear

to provide more benefit to patients with subacute or chronic low back pain without signs of

spinal instability.

EG 5: Publication:

“This procedure was undertaken by an independent trial manager. Following completion of all

preintervention assessments, subjects were randomly assigned to 1 of the 2 intervention groups

via a computer-generated random number sequence. Randomization codes were kept in sealed

envelopes with consecutive numbering.” (Koumantakis, Watson, & Oldham, 2005)


Following completion of all pre-intervention assessments, subjects were randomly assigned to 1

of the 2 intervention groups via a computer generated random number sequence.

Randomisation codes were kept in sealed envelopes. Randomisation was undertaken by an

independent trial manager.

EG 6: Publication:


pre intervention assessments, subjects were randomly assigned to 1 of the 2 intervention

groups via a computer-generated random number sequence. Randomization codes were kept in

sealed envelopes with consecutive numbering.” (Koumantakis, Watson, & Oldham, 2005)


Completed by an independent trial manager. Patients were assigned to groups through a

computer generated random number sequence, with codes kept in sealed envelopes.

Example of appropriate referencing

The student response below is a very good example of capturing the important elements of the original

paragraph (independent trial manager, computerized process, results sealed in envelopes) but restating

in an appropriate manner. While some key phrases are repeated this is kept to a minimum and most of

the response is a complete rewording of the original. This response would not be interpreted as

plagiarism.

EG 1: Publication:


pre-intervention assessments, subjects were randomly assigned to 1 of the 2 intervention

groups via a computer-generated random number sequence. Randomization codes were kept in

sealed envelopes with consecutive numbering.” (Koumantakis, Watson, & Oldham, 2005)

Assignment:

The groups were randomized via computer generated randomization completed by an

independent trial manager. Sealed envelopes were used to conceal the randomization codes.

Students are reminded to reflect: “Am I editing the original words (the words/sentences still look same)

or am I rewriting in my own words (the words/sentences look very different)?” Many of the examples

above appear to be mere edits of the original text and would be considered plagiarism.

1. Issues related to academic integrity (e.g. plagiarism, inappropriate collaboration) are serious

offences subject to disciplinary measures by the Faculty of Graduate Studies. Please read the

appropriate sections of the Graduate Calendar. Cheating, impersonation and plagiarism at

assessments are serious offences subject to disciplinary measures at the University that may lead

to suspension or expulsion. Be aware that these expectations apply equally to Practical and

Written Assessments; sharing information with another student regarding assessment content or

material is prohibited.

Please refer to these documents for additional information:

UNIVERSITY DOCUMENT WEBSITE (Accessed May, 2017)

University Student Advocacy Office http://umanitoba.ca/student/advocacy/

2. Late assignments: Unless otherwise specified in the assignment details and description handed

out in learning session, assignments are due to the instructor assigning the evaluation at 4 pm on

the date that they are due. A student who submits an assignment late will have 10% of the mark

deducted per day (24 hours) or part there-of, up to a maximum of 3 days (72 hours). Assignments

will not be accepted beyond 72 hours after the due date. Exceptions for illness or compassionate

reasons may be considered on a case by case basis.

STUDENT LEARNING STRATEGY FOR CLINICAL SKILLS (Revised May

2015)

The Department of Physical Therapy has adopted the peer-assisted learning method as one of the

methods to teach “entry level” clinical skills. These skills will be taught in conjunction with lectures and

tutorials and can range from elementary to more challenging skills. Students may not necessarily have the

opportunity to learn all the skills in the classroom environment and are expected to assume responsibility

for acquiring the remaining skills. These skills will be linked to the required course resources to allow for

content synthesis. This method of delivery of clinical skills is to provide all students with an opportunity to

practice core clinical skills, to develop a level of proficiency and be evaluated reliably on relevant skills.

There are 6 distinct groups of people responsible for this learning strategy: Faculty Instructors / Faculty

Coaches/ Course coordinator / Peer instructor / Student Learners and Student Learning Strategy (SLS)

Groups.

Definitions:

Course Coordinator: A faculty member who is responsible for the administrative aspects of course

delivery.

Faculty Instructor: A faculty member who instructs the Peer Instructors in the Step 2 (S2) lab and is

typically responsible for that particular course content.

Faculty Coach: A faculty member who assists student learning in Step 4 (S4) lab and ideally will be an

examiner in both the Step 5 (S5) and Step 6 (S6) clinical skill assessments.

Peer Instructor: A student who volunteers or is assigned to be taught by the Faculty Instructor to teach

specific clinical skills to fellow students in small student groups for a specific learning session. Peer

instructors are not expected to know everything about the topic area yet will be adequately trained to

teach the clinical skills. The Peer Instructor attends the Step 2 (S2) lab for training and then instructs the

Step 3 (S3) lab to groups of 4 students / peers.

Student Learner: A student who actively prepares for the Step (S3) lab by completing any pre-

reading/watching any audio-visual materials and participates in the clinical skills lab activities.

http://umanitoba.ca/student/advocacy/

Student Learning Strategy Groups: Student learning strategy groups will be assigned by the year

coordinator and will be changed throughout the year by the year coordinator.

OVERVIEW OF STUDENT LEARNING STRATEGY

LEARNING ACTIVITIES

Students are expected to bring all required texts, notes and equipment to all labs.

Students are expected to prepare for these learning clinical skills labs (complete pre-lab readings / pre-

lab quizzes) and actively participate in the labs. Additional independent study time is expected for all

students participating in these learning sessions. The degree of independent study will vary from

student to student.

(S= step) Individuals Involved Time

Commitment

Expected Learning Outcome

S1

All students Independent

reading prior

to lab

Prepared to effectively participate in teaching

session S2 and S3 labs

S2

Faculty instructor +

10 peer instructors

+ faculty coaches

2 hours

scheduled

into timetable

Practice the skills taught to the degree required to

teach peers in S3

S3

Groups of: Peer

instructor / 4

student learners

Hours are

scheduled

into timetable

to allow for

adequate skill

practice.

Student learners practice clinical skills specific to

the lab.

Student learners self-assess their confidence level

with the new clinical skills. SLS groups complete

the clinical skills list, ranking skills from hardest to

easiest, identifying which skills require review and

including specific questions. The clinical skills list is

handed to the respective faculty coaches at the

beginning of the S4. This will set the agenda for the

S4 lab. (Sample form pp. 32)

S4

Groups of: Faculty

coach/ 2 peer

instructors/ 8

student learners

1.5 hour

scheduled

into timetable

Students must submit the clinical skills list to the

Faculty Coach on day of S4.

Review of self-identified skills that need

improvement. All student learners should

independently improve skills prior to the

assessment of clinical skills in S5. Faculty Coach

submits clinical skills list to faculty instructor upon

completion of lab session.

ASSESSMENT ACTIVITIES

Students would be expected to independently review/practice the relevant clinical skills.

(S= step) Individuals

Involved

Time

Commitment

Expected Learning Outcome

S5

The previously

assigned faculty

coaches and

student learners

from the S4

learning activities

will work together

in the S5

assessment.

30-45 minutes

per group (5

minutes per

student).

Students

perform

randomly

selected clinical

skills.

The Faculty Coach assesses student clinical skills

using an established marking rubric.

Formative and summative feedback is provided

to each student.

Note: Student must pass both the written

assessment and the overall S5 clinical skills

assessments of the course.

S6

Faculty

instructors/

coaches/

standardized

clients/students.

30-60 minutes

per individual

student rotating

through 6

standardized

stations.

A team of Faculty Coaches assesses individual

student’s clinical skills using an objective

structure clinical exam (OSCE).

Summative feedback is provided to each student.

Note: Student must pass the S6 clinical skills

assessment prior to progressing to clinical

placement.

Student Learning Strategy Procedure:

Step 1 (S1): Independent preparation

Pre-reading notes/ text/ pre-view video as identified via course syllabus on UMLearn. A

pre-lecture or lab quiz may precede the actual classroom experience. The quiz is found

on UMLearn, and may consist of a few multiple choice questions, 1 or 2 very short

answers (a phrase or fill in the blank). The quiz will be available 1 week ahead of time.

Step 2 (S2): 2 hours

Faculty instructor will demonstrate on faculty coaches, and teach specific skills to 10

peer instructors using the lab outline.

Peer instructors are expected to practice the skills they would be teaching during this

time period. Instructor provides feedback and correction to the peer instructors.

Independent review/ practice prior to the S3 may be required.

Step 3 (S3): 2 hours No faculty coaches are present. All students have completed S1.

Each peer instructor teaches the clinical skills to 4 students. Each student will practice

the specific skill on another student and provide each other with constructive feedback.

At the end of the S3 session, the student group ranks the clinical skills from hardest to

easiest on the clinical skills, including any questions for the Faculty Coach (E.g. for

auscultation do you always start in the lower lung zones?). The student group brings

the clinical skills form to the Faculty Coach for the S4 lab.

Student Responsibilities:

Peer Instructors

Selection: At the beginning of the academic year, students may volunteer to be a peer

instructor. As the year progresses, students will be assigned peer instructor responsibilities

within a group so that all students have an opportunity.

Preparation for the S2 lab: Prior to the training session, the peer instructor will review the

clinical skills through pre-reading/pre-viewing specified audio-visual material. This review is

independent of scheduled preparation time. This stage is considered Step 1 (S1) of the student

learning strategy. The projected time associated with this activity would depend on a student’s

prior knowledge and skills but is estimated at approximately 3-4 hours.

The S2 lab: The peer (student) instructor will learn the clinical skills through:

o Listening to the explanation of the skills.

o Observing instructor demonstration the skills.

o Verbalizing the skills to be learned.

o Practicing the skills; additional independent practice prior to the S3 lab might be

required.

o Self-evaluating performance of the skills.

o Requesting feedback from fellow peer instructors and faculty instructor.

o Asking questions as necessary.

Preparation for S3 Lab: Prior to starting the actual teaching session (S3), the peer instructors will

ask for volunteers from the group members for the following activities:

o Note-taker (questions for brainstorming activity at the end of the lab, areas of

clarification for the faculty instructor, additional learning cues to be incorporated into

lab skills list, etc…)

o Equipment set up

o Treatment area clean up (sanitizing treatment tables, tidying practice area and where

appropriate returning equipment to specific storage area)

o Designate student to help individual who may have missed a Step 3 lab

Teaching in the S3 lab: Peer instructors will be teaching 4 fellow-students and should apply the

following teaching/learning process:

o Explain skills to be taught.

o Request a student volunteer to have the skill applied for demonstration purposes.

o Demonstrate the skills on the volunteer student.

o Ask students to verbalize skills to be learned.

o Practice skills on each other.

o Provide constructive feedback on skills performance to ensure satisfactory

performance/learning.

o Encourage students to do the self-assessment and provide each other with constructive

feedback.

o At the completion of each S3 lab, the peer instructor will communicate issues related to

the completed Step 3 lab to the faculty instructor.

Student Learners:

Come prepared to S3 labs having completed any pre-reading material and having viewed any

clinical skills video(s).

Volunteer for roles outlined above.

Provide appropriate and constructive feedback to each other.

Complete self –assessment of clinical skills during the last S3 lab prior to Step 4.

Create a learning plan to supplement class sessions in the case of marginal performance on

assessment. In this case, the student must meet with faculty instructor to discuss this plan.

Student Learning Strategy Groups:

Discuss and complete the S3 Clinical Skills Confidence Form at the end of each S3, and submit this form to the Faculty Coach at the S4.

Clean treatment plinths, replace pillow cases with clean linen, throw dirty linen in receptacles provided, and return equipment to a designated location in the room.

S3 Clinical Skills Confidence Form (Elbow Ax 1)(sample from course PT 6221) Group: _____________ Faculty Coach: _____________

Peer Instructor: ____________

Confident: Able to repeatedly perform the demonstrated skill effectively and safely

The faculty instructor/year coordinator should be contacted immediately in the event that

the scheduled learning session cannot proceed because of absent peer instructors or

equipment malfunction.

Not confident: There are aspects of the demonstrated skill that need more independent practice.

Skill Confident Not Confident Questions for Instructors

Observation/Static Position

Goniometry x 4

PPM linear x 6 Flex/Ext/Pro/Sup/Abd/Add

PPM Combined-Ext-abd-sup

PPM Combined-Flex-add-sup

PAM – Distraction - UH

PAM – Distraction - RH

PAM – Lateral glide - UH

PAM – Medial glide - UH

PAM – Post. glide - UH

PAM – Ant. glide - UH

PAM – Posterolateral - RJU

PAM – Anteromedial - RJU

Completed form must be returned to Faculty Coach at the S4 Lab

Step 4 (S4): 1.5 hour

This learning session atmosphere is relaxed and somewhat informal as the session is

intended for formative* assessment, driven by student’s self-assessment (Step 3).

Faculty coaches will use their judgement regarding which skills to review with the group,

however students are encouraged to ask questions and request a review of particular

skills as needed. Students will demonstrate on each other and the faculty will provide

interactive coaching while observing student performance of skills. Questions /

demonstrations will guide the skills reviewed.

*Formative assessment is a type of teaching technique where a student receives

immediate feedback about the performance of clinical skills from a faculty member

without marks attached to this assessment.

Step 5 (S5): Approximately 30 - 45 minutes

This learning session atmosphere is more formal as the session is intended for formative

and summative** assessment. This type of clinical skill assessment is random

assessment of a small number of clinical assessment or treatment skills. A list of

potential skills assessment is provided to students one week prior to the scheduled Step

5. The Faculty Coaches use a standardized approach to administering the S5. Students

randomly select their question, have a brief time to set up their equipment followed by

5 minutes to demonstrate the skill on a fellow student. Students will not be allowed to

continue if they have reached the time limit other than to complete the skill they are

working on (this up to the discretion of the Faculty coach). No skill will be marked after

the five minute time has lapsed. Faculty coaches provide group feedback at the end of

the entire session. Individual written feedback uses a standardized marking rubric and a

Lickert scale. Marks and comments will be posted on UMLearn within 1-2 days. Any

student whose performance has been assessed as requiring further improvement will be

notified by the Faculty Instructor for a discussion regarding a learning plan.

**A summative assessment is a type of teaching technique where students may receive

immediate feedback about the performance of clinical skills from a faculty member with

marks attached to this assessment.

S5 Assessment Instructor Evaluation Form

Student Name: ___________________________________ Date: ____________________

Example Question: 1: FC/Examiner:

Correct Incorrect (Reason)

Identify the following on your partner:

1. Introduced self, explained procedure and asked for consent/Wash your hands

2. (Directional Stability Test) – RC radial collateral a.

3. Muscle/tendon Pathology Cozen’s a.

4. Goniometry – Measure Wrist Extension a.

5. (PPM) Passive Physiological Movement – Wrist Combined PPM Flexion/ulnar deviation a.

6. (PAM) Passive Accessory Mov’t–Distraction(UH) Ulnohumeral

7. Safety a. Biomechanics b. Patient comfort c. Other

8. Automatic failure – Caused harm

Very Marginal Marginal FAIL

Adequate Good Very good Excellent

Automatic failure – Caused harm

<10 11-12 13-14 15-16 17-18 19-20

Comments:

_____________________________________________________________________________________

_____________________________________________________________________________________

Step 6 (S6): 30-60 minutes

This type of assessment uses a much more formal and summative method of assessing

student knowledge, clinical skills and attitudes taught in the past academic year. This

clinical skills assessment is organized as an Objective Structured Clinical Assessment

(OSCE), a type of clinical skills assessment, utilizing a standardized patient (SP) setting

and a standardized marking rubric. During an S6, all students are given the same clinical

skills evaluation. Students must integrate a broad range of clinical skills relevant to a

specific case.

Three to four weeks prior to this clinical skills assessment, students will be given six clinical scenarios which would include most questions related to the scenarios that covered categories of history taking, physical assessment, treatment or patient education. Where there was a category missing related to one clinical scenario, the student must make their own decisions regarding what type of question could be asked given the clinical scenario. All of the preparation to address the clinical scenarios and questions demand that the student incorporate knowledge, clinical skill, behavior and attitudes taught in that academic year. All six of the clinical scenarios will be used for the six stations in the S6/OSCE, however only one question will be asked per station. Each station (question) is 10 minutes in duration. Each case/station asks the student to integrate clinical decision making with many different clinical skills including:

Communication skills, i.e. interaction with clients (e.g. clients who are under

stress, uncooperative, etc.), while maintaining professional behaviour

throughout interaction (e.g. preserving client dignity, consent);

Patient education/feedback;

Safety; and

Assessment or treatment of the particular case problem.

S6/OSCE CLINICAL SKILLS ASSESSMENTS

The S6 is similar but not identical to the Physiotherapy Competency Assessment Blueprint (2009). Different

areas of practice are covered in the clinical skills assessment, specifically in musculoskeletal practice;

neurological practice; and cardiorespiratory practice. In addition to these areas of care, PT Department S6

includes various fields of care (e.g., preventative, maintenance or restorative), different patient age groups

and genders, and various practice settings (e.g., acute care facility, private practice, rehabilitation centre,

community care and extended care facility) again, similar to the Physiotherapy Competency Assessment

Blueprint (2009).

The S6 evaluations occur in PT 6291 Neuromusculoskeletal Clinical Education 1, PT 7291 Cardiorespiratory

and Neurosciences Clinical Education 1 and PT 7292 Cardiorespiratory and Neurosciences Clinical

Education 2. Students are required to pass 4 out of 6 stations with a minimum grade of C+ prior to

proceeding to the clinical placement. In the event of failure of this component, the decision to offer a re-sit

of the OSCE exam would be made at a follow-up Department of Physical Therapy Student Progress

Meeting.

Student Preparation for S6

Three to four weeks prior to this clinical skills assessment, students receive an orientation about their

responsibilities when preparing for the S6/OSCE. Students are advised to practice independently

practice all clinical skills taught during the academic year. Access to required equipment / space beyond

timetabled activity can be obtained by communicating directly with the classroom technician.

Preparation for the S6 includes practicing professional communication skills as well as appropriate body

mechanics for patient handling skills.

Note: Not all clinical skills are taught using the SLS. Certain clinical skills require faculty supervision due to safety concerns while other skills lend themselves to be taught directly by an instructor. The following are examples of clinical skills taught outside of the SLS. This list is not exhaustive:

Graded exercise testing C-Spine stability testing Biomechanical exam of the Spine Counselling and Interview skills Groups education Reflective Practice Transfers and gait re-education

These particular clinical skills are taught in split groups (half the class). During the course of teaching these clinical skills, the students may practice on each other or labs may include model patients and standardized patients. All of these types of labs may be followed with a review lab and a clinical skills assessment very similar to the S5 process.

Confidentiality

Students are required to sign a confidentiality form prior to the first S6 assessment in MPT 1. By signing

this form, the student agrees to hold confidential the content of all S6 assessments that occur during the

years as a student in the Department of Physical Therapy. The student agrees not to share the contents

of the assessment with anyone who has not yet written the assessment, in person or through electronic

means. This includes other students in the same year and students in other years. Any evidence that

disclosure has occurred will result in an automatic failure of the course (s) for all students involved and is

disciplinable up to and including dismissal from the program. This form will be collected and filed in each

individual student file.

Room Lockdown

To maintain confidentiality, students will not be allowed in R224, R020, or R170 to practice on the day of

the assessment. It is expected that there will be no on-site practicing on the day of an S6 assessment.

Students are expected to leave the College of Rehabilitation Sciences building as soon as they have

completed their assessment.

S6 Protocol

This assessment will be comprised of six practical stations. There will be 2 minutes between each station

to move to the next station and read the next question. The student has 10 minutes to perform skills. All

S6 are video recorded with written student permission. These video records are viewed by the

instructor and / or student if there is an issue with the station.

Assessment Day

Arrive only 10 minutes prior to your first station.

Wear professional attire including name tag. Please ensure that shirts are tucked in or long

enough so that there will be no back/midriff exposure when you are dealing with the clients.

Late Arrivals at the S6

If the student arrives within the duration of the S6 stations, the chair of the Year Coordinator or

designate will deal with this situation in the following manner:

If the student arrives part-way into the rotation, AND if there is time in the schedule to allow the

student to enter into a different rotation, then the student will be directed to wait in a vacant

CLSF room until there is room in the schedule or be asked to leave the facility entirely and

return the next day in the newly designated time slot.

If the student arrives part-way into the rotation, AND there is no time in the schedule to allow

the student to entire into a different rotation, then the student will be directed to the proper

station within the rotation. The student will thereby be allowed to read the question and enter

the room when she/he is ready. For any stations missed due to student lateness that could not

be accommodated by the S6 schedule, the student will be given a zero mark for that station.

Prior to the start of the S6 assessment

The student will:

Receive a clipboard and pencil for the duration of the assessment

Receive instructions re: The timing of station rotations (an overhead announcement will signal timing and

change of stations), The location of specific stations, The confidentiality policy: For MPT 2, students are reminded about previously signed confidentiality forms and

that these are still in place although signed prior to the first S6 in MPT year 1.

