MPT2 Syllabus Guideumanitoba.ca/faculties/health_sciences/medrehab/research/media/MPT... · Presentations, papers and PBL tutorials – the student becomes much more self-directed

MPT2 – 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

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 (ICF) .................... 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 ............................................................................. 20

1. Prepare for learning session. ............................................................................... 20

2. Bring learning materials to sessions. ................................................................... 20

3. Be on time for the learning session. .................................................................... 20

4. Attend learning sessions ...................................................................................... 20

5. Participate ............................................................................................................ 20

6. Use of Electronic Devices ..................................................................................... 20

REFERENCING STANDARD (Department of Physical Therapy, 2006, Revised, 2015) ................................. 22

ACADEMIC INTEGRITY .................................................................................................................... 23

Examples of inappropriate referencing resulting in plagiarism: ................................................... 24

Example of appropriate referencing .............................................................................................. 26

STUDENT LEARNING STRATEGY FOR CLINICAL SKILLS (Revised May 2015) ............................................... 27

S6 CLINICAL SKILLS ASSESSMENTS .............................................................................................................. 34

Student Preparation for S6 ............................................................................................................ 36

Confidentiality ............................................................................................................................... 36

Room Lockdown ............................................................................................................................ 36

S6 Protocol ..................................................................................................................................... 36

Assessment Day ............................................................................................................................. 36

Late Arrivals at the S6 .................................................................................................................... 36

Prior to the start of the S6 assessment ......................................................................................... 37

Before entering each station ............................................................................................ 37

Upon Entering the Room .................................................................................................. 38

Marking the Assessment ............................................................................................................... 39

Example of S6 Checklist ................................................................................................................. 41

Examples of Safety Errors .............................................................................................................. 42

Faculty Coach Feedback to Students ............................................................................................. 43

STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORY POLICY .............. 43

ELECTRONIC COMMUNICATIONS WITH STUDENTS POLICY ....................................................................... 44

STUDENT ATTIRE FOR CLINICAL LABS ......................................................................................................... 44

ACCESS TO EQUIPMENT FOR INDEPENDENT PRACTICE ............................................................................. 45

PHYSIOTOOLS .............................................................................................................................................. 45

EQUIPMENT LOAN GUIDELINES .................................................................................................................. 46

BIBLIOGRAPHY ............................................................................................................................................ 47

COURSE OUTLINES ...................................................................................................................................... 49

PT 7121 Clinical Skills for Physical Therapy in Neurological Conditions ......................... 50

PT 7122 Clinical Skills for Physical Therapy in Cardiorespiratory Conditions ................. 60

PT 7150 Integrated Practice for Cardiorespiratory and Neurological Conditions .......... 68

PT 7160 Physical Therapy Practice and Professional Issues 2 .......................................... 78

PT 7230 Applied Sciences for Physical Therapy 3 ............................................................. 83

PT 7291 Cardiovascular & Pulmonary Clinical Education ................................................ 89

PT 7292 Neurosciences Clinical Education ....................................................................... 93

PT 7330 Applied Sciences for Physical Therapy 4 ............................................................ 97

PT 7390 Elective Clinical Education ............................................................................... 100

PT 7400 Selectives in Advanced Physical Therapy Practice .......................................... 104

PT 7500 Physical Therapy Evaluation/Research Project................................................ 115

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. A 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 l 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: 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.

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.

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).

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 (ICF) The International Classification of Functioning, Disability 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

BMR (PT) 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 investigation

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

Collaboration with other health professionals re: further investigation

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

deep neck flexors in

supine, ice post tx x15

mins.

1 week:

Reduced VAS 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 VAS 0/10

C-spine, stabilization with

limb loading and functional

activity,

Muscle length restored to

normal and equal to the

opposite side (shoulders

are level).

Posture maintained during

functional activity.

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

Strategy: Client

attends inpatient

rehabilitation program

5x/wk

1 week:

Client will be able to walk

from his room to the

1 month:

Client will be able to walk

independently a minimum

of 50 m over all indoor

Physical therapy

Problems:

impairments,

activity limitations,

participation

restrictions

PT Treatment or Care

Plan

(including the strategy

and intervention)

Short Term Goal

Long Term Goal

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.

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.

dining room for all meals

(30 meters) using a quad

cane and one person

minimum assist.

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 videos

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

ATTENDANCE POLICY:

Refer to the College of Rehabilitation Science Student Handbook:

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

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

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 (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&catal

ogid=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 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.

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


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

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, 2015):

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

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

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.apastyle.org/

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

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, 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.”

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

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:








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 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: Publication:

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:

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

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




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:

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

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



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/

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.

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 fellow-students in groups of 4 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.

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.

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 review 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 Skill 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 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 x6 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. At the S5, students randomly

select their question and have 5 minutes to demonstrate the skill on a fellow student. 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.

Four weeks prior to this clinical skills assessment, students will be given 6 clinical that mimic real clinical care situations, and demand the student to incorporate knowledge, clinical skill, behavior and attitudes taught in that academic year. These scenarios will reflect the six stations in the S6 / OSCE. 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 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 PT6291 Neuromusculoskeletal Clinical Education 1, PT7291 Cardiorespiratory and

Neurosciences Clinical Education 1 and PT7292 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.

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.

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.

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 CoRS 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 a “Consent for Clinical Video and Audio Recordings” form to sign and return to the timer

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 first year students, the timer has students sign Student Assessment Confidentiality Forms, For the next year, the timer reminds the students about previously signed confidentiality

forms and that these are still in place although signed with 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 one minute 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 minute)

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, Kleenex, 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 s, 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.

3 No 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 and concise

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 PT 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

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

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

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.

https://eduumanitoba.physiotoolsonline.com/

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 Bernard.

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.

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 a Department Head.

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

BIBLIOGRAPHY

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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 2 Becky Schorr/17-18/Term Winter 201810

PT 7121 Credit Hrs: 5 /Contact Hours: 132

Master of Physical Therapy Program

Year 2

Course: PT 7121 Clinical Skills for Physical Therapy in Neurological Conditions

Course Co-ordinator: Becky Schorr

R032 Med Rehab Bldg. Telephone: 204-789-3432 E-mail: [email protected]

Feel free to drop in with questions or concerns. Please note that I may not always be available due to teaching commitments, clinical work, or meetings; you may therefore also set up a specific appointment time by phone or email, if you wish.

Teaching Team: Becky Schorr, 032 Med Rehab Bldg., 204-789-3432, [email protected] Bram Kok, (Orthotist, Winnipeg Prosthetics and Orthotics), [email protected] Ed Giesbrecht, R214 Rehab Bldg., 204-977-5630, [email protected] Melanie Fernandes, R116 Med Rehab Bldg., 977-5640, [email protected] Nancy Ryan-Arbez, R133 Med Rehab Bldg., 204-977-5637, [email protected] Natalie Swain (Clinician, St. Amant Centre) Rudy Niebuhr (Clinician, Health Sciences Centre), 204-787-2258, [email protected] Other lab instructors - TBA

Prerequisites Completed first year of MPT 1

Co-requisites PT 7330 Applied Sciences 4 PT 7150 Integrated Practice for Cardiorespiratory and Neurological Conditions

PT 7160 Physical Therapy Practice and Professional Issues 2

COURSE DESCRIPTION: A theory and practical course on the basic principles of the application of techniques used in the Physical Therapy management of clients with neurological conditions, with a focus on neurological assessment and the treatment.

mailto:[email protected]







COURSE OVERVIEW: This course involves lecture, lab and tutorial work; students are expected to prepare for each activity by completing the required readings. Clinical skills labs and tutorials will consolidate theoretical knowledge learned in lectures. Clinical skills are taught in laboratories by faculty, clinicians or peer coaches. Labs will incorporate practice with peers, standardized clients and model patients. COURSE OBJECTIVES: Upon successful completion of this course students will be able to:

1. Demonstrate professional behavior 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 to individuals with neurological conditions. 7. Understand the typical progressions of motor milestones in infancy and childhood. 8. Perform a basic neurological assessment to provide the relevant information for effective treatment

planning for clients across the lifespan (refer to the Neurological Clinical Checklist)

Safely administer and interpret standardized assessment procedures with published guidelines for reference

Safely administer and interpret non- standardized assessment procedures:

Functional activities

Gait

Motor control

Voluntary / non-voluntary movement

Strength

Tone

Coordination of movement

Postural control / balance

Sensation / perception

Recognize when modification of the assessment is necessary or referral to other professionals is required.