The University of Manitoba policy of no electronic devices in assessments (General Academic regulations and requirements: Section 5: Academic Evaluation (2012). Before entering each station, the student will have two minutes to review the information that is

posted on the station room door, for example:

Arthur Relin

Mr. Relin is a 70 year old, single Caucasian male, English speaking, with a history of alcohol and nicotine

addictions, COPD and schizophrenia, who sustained a fractured left hip when hit by a car while crossing

Main Street at Higgins Ave. in Winnipeg. He was admitted to the Health Science Centre 3 days ago and

underwent a surgical repair of his left femoral fracture with a Hemi- arthroplasty. He has suffered from

some post-op delirium which is gradually resolving. You are seeing Mr. Relin 2 days post-op. His weight

bearing status is “as tolerated” and has been advised about his hip precautions. He is able to get up into

sitting with the moderate assist of 2 people. Mr. Relin was seated in a wheelchair by the nursing staff.

Take him for an initial short walk with the help of the Physiotherapy Assistant Francine. Francine has

worked with patients with hip precautions prior to this session.

SKILLS BEING EVALUATED: Communication Skills, Treatment Skills, Patient Education and Feedback, and

Safety in clinical practice.

YOU HAVE 10 MINUTES

This information gives you specific instructions, tells you the patient’s name, age, gender and pertinent

tasks that you are required to complete as part of the assessment. An announcement will go over the

public address system indicating when you may enter the room.

Announcement schedule overview

First group goes to appropriate door and reads question (2 minutes)

1st Announcement – Student enters room

2nd Announcement – Student has 2 minutes left

3rd Announcement – Student leaves the room and goes to next station

Students have 2 minutes to travel to the next station and read the question

1st Announcement – Student enters next station

Upon Entering the Room

Upon entering the room, you will encounter:

A table with another copy of the posted assessment question,

A standardized patient (SP),

Standardized station equipment will include hand sanitizer, tissues, additional paper and pencil,

Necessary equipment for completion of S6 question, and

A Faculty Coach.

The Faculty Coach begins marking the student’s performance when there is evidence of interaction

between the student and the SP. The key to interacting with the SP is to relate to them exactly as

you would with patients. You are expected to communicate in an empathetic manner and answer

any questions that they might have. Remember to keep them comfortable and properly draped /

dressed as you perform the required skills.

You are responsible for pacing your time allotment. You may use all of the time allotment or finish

well in advance of the scheduled time. Should you finish early, you may choose to add or change

your response. You are to remain in the assessment space and not engage the SP or assessor in

conversation. Cautionary note: refrain from offering more responses than asked for. Your first

responses will be the items scored unless you state otherwise.

The assessor’s role is to evaluate the student’s communication, assessment and treatment, safety

and client feedback and education skills using a standardized checklist (p. 39). You are not to engage

the assessor in conversation; they are not to answer your questions. They may redirect you to re-

read the question if it appears that you have misread the instructions.

Once you have completed the assessment, you are requested to leave the premises. Evidence of

disclosure of the assessment contents, by any means, will result in an automatic failure in the

assessment and is disciplinable up to and including dismissal from the program (Disciplinary

Procedures and Penalties, Student Discipline, University of Manitoba Governing Documents).

Marking the Assessment

The Faculty Coach uses a standardized checklist which is designed so that a student receives marks for

successfully performing the skill. Some skills are more difficult to perform than others, some have a

component of safety attached to them, or appear less difficult but are integral to the care of a patient

(e.g. demonstrating a particular hand placement to perform a ligament test, donning a transfer belt on a

client, or stating the purpose of a physical therapy intervention). These skills are assigned a higher

weighting in the assessment. Some items are less difficult to perform but play an integral part of the

performance of a task (e.g. closing an interaction with a client). A lower weighting is assigned to these

tasks.

Skills related to safety are given special attention. Safety section evaluates the students’ ability to ensure

patient safety is not compromised throughout the interaction. Safety is defined as: “Freedom from the

occurrence or risk of injury, danger, or loss”, (The Canadian Patient Safety Institute [CPSI], 2008, p. 43).

In an instance where a student makes an unanticipated error1 which causes harm2, no harm3, an adverse

event4or close call5, the skill will be deemed unsafe and marks will be deducted from the overall station

score.

1Error: An act (plan, decision, choice, action or inaction) that when viewed in retrospect was not correct and resulted in an adverse event or a close call (The Canadian Medical Protective Association, 2008)

2Harm: An outcome that negatively affects the patient’s health and/or quality of life (CPSI, 2008, p. 42). Note: this includes physical harm or psychological harm to the patient.

3No harm: an event that reaches the patient but does not result in harm (CPSI, 2008, p. 43).

4Adverse event: An event that results in unintended harm to the patient, and is related to the care and / or services provided to the patient rather than to the patient’s underlying medical condition (CPSI, 2008, p. 41).

5Close call: An event with the potential for harm that did not result in harm because it did not reach the patient due to timely intervention or good fortune (sometimes called a near miss) (CPSI, 2008, p. 41).

A major safety error is weighted 25% of the total S6 question marks (e.g. if the total marks of the

station add up to 32 excluding the anticipated major safety error, the major safety error would be

weighted a score of 8). A minor safety error is weighted 10% of the total S6 question marks (e.g. if the

total marks of the station again add up to 32 excluding the anticipated minor safety error, the minor

safety error would be weighted a score of 3). A marginal safety error (e.g. failure to wash hands) may be

weighted as low as 3% of the total S6 question marks and may not be necessarily categorized as a minor

safety error.

The weighting of safety errors is designed to avoid a situation where there are automatic

student failures. The student with the stronger performance but commits either a major or minor safety

error may not fail the station however the overall score may be a low passing score. The student with a

weaker performance and commits either a major or minor clinical safety error may cause the overall

score to be a failure for the station.

Note that not all safety errors can be anticipated on checklists. In the event that a student incurs

a safety error which is not anticipated and identified on the checklist the Faculty Coach will describe the

safety error in the section following the Comment Box. A deduction of 10% or 25% will be applied to the

student’s station mark when an unanticipated minor or major safety error is identified by the assessor.

An example of an abbreviated weighted check list along with examples of safety errors is found below,

followed by examples of safety errors.

Example of S6 Checklist

SCORE TITLE OF QUESTION - SKILL SETS

COMMUNICATION

1 Introduces self (including name and title: student physiotherapist)

1 Obtains consent: - Explains the general purpose of interaction, the procedures to be used and potential adverse effects.

1 Obtains consent: - Verifies patient’s basic understanding of the procedure (do you have any questions).

1 Obtains consent: - Asks/obtains consent for assessment/treatment once purpose is explained.

1 Instructions and/or information are clear, concise and correct

1 Uses appropriate language throughout the exchange with the patient.

1 Demonstrates professional and respectful behavior.

1 Closes interaction with patient.

ASSESSMENT AND/OR TREATMENT

Variable Instructor adds specific bubble(s) appropriate to the question.

PATIENT EDUCATION AND FEEDBACK

Variable Confirms patient understanding during the intervention/assessment.

Variable Teaches appropriate technique: Instructor adds specific bubble(s) appropriate to the question

10% or 25% Teaches appropriate technique: Instructor may add anticipated safety error(s)appropriate to the question

10% or 25% Answers questions appropriately: Instructor may add anticipated safety error(s) appropriate to the question

SAFETY

1 Infection control/routine practices - Washes hands prior to and after touching the patient.

Variable Uses good body mechanics: Instructor adds specific bubble(s) appropriate to the question

10% or 25% Uses good body mechanics: Instructor may add anticipated safety error(s) appropriate to the question

Variable Advises patient to let student know if the patient is experiencing any untoward responses. (Instructor lists

specific responses)

Variable Ensures patient safety at all times: Instructor adds specific bubble(s) appropriate to the question.

10% or %25 Ensures patient safety at all times: Instructor may add anticipated safety errors appropriate to the question

Comments

Unanticipated Major safety errors (____ marks)

1.____________________________________________________________________________________________

2.___________________________________________________________________________________________

Unanticipated Minor safety errors (____ marks)

1.___________________________________________________________________________________________

2.___________________________________________________________________________________________

Examples of Safety Errors

The following examples of safety errors reflect information taught in various courses. It is not an

exhaustive list of infractions.

Major Safety Error

1. Failure to perform appropriate ligament stability and artery tests (CV/VAT) prior to spinal manual therapy.

2. Leaving a patient who is unsteady in any position.

3. Improper use of equipment or improper education of a patient in its use, thereby putting the patient at risk for harm.

4. Failure to screen sensory function prior to the application of thermal modalities.

5. Inadequate knowledge base regarding the contraindications or precautions in assessment or intervention, e.g. incorrect activity information following a medical event such as an MI or CABG; movement precautions with THR; or inappropriate prescription of exercises with respect to healing of tissues.

6. Not standing close enough/assisting enough when patient is ambulating, or attempting to lift an individual alone when body weight requires 2 assistants.

7. Unsafe transfer or PT technique where patient not fully supported and potential for falls/unsteady postures will quickly occur.

8. Lack of observation or response to symptoms of distress and need to discontinue treatment, e.g. profuse diaphoresis in exercise, skin breakdown with frictions.

9. Continuing treatment when patient (or standardized patient, SP) complains of increasing symptoms (e.g. above and beyond those requested as part of the SP’s script).

10. Unprofessional behavior, for example, exhibited poor use of language, word choice, was disrespectful to patient or used racial slur, inappropriate dress.

11. Lack of recognition of an appropriate cultural sensitivity to the patient. 12. Sensitive practice errors e.g. inappropriate physical contact with client, improper draping, ask

permission to touch the client. 13. Information to patient was inaccurate and caused physical or psychological harm.

Minor Safety Error

1. Prescription of bed client exercises that was too advanced or inappropriate for the patient’s physical capabilities.

2. Lack of observation patient doing a prescribed home exercise program.

3. Incorrect body mechanics/positions for himself/herself or the patient.

4. Failure to communicate to patient that the patient may experience symptoms (e.g. soreness) after assessment or treatment.

5. Information to patient was inaccurate but would not cause physical or psychological

Faculty Coach Feedback to Students

Individual students will be informed if they failed more than two stations 1-2 working days after the OSCE. The student cohort will receive general feedback for each of the stations. This feedback will include general strengths and areas for improvement for each of the stations. This information will be posted on UMLearn within 7 days of the S6. Student marks will be posted on the UMLearn within 1 week of completion of the assessment. A student whose performance was marginal or failed the S6 Clinical Skills Assessment will be required to make an appointment with the relevant instructor or course coordinator to discuss a learning plan. The student will not progress to clinical placement until performance has been deemed adequate. Students are encouraged to make appointments to meet with respective instructors or year/course coordinators to review their checklists for stations that are marginally completed. If a student fails the S6 portion of course, these results will be discussed at a MPT Student Progress Committee meeting where the decision to offer a student a re-sit examination will be made. Students offered a re-sit will be charged for the costs of this student assessment.

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY

CLINICAL LABORATORY POLICY

The role of the instructor during clinical skills labs is to teach physical therapy students safe and effective

clinical skills. Learning occurs through the instructor demonstrating clinical skills and then encouraging a

student to practice these clinical skills on a fellow student. There may be some physical therapy skills

which may be harmful to a student if the student has a certain health condition. High blood pressure,

haemophilia, and joint damage are only a few of many conditions which could put a student’s health at

risk if he/she was a patient or practice subject.

As the instructor is not acting as the student’s personal physical therapist, the instructor will not have

access to student’s health history. A student is unable to determine whether a physical therapy

assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy

Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical

skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe

participation in the lab. For example, if the instructor determines that a student’s health may be

jeopardized by allowing fellow students to practice on him/her, then the student may be allowed to

practice the clinical skills on a fellow student but will be excluded from being a patient or practice

subject.

To ensure student privacy, students are encouraged to speak to the instructor in a private setting (e.g.

instructor’s office) at the beginning of a course or at any time throughout the academic year. The

instructor will keep the student’s health information in confidence with the exception that the instructor

will inform other lab demonstrators that a particular student may not participate as a patient or practice

subject for certain clinical skills. It is the student’s responsibility to share this information with

instructors in different clinical skill courses. A student is not obliged to reveal his/her health concern to

fellow students however it is his/her responsibility to inform fellow students if he/she is unable to fully

participate in a clinical skills lab. If a fellow student is privileged with the health information of another

student, it is the fellow student’s responsibility to keep this information in confidence.

ELECTRONIC COMMUNICATIONS WITH STUDENTS POLICY

Every year at the U of M, students miss emails with crucial information from the university,

their instructors, faculties, and other service offices. A related concern is that the university

must protect student privacy. In order to improve in both of these areas, the university is

implementing a new policy on September 1, 2013 – the Electronic Communications with

Students Policy.

The Electronic Communications with Students Policy states that all university communications

must be sent to a student’s U of M email account – no other email address can be used to

communicate with a student about official university business. In most cases, this will require a

change to current practices, including internal systems used to contact students and store their

contact information.

The full policy is available at (Accessed May 2017):

http://umanitoba.ca/admin/governance/media/Electronic_Communication_with_Students_Policy_-

_2013_09_01_RF.pdf

http://umanitoba.ca/admin/governance/media/Electronic_Communication_with_Students_Policy_-_2013_09_01_RF.pdf

http://umanitoba.ca/admin/governance/media/Electronic_Communication_with_Students_Policy_-_2013_09_01_RF.pdf

STUDENT ATTIRE FOR CLINICAL LABS

Students are expected to wear suitable lab attire for activities involving either practicing skills with other

students (student partners) or with patients /clients.

1. Footwear policy: Students are advised that appropriate footwear (sandals or shoes with a solid

sole) shall be worn at all times within the University buildings and especially in the hallways.

There are several good reasons for this advisory but two in particular stand out:

a. to minimize injury to the foot from foreign materials that may be on the hallway floors;

and

b. to minimize the exposure to chemical or radioactive materials that may be carried from

laboratories on the soles of foot wear worn by lab personnel. Several labs using these

potentially hazardous materials are located in close proximity to CoRS teaching space.

Faculty will remind students to wear appropriate footwear to minimize their risk of injury or

exposure.

2. Classroom cleanliness: Clean footwear must be worn in all class environments; please do not wear

outdoor footwear that is wet etc. into the classrooms.

Clinical skills lab with student partners (students in the group) - Instructors will indicate the type of attire

required for clinical skills labs. Typically, either shorts or gym pants and tank tops are recommended for

every lab session. Students are required to be suitably dressed in order for proper assessment and

treatment techniques to be practiced / demonstrated. Reasonable accommodation will be provided to

students who prefer a more private learning environment. Students need to approach the instructor in

advance to ensure that this accommodation is possible.

1. Clinical skills lab with patients or standardized clients - Clinical Placement dress as documented

in the student handbook.

2. In addition to proper attire, students are also advised to bring their own personal equipment

when indicated on the lab schedule.

ACCESS TO EQUIPMENT FOR INDEPENDENT PRACTICE

Students are encouraged to practice skills beyond the scheduled lab time. You are encouraged to

contact course coordinators to schedule independent practice time for the exercise equipment in R020;

faculty members must be present for activities involving the treadmills or bicycle ergometers. The

ability to meet these requests will be dependent on the availability of the faculty members previously

indicated as well as access to R020.

PHYSIOTOOLS

PhysioTools is exercise program software used throughout the curriculum of the Department of Physical

Therapy to provide a forum for critical thinking of specific exercise and client instructions; increase

student skill in producing exercise handouts for clients; and provide a broad exposure to different

exercise for body systems. At the beginning of the MPT program students are given access to the

program through an e-mail verifying the student’s own user name and password. The student may

access the program via: https://eduumanitoba.physiotoolsonline.com. The instructors expect that a

student will-self-orient to PhysioTools; however for those students who require more information, there

is an online manual on UMLearn.

EQUIPMENT LOAN GUIDELINES

The College of Rehabilitation Sciences has a variety of assessment and intervention tools and equipment

that are used for teaching purposes. To facilitate instructor teaching and enhance student learning, as

well as to prepare for assessments, many of these resources are available for students and faculty to use

on a short-term loan basis. Borrowing equipment is a privilege offered to students and faculty;

consequently, there is a responsibility and accountability when taking advantage of this opportunity.

CoRS instructors/faculty, in collaboration may reserve the right to restrict access to equipment during

certain periods to accommodate academic needs (assessment time, labs, etc). These restrictions will be

posted for faculty and students.

Procedure:

1. All equipment used outside of learning session/lab time must be signed out. Unless otherwise

determined, the loan period is three days. A fine of $2.00 per day will be charged for overdue

equipment; a receipt will be issued.

2. All equipment/resources should be obtained from and returned to the CORS Education

Technician and will be documented by using a tracking sheet. Borrowers of equipment should

ensure the documentation is accurate at the time of sign-out. Instructors will not sign out

equipment unless previous arrangements have been made with the Equipment Technician.

3. Loaned equipment may be returned to the CoRS receptionist in the general office. An

Equipment Return Slip will be completed by either the technician or the receptionist at the time

of return and the borrower will sign that the equipment has been returned (and that the charge

has been paid if overdue). The receptionist will keep a copy for her records if the equipment is

returned to her and submit the original to classroom technician.

https://eduumanitoba.physiotoolsonline.com/

4. There will be follow up on all overdue equipment on the day after the equipment is due. A

completed form Equipment Loan Return Reminder with particulars of the overdue equipment

will be placed in the borrower’s mail slot. When equipment is a week overdue, the classroom

technician will ask for assistance from the Department Head.

5. If equipment is lost or damaged, the borrower is responsible for the cost for

replacement/repair.

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COURSE OUTLINES NOTE:

It is the student’s responsibility to retain copies of all curriculum information such as course

outlines/objectives. If you are planning to work outside of Manitoba, you may need these documents for

credentialing purposes. Please be advised that should copies of any course syllabi be required, there is a

cost associated with this request. The College of Rehabilitation Sciences will not assume responsibility to

provide missing documentation.

MPT 1 N. Ryan-Arbez/16-17/Term Fall 2016

PT 6100 Credit Hrs: 5/Contact Hrs. 80

Master of Physical Therapy Program

Year 1

Course: PT 6100 Foundations of Physical Therapy

Course Co-ordinator: Nancy Ryan-Arbez R133 Rehab Bldg., 977-5637, E mail: [email protected] Teaching Team: Ruth Barclay RR 323A Rehabilitation Hospital, [email protected]

Moni Fricke, R030, Rehab Bldg., [email protected] Liz Harvey, R034 Rehab Bldg, [email protected] Tanya Kozera, 032 Rehab Bldg., [email protected] Nancy Ryan-Arbez, R133 Rehab Bldg., [email protected]

Adrian Salonga, Health Sciences Centre, [email protected] Rebecca Schorr, R032 Rehab Bldg., [email protected] Barb Shay, R113 Med Rehab Bldg., [email protected] Guest Lecturers: Margaret Lavallee, Elder in Residence, [email protected] Doug Lockhart, Independent Living Resource Centre, 947-0194, Heather Paterson, Student Affairs, http://umanitoba.ca/student/ Leanne Leclair, R215 Rehab Bldg., [email protected] Laura MacDonald, D214D Dentistry Bldg., [email protected] Pam Wener, R117 Rehab Bldg., [email protected]

Prerequisites Pre- admission Psychology and English pre-reqs

Co-requisites PT 6221 Clinical Skills for PT in NMSK

Conditions 1

PT 6224 Clinical Skills for PT in NMSK

Conditions 2

PT 6140 NMSK Anatomy for Physical

therapists

COURSE DESCRIPTION: Through lecture, labs and seminars, students are introduced to the theory of physical therapy

knowledge, skills, attitudes and behaviours. Course content includes conceptual frameworks, principles

surrounding safe and ethical professional conduct in the current health care environment.

mailto:[email protected]










http://umanitoba.ca/student/




COURSE OVERVIEW:

This course involves lectures, interactive sessions with invited speakers and on-site experiences.

Foundational concepts across the lifespan will be introduced and include topics that deal with health /

disablement models, cultural sensitivity and professional communication skills. The course is delivered by

faculty members who from time to time will have invited speakers (patients, physiotherapists) who will

share their personal experiences with the class.

COURSE OBJECTIVES: Upon successful completion of this course students will be able to: Demonstrate professional behaviour and respectful communication with participants in all

educational activities; Self-assess knowledge, skills, behaviors and attitudes during learning sessions; Demonstrate professional and academic integrity; Integrate group theory into team work activities; Describe the benefits of inter-professional collaboration and education; Integrate professional values and beliefs into one’s own set of values; Develop professional communication skills using a variety of strategies including self-reflection and

peer feedback; Discuss the implications of sensitive practice in physical therapy; Discuss the implications of cultural differences on physical therapy practice; Explore the Truth and Reconciliation Commission’s recommendations and the impact on PT practice; Apply health legislation as they relate to physical therapy; Explain the relevance of determinants of health to physical therapy practice; Describe harm reduction as it relates to the PT scope of practice, Apply self-care strategies to deal with stress; Describe the Conceptual Framework for Practice. Integrate and apply education and health promotion theories including the Five A’s. Practice obtaining a subjective history with a focus on lifestyle including physical activity, smoking, and

nutrition; and Analyze clinical information from the standardized client lab using the Clinical Decision Making

Process.