9. Apply knowledge from co-requisite courses to the interpretation of clinical findings and formulation of a basic physical therapy diagnosis and management plan.

10. Determine the client’s prognosis and be able to select applicable treatment strategies for neurological conditions.

11. Identify and prioritize client’s problems based on:

Knowledge of client’s pathology and its clinical manifestations

Client’s presentation

Client’s goals

Client’s environment

Environment in which the therapist is working 11. Formulate a safe and effective treatment plan, including principles of disease and injury prevention, with

short and long-term goals that consider the patient as a whole within a specific environment, cultural background for clients with neurological conditions.

12. Explain the principles of PT intervention and the rationale for selecting specific treatments (i.e. self-management, education, exercise, functional re-training, recommendations of orthotic devices, interprofessional collaboration (IPC) and others) for neurological conditions across the lifespan.

13. 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 neurological conditions across the lifespan.

14. Apply principles of motor control and motor learning to formulate and implement a safe and effective treatment plans.

15. To apply the Clinical Decision Making Process to individuals with neurological diagnoses across the lifespan within varied socio-cultural environments. The following will be emphasized:

Identification of issues

Development of goals

Development of a strategy for intervention

Application of the intervention

Re-examination to determine effectiveness of treatment 16. Identify when medications make an impact on physiotherapy management of clients with neurological

conditions. 17. Explain the principles of exercise prescription and the rationale for selecting specific exercises for the

purposes of health and fitness promotion for individuals with neurological conditions.

Evidence regarding the efficacy and effectiveness of the treatment

Client’s goals

Client’s environment

Environment in which the therapist is working 18. Use available evidence to provide education and feedback to standardized clients, model patients and

peers.

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 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.



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: Step 5 assessments, written lab assignments 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 Assessment Course value Duration

Lab Assignment:

The full Neurological Assessment (group mark)

Parkinson’s Disease (individual mark)

Treatment Plan

5%

5%

P/F

Quiz 1: Short answer/MCQ

Quiz 2: Short answer/MCQ

30%

30%

2 hrs

2 hrs

Clinical Skill Assessment

S5 –Assessment of Motor Function Balance & Postural Control

S5 –Treatment of GMF, Balance and Gait

S5 –Treatment of Upper Extremity

10%

10%

10%

0.75 hrs

0.75 hrs

0.75 hrs

COURSE RESOURCES:

1. REQUIRED TEXTBOOK /READINGS I. Shumway-Cook A, Woollacott MH (2016). Motor Control – Translating Research into Clinical

Practice. 5th edition. Wolters Kluwer - Lippincott. Williams & Wilkins; Philadelphia. II. O’Sullivan, S.B., Schmitz, T. (2016). Improving Functional Outcomes in Physical Rehabilitation.

2nd edition. F.A.Davis; Philadelphia

2. RECOMMENDED TEXTBOOK /CD: i. Effgen, S (2013) Meeting the Physical Therapy Needs of Children. 2nd edition. FA Davis;

Philadelphia

ii. Chedoke McMaster Stroke Assessment CD – information will be provided at first class.

3. UMLearn a. Course syllabus b. Lecture notes c. Lab notes, including group lists and schedules d. Tutorial notes e. Audio-visual information f. Assignments/ rubrics

OTHER REFERENCE MATERIAL: Some reference material will be available on reserve in the library or on UMLearn. Instructors will make students aware of what material is on reserve. Students are expected to search for additional resources in the problem-based tutorials.

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 7121 Clinical Skills for Physical Therapy in Neurological Conditions

Topic

Type of Interaction

Group(s) Total Time

(Hrs)

Course Overview Lecture 1

Intro to Motor Control Lecture 1.5

Ax: Neurological Impairments: Motor Function Lecture

2

Ax I: Motor Function S2 Lab

2

Communication Strategies I Lectures 2

Ax I: Motor Function S3 Lab

2

Neurological Interview and GMF Observations Lecture 2

Ax I: Motor Function S4 Lab Grp 1 1.5

Ax I: Motor Function S4 Lab Grp 2 1.5

Ax II: Balance, Postural Control and Sensory Assessment Lecture

2

Ax II: Balance, Postural Control and Sensory Assessment S2 Lab 2

Peds: Typical and Atypical Development Lecture 3

https://universityofmanitoba.desire2learn.com/

Topic

Type of Interaction

Group(s) Total Time

(Hrs)

Communication Strategies II Lecture 2

U/E and GMF Observation Lecture 2

Ax II: Balance, Postural Control and Sensory Assessment S3 Lab

2

Ax II: Balance, Postural Control and Sensory Assessment S4 Lab Grp 2 1.5

Ax II: Balance, Postural Control and Sensory Assessment S4 Lab Grp 1 1.5

Ax I + II: Assessment: S5 Grp 2 0.75

Ax I + II: Assessment: S5 Grp 1 0.75

Cognitive and Perceptual Screening Lecture

2

Acute Client Management Lecture

2

Management of Children with Chronic Neurological Conditions

Lecture

2

Abnormal Gait Lecture 2

Vestibular Assessment & Treatment Lab Grp 1 2

Communication SC Lab Grp 2 2

Prognostication Lecture 2

Motor learning Lecture 2

Vestibular Assessment & Treatment Lab Grp 2 2

Communication SC Lab Grp 1 2

Facilitation & Inhibition Techniques Lecture 1

Outcome Measures Adults Lecture 1

Outcome Measures Peds Lecture 1

Outcome Measures Lab

3

Peds: GMF & Walking Lecture

3

Putting It all Together Lab/ Tutorial 1

Topic

Type of Interaction

Group(s) Total Time

(Hrs)

Spinal Cord Injury I Lecture 2

Ax: Complete Neuro Ax Patient Lab Grp 1 2

Ax: Complete Neuro Ax Patient Lab Grp 2 2

Overview of Assessment Skills Tutorial 2

Quiz I Assessment: Quiz:

2

Spinal Cord Injury II Lecture 2

Treatment: Upper Extremity I Lecture 2

SCI – Patient Lab Patient Lab Grp 2 2

Transfer Lab Lab Grp 1 2

SCI – Patient Lab Patient Lab Grp 1 2

Transfer Lab Lab Grp 2 2

Peds: GMF & Walking Lecture 2

Peds: GMF & Walking Lab Grp 1 2

Peds: GMF & Walking Lab Grp 2 2

Intro to Management of Degenerative Neurological Diseases Lecture 2

Parkinson’s Disease Tutorial/Lecture 2

SCI Client Lab Lab Grp 2 2

Parkinson's Client Lab Lab Grp 1 2

MS Tutorial 2

SCI Client Lab Lab Grp 1 2

Parkinson's Client Lab Lab Grp 2 2

Tx: GMF, Balance & Postural Control Lecture 3

Tx: GMF, Balance & Postural Control S2 Lab

2

Topic

Type of Interaction

Group(s) Total Time

(Hrs)

Maintaining Respiratory Health Lecture 2

Maintaining Respiratory Health Lab Grp 2 2

Maintaining Respiratory Health Lab Grp 1 2

Tx: GMF, Balance & Postural Control S3 Lab 2

Clinical Visits Site Visit Grp 1 3

St. Amant Visit Site Visit Grp 2 3



Clinical Visits Site Visit Grp 2 3

St. Amant Visit Site Visit Grp 1 3

Treatment of Abnormal Gait Lecture 2

Orthotics Lecture 2

Tx II: Balance and Gait S2 Lab 2

Principles of Family Centered Service Lecture 2

Client & Family Visit 1.5

Tx II: Balance and Gait S3 Lab 2

Patient I Lab Grp 1 2

Patient I Lab Grp 2 2

Tx II: Balance and Gait S4 Lab Grp 2 1.5

Tx II: Balance and Gait S4 Lab Grp 1 1.5

Tx I and II Assessment: S5 Grp 1 0.75

Tx I and II Assessment: S5 Grp 2 0.75

Treatment: Upper Extremity II Lecture 2

Topic

Type of Interaction

Group(s) Total Time

(Hrs)