Plagiarism and cheating: This course strictly adheres to the Academic Integrity Policies of the University of Manitoba and the Department of Physical Therapy as stated in the CoRS Student Handbook (http://umanitoba.ca/rehabsciences/9719.html). Plagiarism is defined as the presentation of another’s writing or ideas as your own. Students must keep this in mind when making classroom presentations, preparing papers for submission etc. This includes not only the written content but relevant graphics.

You are reminded that plagiarism, cheating and impersonation at exams are serious offences subject to disciplinary measures at the University that may lead to suspension or expulsion. Be aware that these



expectations apply equally to Practical and Written examinations; sharing information with another student regarding exam content or material is prohibited.Refer the MPT 1 Syllabus Guide for the

Department of Physical Therapy Referencing Standard and examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly or surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any of the lectures, materials provided or published in any form during or from this course. (Adapted from course outline PT 6260 Physiotherapy Practice and Professional Issues 1- course coordinator M. Fricke).

COURSE EVALUATION:

A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with a variety of methods: Two written assignments, one written assessment (exam) and one presentation. You are required to pass both the practical and theoretical examinations of any physical therapy course having these components.

A student who submits an assignment late will have 10% of the mark deducted per day (24 hours) or part there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours after the due date. Exceptions for illness or compassionate reasons may be considered on a case by case basis. The table below identifies the assessment components and the associated course value. Detailed information regarding dates etcetera will be available on UM Learn under course content “Assessments”

*Written Components Course

value

Individual

Assessments:

Reflections on Disability Issues (Related to Independent Living Resource

Centre site visit) – Written paper

Marking Rubric on UM Learn.

20%

Written Assessment – includes topics discussed from “What is PT” to “Determinants of Health” (MCQ and short answer exam)

30%

Case Assignment: Patient Communication, Education & Health Promotion Marking Rubric on UM Learn

20%

Group

Assessments:

Community Health site visit Presentations

Marking Rubric on UM Learn. 30%

COURSE RESOURCES:

i. REQUIRED TEXTBOOKS:

E- books: Handbook on Sensitive Practice for Health Care Practitioners

(http://www.integration.samhsa.gov/clinical-practice/handbook-sensitivve-

practices4healthcare.pdf)

ii. UM LEARN (learning system-electronic access) i. Course syllabus ii. Assigned readings

iii. Lab documents iv. Assignment / presentation instructions and evaluation rubrics v. Presentations vi. Lab group lists and schedules

iii. RECOMMENDED TEXTBOOKS / READINGS:

i. Hosley, Julie and Molle, Elizabeth. (2006). A practical Gude to Therapeutic

Communication for Health Professionals. Saunders, Elsevier.

ii. Gabard, DL & Martin, MW. (2011). Physical Therapy Ethics. Philadelphia: FA Davis Company.

iii. Purtilo R. (2005). Ethical Dimensions in the Health Professions (4th ed.). Elsevier /Saunders. iv. Reynolds F. (2005). Communication and Clinical Effectiveness in Rehabilitation. Elsevier /

Butterworth. COURSE CONTENT SCHEDULE: For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com/d2l/login Log on using your UM NetID and choose PT 6100 Foundations of Physical therapy.

Faculty Coaches (FC): RB=R. Barclay; LH=L. Harvey; MFr=M. Fricke; TK=T. Kozera; ML=M. Lavallee; LL=L. Leclair; LM=L. MacDonald; NRA=N. Ryan-Arbez; AS=A. Salonga; BLS= B. Shay; RS=R. Schorr; PW=P. Wener;

Mon Aug 15 13:00-13:30 Course Introduction Orientation NRA

Mon Aug 15 13:30-15:30 What is PT Large Group Tutorial NRA, LH

Thu Aug 18 13:00-16:00 Giving and Receiving Feedback

Large Group Tutorial LH, NRA

Fri Aug 19 10:00-12:00 Determinants of Health Lecture MFr

Mon Aug 22 10:00-12:00 Intro to Conceptual Framework

Lecture RB

Tue Aug 23 13:00-15:00 Communication: Basic Lecture NRA

http://www.integration.samhsa.gov/clinical-practice/handbook-sensitivve-practices4healthcare.pdf

http://www.integration.samhsa.gov/clinical-practice/handbook-sensitivve-practices4healthcare.pdf

https://universityofmanitoba.desire2learn.com/d2l/login

Patient Interview

Wed Aug 24 13:00-15:00 Disablement Models Lecture MFr

Thu Sep 01 9:30-10:30 Sensitive Practice Lecture MFr

Wed Sep 07 8:00-10:00 Communication: Client Communication Principles

Lecture NRA

Wed Sep 07 14:30-16:00 Harm Reduction Lecture NRA

Thu Sep 08 10:00-12:00 Communication: Basic Patient Interview

Large Group Tutorial NRA

Fri Sep 09 14:00-16:00 Quality of Life Lecture RB

Fri Sep 16 13:00-17:30 IPE: Engaging with our Community

IPE Tutorial

Wed Sep 21 8:00-10:00 Student Self Care Lecture SA

Fri Sep 23 13:00-15:00 Indigenous Wellness Lecture ML

Tue Sep 27 8:30-9:30 Written Assessment Quiz Assessment NRA, GS

Tue Sep 27 8:30-9:30 Written Assessment Quiz Assessment NRA, GS

Tue Sep 27 13:00-16:00 ILRC Experiential Workshop Site Visit ILRC Staff

Wed Sep 28 8:00-10:00 Indigenous Wellness Lecture MFr

Fri Sep 30 15:00-16:30 Reflection & Portfolio Large Group Tutorial BLS, MFr

Mon Oct 03 10:00-12:00 Patient Education (Learning Needs and Ax)

Lecture NRA

Tue Oct 04 10:00-12:00 Indigenous Wellness IPE Tutorial MFr, LL

Tue Oct 04 13:00-16:00 ILRC Experiential Workshop Site Visit ILRC Staff

Wed Oct 05 13:00-15:30 Patient Education (Learning Needs and Ax)

Lecture NRA

Thu Oct 06 10:00-12:00 Patient Education Interventions

Lecture NRA

Fri Oct 07 13:00-16:00 IPE: Amazing Case Event IPE Tutorial PW, NRA, TBD,

Fri Oct 14 13:00-15:00 Tx: Client Education Split Group Lab NRA, MFr, LH

Fri Oct 14 15:00-17:00

Tx: Client Education Split Group Lab NRA, MFr,LH

Fri Oct 28 12:00-13:00 Integrated Cultural Topics: Food Extravaganza

Orientation NRA, MFr, LH, BSch, AS

Fri Oct 28 13:00-15:00 Integrated Cultural Topics I Small Group Tutorial NRA, MFr, LH, BSch, AS

Thu Nov 03 10:00-12:00 Integrated Cultural Topics II Small Group Tutorial NRA, MFr, LH, BSch, AS

Tue Nov 08 10:00-12:00 Integrated Cultural Topics III Small Group Tutorial NRA, MFr, LH, BSch, AS

Mon Nov 21 10:00-12:00 Health Promotion Lecture NRA

Tue Nov 22 14:00-16:00 Code of Conduct I Large Group Tutorial MFr

Wed Nov 23 11:00-12:00 Health Promotion and Lifestyle Counselling

Lecture NRA


SC Lab NRA, MFr, LH


SC Lab NRA, MFr, LH

Thu Nov 24 14:00-15:00 Health Promotion and Lifestyle Counselling

Large Group Tutorial NRA

Wed Nov 30 13:00-16:00 Community Health Visits Site Visit

Thu Dec 01 11:00-12:00 Code of Conduct II Large Group Tutorial MFr

Thu Dec 01 13:00-16:00 Community Health Visits Site Visit

Wed Dec 07 10:00-12:00 Health Professions/Panel Large Group Tutorial MFr

Thu Dec 08 8:00-11:00 Health Legislation Lecture MFr

Tue Dec 13 9:00-12:00 Community Health Visits Group Presentations Assessment

MFr, TK

Tue Dec 13 13:00-16:00 Community Health Visits Group Presentations Assessment

MFr, TK

Fri Oct 30 Reflective Paper: Disability Issues

Individual Written Assessment

Fri Nov 27 Case Assignment Individual Written Assessment

Appendix 1 GROUP LISTS: Students will be assigned into groups for the Student learning Strategy (SLS) in the first week of classes. Schedules for Student Learning Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM Learn. ATTIRE FOR CLINICAL LAB SESSIONS: Clinical Lab outlines recommend that T- shirts, sports bra for female students, shorts and running shoes be worn for these labs. For the labs where students will be encountering standardized clients or model patients, students will be required to wear professional attire. Professional attire is expected for all clinical skills assessments. In addition to proper attire, students are also advised to bring their own personal equipment (goniometer, stethoscope, watch) when indicated on the lab schedule. ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE: Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building, please ensure that the equipment is put away and room tidied prior to locking the room. STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from Syllabus Guide 2016-2017) “Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a student’s health at risk if he/she was a patient or practice subject. As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access to student’s health history. A student is unable to determine whether a physical therapy assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe participation in the lab.” (Refer to the Syllabus Guide for the complete

MPT1 B. MacNeil/17-18/Term Fall 201790


Masters of Physical Therapy Program Year 1

Course: PT 6110 Foundations of Evidence-Based Practice I Course Co-ordinator: Brian MacNeil R213, Med. Rehab. Building, Telephone: 204-977-5635 E-mail: [email protected]

Office hours: I do not have set office hours but you are welcome to come by my office any time. If I am not in my please contact me by e-mail to arrange an appointment.

Teaching Team: Brian MacNeil, R213, Med Rehab Bldg., 204-977-5635, [email protected] Hal Loewen, NJM Library, 204-789-3465, [email protected] Moni Fricke, R030, Med Rehab Bldg., 204-789-3814, [email protected] Ruth Barclay, RR323A, Rehab Hosp, 204-977-5637, [email protected]

Prerequisites Pre-admission statistics course

Co-requisites PT 6120 Clinical Skills for Physiotherapy Assessment PT 6130 Applied Sciences for Physical Therapy PT 6221/6224 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions

COURSE DESCRIPTION: Students will learn to critically evaluate the evidence for physical therapy practice and rehabilitation and will be challenged to become involved in contributing to the evidence for their future practice.

COURSE OVERVIEW: The goal of this course is to equip students with the basic skills to formulate a clinical question, effectively locate and retrieve relevant evidence and to appraise the quality of the evidence. Further, this course will provide students with an overarching framework of the strengths of evidence supplied from various types of research designs and evidence summaries including clinical practice guidelines. COURSE OBJECTIVES: Upon successful completion of this course students will be able to:






1. Demonstrate professional behaviour and respectful communication with participants in all educational activities.

2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions. 3. Demonstrate professional and academic integrity. 4. Demonstrate team work for group activities. 5. Explain the principles of Evidence-Based Practice. 6. Develop information literacy competencies as they relate to physical therapy, specifically;

a. Formulate a focused and searchable clinical research question using the PICO format. b. Perform a search of electronic databases to retrieve evidence. c. Critically appraise research literature by assessing the validity and results of a study and

determining the applicability of the findings. d. Differentiate the different types of evidence; single study, systematic review, meta-analysis,

clinical practice rules/guidelines

Plagiarism and cheating:

This course strictly adheres to the Academic Integrity Policies of the University of Manitoba and the

Department of Physical Therapy as stated in the CoRS Student Handbook

(http://umanitoba.ca/rehabsciences/9719.html ). Plagiarism is defined as the presentation of another’s

writing or ideas as your own. Students must keep this in mind when making classroom presentations,

preparing papers for submission etc. This includes not only the written content but relevant graphics.

You are reminded that plagiarism, cheating and impersonation at exams are serious offences subject to

disciplinary measures at the University that may lead to suspension or expulsion. Be aware that these

expectations apply equally to Practical and Written examinations; sharing information with another

student regarding exam content or material is prohibited.

Refer to the MPT 1 Syllabus Guide for the Department of Physical Therapy Referencing Standard and

examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly

or surreptitiously, in whole or in part, in the absence of express written permission from course

instructors, any of the lectures, materials provided or published in any form during or from this course.

(Adapted from course outline PT 6260 Physiotherapy Practice and Professional Issues 1- course

coordinator M. Fricke).

COURSE EVALUATION: A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with written assessments (assignments and exams). All assignments are to be submitted electronically in the Dropbox provided within the course website and are due at 11 p.m. on the indicated date. A student who submits an assignment late will have 10% of the mark deducted per day (24 hours) or part there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours after the due date. Exceptions for illness or compassionate reasons may be considered on a case by case basis.



The table below identifies the assessment components and the associated course value. Detailed

information regarding dates etc. will be available on UM Learn under course content “Assessments”

Written Components Course value

Written exam 1: Short answer/MCQ Written exam 2: Short answer/MCQ, cumulative

25%

25%

Written assignments: 1) Critical appraisal of an intervention study I

Individual submission, collaboration encouraged 2) Finding and retrieving the evidence 3) Critical appraisal of an intervention study II

group submission

15%

15%

20%

COURSE RESOURCES:

1) UM Learn (online course site) i. Course syllabus ii. Lectures

iii. Tutorials iv. Assessments

RECOMMENDED TEXTBOOKS / READINGS: 1. E-book - JAMAevidence: Users' Guides to the Medical Literature: A Manual for Evidence-Based Clinical

Practice, 2nd Edition. Gordon Guyatt, Drummond Rennie, Maureen O. Meade and Deborah J. Cook COURSE CONTENT SCHEDULE: For the most updated course schedule and content: Go to: https://universityofmanitoba.desire2learn.com/d2l/home Log on using your UM NetID and choose: PT 6110 Foundations of Evidence-Based Practice I *Faculty Coaches (FC): BMac=B MacNeil; HL=H Loewen; RB=R. Barclay; MFr=M. Fricke

https://universityofmanitoba.desire2learn.com/d2l/home

Topic Category Hours Instructor

Course Introduction Orientation 0.5 BMac

Philosophy of EBP & PICO Format Lecture 0.5 BMac

Finding the Evidence Split Group Lab 1.5 BMac, HL

Intervention Studies/RCTs Lecture 2 BMac

Outcome Measures Lecture 2 BMac

Intervention Studies/RCTs Lecture 1 BMac

Epidemiology Studies Lecture 2 BMac

Exam #1 Exam Assessment 1 BMac, TBA

Diagnostic Tests Lecture 2 BMac

Summarizing the Evidence Lecture 2 RB

Clinical Practice Guidelines Lecture 2 BMac

Qualitative Research Large Group Tutorial 2 MFr

Exam #2 Exam Assessment 1 BMac, TBA

Appendix 1 GROUP LISTS: Students will be assigned into groups for the Student Learning Strategy (SLS) in the first week of classes. Schedules for Student Learning Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM Learn.

MPT 1 N. Ryan-Arbez/16-17/Term Winter 201810

PT 6124 Credit Hrs: 4/Contact Hrs. 60.5


Course: PT 6124 Physical Therapy and Hospital Based Care

Course Co-ordinator: Nancy Ryan-Arbez R133, Rehab Bldg., Telephone: 204-977-5637 E-mail: [email protected] Office hours: You are welcome to visit me in my office with your questions or

concerns. If I am not in my office please contact me by e-mail or phone and we can arrange an appointment.

Teaching Team: Mirei Belton, Health Sciences Centre, [email protected] Maria Froese, Health Sciences Centre, [email protected] Mark Garrett, R135 Rehab Bldg., 204-789-3420, [email protected] Patrick Gross, Health Sciences Centre, [email protected] Liz Harvey, R034 Rehab Bldg., 204-977-5656, [email protected] Joanne Parsons, Rehab Hosp., RR355A, 204-787-1019,

[email protected] Nancy Ryan-Arbez, R116 Rehab Bldg., 204-977-5640,

[email protected]

Adrian Salonga, Health Sciences Centre, [email protected] Maureen Walker, R216, Rehab Bldg., 204-977-5640, [email protected] Sandra Webber, Rehab Hosp., RR316, 204-787-1099, [email protected]

Prerequisites PT6100 Foundations of Physical Therapy; PT6130 Applied Sciences for Physical

Therapy 1: PT6140 Anatomy for Physical Therapy;

Co-requisites PT6110 Foundations of Evidence-

Based Practice 1

PT6230 Applied Sciences for Physical

Therapy 2

PT 6221 & 6224

Clinical Skills for PT in NMSK

Conditions 1 & 2










COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students learn the role of physical therapy in Hospital-

based care across the lifespan. Students will learn knowledge, skills, and behaviors which support

physical therapy assessment and treatment skills.

COURSE OVERVIEW:

This course prepares the student to provide safe and effective physiotherapy care in the hospital setting

for patients with predominantly Neuromusculoskeletal conditions, which limit their mobility. Class work

includes lectures (involving in-class small group work), and tutorial sessions (involving small and large

group work). Faculty instructors teach clinical skills in laboratories where the students themselves will

act as practice patients. A site visit occurs early in this course to provide students with a preview to what

hospital practice entails. Students are expected to: prepare for learning activities by completing the

required readings and reviewing instructional videos; engage in independent practice of clinical skills

where self and peer evaluation occurs to support learning; integrate information learned from previous

learning; and apply components of the Department of Physical Therapy Conceptual Framework to

learning sessions.

COURSE OBJECTIVES:

This course focuses on specific cognitive, psychomotor and affective physical therapy skills. Upon

successful completion of the course, students will be able to:

1. Describe the physiotherapy role of Expert in assessing and treating dysfunction in the Pre-hab (pre-surgery), Emergency Room and Hospital settings;

2. Reflect on experiences and observations associated with the hospital clinical visit; 3. Describe selected NMSK elective and traumatic surgical procedures in adult and pediatric clients

including medications, dressings, and lines and tubes; 4. Summarize the acute effects and common post-operative complications of surgery, medication and

physical inactivity on all body systems in adult and pediatric clients; 5. Demonstrate proficiency in performing an assessment (subjective and objective examination) on the

orthopedic pre-operative outpatient and post-operative inpatient, and the amputee patient;

6. Determine the client’s prognosis based on the diagnosis and be able to select applicable assessment

and treatment strategies ( e.g. including outcome measures, self-management, education, exercise,

supportive devices, and other);

7. Demonstrate proficiency in performing treatments for the orthopedic pre-operative outpatient and

post-operative inpatient, and the amputee patient in order to prevent complications and

restore/maximize function;

8. Demonstrate basic charting skills;

9. Incorporate relevant community resources as part of the discharge planning discussion;

10. Incorporate Interprofessional knowledge, as appropriate, to identify communication and

collaboration with other members of the health care team;

11. Synthesize clinical information using the Clinical Decision Making Process when discussing clinical cases and when engaging with model patients;

12. Demonstrate professional behaviour and respectful communication with participants in all educational activities; and

13. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 14. Demonstrate professional and academic integrity; 15. Demonstrate team work for group activities; 16. Incorporate Patient Safety Competencies in all relevant learning activities;



Department of Physical Therapy as stated in the CoRS Student Handbook

(http://umanitoba.ca/rehabsciences/9719.html ). Plagiarism is defined as the presentation of another’s

writing or ideas as your own. Students must keep this in mind when making classroom presentations,

preparing papers for submission etc. This includes not only the written content but relevant graphics.



expectations apply equally to Practical and Written examinations; sharing information with another

student regarding exam content or material is prohibited.


examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly

or surreptitiously, in whole or in part, in the absence of express written permission from course

instructors, any of the lectures, materials provided or published in any form during or from this course.

COURSE EVALUATION (PT6124):

A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with a

variety of methods:

1. Two clinical skill assessments,

2. Two written assessments, and

3. One written assignment.

A student who submits an assignment late will have 10% of the mark deducted per day (24 hours) or

part there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours

after the due date. Exceptions for illness or compassionate reasons may be considered on a case by case

basis.



Student knowledge, skills and behavior will be evaluated through written assessments and clinical skills

assessments. You are required to pass both the written assessments and the clinical skills of any

physical therapy course having these components.

Written Components

Content Course value

Duration (hrs)

Written Assessment 1: Short answer/MCQ, content to be

examined encompasses material from “Role of PT in Hospital

Care” up to and including “Case Studies 1”.

30%

1

Written Assessment 2: Short answer/MCQ, content to be

examined encompasses material from “Overview of

Treatment” up to and including “Ax/Tx: Swelling”.

40% 2

Chart Note: Individual marks 10% NA

Clinical Skills

Component

Step 5 - Clinical skills assessment 1: Physical Therapy

Assessment: Systems Review and Functional status

Step 5 - Clinical skills assessment 2: Physical Therapy

Treatment: Preventing Precautions, Restoring Function.

10%

10%

.75

.75

COURSE RESOURCES:

REQUIRED TEXTBOOKS / READINGS:

a. Paz, JC & West, WP (2014). Acute care handbook for Physical Therapists (4th Ed.) Elsevier: St.

Louis.

b. Kisner C. & Colby L.A. Therapeutic Exercise–Foundations and Techniques. (6h Ed.). (2013).

UM LEARN (learning system-electronic access)

MOCK CHARTS

REQUIRED EQUIPMENT:

a. Stethoscope—available from the U of M bookstore

b. Watch with a second hand or digital read-out

c. Laptop

RECOMMENDED TEXTBOOK (Neil John McLean Library):

a. Goodman, C.C. Fuller, K. (2015). Pathology: Implications for the Physical Therapist (4th Ed.).

Elsevier: St. Louis

COURSE CONTENT:

For the most updated course schedule and content: Go to UM Learn,

http://universityofmanitoba.desire2learn.com, log on using your UM NetID and choose PT 6124 Hospital

Based Care for Physical Therapists

Faculty Coaches: MaFr=M. Froese, MG=M. Garrett, LH= L. Harvey, JLP=J. Parsons, NRA=N. Ryan-Arbez, AS=A.

Salonga, MW=M. Walker, SW=S. Webber; MFer=M. Fernandes; PG=P. Gross; MB=M. Belton;

Contact Time (Hrs)

Topic Type of Session Instructor

0.5 Course Introduction Orientation NRA

1 PT Role in Hospital , In-patient Care Lecture LH

3 Hospital In-patient Split Group Site Visit None

2.5 Ax: Body Systems and Medical Implications Split Group Self-Study

NRA

2 Ax: Body Systems and Medical Implications Large Group Tutorial NRA

1 Pre Hab Lecture LH

1 Adaptive Responses to Bed Rest Lecture LH

2 Surgical Procedures I Lecture LH

2 Surgical Procedures II Lecture MFer

3 Ax: Systems Review Split Group Lab NRA, LH, AS

2 Patient Handling Lecture LH

1.5 Bariatric Care Lecture SE

2 Ax: Functional Status: Bed Mobility Split Group Lab NRA, SW, JLP

2 Ax: Functional Status: Transfers Split Group Lab LH, MW

2 Ax: Systems Review & Functional Status Split Group Review Lab

NRA, LH

2 Ax: Case Studies I Large Group Tutorial NRA

http://universityofmanitoba.desire2learn.com/

0.75 Ax: Systems Review & Functional Status Clinical Skills Assessment 1

NRA, LH, MW, SW, JLP

1 Written Assessment 1 Exam Assessment NRA, TBA

2 Tx: Overview Lecture LH

2 Tx: Preventing Complications Split Group Lab LH, NRA, AS

2 Tx: Restoring Function I: Gait Aids Split Group Lab MG, LH

2 Tx: Restoring Function II: Gait Aids Split Group Lab MG, LH

1 Ax: Amputations Large Group Lab MG

1 Amputations: Pre Prosthetic Rehab Large Group Lab MG, PG, MB

2 Tx: Preventing Complications & Restoring Function

Split Group Review Lab

NRA, LH

1 Amputations: Componentry Large Group Lab MG, PG, MB

0.75 Tx: Preventing Complications & Restoring Function

Clinical Skills Assessment 2

NRA, LH, MW, SW,

JLP

1.5 Functional Outcome Measures Split Group Lab NRA, SW

1 Amputations: Prosthetic Rehab Large Group Lab MG, PG, MB

1 Amputations: Stump Bandaging Large Group Lab MG, PG, MB

2 Screening for Falls Large Group Tutorial NRA

2 Tx: Case Studies II: Discharge Plans Large Group Tutorial NRA

1.5 Amputations U/E Rehab Model Patient Lab MG

1.5 Ax: Amputations Gait Deviation Lecture MG

2.5 Surgical & Prehab Split Group Lab LH, NRA,

MW, AS, JLP

1.5 Tx: Swelling Model Patient Lab NRA, MaFr,

MG

2 Written Assessment 2 Exam Assessment NRA, TBA

Chart Note Assignment

Individual Written Assessment

LH, NRA

Appendix 1

GROUP LISTS:

Students will be assigned into groups for the Student learning Strategy (SLS). Schedules for Student Learning

Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM

Learn.

ATTIRE FOR CLINICAL LAB SESSIONS:

Clinical Lab outlines recommend that T- shirts, sports bra for female students, shorts and running shoes be

worn for these labs. For the labs where students will be encountering standardized clients or model patients,

students will be required to wear professional attire. Professional attire is expected for all clinical skills

assessments. In addition to proper attire, students are also advised to bring their own personal equipment

(goniometer, stethoscope, watch) when indicated on the lab schedule.

ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE:

Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building,

please ensure that the equipment is put away and room tidied prior to locking the room.

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from

Syllabus Guide 2017-18)

“Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any

acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific

lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a

student’s health at risk if he/she was a patient or practice subject.

As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access

to student’s health history. A student is unable to determine whether a physical therapy assessment or

treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the

Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the

student’s information, the instructor will determine the student’s degree of safe participation in the lab.”

(Refer to the Syllabus Guide for the complete policy).

MPT 1

B. MacNeil/17-18/Term Fall 201790 PT 6130

Credit Hrs: 4/Contact Hrs. 80


Course: PT 6130 Applied Sciences for Physical Therapy I Course Co-ordinator: Brian MacNeil R213, Med Rehab Bldg, 977-5635 E-mail: [email protected]

Office hours: I do not have set office hours but you are welcome to come by my office any time. If I am not in my please contact me by e-mail to arrange an appointment.

Teaching Team: Dean Kriellaars, RR303 Rehab Hosp., 204-787-3505, [email protected] Barb Shay, R113 Rehab Bldg., 204-977-5636, [email protected] Tony Szturm, RR319 Rehab Hosp., 204-787-4794, [email protected] TBA Maureen Walker, R216 Rehab Bldg., 204-977-5640, [email protected] Joanne Parsons, RR355A Rehab Hosp., 204-787-1019, [email protected] Nancy Ryan-Arbez, R133 Rehab Bldg., 204-977-5637, [email protected] Ruth Barclay, RR323A Rehabl Hosp., 204-787-2756, [email protected]

Liz Harvey, R034 Rehab Bldg., 204-977-5656, [email protected] Sandra Webber, RR311A Rehab Hosp., 204-787-1099, [email protected]

Prerequisites Pre-admission anatomy and physiology

Co-requisites PT 6224 Clinical Skills for Physiotherapy Assessment PT 6221 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions I

COURSE DESCRIPTION: Through lecture, tutorial and laboratory sessions, students will learn the application of exercise and pain physiology to body structure and function and how it relates to activity and participation. COURSE OVERVIEW: This course involves lecture, lab and tutorial work; students are expected to prepare for each activity by completing the required readings for lectures, tutorials and the assigned skills laboratories. Students will be required to integrate information from pre-requisite courses.










COURSE OBJECTIVES: Upon successful completion of this course students will be able to: 7. Demonstrate professional behaviour and respectful communication with participants in all educational

activities 8. Self-assess knowledge, skills, behaviors and attitudes during learning sessions 9. Demonstrate professional and academic integrity 10. Demonstrate team work for group activities 11. Describe the contributions of the major physiological systems to homeostasis at rest 12. Summarize the integrated responses of the major physiological systems during physical activity 13. Outline various methods of measuring or estimating energy expenditure 14. Distinguish the responses of the major physiological systems to an increase or decrease in physical activity 15. Demonstrate an understanding of, and apply, the biomechanical principles to assessment of human

motion in relation to activity 16. Apply basic biomechanical principles to the study of human gait and locomotion and identify the temporal

characteristics of the normal human gait cycle 17. Describe the neurological processes underlying volitional movement and somatosensory function 18. Distinguish between normal nociceptive processes and various pain states including hyperalgesia,

allodynia, inflammatory pain and neuropathic pain 19. List immediate exercise responses and long-term adaptive changes to aerobic, strength training,

neuromotor training and flexibility exercises in the normal healthy adult 20. Explain the physical activity and sedentary behaviour guidelines for healthy adults, children and older

adults. 21. Determine the need for and implement appropriate medical screening and pre exercise evaluations. 22. Understand and apply the principles of aerobic, flexibility, resistance and balance exercise prescription.



Department of Physical Therapy as stated in the SMR PT Student Handbook. Plagiarism is defined as the

presentation of another’s writing or ideas as your own. Students must keep this in mind when making

classroom presentations, preparing papers for submission etc. This includes not only the written content but

relevant graphics.



expectations apply equally to Practical and Written examinations; sharing information with another student

regarding exam content or material is prohibited.


examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly or

surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any of

the lectures, materials provided or published in any form during or from this course. (Adapted from course

outline PT 6260 Physiotherapy Practice and Professional Issues 1- course coordinator M. Fricke).


http://umanitoba.ca/faculties/medicine/units/medrehab/media/hb_pt.pdf

COURSE EVALUATION:

A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with a variety of

methods: clinical skill assessments and written assessments. You are required to pass both the practical and

theoretical examinations of any physical therapy course having these components.

A student who submits an assignment late will have 10% of the mark deducted per day (24 hours) or part

there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours after the

due date. Exceptions for illness or compassionate reasons may be considered on a case by case basis.



Component Course value

Written exams:

1: Short answer/MCQ: Exercise Physiology/ Biomechanics/Neurophysiology

2: Short answer/long answer/MCQ: Principles of Exercise Training

34%

40%

Clinical exams: 1: Clinical Skills Assessment: Flexibility & Resistance Training I 2: Clinical Skills Assessment: Resistance II & functional Training

8%

8%

Assignments: 1: Biomechanics (Individual and Group; 5% each)

10%

COURSE RESOURCES: 1) REQUIRED TEXTBOOKS / READINGS:

1) Purves, D., et. al. (editors). Neuroscience (5th or 4th edition). Sinauer Associates Inc 2) American College of Sports Medicine. ACSM’s guidelines for exercise testing and prescriptions. (10th

Ed.) 2017.

2) UM Learn (online course site) v. Course syllabus vi. Lectures vii. Labs viii. Tutorials ix. Assessments

COURSE CONTENT SCHEDULE: For the most updated course schedule and content: Go to: https://universityofmanitoba.desire2learn.com/d2l/home Log on using your UM NetID and choose: PT 6130 Applied Science for Physical Therapy I Faculty Coaches (FC): BMac=B MacNeil; RB=R Barclay; NRA=N Ryan-Arbez; DK=D Kriellaars; TSz=T Szturm; CN=C Nett; BLS=B Shay; LH=L Harvey; MW=M Walker; JLP=J Parsons; SW=S. Webber

Topic Category Hours Instructor

Course Introduction Lecture 0.5

BMac

Neuron, Muscle Structure & Function Lecture

2.0 BMac

Pain: Outcome Measures Large Group Tutorial 1.0

BLS

Exercise Physiology I Lecture 2.0

BMac

Pain Physiology Lecture 2.0

BLS

Exercise Physiology II Lecture 2.0

BMac

Exercise Physiology III Lecture 2.0

BMac

Sensory Receptors Lecture 1.0

TSz

Biomechanics I Lecture 2.0

DK

Biomechanics II Lecture 2.0

DK

Somatosensory System Lecture 2.0

TBA

Visual/Vestibular Systems & Gaze Control Lecture

2.0 TSz

Spinal Cord & Reflex Action Lecture 2.0

TSz

Balance Control Lecture 2.0

TSz

Motor Learning Lecture 2.0

RB

Intro to Exercise Prescription Lecture 2.0

MW

https://universityofmanitoba.desire2learn.com/d2l/home

Pre-Participation Screening Lecture 2.0

MW

Lifestyle Lecture 1.0

NRA

Pre Exercise Evaluation Split Group Lab 2.0

NRA, MW

Pre Exercise Evaluation Split Group Lab 2.0

NRA, MW

Physiological Responses to Exercise Split Group Lab

2.0 NRA, MW

Physiological Responses to Exercise Split Group Lab

2.0 NRA, MW

Exam #1 Exam Assessment 1.5

BMac, TBA

Flexibility Lecture 2.0

MW

Flexibility Split Group Lab 2.0

MW, LH

Flexibility Split Group Lab 2.0

MW, LH

Pre Exercise Evaluation, Aerobic Training, & Flexibility Review Lab

1.0 MW, NRA

Pre Exercise Evaluation, Aerobic Training, & Flexibility Review Lab

1.0 MW, NRA

CV Training I Lecture 2.0

MW

Pre Exercise Evaluation, Aerobic Training, & Flexibility

Clinical Skills Assessment

0.8 MW, JLP, NRA, LH,

SW

Pre Exercise Evaluation, Aerobic Training, & Flexibility



SW

CV Training II Lecture 2.0

MW

CV Training III Lecture 2.0

MW

Resistance Training I Lecture 2.0

MW

Resistance Training II Lecture 2.0

MW

Balance Training Lecture 1.0

NRA

Resistance Training III Lecture 2.0

MW

Principles of Functional Training I Lecture

2.0 MW

Balance Training Split Group Lab 2.0

NRA, SW

Balance Training Split Group Lab 2.0

NRA, SW

Resistance Training I Split Group Lab 2.0

MW, LH

Resistance Training I Split Group Lab 2.0

MW, LH

Resistance Training II Split Group Lab 2.0

NRA, MW

Resistance Training II Split Group Lab 2.0

NRA, MW

Introduction to Exercise Equipment Split Group Lab

2.0 NRA, MW

Introduction to Exercise Equipment Split Group Lab

2.0 NRA, MW

Resistance Training I/II & Balance Review Lab

1.0 MW, NRA

Resistance Training I/II & Balance Review Lab

1.0 MW, NRA

Resistance Training I/II & Balance



SW

Resistance Training I/II & Balance



SW

Program Planning Lecture 2.0

MW

Exercise Program Planning for Healthy Populations I: Healthy Adult Small Group Tutorial

3.0 MW, LH

Exercise Program Planning for Healthy Populations II: Program Modifications Large Group Tutorial

3.0 MW

Exam #2 Exam Assessment 2.0

BMac, MW

Appendix 1 GROUP LISTS: Students will be assigned into groups for the Student learning Strategy (SLS) in the first week of classes. Schedules for Student Learning Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM Learn. ATTIRE FOR CLINICAL LAB SESSIONS: Clinical Lab outlines recommend that T- shirts, sports bra for female students, shorts and running shoes be worn for these labs. For the labs where students will be encountering standardized clients or model patients, students will be required to wear professional attire. Professional attire is expected for all clinical skills assessments. In addition to proper attire, students are also advised to bring their own personal equipment (goniometer, stethoscope, watch) when indicated on the lab schedule. ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE: Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building, please ensure that the equipment is put away and room tidied prior to locking the room. STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from Syllabus Guide 2016-2017) “Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a student’s health at risk if he/she was a patient or practice subject. As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access to student’s health history. A student is unable to determine whether a physical therapy assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe participation in the lab.” (Refer to the Syllabus Guide for the complete policy).

MPT 1 M. Garrett/17-18/Term Fall 201790


Master of Physical Therapy Program Year 1

Course: PT 6140 Neuromusculoskeletal Anatomy for Physical Therapy

Course Co-ordinator: Mark Garrett,

R135 Rehab Bldg., 204-789-3420 E-mail: [email protected]

Office hours: Visit me in my office with your questions or concerns any time. If I am not in my office during my scheduled times, please contact me by e-mail or phone and we can arrange an appointment for another time.

Teaching Team: Grieg Blamey, GG549, General Hospital, HSC, 204-787-1331, [email protected]

Mark Garrett, R135 Rehab Bldg., 204-789-3420, [email protected] Russ Horbal, R030 Rehab Bldg., 204-977-5637 or 204-927-2841, [email protected] Mike McMurray, R134 Rehab Bldg., 204-789-3413, [email protected]

Dr. Jason Peeler, 102B Basic Medical Science Bldg., 204-272-3146,

[email protected]

Laurie Urban, R217 Rehab Bldg., 204-478-6480, [email protected]

Prerequisites Pre-admission science and anatomy pre-requisites

Co-requisites PT 6120 Clinical Skills PT 6130 Applied Sciences for Physical Therapy

COURSE DESCRIPTION:

Through lecture and laboratory sessions, students learn detailed musculoskeletal anatomy of the upper and lower limbs, head, neck and trunk. Joints, ligaments, muscles, nerves and vessels are included, and integration of structure and function is emphasized. Students also review the gross anatomy of the cardiorespiratory system and the abdominopelvic viscera, and are introduced to the anatomy of the spinal cord and peripheral nerves relevant to reflex activity. COURSE OVERVIEW: This course involves class, lab and gross lab sessions. Students are expected to prepare for each activity by completing the required readings for lectures, gross labs and living anatomy labs.








COURSE OBJECTIVES: The aim of this course is to enable students to develop a sound knowledge of human neuromusculoskeletal anatomy of the head, neck, trunk, upper and lower limbs. This knowledge is required for students to undertake the neuromusculoskeletal academic and clinical education courses in the program, in which they will be expected to demonstrate insight into the relationship between structure and function as it applies to normal mechanics and pathomechanics of posture and movement.

Upon successful completion of this course, students should be able to: 1. Demonstrate professional behaviour and respectful communication with participants in all

educational activities; 2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 3. Demonstrate professional and academic integrity; 4. Demonstrate team work in group activities; 5. Incorporate Patient Safety Competencies in all relevant learning activities; 6. Apply the conceptual framework; 7. Name the bones and their landmarks, and identify them on skeletons, cadavers and lab partners; 8. Name and classify the major joints by structural type and relate their influence on movement to

the functional requirements of the body; 9. Name and locate the major ligaments and identify their role in provision of support and limitation

of movement; 10. Name the muscles, identify their attachments and innervations, and classify them by their action

and function; 11. Name the major nerves, describe their sensory and motor functions, trace their pathways on cadavers,

locate their palpable points on the limbs of live subjects, and be able to position the limbs to create tension in the major nerves;

12. Describe and locate the major vessels, and identify the pulse points on the limbs; 13. Locate palpable structures on a live subject, and provide correct instructions to the subject to

activate specific muscles; 14. Synthesize knowledge of bones, joints and muscle groups to explain the generation of

functional movement; 15. Develop an increased level of comfort with the manual handling of future clients through working with

lab partners in the living anatomy lab sessions; 16. Provide education and feedback to peers.



Department of Physical Therapy as stated in the CoRS PT Student Handbook. Plagiarism is defined as the



relevant graphics.










the lectures, materials provided or published in any form during or from this course.

COURSE EVALUATION (PT 6140):


methods: Step 5 assessments, clinical skill assessments and written assessments. Students are required to pass

both the practical assessment and written examination portions of any physical therapy course having

these components.






Written Component (MCQ & short answer format) Course Value Duration

Written exam 1: Lower limb 25% 1.5 hours

Written exam 2: Upper limb, head, neck, trunk 35% 1.5 hours

Written exam 3: Development of the NMSK system, histology

10% 1 hour

Total for written assessment 70%

Living Anatomy Component (Step 5 format) Course Value Duration

Living Anatomy 1: Lower limb 10% 0.75 hours

Living Anatomy 2: Upper limb 10% 0.75 hours

Living Anatomy 3: Head, neck, trunk 10% 0.75 hours

Total for living anatomy assessment 30%

COURSE RESOURCES:

1) REQUIRED TEXTBOOKS / READINGS:

a. Gilroy, A.M. & MacPherson, B.R. (2016). Atlas of anatomy (3rd ed.; soft cover). Stuttgart: Thieme.

2) RECOMMENDED TEXTBOOKS / READINGS:

a. Moore, K.L., Agur, A.M.R. & Dalley, A.F. (2014). Essential clinical anatomy (5th ed.). Baltimore: Lippincott Williams & Wilkins.

3) UM Learn (learning system-electronic access)

a. Course syllabus b. Assigned readings c. Lab documents d. Assignment / presentation instructions and evaluation rubrics e. Presentations f. Lab group lists and schedules

4) REFERENCE MATERIAL: Suitable anatomy textbooks and atlases are available in the Neil John Maclean

Library for background reading. Students interested in these and other resources should contact the course instructor

COURSE CONTENT: For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com log

on using your UM NetID, and choose PT 6140 Anatomy.