Transfer Lab with students from Manitoba Institute of Technology and Trades(WTC)

Lab 3

Tx: Upper Extremity S2 Lab 2

Wheelchair Lecture/Lab Grp 2 2

Wheelchair Lecture/Lab Grp 1 2

Tx: Upper Extremity S3 Lab

2

CVA Tutorial 2

Tx: Upper Extremity S4 Lab Grp 1 1.5

Tx: Upper Extremity S4 Lab Grp 2 1.5

ABI Tutorial 2

Clinical Visits Site Visit assigned 3

Patient II Lab Grp 1 2

Clinical Visits Site Visit assigned 3

Patient II Lab Grp 2 2

Tx: Upper Extremity Assessment: S5 Grp 1 0.75

Tx: Upper Extremity Assessment: S5 Grp 2 0.75

Final Exam Assessment:

2

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:

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

students (student partners) or with patient/clients. 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 2 N. Ryan-Arbez/16-17/Fall Term 201790

PT 7122 Credit Hrs: 4/Contact Hrs. 84

Master of Physical Therapy Program Year 2

Course: PT 7122 Clinical Skills for Physical Therapy in Cardiorespiratory Conditions

Course Co-ordinator: Nancy Ryan-Arbez R133, Rehab Bldg., Telephone: 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: Greg Hodges, R116 Rehab Bldg., 204-789-3417m [email protected] Melanie Fernandez, R116 Rehab Bldg., 204-789-3417, [email protected] Kelly Codispodi, Physiotherapist, SBGH, [email protected] Nancy Ryan-Arbez, R133 Rehab Bldg., 204-977-5637, [email protected] Lab Instructors: Greg Hodges, R116 Rehab Bldg., 204-789-3417m [email protected]

Melanie Fernandes, R116 Rehab Bldg., [email protected] Nancy Ryan-Arbez, R133 Rehab Bldg., [email protected]

Becky Schorr, R032 Rehab Bldg., [email protected] Sandra Webber, RR316 Rehab Hosp., [email protected] Halyna Boguski, Physiotherapist, HSC Tia Kiez, Physiotherapist, Children’s Hospital, HSC Dana Kliewer, Physiotherapist, DLC Cyndi Otfinowski, Physiotherapist, SBGH

Prerequisites All MPT 1 courses.

Co-requisites PT 7230 Applied Sciences for Physical Therapy 3

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students apply physical therapy assessment, diagnostic and treatment skills for cardiorespiratory conditions across the lifespan.











COURSE OVERVIEW:

This course prepares the student to provide safe and effective physiotherapy care in the medical/surgical

wards, critical care including step down and intensive care units and community rehabilitation settings for

patients with Cardiovascular Pulmonary conditions which affects their ventilation, airway clearance, mobility

and quality of life. This course involves lecture, lab and tutorial work; students are expected to prepare for

each activity by completing the required readings. Opportunities are provided for non-evaluated supervised

service learning related to the application of clinical skills in the community.

Students should review skills learned in year 1 such as taking physiological measurements, assessment of posture, range of motion, muscle strength and integument and communication skills related to consent and chart notes. Clinical skills labs and tutorials will consolidate theoretical knowledge learned in lectures. Clinical skills are taught in laboratories by faculty; Labs will incorporate practice with peers.

COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

1. Integrate knowledge of anatomical structures and pathophysiology into assessment and intervention planning;

2. Apply the Conceptual Framework for respiratory, cardiovascular, surgical and de-conditioned to clinical cases studies considering the lifespan in the hospital and community rehabilitation environments;

3. Determine the implications of diagnostic tests on the physiotherapy plan of care 4. Choose appropriate assessment components for the respiratory, cardiovascular, surgical and de-

conditioned individual in a community setting considering the effect of diseases and disabilities across the lifespan;

5. Exercise tolerance testing and exercise program prescription for the following chronic health conditions: Anemia, Pacemakers, Restrictive Lung Disease, Diabetes, Chronic Heart Failure, Atrial Fibrillation, Hypertension, Cancer, Peripheral arterial disease, renal disease;

6. Proficiently assess: a) Cognition, b) Health history, c) Posture, d) Sensory function, e) Integument, f) Respiratory rate / blood pressure / heart rate / Sp02 / rating of perceived dyspnea and rating

of perceived exertion, g) Pattern of respiration and chest excursion, h) Lung density with the use of mediate percussion, i) Lung breath sounds (auscultation of the lungs), j) General mobility, k) Cough effectiveness, l) Single-lead ECG at rest and during exercise, m) Submaximal graded exercise testing on a treadmill and bicycle ergometer, n) Functional capacity tests.

6. Treat proficiently to: a) Improve ventilation: mobilization, breathing exercise (deep breathing, segmental/facilitated

breathing, incentive spirometry, thoracic expansion exercise, sniffing, breath stacking),

b) Secretion mobilization: Mobilization, Active Cycle of Breathing Technique (ACBT), huffing, Autogenic Drainage, lung postural drainage, chest wall percussion, manual and mechanical vibrations, devices (e.g. PEP, Flutter, Acapella),

c) Secretion Clearance: Huffing, coughing, supported coughing, suctioning (nasal, oral and tracheal airways),

d) Manage dyspnea: purse lipped breathing (PLB), positioning, energy conservation, relaxation techniques,

e) Safe management of tubes and lines during mobility f) Train muscular strength / endurance, and cardiovascular endurance g) Improve self-management knowledge, skills and behaviors; h) Thoracic mobility: (AROM, AAROM, PROM)

7. Incorporate relevant community resources as part of the discharge planning discussion; 8. Demonstrate professional behavior and respectful communication with participants in all educational

activities;

9. Self-assess knowledge, skills, behaviors and attitudes during learning sessions;

10. Demonstrate Patient Safety Competencies in all learning sessions;

11. Demonstrate professional and academic integrity; and

12. Demonstrate team work for group activities.

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 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.

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, written assessments and two written assignments. 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 etc. will be available on UM LEARN under course content “Assessments”



Written Components Course value

UM Learn Quiz week 4 (Individual) 25%

UM Learn Quiz week 6 (Individual) 30%

Exercise Testing and Prescription for Special Population (Group)

(Marking Rubric on UM Learn)

15%

Health Education Lab – DVD review and self-reflection (Individual)

(Marking Rubric on UM Learn)

Pass/Fail

Practical Components

S5 on Surface Anatomy (Thorax) and Physiotherapy Assessment week 3 (Individual)

10%

S5 on Treatment of Respiratory and Surgical Conditions week 5 (Individual)

20%

COURSE RESOURCES:

REQUIRED TEXTBOOKS/READINGS:

1. Frownfelter, D. and Dean, E. (2012) Cardiovascular and Pulmonary Physical Therapy – Evidence and Practice. (5th Ed.) Elsevier.

2. American College of Sports Medicine. (2014) ACSM’s guidelines for exercise testing and prescriptions. (9th Ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

3. Paz, JC & West, WP (2014). Acute care handbook for Physical Therapists (4th Ed.) Elsevier: St. Louis 4. Patient Education Booklets (to be provided in class)

a. Living Well with Heart Disease: A guide for people with coronary artery disease (Heart and Stroke Foundation)

b. Managing Heart Failure (Heart and Stroke Foundation) c. All About your Bypass Surgery: Helping you understand your CABG d. The Breath Works Plan e. Smoking Cessation (Canadian Cancer Society) f. Saving Energy (Manitoba Lung Association)

5. Mock charts

RECOMMENDED TEXTBOOKS:

1. Goodman, C. and Boissonnault, W. (2015) Pathology: Implications for the Physical Therapist. (4th Ed) W.B. Saunders Co.

2. Effgen, SK. (2013) Meeting the Physical Therapy Needs of Children, (2nd Ed). FA Davis

UM LEARN

1. Course syllabus 2. Assigned readings 3. Lab documents 4. Assignment instructions and evaluation rubrics 5. Lab group lists and schedules

REQUIRED EQUIPMENT:

1. Stethoscope, wrist watch and EKG ruler (ruler will be provided in labs or can be purchased at the U of M bookstore)

COURSE CONTENT OVERVIEW:

For the most updated course schedule and content: Go to http://www.umanitoba.ca/D2L, log on using your

UM NetID and choose PT 7122 Clinical Skills for Physical Therapy Cardio Respiratory.