Faculty Coaches (FC): MG=M Garrett; MM=M. McMurray; RH=R. Horbal; BLS=B Shay; LH=L Harvey; JLP=J Parsons; GB=G Blamey; LU=L. Urban; BMac=B. MacNeil

Topic Type of Interaction Grp(s) Instructor(s) Total hours

Course Introduction Orientation MG 0.50

Overview of NMSK Lecture MM 2.50

Hip & Medial Thigh Lecture MM 2.00

Anterior/Posterior Thigh & Knee

Lecture TBA 2.00

Hip, Thigh & Knee Gross Lab 2 MG, MM, TBA 1.50

Hip, Thigh & Knee Gross Lab 1 MG, MM, TBA 1.50

Leg, Ankle & Foot I Lecture RH 2.00

Leg, Ankle & Foot II Lecture RH 2.00

Living Anatomy I: Lower Quadrant

S2 Lab MM, MG 3.00

https://universityofmanitoba.desire2learn.com/


Leg, Ankle & Foot Gross Lab 2 MG, MM, TBA 1.50

Leg, Ankle & Foot Gross Lab 2 MG, MM, TBA 1.50


S3 Lab Peer Instructors 2.00


S4 Lab 2 MM, MG, LH, BLS, JLP 1.50




S5 Assessment 2 MM, MG, LH, BLS, JLP 0.75



Shoulder Girdle/Arm I Lecture MM 2.00

Shoulder Girdle/Arm II Lecture MM 2.00

Section 1: Exam Assessment 1 MG, TBA 1.50


Elbow, Forearm & Hand I

Lecture GB 2.00

Shoulder Girdle/Arm Gross Lab 2 MG, MM, TBA 1.50

Shoulder Girdle/Arm Gross Lab 1 MG, MM, TBA 1.50

Elbow, Forearm & Hand II

Lecture GB 2.00

Living Anatomy II: Upper Quadrant

S2 Lab MM, MG 2.00



Elbow, Forearm & Hand Gross Lab 1 MG, MM, TBA 1.50

Elbow, Forearm & Hand Gross Lab 2 MG, MM, TBA 1.50

Vertebral Column Lecture LU 2.00






Muscles of Trunk Lecture MM 2.00






S2 Lab MM, MG 2.00

Head & Neck Lecture MM 2.00

Vertebral Column Muscles of Trunk

Gross Lab 1 MG, MM, TBA 1.50

Vertebral Column Muscles of Trunk

Gross Lab 2 MG, MM, TBA 1.50

Living Anatomy III: Spinal






Living Anatomy III: Spinal S5 Assessment 2 MM, MG, LH, BLS, JLP 0.75

Living Anatomy III: Spinal S5 Assessment 1 MM, MG, LH, BLS, JLP 0.75

Head & Neck Gross Lab 2 MG, MM, TBA 1.50

Head & Neck Gross Lab 1 MG, MM, TBA 1.50



Development of the NMSK System

Lecture MG 1.00

Histology I Lecture BMac 2.50

Histology II Lecture BMac 2.00

Section 3 Exam Assessment 2 MG, TBA 1.00


Section 3 Exam Assessment 1 MG, TBA 1.00

Appendix 1

GROUP LISTS: Students will be assigned to groups for lab sessions. The schedules will be posted by the instructor on the learning management system (UM Learn).

COURSE FORMAT: Each topic is presented utilizing the following sequence: 1. Pre-reading to introduce the topics through use of the required textbook and anatomy atlas.

2. Lectures to provide an overview of the topics, identifying the major functional considerations of each

area. Lecture notes are posted on D2L prior to the lecture sessions.

3. Gross Anatomy Labs in which students work in small groups to identify relevant structures on

cadaveric prosections, plastic models, radiographic and cross-sectional images. Lab notes are posted on

D2L prior to the lab sessions.

4. Living Anatomy Labs which follow the Student Learning Strategy (S1, S2, S3, S4 and S5 sessions). Students

are required to work in pairs to identify palpable structures on each other. Lab notes are posted on D2L

prior to the lab sessions. To obtain the maximum benefit from this learning activity, students must

ensure the following for each living anatomy session:

a. Complete any pre-assigned reading or audiovisual viewing.

b. Bring required notes / checklists / anatomy atlas.

c. Wear the required lab attire of shorts and tank top (females should also wear a sports bra). Students

will be required to undress appropriately in order to locate the relevant structures on each other.

Reasonable accommodation will be provided to students who prefer a more private learning

environment. Students need to approach the instructor in advance to ensure that this accommodation

is possible.

GROSS ANATOMY LABORATORY INFORMATION:

1. Background

The course requires attendance at all lab sessions. All of the Gross Anatomy Lab sessions are 90 minutes

and are conducted in the afternoon. Students will be assigned to one of two lab groups (1 or 2) for the

duration of the course. The session times for the two groups have been distributed equitably, resulting in

each group taking turns to start and finish early and late. Students therefore must attend the labs at the

times designated for their group. The lab groups will be posted on D2L.

2. Regulations

a. The Gross Anatomy Lab is open from 8:30 a.m. to 5:00 p.m., Monday to Friday. Access after 5:00 p.m. is by use of the security code system via the north end door to the Gross Anatomy Lab.

b. Students are forbidden to bring visitors or electronic devices into the Gross Anatomy Lab. c. Purses, coats and other extraneous material must be left in the lockers. d. Lab coats must be kept clean. Coats used in the Gross Anatomy Lab must not be worn outside the

Department. e. All persons are expected to conduct themselves in a professional manner, and to accord all

anatomical material the dignity and respect that society customarily grants the dead.

3. Required Equipment

a. Each student is required to wear a lab coat and gloves while in the Gross Anatomy Lab. Blue “nitrile” gloves are recommended, and are available at the bookstore.

b. Each student also requires a blunt probe to assist with specimen examination during lab work. Blunt probes are available at the Bookstore.

4. Chemicals in the Gross Anatomy Laboratory

Some individuals may be concerned regarding potential health hazards from chemicals used in the Gross

Anatomy Lab. Assessment has indicated that the levels are well within acceptable limits. As a safety

measure, the Department of Human Anatomy & Cell Science continues to rigorously monitor chemical levels

in the dissecting areas on an ongoing basis.

Students are requested to observe the following precautions:

a. A lab coat must be worn at all times in the Gross Anatomy Lab. A rubber or polyethylene apron

over the lab coat provides additional protection.

b. Rubber or polyethylene disposable gloves must be worn when dissecting or handling prosected

parts. The latter resist chemical breakthrough and provide at least four hours of effective

protection. Always use the hand-washing facilities before leaving the Gross Anatomy Lab.

c. If eye protection is required because of a potential splash, safety goggles should be used. If at all

possible, do not wear contact lenses in the Gross Anatomy Lab. If contact lenses must be worn,

they should be thoroughly cleaned as soon as possible on leaving the Gross Anatomy Lab.

Appropriate eye drops are also useful to rinse the corneas.

d. Report immediately to the instructor any unusual contact (splashes, spills, etc.) that may have

occurred with chemicals in the Gross Anatomy Lab.

e. Students who are currently pregnant or breast feeding are recommended to not be in the Gross

Anatomy Lab. Please discuss this with the course coordinator.

5. Lockers

Lockers are located in the basement corridor of the Gross Lab. Students may use these lockers to store

their belongings during the lab sessions. Students must supply their own combination lock. Locks are

available at the Bookstore. Students may be required to share their lockers as there are more students

than lockers.

6. Bones for Home Study

In addition to the skeletons and individual bones that are to be used only in the Gross Anatomy Lab, boxes

of bones may be borrowed for home study. Students are required to provide a padlock, as the bone box

must be kept locked when transporting the material to and from home and when the bones are not

actually being studied. Students will not be issued a bone box unless they bring a padlock. Students must

be prepared to take bone boxes home on the day of issue, as they will not fit in the lockers.

MPT 1 M. McMurray/16–17/Term Fall 201790


Masters of Physical Therapy Program

Year 1

Course: PT 6221 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 1

Course Co-ordinator: Mike McMurray R134 Rehab Bldg.,

Telephone: 204-789-3413 E-mail: [email protected]


Teaching Team: Mike McMurray R134 Rehab Bldg., 204-789-3413, [email protected] Maureen Walker R216 Med. Rehab. Building, 204-977-5640,

[email protected] Laurie Urban, R217 Med. Rehab. Building, 204-789-3897, [email protected]

Liz Harvey, R034 Med Rehab Bldg., 977-5656, [email protected] Rolly Lavallée, R217 Rehab Bldg., [email protected] Russ Horbal, R030 Rehab BLdg., 204-771-7397, [email protected] Evelyn Lightly, [email protected]

Terry Woodard, [email protected] Joanne Carswell, [email protected]

Tanya Kozera, R032 Rehab Bldg., 204-977-5634, [email protected]

Joanne Parsons, RR355A Rehab Hosp., 204-787-1019, [email protected]

Prerequisites Pre- admission science and anatomy pre-requisites

Co-requisites PT 6124 Clinical

Skills

PT 6130 Applied

Sciences for

Physical Therapy

PT 6140 NMSK

Anatomy for Physical

Therapists

PT 6230, 6250

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students apply physical therapy assessment, diagnostic and

treatment skills for upper quadrant Neuromusculoskeletal conditions across the lifespan.













COURSE OVERVIEW:

This course involves class, lab and tutorial work; students are expected to prepare for each activity by

completing the required readings for lectures, tutorials and the assigned skills laboratories as well as review

any instructional video/DVD. Class work includes lectures, in-class small group work, lab work and tutorial

sessions. Clinical skills are taught in laboratories by either faculty or a peer coach. Students will integrate

content from PT 6140 (Anatomy) and PT 6230. Opportunities are provided for non-evaluated supervised

service learning related to the application of clinical skills in the community.

COURSE OBJECTIVES:

Upon successful completion of this course students should be able to:

23. Demonstrate professional behaviour and respectful communication with participants in all educational

activities

24. Self-assess knowledge, skills, behaviors and attitudes during learning sessions;

25. Demonstrate professional and academic integrity;

26. Demonstrate team work for group activities;

27. Incorporate Patient Safety Competencies in all relevant learning activities;

28. Apply the conceptual framework;

29. Demonstrate proficiency in performing a subjective and objective examination on the cervical spine,

thoracic spine, shoulder girdle, elbow, wrist and hand;

30. Determine the physiotherapy diagnosis and be able to select applicable assessment strategies for upper

quadrant NMSK indicator conditions across the lifespan;

31. Determine the clients prognosis and be able to select applicable treatment strategies for upper quadrant

NMSK indicator conditions across the lifespan;

32. Demonstrate proficiency in performing selected treatment interventions for the cervical/thoracic spine,

shoulder girdle, elbow, wrist and hand;

33. Explain the principles of PT intervention and the rationale for selecting specific treatments (i.e. self-

management, manual therapy, education, exercise, supportive devices, and other) for upper quadrant

NMSK indicator conditions across the lifespan;

34. Determine discharge planning for the client to return to activities of daily living and participation in their

domain of life (e.g. sports, work, independent living or other) for select upper quadrant NMSK indicator

conditions across the lifespan

35. Provide education / feedback to standardized client/ peers.






relevant graphics.








the lectures, materials provided or published in any form during or from this course.



methods: Practical assessments, which include Step 5 assessments, clinical skill assessments and written

assessments. You are required to pass both the practical assessment and written examination portions of

any physical therapy course having these components.








Written Components

Course Value Duration

Exam #1: MCQ and short answer format. Exam outline will be posted Topics may include: Intro to Ax (2), ROM/MMT (2), Biomechanical Ax I (1) & II (2), Communication: S/E (2), Intro to the Ax of the Nervous System (1), Facilitated segment (2), Posture (1.5) & The Cervical Scan (2), labs (~15.5 contact hours)

20% 1.5 hours

Exam #2: MCQ and short answer format. Exam outline will be posted Topics may include: Shoulder Girdle (2), Elbow (2), Wrist/Hand (2), Intro to the Cervical Spine & Dizziness (2), Biomechanics of the Cervical Spine (2), & Thoracic Spine (2) including Ax tutorials (6), other (~18 contact hours)

20% 1.5 hours

Exam #3: MCQ, short and long answer format. Exam outline will be posted Topics may include: Intro to Treatment Interventions I-III(4.5), Pain and Manual Therapy (2), Return to work (1), Treatment Planning (1), & U/Q Treatment tutorials (9) (~17.5 contact hours)

20% 2 hours

Written Assessment Total

60%

Clinical Skill components


U/Q Ax Step 5: Cervical Scan, Shoulder Girdle Ax I/II 8% 0.75 hours

U/Q Ax Step 5: Elbow Ax I/II, Wrist/Hand Ax I/II 8% 0.75 hours

U/Q Ax Step 5: Cervical Ax I-IV & T/S 8% 0.75 hours

U/Q Tx Clinical Skills Ax: Therapeutic Ex I - III 8% 0.75 hours

U/Q Tx Clinical Skills Ax: Manual Therapy; mobilization and massage 8% 0.75 hours

S5/Clinical Skills Assessment total 40%

COURSE RESOURCES:


i. Magee, D.J. (2014). Orthopedic Physical Assessment (6th Ed.). Philadelphia: Saunders

ii. Whitmore, S. (2008). Upper Quadrant Workbook of Manual Therapy. (2nd Ed.)

iii. Clarkson, H.M. (2014). Musculoskeletal Assessment: Joint Range of Motion and Manual

Muscle Testing (3rd Ed.). Philadelphia: Lippincott Williams & Wilkins.

2) UM Learn( learning system-electronic access)

x. Course syllabus xi. Assigned readings xii. Lab documents

xiii. Assignment / presentation instructions and evaluation rubrics xiv. Presentations xv. Lab group lists and schedules

COURSE CONTENT: For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com, log on using your UM NetID, and choose PT 6221 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions

Faculty Coaches (FC): MM=M. McMurray; LU=L. Urban; MW=M. Walker; LH= L. Harvey; JC= J. Carswell; TW= T.

Woodard; JLP= J. Parsons; GS=Grad Student; RL=R. Lavallée; EL=E. Lightly; SW= S. Webber

Topic Type of

Interaction Grp(s) Instructor(s)

Contact Time (Hrs)

Course Introduction Orientation MM 0.50

Critical Thinking Lecture MM 1.50

Intro to NMSK Ax Lecture MM 2.00

Ax: Intro to Biomechanical Ax I Lecture MM 1.00

Ax: Intro to Biomechanical Ax II Lecture RL 2.00

Facilitated Segment Lecture MM 2.00

Communication: Subjective Examination for NMSK

Lecture MM 2.00

ROM/MMT Lecture LH 2.00

Ax: Intro to Posture Lecture MM 1.50

Ax: Intro to Ax of the Nervous System

Lecture MM 1.00


Lab 2 MM, MW, LH, JC, TW Repeat


Lab 1 MM, MW, LH, JC, TW 2.00

Ax: Posture Lab MM, MW, LH, JLP, TW 2.00


Topic Type of


Contact Time (Hrs)

ROM/MMT Lab 1 LH, MM 3.00

Ax: Intro to the C/S Scan Lecture MM 2.00

ROM/MMT Lab 2 LH, MM Repeat

Ax: Cervical Scan Lab MM, LH 2.00

Ax: Cervical Scan Lab Peer Instructors 2.00

Intro to Shoulder Girdle Lecture MM 2.00

Ax: Shoulder I Lab MM, MW 3.00

Ax: Shoulder I Lab Peer Instructors 0.00

Ax: Shoulder II Lab MM, TBA 2.00

Ax: Shoulder II Lab Peer Instructors 2.00

Ax: Shoulder Tutorial MM 0.50

Ax: Shoulder Tutorial MM 1.50

Exam #1 Assessment 2 MM, TBA Repeat

Exam #1 Assessment 1 MM, TBA 1.50

Intro to the Elbow Lecture MM 2.00

Ax: Cervical Scan, Shoulder I & II

Lab MM, MW, LH, JC, TW 2.00


Assessment 1 MM, MW, LH, JC, TW 0.75


Assessment 2 MM, MW, LH, JC, TW Repeat

Ax: Elbow I Lab MM, LH 2.00

Ax: Elbow I Lab Peer Instructors 2.00

Ax: Elbow II Lab MM 1.50

Topic Type of


Contact Time (Hrs)

Ax: Elbow II Lab 1 Peer Instructors 2.00

Ax: Elbow II Lab 1 Peer Instructors 2.00

Ax: Shoulder & C/S Scan Lab 1 MM, MW, LH, JC, TW 1.50

Ax: Shoulder & C/S Scan Lab 2 MM, MW, LH, JC, TW Repeat

Ax: Wrist & Hand Lecture MM 2.00

Ax: Wrist I Lab MM, LH 2.00

Biomechanics of the C/S Lecture EL 2.00

Ax: Elbow Tutorial MM 0.50

Ax: Elbow Tutorial MM 1.50

Ax: Wrist I Lab 1 Peer Instructors 2.00

Ax: Wrist I Lab 2 Peer Instructors Repeat

Ax: Wrist II Lab MM 1.50

Intro to the C/S & Dizziness Lecture EL 2.00

Ax: Wrist II Lab Peer Instructors 2.00

Ax: C/S I & U/Q Neurodynamics Lab MM, EL 2.00

Ax: C/S II: CV Stability & Dizziness Differentiation

Lab EL, LU, RL, JC, TW, MM 3.00

Ax: C/S I & U/Q Neurodynamics Lab Peer Instructors 2.00

Ax: Wrist Tutorial MM 0.50

Ax: Wrist Tutorial MM 1.50

Ax: Elbow/Wrist I & II Lab MM, MW, LH, JC, TW 2.00

Ax: Elbow/Wrist I & II Assessment 2 MM, MW, LH, JC, TW Repeat

Topic Type of


Contact Time (Hrs)

Ax: Elbow/Wrist I & II Assessment 1 MM, MW, LH, JC, TW 0.75

Ax: C/S III: CV Biomechanical Exam

Lab LU, RL, EL, JC, TW, MM 3.00

Pain & Manual Therapy Lecture BLS 2.00

Ax: C/S IV: Mid C/S Biomechanical Exam

Lab LU, RL, EL, JC, TW, MM 2.00

Tx: Intro to Tx Interventions I: Therapeutic Ex

Lecture MW 2.00

Ax: C/S Tutorial MM 0.50

Ax: C/S Tutorial MM 2.00

Ax: C/S I-IV Lab EL, LU, RL, JC, TW 1.50

Ax: C/S I-IV Assessment 2 LU, RL, EL, JC, TW Repeat

Ax: C/S I-IV Assessment 1 LU, RL, EL, JC, TW AS 0.75

Tx: U/Q Therapeutic Ex I: ROM Lab 2 MW, LH Repeat

Tx: U/Q Therapeutic Ex I: ROM Lab 1 MW, LH 2.00

Tx: U/Q Therapeutic Ex II: Flexibility

Lab 1 MW, LH 2.00

Tx: U/Q Therapeutic Ex II: Flexibility

Lab 2 MW, LH Repeat

Tx: Intro to Tx Interventions II: Mobilzations

Lecture EL 1.50

Tx: U/Q Therapeutic Ex III: Resistance I

Lab 1 MW 2.00

Tx: U/Q Therapeutic Ex III: Resistance I

Lab 2 MW Repeat

Tx: U/Q Therapeutic Ex IV: Resistance I

Lab 1 MW 2.00

Tx: U/Q Therapeutic Ex IV: Resistance I

Lab 2 MW Repeat

Tx: U/Q Manual Therapy; Mobilizations

Lab MM, JC, EL, TW 3.00

Tx: U/Q Therapeutic Ex I - IV

Lab 1 MW 1.50

Topic Type of


Contact Time (Hrs)

Tx: U/Q Therapeutic Ex I - IV

Lab 2 MW Repeat

Tx: U/Q Therapeutic Ex I - III

Assessment 1 MW, MG, LH, JLP, SW 0.75

Tx: U/Q Therapeutic Ex I - III

Assessment 2 MW, MG, LH, JLP, SW Repeat

TX: Return to Work Lecture TK 2.00

Tx: Intro to Tx Interventions III: Therapeutic Massage

Lecture MW 1.00

Tx: Manual Therapy; Therapeutic Massage

Lab 2 MW, MM, JLP, TBA Repeat



Tx: Intro to Tx Interventions IV: Supportive Devices

Lecture RH 1.00

Tx: Principles of Supportive Devices

Lab 1 RH, MM 2.00

Tx: Principles of Supportive Devices

Lab 2 RH, MM Repeat

Tx: Manual Therapy Lab 1 MW, MW 1.50

Tx: Manual Therapy Lab 1 MW, MW 1.50

Tx: U/Q Manual Therapy Assessment 1 MM, LU, MW, LH, JLP 0.75

Tx: U/Q Manual Therapy Assessment 2 MM, LU, MW, LH, JLP Repeat

Tx: Tx Planning Lecture MW 1.00

Tx: U/Q Tx I Tutorial MW 3.00

Tx: U/Q Tx II Tutorial MW 3.00

Tx: U/Q SC Lab Self-Study 1.00

Tx: U/Q Lab 1 MM, MW, LH, JC, TW 2.00

Tx: U/Q Lab 2 MM, MW, LH, JC, TW Repeat

Topic Type of


Contact Time (Hrs)

Tx: U/Q Tx III Tutorial MW 3.50

Exam #3 Assessment 2 MM, GS, GS Repeat

Exam #3 Assessment 1 MM, GS, GS 2.00

Appendix 1

GROUP LISTS:

Students will be assigned into groups for the Student learning Strategy (SLS) in the first week of classes. Schedules for Student Learning Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM Learn or on the bulletin board.

ATTIRE FOR CLINICAL LAB SESSIONS:

Clinical Lab outlines recommend that T- shirts, sports bra for female students, shorts and running shoes be worn for these labs. For the labs where students will be encountering standardized clients or model patients, students will be required to wear professional attire. Professional attire is expected for all clinical skills assessments. In addition to proper attire, students are also advised to bring their own personal equipment (goniometer, stethoscope, watch) when indicated on the lab schedule.

ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE:

Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building, please ensure that the equipment is put away and room tidied prior to locking the room.

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from Syllabus Guide 2016-2017)

“Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a student’s health at risk if he/she was a patient or practice subject.