Key: MFer=M. Fernandes, GH=G. Hodges, DK=D. Kliewer, CO=D. Otfinowski, TK=T. Kiez, HB=H. Boguski,

NRA=N. Ryan-Arbez, KC=K. Codispodi

Date Contact

Time (Hrs) Topic Type of Session Instructor

Tue Aug 22 2 Vicarious Trauma Lecture MFer

Tue Aug 22 2 Review of Acute Hospital Inpatient Lecture GH

Thu Aug 24 2 Review of Acute Hospital Inpatient Lecture GH

Fri Aug 25 2 Ax: Adult Cardiovascular Pulmonary System

Lecture GH

Mon Aug 28 2 Ax: Adult Cardiovascular Pulmonary System

Lecture GH

Tue Aug 29 2 Ax: Adult Cardiovascular Pulmonary System

Lab GH, DK, CO TK, HB

Tue Aug 29 2 Ax: Pediatric Respiratory System Lecture MFer

Wed Aug 30 3 Adult Surgical Population Lecture GH

Date Contact


Wed Aug 30 2 Adult Treatment Principles Lecture GH

Thu Aug 31 2 Adult Treatment Principles Lecture GH

Thu Aug 31 2 Adult Treatment Principles Lecture GH

Fri Sep 01 1.5 Patient Positioning Split Group Lab GH, DK, CO TK, HB

Fri Sep 01 1 Ax: Clinical Skills Review Lab GH, DK

Fri Sep 01 2 Respiratory Conditions Tutorial Preparation

Self-Study

Tue Sep 05 .75 Clinical Skills Assessment 1 Assessment GH, DK, CO TK, HB

Tue Sep 05 2 Adult Respiratory Interventions Split Group Lab GH, DK, CO TK, HB

Wed Sep 06 1 Respiratory Treatment Split Group Lab GH

Wed Sep 06 1 Health Education Lecture NRA

Thu Sep 07 2 Respiratory Conditions Tutorial GH

Thu Sep 07 1 Adult Surgical Conditions Ax/Tx SC Lab

Group Prep GH, HB

Fri Sep 08 1.5 Written Assessment 1 Assessment NRA, TBA

Fri Sep 08 2 Exercise Test with Clinical Populations Assignment

Lecture NRA

Fri Sep 08 2 Adult Surgical Conditions Ax/Tx SC Lab GH, DK, CO TK, HB

Mon Sep 11 1 Adult Tx & Surgical Skills Review Lab GH, TBA

Tue Sep 12 .75 Clinical Skills Assessment 2 Assessment GH, DK, CO TK, HB

Tue Sep 12 2 Adult & Pediatric Resp Interventions

Lecture MFer

Tue Sep 12 1.5 Pediatric Resp Interventions Split Group Lab MFer, GH

Wed Sep 13 2 Critical Care Lecture GH

Thu Sep 14 2 Critical Care Lecture GH

Thu Sep 14 2 EKG Acute Cardiology (Exercise) Lecture NRA

Thu Sep 14 2 Reading an EKG Split Group Lab NRA, SW

Date Contact


Fri Sep 15 2 EKG Monitor Lab NRA, GH, SW

Fri Sep 15 1.5 6 MWT Lab NRA, GH

Mon Sep 18 1.5 Health Education Lab GH, DK, CO TK, HB

Mon Sep 18 2 Adult Cardiology Lecture KC

Mon Sep 18 1 Cardiology Lab NRA

Mon Sep 18 1 Cardiac Tutorial Prep Self-Study

Tue Sep 19 1.5 EKG Analysis Tutorial NRA

Tue Sep 19 2 Pediatric Respiratory Interventions Lecture MFer

Tue Sep 19 2.5 Exercise Test I Lab NRA, GH, SW

Tue Sep 19 1.5 Mechanical Lifts Lab MFer, BSch

Wed Sep 20 2 Chronic Disease Management Lecture NRA

Wed Sep 20 1.5 Cardiac & Respiratory Rehab Large Group Tutorial GH

Wed Sep 20 2 Cardiac Conditions Tutorial GH, NRA

Thu Sep 21 2 Exercise Test II Lab NRA, GH, SW

Fri Sep 22 2 Exercise Testing and Prescription, Special Populations

Presentations 0 NRA

Fri Sep 22 2 Review Lab for OSCE Lab GH, TBA

Fri Sep 22 2 IPE Event: Patient Safety Tutorial

Tue Sep 26 2 Written Assessment 2 Assessment NRA, TBA

Fri Sep 29 2 Documentation in Acute Care Settings

Lecture GH

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.


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 2 N. Ryan-Arbez/17-18/Term Winter 201850


Masters of Physical Therapy Program

Year 2

Course: PT 7150 Integrated Practice for Cardiorespiratory and Neurological Conditions

Course Co-ordinator: Becky Schorr, R032 Rehab Bldg., 204-789-3432, [email protected] Ruth Barclay, RR323A Rehab Hosp., 204-787-2756, [email protected]

Tutorial Leaders:

Becky Schorr, R032 Rehab Bldg., 204-789-3432, [email protected] Adrian Salonga, Health Sciences Centre, [email protected]

Tania Giardini, Health Sciences Centre, [email protected] Dana Kliewer, Regional Pulmonary Rehabilitation Program (Deer Lodge Centre),

[email protected] TBA TBA TBA Case Presentation Assessors:

TBA Tania Giardini, Health Sciences Centre, [email protected]

Prerequisites Completed MPT 1

Co-requisites PT 7130 Applied Sciences 3 PT 7160 Physical Therapy Practice and Professional Issues 2

PT 7121 Clinical Skills for Physical Therapy Neurological conditions PT 7122 Clinical Skills for Physical Therapy Cardiorespiratory Conditions

COURSE DESCRIPTION:

Students integrate relevant information for physical therapy management of complex cardiorespiratory and neurological conditions through lectures, labs and small group work with a focus on Interprofessional collaborative practice. Case studies may include but are not limited to: HIV, geriatrics, developmental disorders, spinal cord injuries, ARDS, critical care, pregnancy and leukemia.







COURSE OVERVIEW:

This course involves in-class small group work, client specific problem-based learning tutorials and case- based

presentations. Students are expected to continue to develop communication and professional behavior as

well as when applying any component of the Department of Physical Therapy Conceptual Framework.

Evidenced based referencing is an expectation for information gathering for tutorials as well as for the case

presentations.

COURSE OBJECTIVES:

Upon successful completion of this course students should be able to:

1. Demonstrate professional behavior 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:

a. Older adult b. Duchene’s Muscular Dystrophy c. Leukemia d. Cerebral Palsy e. HIV f. Spinal cord injury in the acute and rehab setting g. Pregnancy

7. Analyze the case issues relative to the components of the Conceptual Framework. This analysis should incorporate relevant clinical lab data as well as accessing key drug resources for clients with multisystem presentations;

8. Determine the clients’ prognosis based on their diagnosis and be able to select applicable assessment and treatment strategies including outcome measures, self-management, education, exercise, supportive devices, and other;

9. Discuss the ethical issues that physiotherapists can encounter in the clinical setting;

10. 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 conditions across the lifespan.

11. Demonstrate appropriate use of the literature to present evidenced based information to support the tutorial group discussion and the answers to the guided questions in the case presentations; and

12. Incorporate Interprofessional knowledge, as appropriate, to identify communication and collaboration with other members of the health care team.

GROUP LISTS:

Students will be assigned to their tutorial group; the lists for the tutorial sessions are posted on UM Learn.

Students will stay in the same groups for the entire course.

Students will work in SLS groups for the case presentations scheduled for February 28 and March 1, 2018.

COURSE RESOURCES:

1. Effgen, S. (2013) Meeting the Physical Therapy Needs of Children. 2nd edition. FA Davis; Philadelphia

2. Frownfelter, D. and Dean, E. (2012) Cardiovascular and Pulmonary Physical Therapy – Evidence and

Practice. (5th Ed.) Elsevier

3. Goodman, C., & Boissonault, W., (2015). Pathology: Implications for the Physical Therapist (4th ed). St.

Louis: Saunders (Elsevier).

4. O’Sullivan, S.B., Schmitz, T. (2016). Improving Functional Outcomes in Physical Rehabilitation.2nd

edition. F. A. Davis; Philadelphia

5. Shumway-Cook A, Woollacott M.H. (2017). Motor Control – Translating Research into Clinical

Practice.5th edition. Wolters Kluwer - Lippincott. Williams & Wilkins; Philadelphia.

6. UM Learn

g. Course syllabus

h. Tutorial group lists and schedules

i. Tutorial case notes

j. Assignments/ rubrics

COURSE ASSESSMENT1:

A minimum grade of ``C+`` (65-69%) is required to pass this course.

This course will be assessed with a variety of methods: health condition concept maps and snapshots, tutorial

leader assessments (including current peer-reviewed literature search-based handouts for each case), and a

literature search/case presentation on a pre-assigned topic.

The purpose of the snapshots and concept maps are to provide the students with an opportunity to document

the learning that has occurred during the tutorial session and consequently each student will retain different

key points from the tutorial discussion. It is expected that the submitted snapshots, health condition maps

and handouts will have been completed individually.

1 Reproduced from the course outline for PT 6250 Integrated Tutorials for Neuro musculoskeletal

conditions 2013 -14 with modifications. G. Pereira

COPYRIGHT GUIDELINES: Students are expected to follow the University of Manitoba copyright guidelines –

please reference the MPT2 Syllabus Guide, the Faculty of Graduate Studies, and the University of Manitoba,

Neil John McLean Library Librarians if you are in doubt about your use of references. Any copyright

infringement will be brought to the attention of the Head of Physical Therapy, Dr. Barbara Shay. This

applies to handouts as well.

Attachment 1 is a sample handout with appropriate referencing.

Components Course value Date

Health condition:

Snap shot

o Tutorial 3- Leukemia

Concept map

o Tutorial 6 – SCI in the Critical Care Setting

20%

(10% each)

By 11pm on:

January 30, 2018

February 20, 2018

Combined Group and Individual Participation and Case Handout Components:

PBL Tutorial: Cumulative assessment

Total of 2 tutorial facilitators assessments

40%

(20% each)

To be completed by

tutorial facilitators:

January 23, 2018

March 6, 2018

Group Case Presentations

Group mark

o Individual students who miss any of the

presentations will have 2 marks removed for

each hour absent.

40% February 28, 2018

0800-1030

and

March1, 2018

0800-1030

R160

CONCEPT MAPS AND PATIENT SNAPSHOTS (20% of course mark)

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 UM LEARN by 11pm on the day of the specified above. Feedback from

tutorial leaders will also be given via Dropbox on UM LEARN.

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 application of these assessment

tools in the MPT 2 program is to reflect the integration of several pathologies present in individuals with

multi-system conditions.

The health conditions concept map should contain the condition(s), 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 (e.g. flow chart, diagram, etc.).

The health conditions snapshot or the “problem representation” is a paragraph (140 – 200 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.

Marking rubrics are available to view in the Assessment Information section on UMLearn.

Tutorial Leader Assessments (40% of course mark)

A copy of the marking rubric for the tutorial leader assessments is attached. (Appendix 2).

There will be 2 tutorial leader assessments during the course. These assessments will take place before the midpoint (January 23, 2018) and the end (March 6, 2018) of the course. These assessments will be 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) See sample at end of this document

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. It must include a reference list of all materials used. All guidelines for academic requirements and bibliography documentation are expected to be

followed. Information in the MPT 2 Syllabus Guide contains all relevant PT Dept. reference expectations and

U of M academic integrity requirements.

Case Presentations (40% of Course Mark)

See the marking rubric for the case presentations on UM LEARN.

EVALUATORS: TBA and Tania Giardini

ATTENDANCE: Members of the PT faculty and the clinical community will be invited to attend these

presentations.

Students are expected to attend all presentations. Individual student marks will be deducted for non-attendance

(2 marks for each hour absent)

OBJECTIVES of Case Presentations:

At the end of the preparation for an assigned case presentation, students will:

1. Apply evidence based practice knowledge and skills by accessing and critiquing relevant peer-reviewed literature specific to the case and intervention involved. Integrate all MPT 1 and MPT 2 course material where possible.

2. Develop and provide an electronic hand-out, summarizing the condition and interventions for your classmates. Accepted referencing style and copyright guidelines will be followed. This document will be submitted to the course co-ordinator, Ruth Barclay.

PROCEDURE:

1. Group assignments – Students will work in their SLS groups for the case presentations scheduled for

February 28 and March 1, 2018. Information on the presentations, groups, and cases are in UM Learn

under the ‘Assessment Information’ section

Preparation time for these presentations will occur outside of scheduled class time.

2. Presentations:

- February 28, 2018– groups 1-5 will present

- March 1, 2018– groups 6-10 will present

- Not all students need to present the information, however all group members should be prepared

to answer any of the questions.

- Use of the document viewer or PowerPoint is expected. Prezi is not to be used.

- APPROPRIATE REFERENCING OF PICTURES AND/OR CLIP ART IS EXPECTED ON EACH SLIDE

with attention to copyright issues.

- Presentation time is 20 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 20 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.

COURSE CONTENT:

For the most updated course schedule and content go to UMLearn, log on using your UM NetID, and choose

PT 7150, Integrated Practice for Cardiorespiratory and Neurological Conditions.

SCHEDULE:

WK Date Time Topic Instructors

19 Jan 2 1:00-2:00 Intro to course (R160) TBA

19 Jan 2 2:00-4:00 Integrated Tutorial 1—Introduction to pregnancy case

TBA

WK Date Time Topic Instructors

20

Jan 9 1:00-3:00

Discussion of Integrated Tutorial 1 -pregnancy

TBA

3:00-4:00 Integrated Tutorial 2 – Introduction to individual living with HIV

TBA

21

Jan 16 1:00-3:00 Discussion of Integrated Tutorial 2 -HIV

TBA

3:00-4:00 Integrated Tutorial 3- Intro to Leukemia case

TBA

22

Jan 23

1:00-3:00 Discussion of Integrated Tutorial 3- Leukemia

TBA

3:00-4:00 Integrated Tutorial 4- Introduction of Older Adult case

TBA

22 Assessment by tutorial leader

23

Jan 30 1:00-3:00

Discussion of Integrated Tutorial 4- Older Adult case

TBA

3:00-4:00 Integrated Tutorial Case 5 – Introduction to individual with Cerebral Palsy

TBA

23 by 5 pm Health condition snapshot for leukemia (AML) via UM LEARN

24 Feb 6

1:00-3:00 Discussion of Integrated Tutorial Case 5- Cerebral Palsy

TBA

3:00-4:00 Integrated Tutorial 6 – Introduction to Spinal cord injury – ICU phase

26 Feb 20

1:00-3:00 Discussion of Integrated Tutorial 6- Spinal cord injury – ICU phase

TBA

3:00-4:00 Integrated Tutorial 7 - intro Spinal cord injury in Rehab

TBA

26 by 5pm Concept map for tutorial #6 –– ICU via UM LEARN

27 Feb 28 8:00-10:30 Case presentations ( 5 CR & 5 neuro over both days)

TBA

27 Feb 27

1:00-3:00 Integrated Tutorial 7 – discussion of Spinal cord injury Rehab phase

TBA

3:00-4:00 Integrated Tutorial 8-intro of individual with Duchene Muscular Dystrophy

27 March 1 8:00-10:30 Case presentations TBA

28 March 6 1:00-3:00 Discussion of Integrated Tutorial 8– Duchene Muscular Dystrophy

TBA

28 March 6 3:00-3:30 Course evaluation

28 Assessment by tutorial leader

APPENDIX 1

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 Dec 18, 2013). 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, risk factors and consequences among older persons. Age Ageing. 2008;37:19-24.

Developed by S. Webber 18/12/2013.