As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access to student’s health history. A student is unable to determine whether a physical therapy assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe participation in the lab.”


MPT 1 M. McMurray/17-18/Term Fall 201790



Course: PT 6224 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 2

Course Co-ordinator: Mike McMurray R134 Rehab Bldg.,

Telephone: 789-3413 E-mail: [email protected]


Teaching Team: Mike McMurray, R134, Rehab Bldg., [email protected] Maureen Walker R216, Rehab Bldg., [email protected] Laurie Urban, R217 Rehab Bldg., [email protected]

Liz Harvey, R034, Rehab Bldg., 977-5656, [email protected] Rolly Lavallée, R217 Rehab Bldg., [email protected] Russ Horbal, [email protected] Evelyn Lightly, [email protected]

Terry Woodard, [email protected] Joanne Carswell, [email protected]

Joanne Parsons, [email protected]


Co-requisites PT 6124 Clinical Skills

PT 6130 Applied Sciences for Physical Therapy

PT 6140 NMSK Anatomy for Physical therapists

PT 6221, 6230, 6250

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students apply physical therapy assessment, diagnostic and treatment skills for lower quadrant Neuromusculoskeletal conditions across the lifespan.











COURSE OVERVIEW:

This course involves class, lab and tutorial work; students are expected to prepare for each activity by completing the required readings for lectures, tutorials and the assigned skills laboratories as well as review any instructional DVD’s. Class work includes lectures, in-class small group work, lab work and tutorial sessions. Clinical skills are taught in laboratories by either faculty or peer instructors. Students will integrate content from PT 6140 (Anatomy) PT 6221 and PT 6230.

COURSE OBJECTIVES:


1. Demonstrate professional behaviour and respectful communication with participants in all educational activities;

2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 3. Demonstrate professional and academic integrity; 4. Demonstrate team work for group activities; 5. Incorporate Patient Safety Competencies in all relevant learning activities; 6. Apply the conceptual framework; 7. Demonstrate proficiency in performing a subjective and objective examination on the lumbar spine,

pelvis, hip, knee, foot and ankle (including gait); 8. Determine the physiotherapy diagnosis and be able to select applicable assessment strategies for lower

quadrant NMSK indicator conditions; 9. Determine the client’s prognosis and be able to select applicable treatment strategies for lower quadrant

NMSK indicator conditions; 10. Demonstrate proficiency in performing selected treatment interventions for the lumbar spine, pelvis, hip,

knee, foot and ankle; 11. Explain the principles of PT intervention and the rationale for selecting specific treatments (i.e. self-

management, manual therapy, education, exercise, supportive devices, and other) for lower quadrant NMSK indicator conditions across the lifespan;

12. Determine discharge planning for the client to return to activities of daily living and participation in their domain of life (e.g. sports, work, independent living or other) for select lower quadrant NMSK indicator conditions across the lifespan

13. Provide education / feedback to standardized client / peers.


This course strictly adheres to the Academic Integrity Policies of the University of Manitoba and the Department of Physical Therapy as stated in the CoRS PT Student Handbook. Plagiarism is defined as the presentation of another’s writing or ideas as your own. Students must keep this in mind when making classroom presentations, preparing papers for submission etc. This includes not only the written content but relevant graphics.

You are reminded that plagiarism, cheating and impersonation at exams are serious offences subject to disciplinary measures at the University that may lead to suspension or expulsion. Be aware that these



expectations apply equally to Practical and Written examinations; sharing information with another student regarding exam content or material is prohibited.

Refer to the MPT 1 Syllabus Guide for the Department of Physical Therapy Referencing Standard and examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly or surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any of the lectures, materials provided or published in any form during or from this course.


A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with a variety of methods: Practical assessments, which include Step 5 assessments, clinical skill assessments and written assessments. You are required to pass both the practical assessment and written examination portions of any physical therapy course having these components.

A student who submits an assignment late will have 10% of the mark deducted per day (24 hours) or part there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours after the due date. Exceptions for illness or compassionate reasons may be considered on a case by case basis.

The table below identifies the assessment components and the associated course value. Detailed information regarding dates etc. will be available on UM Learn under course content “Assessments”

Written Components


Exam #1: MCQ and short answer format Topics: Gait (7), Intro to the L/S Scan (2), Intro to the L/S (1.5), & Intro to the Pelvis(2), Intro to the Hip (2), Intro to the Knee (2), Intro to the Foot & Ankle (2) & Ax tutorials (18.5 contact hours)

33% 2 hours

Exam #2: MCQ and short answer format Topics: Dynamic stabilization and motor control & L/Q Treatment tutorials, other (11 contact hours)

25% 2 hours

Written Assessment Total

60%

Clinical Skill components


L/Q Tx Step 5: EPA I-III 5% 0.75 hours

L/Q Ax Step 5: L/S Scan, L/A Ax I/II & Pelvis 7% 0.75 hours

L/Q Ax Step 5: Hip & Knee Ax I/II 7% 0.75 hours

L/Q Ax Step 5: Foot & Ankle Ax I/II 7% 0.75 hours

L/Q Tx Clinical Skills Ax: Therapeutic Ex I - III 7% 0.75 hours

L/Q Tx Clinical Skills Ax: Manual Therapy; mobilization and massage 7% 0.75 hours

S5/Clinical Skills Assessment total 40%

COURSE RESOURCES:


iv. Magee, D.J. (2014). Orthopedic Physical Assessment (6th Ed.). Philadelphia: Saunders

v. Whitmore, S., Gladney, K. & Driver, A. (2007). Lower Quadrant Workbook of Manual Therapy

Techniques. (2nd Ed.)

vi. Clarkson, H.M. (2014). Musculoskeletal Assessment: Joint Range of Motion and Manual

Muscle Testing (3rd Ed.). Philadelphia: Lippincott Williams & Wilkins.


xvi. Course syllabus xvii. Assigned readings xviii. Lab documents xix. Assignment / presentation instructions and evaluation rubrics xx. Presentations xxi. Lab group lists and schedules

COURSE CONTENT:

For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com, log on using your UM NetID, and choose PT 6224 Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 2

Faculty Coaches (FC): MM= M. McMurray; LU= L. Urban; MW= M. Walker; LH= L. Harvey; JC= J. Carswell; TW= T. Woodard; JLP= J. Parsons; GS= Grad Student; RL= R. Lavallée; EL= E. Lightly; MG= M. Garrett; S W= S. Webber; NRA= Nancy Ryan-Arbez

Topic Type of


Contact Time (Hrs)

Course Introduction Orientation MM 0.50

Ax: Intro to Gait I Lecture MG 2.00

Ax: Intro to Gait II Lecture MG 2.00

Tx: EPA I Thermal/Mechanical Agents

Lab 1 SW, BLS 2.00

Tx: EPA I Thermal/Mechanical Agents

Lab 2 SW, BLS Repeat

Topic Type of


Contact Time (Hrs)

Tx: EPA II TENS/IFC

Lab 2 SW, BLS Repeat

Tx: EPA II TENS/IFC

Lab 1 SW, BLS 2.00

Ax: Intro to Gait III Lecture MG 2.00

Ax: Gait Deviations Tutorial MG 1.00

Tx: EPA III Traction/EMS

Lab 2 MM, SW Repeat

Tx: EPA III Traction/EMS

Lab 1 MM, SW 2.00

Tx: EPA I-III Lab 1 SW, BLS 1.50

Tx: EPA I-III Lab 2 SW, BLS Repeat

Intro to the L/S Scan Lecture MM 2.00

Ax: L/S Scan Lab MM 2.00

Tx: EPA I-III Assessment 1 BLS, JLP, EK, LH, TBA 0.75

Tx: EPA I-III Assessment 2 BLS, JLP, EK, LH, TBA Repeat

Ax: L/S Scan Lab Peer Instructors 2.00

Ax: L/S II & Neurodynamics Lab MM, EL 2.00

Intro to the L/S Scan Lecture MM 2.00

Ax: L/S II & Neurodynamics Lab Peer Instructors 2.00

Ax: L/S III: Biomechanical Exam Lab MM, LU, RL, EL, TW, JC 2.00

Intro to the Pelvis Lecture EL 2.00

Ax: L/S III: Biomechanical Exam & Neurodynamics

Lab LU, RL, EL, TW, JC 3.00

Ax: Pelvis Lab EL, LU, RL,TW, JC, MM 2.50

Ax: L/S & Pelvis Tutorial MM 0.50

Topic Type of


Contact Time (Hrs)

Ax: L/S & Pelvis Tutorial MM 2.00

Ax: L/S Scan, L/S Ax I Lab MM, LU, RL, EL, TW 1.50

Ax: L/S Ax II & Pelvis Lab MM, LU, RL, EL, TW 1.50

Ax: S/E & O/E L/S & Pelvis Lab 1 MM, LU, RL, EL, TW 2.00

Ax: S/E & O/E L/S & Pelvis Lab 2 MM, LU, RL, EL, TW Repeat

Ax: L/S Scan, L/S Ax I/II & Pelvis Assessment 1 MM, LU, RL, EL, TW 0.75

Ax: L/S Scan, L/S Ax I/II & Pelvis Assessment 2 MM, LU, RL, EL, TW Repeat

Ax: ROM/MMT Lab 1 LH, MM 2.00

Ax: ROM/MMT Lab 2 LH, MM Repeat

Intro to the Hip Lecture MM 2.00

Ax: Hip Ax I Lab MM, MW 2.00

Ax: Hip Ax I Lab Peer Instructors 2.00

Ax: Hip Ax II Lab MM 2.00

Ax: Hip Ax II Lab Peer Instructors 2.00

Ax: Hip Tutorial MM 0.50

Ax: Hip Tutorial MM 1.50

Intro to the Knee Lecture MM 2.00

Ax: Knee Ax I Lab MM, MW 2.00

Ax: Knee Ax I Lab Peer Instructors 2.00

Ax: Knee Ax II Lab MM, MW 2.00

Ax: Knee Ax II Lab Peer Instructors 2.00

Topic Type of


Contact Time (Hrs)

Ax: Knee Ax Tutorial MM 0.50

Ax: Knee Ax Tutorial MM 1.50

Ax: Intro to the Foot & Ankle Lecture MM 2.00

Ax: Knee Ax I & II Lab 1 MM, MW, LH, RL, EL 1.50

Ax: Hip/ Knee Ax I & II Assessment 2 MM, MW, LH, RL, EL Repeat

Ax: Hip/ Knee Ax I & II Assessment 1 MM, MW, LH, RL, EL 0.75

Ax: Foot & Ankle Ax I Lab MM, MW 2.00

Ax: Foot & Ankle Ax I Lab Peer Instructors 2.00

Ax: Foot & Ankle Ax II Lab MM 2.00

Tx: Dynamic Stabilization & Motor Control

Lecture MW 2.00

Ax: Foot & Ankle Ax II Lab Peer Instructors 2.00

Ax: Ankle Tutorial MM 0.50

Ax: Ankle Tutorial MM 2.00

Tx: L/Q Therapeutic Ex I; ROM Lab 2 MW, LH Repeat

Tx: L/Q Therapeutic Ex I; ROM Lab 1 MW, LH 2.00

Tx: L/Q Therapeutic Ex II; Flexibility

Lab 2 MW, LH Repeat

Tx: L/Q Therapeutic Ex II; Flexibility

Lab 1 MW, LH 2.00

Ax: Foot/Ankle Ax I & II Lab MM, MW, LH, RL, JC 1.50

Ax: Foot/Ankle Ax I & II Assessment 2 MM, MW, LH, RL, JC Repeat

Ax: Foot/Ankle Ax I & II Assessment 1 MM, MW, LH, RL, JC 0.75

Tx: L/Q Therapeutic Ex III; Resistance

Lab 2 MW, LH Repeat

Topic Type of


Contact Time (Hrs)

Tx: L/Q Therapeutic Ex III; Resistance

Lab 1 MW, LH 2.00

Tx: L/Q Therapeutic Ex IV; Resistance & Functional Training

Lab 2 MW, JLP Repeat

Tx: L/Q Therapeutic Ex IV; Resistance & Functional Training

Lab 1 MW, JLP 2.00



Tx: L/Q Therapeutic Ex I-IV

Lab 1 MW, MM 2.00


Lab 2 MW, MM Repeat

Tx: L/Q Manual Therapy: Mobilizations

Lab MM, JC, EL, TW 3.00


Assessment 2 MW, MM, LH, JLP, BLS Repeat


Assessment 1 MW, MM, LH, JLP, BLS 0.75

Tx: Supportive Devices: L/Q I (Taping)

Lab MM, RH, LH 3.00

Functional Training Lab 2 MW, JLP Repeat

Functional Training Lab 1 MW, JLP 2.00

Tx: Manual Therapy: Therapeutic Massage

Lab MW, MM, LH, JLP 2.00

Tx: L/Q Tx I Tutorial MW 3.00

Tx: L/Q Tx II Tutorial MW 3.00

Tx: L/Q Tx III Tutorial MW 3.00

Tx: Manual Therapy Lab 2 MM, MW, LH Repeat

Tx: Manual Therapy Lab 1 MM, MW, LH 2.00

Tx: Supportive Devices: L/Q I (Bracing/Footwear)

Lab MM, RH, LH 3.00

Topic Type of


Contact Time (Hrs)

Tx: Manual Therapy Assessment 1 MM, MW, LH, LU, EL 0.75

Tx: Manual Therapy Assessment 2 MM, MW, LH, LU, EL Repeat

Tx: LS & L/E Lab 2 MM, MW, LH, LU, EL Repeat

Tx: LS & L/E Lab 1 MM, MW, LH, LU, EL 2.00

Exam #2 Assessment 2 MM, GS, GS Repeat

Exam #2 Assessment 1 MM, GS, GS 2.00

Out Patient Site Visit 2 Repeat

Out Patient Site Visit 1 0 3.00

Appendix 1 GROUP LISTS:

Students will be assigned into groups for the Student learning Strategy (SLS) in the first week of classes. Schedules for Student Learning Strategy groups, split lab groups (Groups 1 and 2) and tutorial groups will be posted by instructors on UM Learn or on the bulletin board. ATTIRE FOR CLINICAL LAB SESSIONS:

Clinical Lab outlines recommend that T- shirts, sports bra for female students, shorts and running shoes be worn for these labs. For the labs where students will be encountering standardized clients or model patients, students will be required to wear professional attire. Professional attire is expected for all clinical skills assessments. In addition to proper attire, students are also advised to bring their own personal equipment (goniometer, stethoscope, watch) when indicated on the lab schedule. ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE:

Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building, please ensure that the equipment is put away and room tidied prior to locking the room.

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from Syllabus Guide 2017-2018)

“Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a student’s health at risk if he/she was a patient or practice subject.

As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access to student’s health history. A student is unable to determine whether a physical therapy assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe participation in the lab.”


MPT 1 J. Parsons/17-18/Term Fall 201790

PT 6230 Credit Hours: 6/Contact Hrs: 88.5


Year 1

Course: PT 6230 Applied Sciences for Physical Therapy 2

Pre-Requisites: Pre-admission Science prerequisite courses

Co-Requisites: PT 6124, PT 6130, PT 6140, PT 6221, PT 6224, PT 6250

Course Co-ordinator: Dr. Joanne Parsons (but please call me Joanne!) RR355, 3rd Floor of the Rehab Hospital, 800 Sherbrook Street Telephone: 204-787-1019 Email: [email protected] As my schedule varies, please contact me by email or phone to arrange an

appointment.My regular working hours are between 7:00 am and 4:00 pm Monday-Friday. In an effort to have a healthy work/life balance, I will not read or respond to emails outside of those hours. You can expect a response to email within 2 working days.

All email communication between students and instructors must occur between

official University email accounts. Click here for full details. Teaching Team: Maureen Walker, R216 Rehab Bldg., 204-977-5640, [email protected]

Nancy Ryan-Arbez, R133 Rehab Bldg., 204-977-5637, [email protected]

Liz Harvey, R034 Rehab Bldg., 204-977-5656, [email protected] Barb Shay, R113 Rehab Bldg., 204-977-5636, [email protected] Laurie Urban, R217 Rehab Bldg., 204-789-3897, [email protected] Melanie Fernandes, R116 Rehab Bldg., 204-789-3417, [email protected] Greig Blamey, [email protected] Russ Horbal, R030 Rehab Bldg., 204-771-7397, [email protected] Dean Kriellaars, RR303 Rehab Hospital, 204-787-3505, [email protected] Hal Loewen, NJM Library, 237 Brodie Centre, [email protected] Mike McMurray, R134 Rehab Bldg., 204-789-3413, [email protected] Mark Garrett, R135 Rehab Bldg., 204-789-3420, [email protected] Sandra Webber, RR311 Rehab Hospital, 204-787-1099, [email protected]

https://www.google.ca/maps/place/800+Sherbrook+St,+Winnipeg,+MB+R3A/@49.9030352,-97.1592049,17z/data=!3m1!4b1!4m2!3m1!1s0x52ea73ddd61f051d:0x75a5bdf67fb50d13


http://umanitoba.ca/registrar/email_policy/














UNIVERSITY COURSE CALENDAR DESCRIPTION

Through lecture, tutorial and laboratory sessions, students will learn the application of anatomy,

biomechanics, physiology, pathology and exercise to the neuromusculoskeletal system. Scientific and medical

theoretical basis for physical therapy intervention will be covered.

COURSE OVERVIEW

This course covers the pathology and management of diseases, injuries and conditions that physical therapists

will encounter in their professional careers. Content is addressed using a combination of class, lab and tutorial

work. Class work includes lectures, small group work and interactive learning using online tools.

INTENDED LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Identify the neuromusculoskeletal injury or condition and appropriate course of treatment by interpreting

a clinical scenario that includes mechanism of injury, patient characteristics and patient presentation

2. Identify and describe the stages of soft tissue healing

3. Describe the following key indicator conditions (as identified in the Entry to Practice Physiotherapy

Curriculum Guidelines, May 2009) and the appropriate medical, surgical and other management

strategies for these conditions:

a. Cancer

b. Chronic pain

c. Congenital & genetic disorders

d. Degenerative disorders

e. Fractures and joint injuries

f. Musculoskeletal disorders of the spine, shoulder, elbow, wrist, hand, hip, knee, ankle & foot

g. Mental health conditions

h. Osteoporosis

i. Peripheral neuropathies

j. Rheumatic disorders

k. Edema

l. Wounds

m. Diabetes

4. Explain and contrast the various types of diagnostic imaging tools available, and with which diseases,

conditions and injuries they would be used

5. Identify the mechanism, actions and therapeutic dosages of common pharmacological agents used with

neuromusculoskeletal (NMSK) conditions

6. Distinguish developmental changes across the lifespan

7. Summarize the mechanisms, clinical presentation and common medical management of thermal injuries

on all body systems in adult and pediatric clients

8. Identify and describe the causes, contributors, terminology, measurements & medical management

associated with amputations across the lifespan

9. Find reliable, evidence-based information on prescription, over-the counter, and natural product drugs

using subscription and non-subscription based databases

10. Describe the properties, therapeutic and physiological effects, indications, contraindications and

precautions of electrophysical and thermal agents used in physical therapy practice

COURSE RESOURCES (one copy of each textbook available on Reserve at NJM Library) REQUIRED TEXTBOOKS

1. Paz, J.C., West, M.P. (2014) Acute Care Handbook for Physical Therapists. 4th ed. St. Louis, Missouri:

Elsevier Saunders.

a. On Physiotherapy Competency Exam (PCE) Key Reference list; also used in PT6124, PT7122,

PT7230

RECOMMENDED TEXTBOOKS

1. Magee, D., Zachazewski, J. & Quillen, W. (2016) Pathology and Intervention in Musculoskeletal

Rehabilitation. 2nd ed. St. Louis, Missouri: Saunders.

Also used in PT6221, PT6224

2. Goodman, C. & Fuller, K. (2015) Pathology – Implications for the Physical Therapist. (4th Ed.) St. Louis,

Missouri: Saunders.

On PCE Key Reference list; also used in PT6124, PT6250, PT7121, PT7122, PT7230, PT7250,

PT7330

3. Effgen, S. (2013). Meeting the Physical Therapy Needs of Children. Philadelphia: FA Davis.

Also used in PT6250, PT7121, PT7122

UMLEARN (Click here for instructions on how to gain access)

1. Course outline

2. Course notes

3. Timetable

4. Audio-visual information

5. Written assessments

REQUIRED EQUIPMENT:

None

http://umanitoba.ca/ist/accounts/claimid.html

COURSE TECHNOLOGY Students are encouraged to use laptops, tablets or other devices to assist in their learning in the classroom or lab. However, it is general University of Manitoba policy that all technology resources are to be used in a responsible, efficient, ethical and legal manner. If the use of technological devices in the classroom is perceived as disruptive or distracting, the instructor can ask a student to put away the device or leave the classroom.