University of Manitoba Problem Based Learning Assessment Form

Course: Score: /100 Date:

Student: Tutorial leader:

Marginal

=1

Adequate

=2

Good

=3

Very good

=4

Excellent

=5

Scholarly Practitioner

A. Independent Study

Uses a variety of resources to obtain information ☐ ☐ ☐ ☐ ☐

Information is complete (no gaps) ☐ ☐ ☐ ☐ ☐

Demonstrates active problem solving ☐ ☐ ☐ ☐ ☐

B. Critical thinking

Identifies learning needs ☐ ☐ ☐ ☐ ☐

Formulates and examines hypotheses ☐ ☐ ☐ ☐ ☐

Analyzes and links components of case ☐ ☐ ☐ ☐ ☐

Asks relevant/intelligent questions ☐ ☐ ☐ ☐ ☐

Integrates acquired information with previous

knowledge

☐ ☐ ☐ ☐ ☐

Collaborator

A. Professional Behaviour

Adapts to different group roles (not passive/not

dominating)

☐ ☐ ☐ ☐ ☐

Actively contributes to supportive environment

(shows respect, listens actively, facilitates effective

group functioning)

☐ ☐ ☐ ☐ ☐

Gives constructive feedback to peers ☐ ☐ ☐ ☐ ☐

Communicator

A. Active Participation

Presents knowledge in a way that facilitates learning

in peers

☐ ☐ ☐ ☐ ☐

Participates actively (motivated and engaged in

problem solving)

☐ ☐ ☐ ☐ ☐

Supports discussion with diagram, animation, etc. ☐ ☐ ☐ ☐ ☐

B. Written work

Information on handout is accurate and correct ☐ ☐ ☐ ☐ ☐

Information is summarized and presented clearly ☐ ☐ ☐ ☐ ☐

Uses peer-reviewed sources of information (at least 2

per handout)

☐ ☐ ☐ ☐ ☐

Group presents 1 clinical practice guideline or

systematic review for each case (group mark)

☐ ☐ ☐ ☐ ☐

References are cited correctly ☐ ☐ ☐ ☐ ☐

Ensure copyright rules are followed ☐ ☐ ☐ ☐ ☐

Optional Comments:

MPT 2 M. Fricke/17–18/Term Winter 2018

PT 7160 Credit Hours: 3/Contact Hrs: 40


Year 2

Course: PT 7160 Physical Therapy Practice and Professional Issues 2

Course Co-ordinator: Moni Fricke R030, Rehab Bldg.

Telephone: 204-789-3814 E-mail: [email protected]

Office hours: Tuesday afternoons 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] Adrian Salonga, Health Sciences Centre, [email protected] Liz Harvey, R034 Rehab Bldg., 204-977-5656, [email protected] Terry Woodard, [email protected]

Invited Speakers: Dr. Brad Baydock, MPI Wayne Singer, PT, WCB Jared Funk, Sports Manitoba, Rick Hansen Foundation

Dr. Bruce Martin, Max Rady College of Medicine, University of Manitoba Kate Yee, Career Services, University of Manitoba Rainbow Resource Centre John Wyndels, Manitoba Disability Issues Office

Prerequisites Pre- admission Psychology and English pre-requisites PT 6100 Foundations of Physiotherapy PT 6260 Physiotherapy Practice and Professional Issues 1 All clinical education courses completed to date

Co-requisites PT 7121Clinical Skills for Neurological Conditions

PT 7122 Clinical Skills for Cardiorespiratory Conditions

PT 7150 Integrated Practice for Cardiorespiratory and Neurological Conditions







COURSE DESCRIPTION:

Through lecture and tutorial sessions, students will integrate their knowledge and clinical experience

concerning business, ethical and legal principles for physical therapy practice.

COURSE OVERVIEW:

This course involves lectures, small group tutorials, and interactive sessions with invited speakers. Students are

expected to prepare for each activity by completing the required readings for lectures and tutorials. The

course is delivered by faculty members who from time to time will have invited speakers who will share their

personal experiences with the class.

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. Integrate professional values and beliefs into one’s own set of values;

6. Demonstrate professional and interprofessional communication skills using a variety of strategies

including self-reflection, peer feedback and resumé writing;

7. Discuss and reflect on professional boundaries, ethical and professional considerations between physical

therapists, other health care professionals and the public;

8. Explore the varieties of contextual settings in which physical therapists may practice, including case

management, global health, and palliative care;

9. Demonstrate effective communication through a medical interpreter; 10. Explore the relevance of quality and patient safety competencies in physical therapy and interprofessional

practice, including development of a safe practice environment for individuals of sexually diverse

backgrounds;

11. Apply legislative acts as they relate to physiotherapy practice;

12. Demonstrate professional communication skills in a variety of clinically relevant learning opportunities;

13. Apply business principles including budgeting, return on investment, and human resources and quality

assurance to a proposed physiotherapy program;

14. Clarify the role and use of title when practising as a physiotherapist.




(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.










the lectures, materials provided or published in any form during or from this course.

COURSE EVALUATION (PT7160):

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.

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.



Assessment Components Course Value Duration

Individual assessment: Quiz Content on ethics theories and principles; QA; resource allocation; budgeting; critical incident procedures; Canada Health Act; Accessibility Act; global health; medical interpretation; and palliative care.

30% 1 hour

Individual assessment: Five-year learning plan using CPM Continuing Competency Program. Written assignment to be marked by M. Fricke.

25% 2 hours

Group assessment: Budget Proposal for proposed program Linked to PT 6260 Needs Assessment Written assignment to be marked by T Kozera

30% 2-4 hours

Group assessment: Elevator Pitch of proposed program Linked to PT 6260 Needs Assessment Oral presentation to be marked by M Fricke & T Kozera

10% 1 hour

Group assessment: Assignment by the Office of Interprofessional Collaboration

5% 2 hours

COURSE RESOURCES:

1) REQUIRED TEXTBOOKS / READINGS:

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

2) UM Learn( learning system-electronic access)

i. Course syllabus ii. Assigned readings

iii. Lab documents iv. Assignment / presentation instructions 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 7160 Physical Therapy Practice and Professional Issues 2.

Faculty Coaches (FC): MFr=M. Fricke; TK=T. Kozera; AS=A. Salonga; BB=B. Baydock; BM=B. Martin; TW=T. Woodard;

WS=W. Singer; KY=K. Yee; JW=J. Wyndels; BB=B. Baydock; LH=L. Harvey; JFunk=J. Funk;

Topic Type of Interaction Instructor(s) Total hours

Course Introduction Orientation MFr 30 mins

Critical Incident Reporting Lecture TK 30 mins

Quality Assurance Lecture TK 2 hrs

Canada Health Act Lecture MFr 1 hr

Teacher-Learner Relationships Tutorial MFr 1 hr

Use of Title Lecture MFr, TW 1 hr

Informed Consent Revisited Lecture TW, MFr 1 hr

Resource allocation Lecture TK 2 hrs

Budgeting in health care Lecture TK 2 hrs

Context of practice –panel Tutorial external PTs 2 hrs

Budget planning prep time Tutorial TK 2 hrs

IPE Patient Safety IPE Small Group OIPC 2 hrs

Working with diverse populations Tutorial

Rainbow

Resource

Society

2 hrs

Defining Disability – MPI Lecture BB 2 hrs


Topic Type of Interaction Instructor(s) Total hours

Case management – WCB Lecture WS 1 hr

Ethical Decision Making Cases I & II Tutorial MFr, AS 3 hrs

Global Health Lecture MFr, LH 2 hrs

Wheelchair Participation Tutorial JFunk (TBC) 1.5 hrs

Medical Interpreters Lecture BM 2 hrs

Medical Interpreter lab Split lab MFr 2 hr

Current Topics in Professionalism Tutorial MFr, TBA 1 hr

Accessibility Act Lecture JW 1 hr

Resumé writing Lecture KY 1 hr

Palliative Care Tutorial BM 2 hrs

Budget Proposal Group Written

Assignment 30% TK

Elevator Pitch Group Oral

Presentation 10% TK, MFr 1 hr

Quiz Individual Written

Assessment 30% MFr, TK 1 hr

5 year Learning Plan Individual Written

Assessment 25% MFr

OIPC Assignment Group Written

Assignment 5% OIPC

MPT 2 B MacNeil/17–18/Term Fall 201790



Year 2

Course: PT 7230 Applied Sciences for Physical Therapy 3 Course Co-ordinator: Brian MacNeil R213, Rehab Bldg., 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 office please contact me by e-mail and we can arrange an appointment.