EXPECTATIONS

I expect you to

Engage in classroom activities

Take ownership of your learning by asking questions or seeking out the instructor to clarify content

Be respectful to the instructor & your fellow classmates at all times; this includes being in class on time

Return email messages, via your university email account, within 2 working days

You can expect me to

Treat you with respect

Return email or phone messages within 2 working days

Return examination results within 2 weeks of the examination date

Ask you for active participation in class

USING COPYRIGHTED MATERIAL

Please respect copyright. We will use copyrighted content in this course. The instructors have ensured that

the content they use is appropriately acknowledged and is copied in accordance with copyright laws and

University guidelines. Copyrighted works, including those created by the instructor, are made available for

private study and research and must not be distributed in any format without permission. Do not upload

copyrighted works to a learning management system (such as UMLearn), or any website (including Facebook)

unless an exception to the Copyright Act applies or written permission has been confirmed. For more

information, see the University’s Copyright Office website at http://umanitoba.ca/copyright/ or contact

[email protected].

The instructor and the University of Manitoba hold copyright over the course materials, presentations and

lectures which form part of this course. No audio or video recording of lectures or presentations is allowed in

any format, openly or surreptitiously, in whole or in part without permission of the instructor. Course

materials (both paper and digital) are for the student’s private study and research.

http://umanitoba.ca/copyright


ACADEMIC INTEGRITY You should acquaint yourself with the University’s policy on plagiarism, cheating, and examination impersonation. Visit the University of Manitoba’s Academic Integrity web page for more information. RESPECTFUL WORKPLACE You should acquaint yourself with the University’s policy on supporting a climate of respect in the workplace and in the learning environment where individuals are free from harassment and discrimination. STUDENT SERVICES

Here are some links and supports you may find useful.

Assistance with language skills: English Language Centre

Support and advocacy for students with disabilities, including learning disabilities: Student Accessibility Services; Accessibility Policy for Students with Disabilities

Writing and study skills support - Academic Learning Centre

Student and family support – Student Counselling Centre COURSE EVALUATION

The University of Manitoba’s letter grades are as follows:

Percentage Letter Grade Point

90-100 A+ 4.5

80-89 A 4.0

75-79 B+ 3.5

70-74 B 3.0

65-69 C+ 2.5

60-64 C 2.0

50-59 D 1.0


methods: tutorial participation and written assessments (see next page). A change to the date of examinations

will only be considered under emergency circumstances, and requires Department Head approval.

Vacations are not a suitable reason to change an exam date.

http://umanitoba.ca/student/academicintegrity/

http://umanitoba.ca/admin/governance/governing_documents/community/230.html

http://umanitoba.ca/student/elc/

http://umanitoba.ca/student/saa/accessibility/

http://umanitoba.ca/student/saa/accessibility/

http://umanitoba.ca/admin/governance/governing_documents/students/accessibility.html

http://umanitoba.ca/student/academiclearning/

http://umanitoba.ca/student/counselling/index.html

LATE ASSIGNMENTS A student who submits an assignment late will have 10% of the mark deducted per day (24 hours or any part

thereof) up to a maximum of 3 days (72 hours). Assignments will not be accepted beyond 72 hours after the


Assessments Learning

Outcomes

Value Date Duration

(hrs)

Tutorial Quiz 1: Medication Databases 9 Pass/Fail

(multiple

attempts

allowed until

pass attained)

Sept 1

Written Assessment 1: Short answer/MCQ 1,2,3,4,5,9 25% late Oct 1.5

Written Assessment 2: Short answer/MCQ 1,3,10 25% mid Dec 1.5

Written Assessment 3: Short answer/MCQ 1,3,6 25% late Jan 1.5

Written Assessment 4: Short answer/MCQ 1,3,7,8 25% mid March 1.5

Written Assessment format The Written Assessments will be done via UMLearn. The assessments will be mainly composed of multiple choice questions (MCQ), but can also include fill in the blanks, short answer, true or false, and/or matching questions. You can expect approximately 3-4 marks per one hour of lecture content. For example, you can expect 6-8 multiple choice questions on the content of a 2 hour lecture. COURSE TIMETABLE

This schedule is subject to change at the discretion of the instructor; but such changes are subject to Section

2.8 of the ROASS Procedure.

http://umanitoba.ca/admin/governance/governing_documents/students/278.html

For the most updated course timetable and content, go to

https://universityofmanitoba.desire2learn.com/d2l/login, and choose MPT 1 General Information and then

MPT 1 Timetable.

Week Topic Category

2 Course Introduction Orientation

2 Soft Tissue Injury & Repair Lecture

3 Fracture & Joint Injuries Lecture

4 Pharmacology Lecture

4 Diagnostic Imaging Lecture

6 Pediatric Orthopedic Conditions I: U/Q Lecture

6 Shoulder Lecture

6 Medication Databases Self-Study Tutorial

7 Elbow Lecture

9 Peripheral Neuropathy Lecture

10 Wrist & Hand Lecture

10 Pediatric Orthopedic Conditions II: Spinal Lecture

10 Cervical Spine Lecture

11 Exam #1 Exam Assessment

11 Tx: EPA & Thermal Agents Self-Study Tutorial

11 Head: Concussions Lecture

11 Tx: Thermal & Mechanical Agents Self-Study Tutorial

12 T/S and Abdomen Lecture

12 Tx: Photo Agents

Self-Study Self-Study Tutorial

12 Tx: Electrical Agents


14 Tx: Hydrotherapy


14 Tx: Mechanical Traction


14 Tx: EPA Review Large Group Tutorial

14 L/S & Pelvis Lecture

17 Tx: Hydrotherapy and Photo Agents Site Visit

17 Tx: Offsite Visit Hydrotherapy & Photo Agents Small Group Tutorial


19 Hip Lecture

19 Oncology Lecture

19 Oncology Model Patient Lab

19 Chronic Disease Management Lecture

19 Mental Health Lecture

https://universityofmanitoba.desire2learn.com/d2l/login

20 Developmental Changes Across the Lifespan I

(Peds) Lecture

20 Developmental Changes Across the Lifespan II

(Adults) Lecture

20 Rheumatology Lecture

21 Degenerative Joint Disorders Lecture

21 Knee Lecture

21 Osteoporosis Lecture

21 Management of Thermal Injuries Lecture

21 Management of Thermal Injuries Model Patient Lab

22 Foot & Ankle Lecture

22 Rheumatology Model Patient Lab

22 Diabetes Lecture

22 Diabetes Model Patient Lab


23 Chronic Pain Lecture

24 Pediatric Orthopedic Conditions III: L/Q Lecture

26 Amputations Intro Lecture

28 Ax/Tx: Integument Swelling Lecture

28 Ax/Tx: Wounds Lecture


MPT 1 L. Harvey/17-18/Term Winter 201810



Year 1

Course: PT 6250 Integrated Practice for Neuromusculoskeletal Conditions Course Co-ordinator: Liz Harvey R034 Rehab Bldg., Telephone: 204-977-5656, Email: [email protected] Teaching Teams: L. Harvey, R034 Rehab Bldg., 204-977-5656, [email protected]

T. Kozera, R032 Rehab Bldg., 204-977-5634, [email protected] N. Ryan-Arbez, R133, Rehab Bldg., 204-977-5637, [email protected]

M. Walker, R216 Rehab Bldg., 204-977-5640, [email protected] M. Garrett, R135 Rehab Bldg., 204-789-3420, [email protected] R. Horbal, R030 Med Rehab Bldg., 204-977-5637 or 204-925-1554, [email protected]


Co-requisites PT 6124 Clinical

Skills

PT 6130 Applied

Sciences for

Physical Therapy

PT 6140 NMSK

Anatomy for

Physical therapists

PT 6230, 6250

COURSE DESCRIPTION:

Students integrate relevant information for physical therapy management of neuromusculoskeletal conditions through problem-based learning. Case studies reflect current key indicator conditions from the Entry-to-Practice Physiotherapy Curriculum: Content Guidelines for Canadian University Programs.

COURSE OVERVIEW:

This course involves client-specific problem-based learning tutorials, case-based presentations and reflective learning by developing health concept maps and snapshots of the health condition (definitions following). Students are expected to incorporate skills and knowledge from concurrent courses (PT 6100, PT 6120, PT 6221, PT 6222, and PT 6230), to continue to develop communication and professional behaviour and to apply components of the Department of Physical Therapy Conceptual Framework.









COURSE OBJECTIVES:

Upon successful completion of this course, students should be able to: 1. Demonstrate professional behaviour and respectful communication with participants in all educational

activities; 2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 3. Demonstrate professional and academic integrity; 4. Demonstrate team work for group activities; 5. Incorporate Patient Safety Competencies in all relevant learning activities; 6. Apply the Clinical Decision Making Process (CDMP) and integrate related knowledge for case studies of

specific NMSK indicator conditions and other related conditions across the lifespan; 7. Analyze the case issues relative to the components of the Conceptual Framework; 8. Discuss the ethical issues that physiotherapists can encounter in the clinical setting; 9. Determine the client’s diagnosis and prognosis and be able to select applicable assessment and treatment

strategies for NMSK indicator conditions (e.g. outcome measures, self-management, manual therapy, education, electro-physical agents, exercise, supportive devices, and other);

10. Select relevant literature to make evidence-informed clinical decisions for each case study; 11. Incorporate Interprofessional knowledge, as appropriate, to identify communication and collaboration

with other members of the health care team; and 12. Determine discharge planning for the client to return to activities of daily living and participation in their

domain of life (e.g. sports, work, independent living or other) for select NMSK indicator conditions across the lifespan.

Plagiarism and cheating: This course strictly adheres to the Academic Integrity Policies of the University of Manitoba and the Department of Physical Therapy as stated in the CoRS PT Student Handbook. Plagiarism is defined as the presentation of another’s writing or ideas as your own. Students must keep this in mind when making classroom presentations, preparing papers for submission etc. This includes not only the written content but relevant graphics.

You are reminded that plagiarism, cheating and impersonation at exams are serious offences subject to disciplinary measures at the University that may lead to suspension or expulsion. Be aware that these expectations apply equally to Practical and Written examinations; sharing information with another student regarding exam content or material is prohibited.




COURSE EVALUATION:

A minimum grade of “C+” (65-69%) is required to pass this course.

This course will be evaluated with a variety of methods health condition concept map and snapshot, tutorial leader assessments (including current peer-reviewed literature search-based handouts for each case) and a group literature search/case presentation on a pre-assigned topic. The snapshot, concept map and handouts are expected to be done individually and not in consultation with peers.



Written Components (Individual)


Health condition:

1 snap shot (Rheumatology)

1 concept map (Osteoporosis)

10% each N/A

PBL Tutorial Leader Assessment

Two (2) tutorial leader assessments

20% each N/A

Group Components


Group Case Presentations 40% 0.25 hours

COURSE RESOURCES:


i. American College of Sports Medicine. (2014). ACSM's Guidelines for Exercise Testing and Prescription (9th Edition ed.). Philadelphia: Lippincott, Williams & Wilkins.

ii. Kisner, C., & Colby, L. (2012). Therapeutic Exercise. (6th Edition). Philadelphia: F.A. Davis Company.

2) UM Learn (learning system-electronic access)

i. Course syllabus ii. Lecture notes (including assigned readings)

iii. Tutorial information and group lists/schedules iv. Assignment / presentation (instructions and assessment rubrics)

3) RECOMMENDED TEXTBOOKS / READINGS:

i. American College of Sports Medicine. (2016). ACSM’S Exercise Management for Persons with

Chronic Diseases and Disabilities. (4th ed.). Human Kinetics.

ii. Goodman, C., & Fuller, K (2015). Pathology: Implications for the Physical Therapist (4th Edition ed.). St. Louis: Saunders (Elsevier).

iii. Physiopedia - http://www.physio-pedia.com/Outcome_Measures

iv. Rehabilitation Measures Database - http://www.rehabmeasures.org/default.aspx

COURSE CONTENT: For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com, log on using your UM NetID, and choose PT 6250Integrated Practice for Neuromusculoskeletal Conditions. Faculty Coaches (FC): LH= L. Harvey; NRA= N. Ryan-Arbez; MW= M. Walker; MG= M. Garrett; RH= R. Horbal; TK= T. Kozera; SW= S. Webber

1 hr Course Introduction Orientation LH

1 hr Tutorial I: Peds 1 PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial I: Peds 1 Prep Tutorial

2 hr Tutorial I: Peds 1 PBL Tutorial LH, NRA, MW, MG,

RH, TK

1 hr Tutorial II: Oncology PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial II: Oncology Prep Tutorial

2 hr Tutorial II: Oncology PBL Tutorial LH, NRA, MW, MG,

RH, TK

1 hr Tutorial III: Rheumatology PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial III: Rheumatology Prep Tutorial

1 hr Tutorial IV: Osteoporosis PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial IV: Osteoporosis Prep Tutorial

2 hr Tutorial IV: Osteoporosis PBL Tutorial LH, NRA, MW, MG,

RH, TK

1 hr Tutorial V: Degenerative Disease

PBL Tutorial LH, NRA, MW, MG,

RH, TK


Prep Tutorial


PBL Tutorial LH, NRA, MW, MG,

RH, TK

http://www.physio-pedia.com/Outcome_Measures

http://www.rehabmeasures.org/default.aspx


1 hr Tutorial VI: Chronic Pain PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial VI: Chronic Pain Prep Tutorial

2 hr Tutorial VI: Chronic Pain PBL Tutorial LH, NRA, MW, MG,

RH, TK

1 hr Tutorial VII: Older Adult PBL Tutorial LH, NRA, MW, MG,

RH, TK

2 hr Tutorial VII: Older Adult Prep Tutorial

1 hr Tutorial VIII: Peds II PBL Tutorial LH, NRA, MW, MG,

RH, TK

4 hrs Indicator Conditions Group Presentations Assessment

LH, SW

2 hr Tutorial VIII: Peds II Prep Tutorial

2 hr Tutorial VIII: Peds II PBL Tutorial LH, NRA, MW, MG,

RH, TK

Appendix 1

GROUP LISTS: Student lists for the tutorial sessions will be posted on UMLearn. HEALTH CONDITION CONCEPT MAP AND SNAPSHOT You are required to complete 1 concept map and 1 patient snapshot worth 10% each. Each of these items will need to be handed in via Dropbox on UMLearn by 11:59pm on the day of the specified tutorial. Feedback from tutorial leaders will also be given via Dropbox on UMLearn. These assessment tools have been developed for the novice student without any clinical experience (Higgs 2008). This work was further developed to apply to the 2012/13 MPT1 program by L. Harvey, G. Pereira, and M. Walker. The purpose of these assessment techniques is to provide the student with an overview of the specific condition without being required to memorize specific details.

The health conditions concept map should contain the condition, how it is diagnosed, how does it present clinically, what is the overall management and how does it present from a PT perspective, and then PT intervention in a visual representation (eg flow chart, diagram, etc).

The health conditions snapshot or the “problem representation” is a paragraph (200-240 words) that summarizes the condition and uses a more general description than the details discussed in a tutorial or presented in the case. This task is designed to encourage the development of consolidating the information given in the subjective and objective presentations with the related pathophysiology. The student documents

in their own words how they see this condition presenting. References are not required for this information – it should be what students remember from the tutorial discussion.

Please note: only 200-240 words will be used for marking. Any information following this will not be read or taken into account for marking.

Samples of both concept maps and snapshots are posted on UMLearn, as well as a handout with correct referencing and citations. Tutorial Leader Assessments A copy of the marking rubric for the tutorial leader assessments are posted on UMLearn.

There will be 2 tutorial leader assessments during the course. These assessments will take place at the

midpoint and the end of the course. These assessments are based on student performance in the following

areas:

1) Independent Study 2) Critical thinking 3) Professional behaviour 4) Active participation 5) Written work (hand-out)

The hand-out is a one page document summarizing (in point form) the literature search findings of the material you were responsible to research for each case. This shall be distributed to all group members and the tutorial leader on UMLearn. CASE PRESENTATIONS: A copy of the marking rubric for the case presentations is posted on UMLearn.

Procedure:

1. Group assignment is posted on UMLearn.

Preparation time for these presentations will have to occur outside of scheduled class time.

2. Presentations:

- Not all students need to present the information, however all group members should be prepared to answer any of the questions.

- Will occur in the numerical order in which the cases are listed.

- Use of the document viewer or PowerPoint is expected.

- APPROPRIATE REFERENCING OF PICTURES AND/OR CLIP ART IS EXPECTED ON EACH SLIDE with attention to copyright issues.

- Presentation time is 15 minutes followed by 5 minutes for questions from the audience & evaluators. Time limits will be adhered to: 5 and 2 minute warnings will be given.

- At the end of the 15 minutes, if the presenter is not finished, the evaluator will stop the presentation to allow for the question period. You will be deducted marks for not finishing on time.

- Questions can be directed to any member of the group.

- Random selection of students in the audience to ask meaningful questions of the presentation will be done.

MPT 1 M. Fricke/17–18/Term Winter 201810

PT 6260 Credit Hrs: 3/Contact Hrs. 48.5


Year 1

Course: PT 6260 Physical Therapy Practice and Professional Issues 1

Course Co-ordinator: Moni Fricke R030, Rehab Bldg.,

Telephone: 204-789-3814 E-mail: [email protected]

Office hours: Monday afternoons, Tuesdays and Fridays unless otherwise posted. Visit me in my office with your questions or concerns any time. If I am not in my office during my scheduled times, please contact me by e-mail or phone and we can arrange an appointment for another time.

Teaching Team: Moni Fricke, R030 Rehab Bldg., 204-789-3814, [email protected]

Tanya Kozera, R032 Rehab Bldg., 204-977-5634, [email protected] Liz Harvey, R034 Med Rehab Bldg., 204-977-5656, [email protected]

Terry Woodard, [email protected] Joanne Parsons, RR355A Rehab Hospital, 204-787-1019, [email protected]

Nancy Ryan-Arbez, R133 Rehab Bldg., 204-977-5637, [email protected]

Sandra Webber, RR311 Rehab Hospital, 204-787-1099, [email protected]

Ruth Barclay, RR323A Rehab Hospital, 204-787-2756, [email protected] Adrian Salonga, Health Sciences Centre, [email protected]

Guest lecturers: Pat Murphy, Clinical Ethicist, St. Boniface General Hospital Allison Watts, Rehab Assistant Program, MB Institute of Trades & Technology Kate Yee, Career Services, University of Manitoba Ken Grove, NorWest Coop Community Health Centre

Prerequisites Pre- admission Psychology and English pre-requisites

Co-requisites PT 6100 Foundations of

Physiotherapy

PT 6221 Clinical Skills for

PT in NMSK Conditions 1

PT 6224 Clinical Skills for

PT in NMSK Conditions 2











COURSE DESCRIPTION: Through lecture and tutorial sessions, students will address various professional topics to develop their knowledge concerning of business, ethical and legal principles for physical therapy practice. COURSE OVERVIEW: This course involves class, lab, and tutorial work; students are expected to prepare for each activity by completing the required readings for lectures, tutorials and the assigned laboratories. Class work includes lectures, in-class small group work, tutorial sessions and a small group presentation.

COURSE OBJECTIVES:


Demonstrate professional behaviour and respectful communication with participants in all educational activities;

Self-assess knowledge, skills, behaviors and attitudes during learning sessions; Demonstrate professional and academic integrity; Demonstrate team work for group activities; Incorporate Patient Safety Competencies in all relevant learning activities; Explore medical-legal responsibilities and charting methods; Collaborate interprofessionally in small groups to address a) delegation of function and b) health

promotion. Compare and contrast the essential competencies for support workers and physical therapists; Apply an ethical decision-making framework to a variety of ethical and professional cases; Apply principles of planning a needs assessment for physiotherapy services; Explore the importance of early marketing of yourself; Apply conflict management strategies; Explore the role of physiotherapists as advocates; Develop motivational interviewing skills; Apply adult education principles and counselling in a variety of clinical scenarios; Apply principles of accountability to clinical practice.






relevant graphics.









A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with a variety of methods: quiz, group oral presentation and a written assignment.



Assessment Components Course Value Duration

Individual assessment: Delegation of Function and Essential Competencies of Support

Workers (Open Book) UM LEARN Quiz

10% 1.5 hours

Individual assessment: Written Assignment on Analysis of Professional Issues Cases

25% 4 hours

Individual assessment: Written Assignment on narrative letter writing

10%

Group assessment: CUBE IT Assignment (OIPC)

5%

Group assessment: Community Needs Assessment oral presentation (40%)

Peer Contribution Assessment (10%)

40% + 10% .25 hour

COURSE RESOURCES:


i. E-book: Essential Competency Profile for Physiotherapists in Canada (http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%202009.pdf

http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%202009.pdf

http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%202009.pdf

ii. E-book: Essential Competency Profile for Physiotherapist Assistants In Canada (http://www.alliancept.org/pdfs/ECP_FinalEnglish_July.pdf)

iii. Public Health Agency of Canada (2001). Population Health Promotion: An Integrated Model of Population Health and Health Promotion.

iv. Winnipeg Regional Health Authority (n.d.) What is Collaborative Care?

v. World Health Organization (1986). Ottawa Charter for Health Promotion.


i. Course syllabus ii. Assigned readings iii. Lab documents iv. Assignment / presentation instructions and evaluation rubrics v. Presentations vi. Lab group lists and schedules

COURSE CONTENT:

For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com, log on using your UM NetID, and choose PT 6260 Physical Therapy Practice and Professional Issues 1.