Teaching Team: Brian MacNeil, R213 Rehab Bldg., 204-977-5635, [email protected] Mark Garrett, R135 Rehab Bldg., 204-789-3420, [email protected] Greg Hodges, R116 Rehab Bldg., 204-789-3417, [email protected]

Melanie Fernandes, R 116 Rehab Bldg., 204-789-3417, [email protected]

Prerequisites PT 6124 Hospital Based Care and Physical Therapy PT 6130 Applied Sciences for Physical Therapy 1 PT 6230 Applied Sciences for Physical Therapy 2

Co-requisites PT 7121 Clinical Skills for Physical Therapy Neurological Conditions PT 7122 Clinical Skills for Physical Therapy Cardiorespiratory Conditions

COURSE DESCRIPTION: Through lecture, tutorial and laboratory sessions, students will learn the application of anatomy, physiology and pathology to the cardiovascular and pulmonary systems. This course provides the theoretical basis for physical therapy intervention for cardiovascular and pulmonary disorders. 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. Class work includes lectures, in-class small group work, and tutorial sessions. Students will integrate pre-requisite courses information.





https://umanitoba.desire2learn.com/d2l/lp/ouHome/home.d2l?ou=101755

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. Demonstrate Patient Safety Competencies in all relevant learning activities; 6. Integrate knowledge of anatomical structures into assessment and intervention planning; 7. Describe the inter-relationships between structure and ventilation of the lungs and how this is assessed

through pulmonary function tests; 8. Distinguish between normal and abnormal pulmonary function tests and chest x-rays; 9. Describe the relationship underlying the oxy-hemoglobin saturation curve and how this is monitored

clinically; 10. Describe the relationships between the electrical and hemodynamic functions of the heart; 11. Describe the role of the kidneys in regulating long term maintenance of blood pressure and the use of

pharmacological agents to manage blood pressure; 12. Describe the co-operative roles of the lungs and kidneys in regulating acid-base balance; 13. Integrate information about the following pathological/disease conditions when identifying patient risk

and impairment: a. Chronic obstructive lung disease (COLD or COPD); b. Restrictive pulmonary disease; c. Infectious diseases; d. Acute cardiovascular pathology and sequelae of cardiovascular pathology e. Supplementary oxygen systems and mechanical ventilation f. Critical Care

14. Describe the medical assessment / management considerations of the above conditions. 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 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.


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 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.

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 exams:

1. Short answer/MCQ: Thoracic Anatomy, Respiratory Physiology, Respiratory Pathology

2. Short answer/MCQ: Oxygen therapy, Ventilation,

Cardiovascular Physiology and Pathology, Critical care

50% 50%

COURSE RESOURCES:

1. REQUIRED TEXTBOOKS: i. American College of Sports Medicine. ACSM’s guidelines for exercise testing and prescriptions.

(10th Ed. 2017). Philadelphia, PA: Lippincott Williams & Williams ii. Goodman, C. & Fuller, K. (2009). Pathology – Implications for the Physical Therapist. (3rd ed.)

Saunders.

2. Recommended Texts:

i. E-book – Hall, John E. (Ed.) Guyton and Hall Textbook of Medical Physiology, 12th ed. (2011) Philadelphia, PA: Elsevier.

3. UM Learn ( learning system-electronic access)

i. Course syllabus

ii. Lectures iii. Tutorials iv. Lab documents v. Lab group lists and schedules

COURSE CONTENT:

For the most updated course schedule and content: Go to https://universityofmanitoba.desire2learn.com/d2l/home and log on using your UM NetID, and choose PT 7230 Applied Sciences for Physical Therapy 3

http://www.mdconsult.com.proxy1.lib.umanitoba.ca/books/about.do?about=true&eid=4-u1.0-B978-1-4160-4574-8..C2009-0-60250-6--TOP&isbn=978-1-4160-4574-8&uniqId=341923846-2


https://universityofmanitoba.desire2learn.com/d2l/home

Faculty Coaches: BMac= B. MacNeil; MG= M. Garrett; MFer= M. Fernandes; GH= G. Hodges; GS= Grad Student; MM=M. McMurray; NRA=N. Ryan-Arbez; TK= T. Kozera

Topic Type of Interaction Hours Instructor(s)

Respiratory/Thoracic Anatomy Lecture 3 GH

Gross Anatomy Split Group Lab 1.5 MG

Gross Anatomy Split Group Lab 1.5 MG

Pediatric Anat & Phys Lecture 1 MFer

Respiratory Physiology: Ventilation Lecture 2 BMac

Thoracic Surface Anatomy Split Group Lab 3 GH, MG

Thoracic Surface Anatomy Split Group Lab 3 GH, MG

Respiratory Physiology: Gas Transport Lecture 2 BMac

Resp Phys Acid Base Lecture 2 BMac

Respiratory Tutorials Small Group Tutorial 1 BMac

Chest X-rays Lecture 1 GH MM, NRA, TK

Pathology: Obstructive Conditions Self-Study 2

Pathology: Restrictive Conditions Self-Study 2

Spirometry, Peak Flow, Oximetry Split Group Lab 1 GH, MFe, TBA

Spirometry, Peak Flow, Oximetry Split Group Lab 1 GH, MFe, TBA

Pathology: Infectious Disease Self-Study 1.5

Pediatric Resp Pathology II & Cardiac Pathology Lecture 2 MFer

Exam #1 Assessment 1.5 BMac, TBA

Invasive/Non-invasive Ventilation Self-Study 1.5 BMac

Cardiac Phys: Hemodynamics & Renal Physiology Lecture 2.5 BMac

Renal Physiology Lecture 1 BMac

Invasive/Non-invasive Ventilation Self-Study 0.5 BMac

Cardiac Physiology Tutorial 1 BMac

EKG Physiology Lecture 1 BMac

Pathology: Cardiac Self-Study 2

Pathology: Critical Care Self-Study 2 BMac

Pathology: Cardiology Self-Study 2

Pathology: Cardiology Self-Study 2

Non-invasive & Invasive Ventilation Split Group Lab 1 MFer, EH

Non-invasive & Invasive Ventilation Split Group Lab 1 MFer, EH

Exam #2 Exam Assessment 2 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. 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 2 M. Garrett/17-18/Term Fall 201790



Year 2

Course: PT 7291 Cardiovascular & Pulmonary Clinical Education

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 MPT fall term academic courses

COURSE DESCRIPTION:

A six-week experiential learning period in the clinical community, providing opportunity for students to assess and treat clients with cardiovascular and pulmonary 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:

This course consists of the following components:

1. An Objective Structured Clinical Evaluation (OSCE), in which all clinical skills presented in the MPT2 fall academic block may be assessed. The OSCE will occur in the last week of the MPT2 fall 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.

2. A cardiovascular and pulmonary 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.


3. A classroom Placement Reflection and Academic Integration Session (PRAIS) following the cardiovascular and pulmonary 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 a client; 2. Synthesize and interpret the results of history and physical assessment findings for a 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 of 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.













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 (PT 7291):

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 7291 – Cardiovascular and Pulmonary Clinical Education.

Topic Teaching Method

Instructor(s) Contact Time

(Hrs)

Integrated Clinical Skills Ax Assessment: S6 TBA 0.5

CVP Clinical Placement Rotation 1 (October 02-November 10, 2017)

Clinical Placement

CI 225.0 (6 weeks)

(Students complete only 1 placement which is scheduled in 1 of these 2 placement slots)

CVP Clinical Placement Rotation 2 (November 13-December 22, 2017)

Clinical Placement

Placement Reflection & Academic Integration (CVP PRAIS)

Debrief MG, MF 2

http://www.umanitoba.ca/D2L

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 CVP clinical placement at the CVP 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 must 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 Cardiorespiratory 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 2 M. Garrett/17-18/Term Winter 201850



Year 2

Course: PT 7292 Neurosciences Clinical Education


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.