Faculty Coaches (FC): MFr= M. Fricke; TK= T. Kozera; TW= T. Woodard; NRA= N. Ryan-Arbez; LH= L. Harvey; SW= S. Webber; RB= R. Barclay; JLP= J. Parsons; AS= A. Salonga; PM= P. Murphy; LA= L. Allison; KG= K. Grove; KY= K. Yee; MG=M. Garrett;

Topic Type of Interaction Instructor(s) Total hours

Course Introduction Orientation MFr 0.5

Principles of Record Keeping I & II Lecture MFr 2 + 2 hrs

Documentation: Recording & Reporting to Third Party

Lecture TK 2 hrs

Community Health Needs Ax Lecture MFr 1 hr

Community Health Needs Ax Small Group Tutorial MFr, NRA, SW, TK, JLP 2 hrs

UM Learn: Delegation of Function Quiz Assessment 10% MFr 1.5 hrs

http://www.alliancept.org/pdfs/ECP_FinalEnglish_July.pdf

http://www.phac-aspc.gc.ca/ph-sp/php-psp/php3-eng.php#Developing

http://www.phac-aspc.gc.ca/ph-sp/php-psp/php3-eng.php#Developing

http://www.wrha.mb.ca/professionals/collaborativecare/about.php

http://www.phac-aspc.gc.ca/ph-sp/docs/charter-chartre/pdf/charter.pdf



Delegation of Function IPE Small Group

Tutorial OFF-SITE

MFr, NRA, SW, LH, MG,

TK, JB, BM, TBA 3 hrs

Ethical Framework Lecture MFr 2 hrs

Bioethics Lecture PM 2 hrs

Narrative Letter Writing Individual Written

Assessment 10% TK

IPE Population Health Promotion OIPC Cohort Tutorial MFr 2 hrs

Physiotherapy Needs

Assessments

Group Presentations

Assessment 40 + 10% MFr 2 hrs

Physiotherapy Needs

Assessments

Group Presentations

Assessment 40 + 10% MFr 2 hrs

Boundary Issues Lecture MFr 1 hr

Boundary Issues: Case Studies Small Group Tutorial MFr, AS, NRA, SW, TK,

LH 1 hr

Conflict Resolution Split lab MFr, KG, RB, SW, NRA 3 hrs

Motivational Interviewing

Workshop I & II Lecture TK 2.5 + 2 hrs

Motivational Interviewing

Workshop III

Large & Small Group

Tutorial TK, PG, RNe 2 hrs

Marketing of self Lecture KY 1 hr

Analysis of Professional Issues Small Group Tutorial MFr, AS, NRA, SW, TK,

LH 2 hrs

IPE Bioethics IPE Small Group

Tutorial MFr, LL, SB, MP 2 hrs

Principles of Accountability in

Clinical Practice Large Group Tutorial TW 2 hrs

Analysis of Professional Issues Individual Written MF, AS


Cases Assessment 25%

OIPC Group Assignment IPE 5% OIPC

Health Education & Counselling Split Lab MFr, NRA, SW, LH, JLP,

TK 3 hrs

MPT 1 M. Garrett/17-18/Term Winter 201810

PT 6291 Credit Hrs: 6/ Contact Hrs. 225


Year 1

Course: PT 6291 Neuromusculoskeletal Clinical Education 1

Course Coordinator: Mark Garrett

Academic Coordinator of Clinical Education (ACCE) R135, Rehab Bldg, 771 McDermot Avenue Telephone: 204-789-3420 Email: [email protected] Office hours: Please visit me in my office with your questions or concerns any time. If I am not in my office, please contact me by email or phone and we can arrange an appointment for another time.

Teaching Team: Students are instructed in this course by licensed physical therapists (Clinical Instructors

or CIs) in a variety of acute/hospital care, rehabilitation/long term care, and

ambulatory/community care settings.

Prerequisites All MPT1 academic courses

COURSE DESCRIPTION:

First of two six-week experiential learning periods in the clinical community, providing opportunity for students to assess and treat clients with neuromusculoskeletal disorders under supervision. Includes 3-4 hours of preparatory sessions prior to the placements, and 3-4 hours of follow up including debriefing group discussion and presentation of reflective journals.

COURSE OVERVIEW:

The course consists of the following components:

1. Classroom sessions to prepare students to meet the legal, ethical, health, social and clinical performance requirements of their clinical placements throughout the program.

2. An Objective Structured Clinical Evaluation (OSCE), in which all clinical skills presented in the MPT1 academic block may be assessed. The OSCE will occur in the last week of the MPT1 classes. Students will be required to integrate and apply clinical skills from several courses to a number of clinical scenarios similar to those they may encounter during clinical placement.


3. An NMSK clinical placement which will follow successful completion of the OSCE. The placement will be full-time, approximately 37.5 hours per week for 6 weeks. The hours of clinical practice will correspond to those of the CI. As a result, flexible scheduling such as evening shifts may be required. The ACCE will provide each student with at least one outpatient NMSK placement in MPT1.

4. A classroom Placement Reflection and Academic Integration Session (PRAIS) following the NMSK clinical placements which will facilitate students’ reflection regarding their placement experiences and adequacy of academic preparation.

COURSE OBJECTIVES:

During the clinical placement, students may have the opportunity to:

1. Independently take a history and perform a physical assessment on an uncomplicated client; 2. Synthesize and interpret the results of history and physical assessment findings for an uncomplicated

client using the Department of Physical Therapy Conceptual Framework of Clinical Practice in collaboration with the CI to determine a physiotherapy diagnosis and prognosis;

3. Develop a safe and effective treatment plan in collaboration with the client and the CI; 4. Provide safe and effective interventions; 5. Provide patient and/or family education and feedback in an independent manner; 6. Identify the client’s need for involvement of other professionals in the client’s care and initiate a referral,

in collaboration with the CI; 7. Document independently the assessment/reassessment and treatment findings in a client; 8. Communicate effectively through verbal and nonverbal means and/or in writing with clients, the CI and

the health care / interdisciplinary team concerning the client’s function, mobility, health and well-being; 9. Delegate appropriate responsibilities to support staff; 10. Manage time independently within the CI’s expectations of the student’s caseload; 11. Complete a presentation or assignment as required by the CI using current evidence and best practice

information; 12. Fulfill the Clinical Learning Contact negotiated early in the clinical placement with the CI; 13. Reflect on the clinical experience during the clinical placement through self-evaluation and discussion

with the CI. Formal reflection will be required for the Student Educational Portfolio and informally at the PRAIS;

14. Demonstrate professional and respectful behavior with all clients, the CI and the health care / interdisciplinary team;

15. Collaborate with the CI and other team members regarding client-focused care; and 16. Adhere to legal / ethical requirements.






relevant graphics.









surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any

of the lectures, materials provided or published in any form during or from this course.


This course will be evaluated with a variety of methods: an assessment of clinical skills with a step 6 OSCE prior to the clinical placement, and an assessment of placement performance with the Canadian Physiotherapy Assessment of Clinical Performance (ACP). Students are required to pass both components to pass the course.

1. Clinical Skills Assessment OSCE (S6): The OSCE (S6) utilizes a standardized client to assess students’ understanding and performance of applied physiotherapy knowledge, skills and attitudes. During the OSCE, all students are given the same clinical skills assessment and asked to integrate a broad range of clinical skills relevant to a specific case. Students are required to achieve a minimum overall grade of C+ (65-69%) for the OSCE prior to proceeding to the clinical placement. In the event of failure of this component, the decision to offer a re-sit of the OSCE will be made at a follow-up Department of Physical Therapy Student Progress Meeting.

2. Canadian Physiotherapy Assessment of Clinical Performance (ACP): Throughout the clinical placement, students are encouraged to self-evaluate their clinical skills, and

the CI is expected to provide ongoing informal, formative feedback. Both the CI and the student will

complete the ACP (online evaluation tool on the HSPnet website) on the student at the midpoint and

end of placement, and the two documents will be compared to provide the student with a learning

opportunity regarding their perception of their performance. At the end of the placement, the CI will

enter the student’s placement grade on the ACP prior to submitting it to the ACCE via HSPnet. The

grade for the placement is pass/fail.

Students are required to pass both the Clinical Skills Assessment OSCE (S6) and ACP components to

pass the course. The overall course grade is pass/fail.

COURSE CONTENT: For the most current course schedule and content, please go to http://www.umanitoba.ca/D2L, log on using your UM NetID, and choose PT 6291 – Neuromusculoskeletal Clinical Education 1. Faculty Coaches (FC): MM= M. McMurray; MG= M. Garrett; WL= Dr. Libich; KM= K. Meeker; MFr= M. Fricke; CI= Clinical Instructor;

http://www.umanitoba.ca/D2L

Topic Teaching Method

Instructor(s) Contact Time

(Hrs)

Curriculum overview Orientation MG 0.5

Immunizations Orientation WL, MG 2.0

CPM Orientation Orientation MG 1.0

Routine practices (mandatory) Lecture & Lab MG, WRHA 1.0

PHIA (no late admittance) Lecture MG, KM 1.5

Social media Lecture MG, KM 1.0

Clinical placement allocation Lecture MG 1.0

Mask fit testing Practical MG 0.5

OSCE (S6) Preparation Orientation MM 1.0

Clinical placement preparation Lecture MG 2.0

Integrated Clinical Skills Ax Assessment: S6 MG 1.0

Integrated Clinical Skills Ax Assessment: S6 MG 1.0

NMSK Clinical Placement Rotation 1 (April 02-May 11, 2018)

Clinical Placement

CI 225.0 (6 weeks)

(Students complete only 1 placement which is scheduled in 1 of these 2 placement slots)

NMSK Clinical Placement Rotation 2 (May 14-June 22, 2018)

Clinical Placement

Placement Reflection & Academic Integration Session (NMSK PRAIS)

Debrief MF, MG, MM

2.0

Appendix 1

POLICIES AND PROCEDURES GOVERNING CLINICAL PLACEMENTS: Students are expected to adhere to the Department of Physical Therapy Professional Code of Ethics at all times during clinical placements, both on and off the University Campus. Key points include: 1. Attendance at clinical placement: Students are responsible for contacting both the ACCE and the facility

ahead of time in the event of arriving late or missing a day. The expectation is that the student will initiate contact prior to the start time / date, and ensure that the message is left with a person at the facility rather than as voicemail. Failure to contact the facility and ACCE is considered a serious breach of

professional behavior, and the facility may elect to discontinue the placement with the result that the student will fail the placement.

2. Clinical Learning Contract: Students are to develop a clinical learning contract in collaboration with their CIs early in the clinical placement to identify the goals for that particular setting. The clinical education experience will vary from setting to setting based on the patient population.

3. Self-reflection responsibilities: Students will be provided with the opportunity to share in self-reflection

following their 2 NMSK clinical placements at the NMSK PRAIS. The session will provide opportunity for students to comment informally on: a) The physiotherapy role and skills practiced or observed in terms of the essential competency profile

for physiotherapists. Major code of ethics items will be integrated under the roles to which they most apply. Professional issues such as informed consent, confidentiality and boundary issues will be discussed.

b) Communication in the clinical environment - with CIs, the patient care team, etc. c) Safety considerations in the clinical environment. d) Students’ perceptions of their academic preparedness for clinical placements. e) Inconsistencies between academic content and clinical practice. f) Curriculum sequencing, frequency and type of assessments, and reference textbooks.

4. Record of clinical skills practiced: Students are to refer to the Foundational and Neuromusculoskeletal

Clinical Skills Checklist for a comprehensive list of clinical skills that they may have the opportunity of applying while on placement. Throughout the placement, students will maintain a record of skills observed and/or successfully practiced by completing the checklist.

MPT 1 M. Garrett/17-18/Term Summer 201850

PT 6292 Credit Hrs: 6/ Course Hrs. 225


Year 1

Course: PT 6292 Neuromusculoskeletal Clinical Education 2

Course Coordinator: Mark Garrett

Academic Coordinator of Clinical Education (ACCE) R135, Rehab Bldg, 771 McDermot Avenue Telephone: 204-789-3420 Email: [email protected]

Office hours: Please visit me in my office with your questions or concerns any time. If I am not in my office, please contact me by email or phone and we can arrange an appointment for another time.

Teaching Team: Students are instructed in this course by licensed physical therapists (Clinical Instructors

or CIs) in a variety of acute/hospital care, rehabilitation/long term care, and

ambulatory/community care settings.

Prerequisites All MPT1 academic courses

PT 6291 NMSK Clinical Education 1

COURSE DESCRIPTION:

Second of two six-week experiential learning periods in the clinical community, providing opportunity for students to assess and treat clients with neuromusculoskeletal disorders under supervision. Pre-requisite PT 6291.

COURSE OVERVIEW:

This course consists of one clinical placement that is completed either:

1. on a full-time basis (approximately 37.5 hours per week) over a 6 week period, or 2. on a part-time basis (evenings and weekends) over a period of approximately 10 weeks. Note that

option 2 applies exclusively to the faculty-led sports clinical placement. The hours of clinical practice will correspond to those of the CI. As a result, flexible scheduling such as evening shifts may be required. The ACCE will provide each student with at least one outpatient neuromusculoskeletal placement in MPT1.


COURSE OBJECTIVES:

During the clinical placement, students may have the opportunity to:

1. Independently take a history and perform a physical assessment on an uncomplicated client; 2. Synthesize and interpret the results of history and physical assessment findings for an uncomplicated

client using the Department of Physical Therapy Conceptual Framework of Clinical Practice in collaboration with CI to determine a physiotherapy diagnosis and prognosis;

3. Develop a safe and effective treatment plan in collaboration with the client and the CI; 4. Provide safe and effective interventions; 5. Provide patient and/or family education and feedback in an independent manner; 6. Identify the client’s need for involvement of other professionals in the client’s care and initiate a referral,

in collaboration with the CI; 7. Document independently the assessment/reassessment and treatment findings in a client; 8. Communicate effectively through verbal and nonverbal means and/or in writing with clients, the CI and

the health care / interdisciplinary team concerning the client’s function, mobility, health and well-being; 9. Delegate appropriate responsibilities to support staff; 10. Manage time independently within the CI’s expectations of the student’s caseload; 11. Complete a presentation or assignment as required by the CI using current evidence and best practice

information; 12. Fulfill the Clinical Learning Contact negotiated early in the clinical placement with the CI; 13. Reflect on the clinical experience during the clinical placement through self-evaluation and discussion

with the CI. Formal reflection will be required for the Student Educational Portfolio and informally at the PRAIS;

14. Demonstrate professional and respectful behavior with all clients, the CI and the health care / interdisciplinary team;

15. Collaborate with the CI and other team members regarding client-focused care; and 16. Adhere to legal / ethical requirements.






relevant graphics.









surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any

of the lectures, materials provided or published in any form during or from this course.


This course will be evaluated through assessment of the student’s clinical placement performance using the Canadian Physiotherapy Assessment of Clinical Performance. Canadian Physiotherapy Assessment of Clinical Performance (ACP):

Throughout the clinical placement, students are encouraged to self-evaluate their clinical skills, and the CI is

expected to provide ongoing informal, formative feedback. Both the CI and the student will complete the ACP

(online evaluation tool on the HSPnet website) on the student at the midpoint and end of placement, and the

two documents will be compared to provide the student with a learning opportunity regarding their

perception of their performance. At the end of the placement, the CI will enter the student’s placement grade

on the ACP prior to submitting it to the ACCE via HSPnet. The grade for the placement is pass/fail.

COURSE CONTENT:

For the most current course schedule and content, please go to http://www.umanitoba.ca/D2L, log on using

your UM NetID, and choose PT 6292 – Neuromusculoskeletal 2 Clinical Education.

Topic Teaching Method Contact Time

(Hrs) Notes

NMSK Clinical Placement Rotation 2 (May 14-June 22, 2018)

Clinical Placement 225 hrs (6 weeks)

Students complete only 1 placement, which is scheduled in 1 of these 3 placement slots. Note that rotation 4 is for the faculty-led football placement only

NMSK Clinical Placement Rotation 3 (June 25-August 03, 2018)

Clinical Placement 225 hrs (6 weeks)

NMSK Clinical Placement Rotation 4 (NB: football only) (July 23-September 21, 2018)

Clinical Placement 225 hrs (part-time over 9 weeks)

Appendix 1

POLICIES AND PROCEDURES GOVERNING CLINICAL PLACEMENTS: Students are expected to adhere to the Department of Physical Therapy Professional Code of Ethics at all times during clinical placements, both on and off the University Campus. Key points include: 1. Attendance at clinical placement: Students are responsible for contacting both the ACCE and the facility

ahead of time in the event of arriving late or missing a day. The expectation is that the student will initiate contact prior to the start time / date, and ensure that the message is left with a person at the facility rather than as voicemail. Failure to contact the facility and ACCE is considered a serious breach of

http://www.umanitoba.ca/D2L

professional behavior, and the facility may elect to discontinue the placement with the result that the student will fail the placement.

2. Clinical Learning Contract: Students are to develop a clinical learning contract in collaboration with their CIs early in the clinical placement to identify the goals for that particular setting. The clinical education experience will vary from setting to setting based on the patient population.

3. Self-reflection responsibilities: Students will be provided with the opportunity to share in self-reflection following their 2 NMSK clinical placements at the NMSK PRAIS. The session will provide opportunity for students to comment informally on: a) The physiotherapy role and skills practiced or observed in terms of the essential competency profile

for physiotherapists. Major code of ethics items will be integrated under the roles to which they most apply. Professional issues such as informed consent, confidentiality and boundary issues will be discussed.

b) Communication in the clinical environment - with CIs, the patient care team, etc. c) Safety considerations in the clinical environment. d) Students’ perceptions of their academic preparedness for clinical placements. e) Inconsistencies between academic content and clinical practice. f) Curriculum sequencing, frequency and type of assessments, and reference textbooks.

4. Record of clinical skills practiced: Students are to refer to the Foundational and Neuromusculoskeletal

Clinical Skills Checklist for a comprehensive list of clinical skills that they may have the opportunity of applying while on placement. Throughout the placement, students will maintain a record of skills observed and/or successfully practiced by completing the checklist.

MPT 1 Brian MacNeil/17–18/Summer 201850

PT6310 Credit Hrs: 2.0/Contact Hours: 24


Physical Therapy 6310

Course: PT 6310 Foundations of Evidence-Based Practice II

Course Co-ordinator: Brian MacNeil R213 Rehabilitation Building Telephone: 204-977-5635 E-mail: [email protected] Office hours: students are welcome to drop in at any time but making an appointment through email is preferred

Course Team: Brian MacNeil, 213 Rehab Bldg., 204-977-5635, [email protected] Moni Fricke, R030, Rehab Bldg., 204-789-3814, [email protected] Dean Kriellaars, RR302, Rehab Hosp., 204-787-3505, [email protected] Ruth Barclay, RR323A, Rehab Hosp., 204-787-2756, [email protected] COURSE DESCRIPTION:

Students will learn to identify appropriate research and/or evaluation questions and appropriate

methodologies for the rehabilitation context and the general process of conducting a research/evaluation

study to facilitate future participation in research.

COURSE OVERVIEW:

This course is self-study in its entirety and will introduce students to the basic mechanics of the research

process typically utilized within the various research domains most relevant to the practice of physical therapy

and rehabilitation in general. The course will equip students with an understanding and some elementary

skills relevant to quantitative and qualitative research. The content delivered in this course serves as

background material, along with that delivered in PT6110, for the undertaking of the systematic review

project (PT 7500).






COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

1) Identify and explain the key aspects of research ethics.

2) Identify and explain key aspects of quantitative research such as internal and external validity,

descriptive and inferential statistics and Type I vs Type II errors.

3) Identify and explain key aspects of qualitative research such as theoretical approaches, sampling, data

collection techniques and rigor.

Written

Components

Course

value

Due

Course on Research Ethics (CORE-2)

Quantitative Research Methods

Qualitative Research Methods

P/F

P/F

P/F

Aug 03

Aug 03

Aug 03

Late course assignments:

Unless otherwise specified in the assignment details and description handed out in class, assignments are due

to the instructor assigning the evaluation at 4 p.m. on the date that they are due; however extensions may be

granted for extenuating circumstances, e.g. illness or injury with prior arrangements or appropriate notice to

the course coordinator/instructor.

COURSE RESOURCES:

Healthcare research: a handbook for students and practitioners. Eds: P Roberts and H Priest. Wiley, 2010.

- available as an electronic textbook (e-book) through the library:

Healthcare Research: A Handbook for Students and Practitioners

http://site.ebrary.com.proxy1.lib.umanitoba.ca/lib/umanitoba/docDetail.action?docID=10366613

Course materials will be made available on PT6310 course site on D2L

Topic Hours

Required

Reading Assignment Total

Ethics 8 0 8

Fundamentals of

quantitative research 5 3 8

Fundamentals of

qualitative research 5 3 8