Prerequisites All MPT winter term academic courses

COURSE DESCRIPTION:

A six-week experiential learning period in the clinical community, providing opportunity for students to assess and treat clients with neurological disorders under supervision.

COURSE OVERVIEW:


1. An Objective Structured Clinical Evaluation (OSCE), in which all clinical skills presented in the MPT2 winter academic block may be assessed. The OSCE will occur in the last week of the MPT2 winter 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.

2. A neurosciences 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.


3. A classroom Placement Reflection and Academic Integration Session (PRAIS) following the neurosciences 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 a client; 2. Synthesize and interpret the results of history and physical assessment findings for a client using the

Department of Physical Therapy Conceptual Framework of Clinical Practice in collaboration with the CI to determine a physiotherapy diagnosis and prognosis;


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









(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.












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

https://universityofmanitoba.desire2learn.com/d2l/login, log on using your UM NetID, and choose PT 7292 –

Neurosciences Clinical Education.

Topic Teaching Method Instructor(s) Contact Time

(Hrs)

Integrated Clinical Skills Ax Assessment: S6 BSch 0.5

Neuro Clinical Placement Rotation 1 (April 02-May 11, 2018)

Clinical Placement CI 225.0 (6 weeks)


Neuro Clinical Placement Rotation 2 (May 14-June 22, 2018)

Clinical Placement

Neuro Clinical Placement Rotation 3 (June 25-August 03, 2018)

Clinical Placement

Placement Reflection & Academic Integration (Neuro & Elective PRAIS)

Debrief MG, MF 2.0

https://universityofmanitoba.desire2learn.com/d2l/login

Appendix 1




3. Self-reflection responsibilities: Students will be provided with the opportunity to share in self-reflection

following their neuro clinical placement at the Neuro & Elective 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


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 Neurosciences 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 2 T. Szturm/17-18/Term Winter 201850



Year 2

Course: PT 7330 Applied Sciences for Physical Therapy 4 Course Co-ordinator: Tony Szturm RR319, Rehabilitation Hospital Telephone: 204-787-4794 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 office please contact me by e-mail and we can arrange an appointment.

Teaching Team: Tony Szturm (TS), RR319 Rehab Hosp, 204-787-4794, [email protected]

Hugo Bergen (HB), 132 Basic Med Sci Bldg., 204-789-3788, [email protected] Melanie Fernandes (MF), R 116 Rehab Bldg., 204-789-3417, [email protected]

Becky Schorr (BS), R032 Rehab Bldg., 204-789-3432, [email protected] Rudy Niebuhr (RN), (Clinician, HSC), 204-787-2258, [email protected]

Nancy Ryan-Arbez (NRA), R133 Rehab Bldg., 204-977-5637, [email protected]

Prerequisites PT 6120 Clinical Skills for Physical Therapy Assessment PT 6130 Applied Sciences for Physical Therapy 1 PT 6230 Applied Sciences for Physical Therapy 2

Co-requisites PT 7121 Clinical Skills for Physical Therapy Neurological Conditions PT 7122 Clinical Skills for Physical Therapy Cardiorespiratory Conditions

COURSE DESCRIPTION: Through lecture, tutorial and laboratory sessions, students will learn the application of anatomy, physiology and pathology to the neurological system. Scientific and medical theoretical basis for physical therapy intervention will be covered 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. Class work includes lectures, Labs and tutorial sessions. Students will integrate pre-requisite courses information. COURSE OBJECTIVES: Upon successful completion of this course students will be able to:








https://umanitoba.desire2learn.com/d2l/lp/ouHome/home.d2l?ou=101755


2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 3. Demonstrate professional and academic integrity; 4. Describe the natural history, pathology, clinical manifestations, general management (including

pharmacology, medical or surgical management) and prognosis of neurological conditions, and in particular

a. Acquired Brain Injury b. Cerebral Vascular Accident (Stroke) c. Neurodevelopmental disorders including; Cerebral Palsy, Spina Bifida, Fetal Alcohol Spectrum

Disorder, Down’s Syndrome, Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder d. Degenerative Diseases including; Amyotrophic Lateral Sclerosis, Multiple Sclerosis , Alzheimer’s

Disease e. Infectious diseases including; Guillain-Barré Syndrome and Post-polio Syndrome f. Spinal Cord Injury g. Movement Disorders of the basal ganglia and cerebellum h. Bowel, Bladder and Sexual Dysfunction i. Metabolic Neuropathy j. Myasthenia Gravis k. Vestibular Disorders

5. Demonstrate knowledge of basic neurophysiology in order to understand the neurological basis and theories of motor control and involved in motor learning, in particular:

a. Volitional movement to include roles of the cerebral cortex, cerebellum, basal ganglia, brain stem and spinal cord,

b. Higher brain functions, such as language, cognition and memory c. Neuroplasticity and neuro-adaptation following brain injury

6. Be proficient in performing a physical assessment of: a. Single-lead ECG at rest and during exercise b. Submaximal graded exercise testing on a treadmill and bicycle ergometer

7. Determine the appropriate exercise tolerance assessment and exercise program prescription for the following Chronic Health Conditions: hypertension, diabetes and peripheral vascular disease, chronic renal failure, chronic heart failure, restrictive lung disease, cancer, anemia, atrial fibrillation and pacemaker.

COURSE EVALUATION (PT6230): A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated by two written exams: one at midterm (covers lectures up to the exam) and one at final (covers lectures from midterm to final). Both of these exams will be a mixture of short answer and multiple-choice questions. Weighting of the 2 exams are:

Component

Course value

Midterm Written Exam Final Written Exam

50%

50%

COURSE RESOURCES: 1 REQUIRED TEXTBOOKS / READINGS:

Goodman, C. & Fuller, K. Pathology – Implications for the Physical Therapist. (3rd or 4th Ed.) Saunders.

Purves, D., et. al. (Eds.). (2011). Neuroscience (5th Ed.). Sunderland: Sinauer Associates Inc.

2 Recommended Texts:

E-book – Hall, John E. (Ed.) Guyton and Hall Textbook of Medical Physiology, 12th ed. (2011) Philadelphia, PA: Elsevier.

3 Desire to Learn:

Course syllabus, schedule, lectures, hand-outs readings

Course schedule *** to be determined



MPT 2 M. Garrett/17-18/Term Summer 201810



Year 2

Course: PT 7390 Elective Clinical Education


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.




Prerequisites All preceding MPT academic courses

COURSE DESCRIPTION:

One six-week experiential learning period in the clinical community to complement previous clinical placements, address gaps in previous clinical placements and / or to explore emerging roles in physiotherapy.

COURSE OVERVIEW:


1. A full-time placement, 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.

2. A classroom Placement Reflection and Academic Integration Session (PRAIS) following the placement 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 a client;


2. Synthesize and interpret the results of history and physical assessment findings for a client using the Department of Physical Therapy Conceptual Framework of Clinical Practice in collaboration with the CI to determine a physiotherapy diagnosis and prognosis;


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





















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 course 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 7390 – Elective Clinical Education.

Topic Teaching Method Instructor(s) Contact Time

(Hrs)

Elective Clinical Placement Rotation 1 (April 02-May 11, 2018)

Clinical Placement CI 225.0 (6 weeks)


Elective Clinical Placement Rotation 2 (May 14-June 22, 2018)

Clinical Placement

Elective Clinical Placement Rotation 3 (June 25-August 03, 2018)

Clinical Placement

Placement Reflection & Academic Integration (Neuro & Elective PRAIS)

Debrief MG, MF 2.0

Appendix 1




http://www.umanitoba.ca/D2L

3. Self-reflection responsibilities: Students will be provided with the opportunity to share in self-reflection following their Elective clinical placement at the Neuro & Elective PRAIS. The session will provide opportunity for students to comment informally on: g) The physiotherapy role and skills practiced or observed in terms of the essential competency profile


h) Communication in the clinical environment - with CIs, the patient care team, etc. i) Safety considerations in the clinical environment. j) Students’ perceptions of their academic preparedness for clinical placements. k) Inconsistencies between academic content and clinical practice. l) 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, Cardiorespiratory and Neurosciences Clinical Skills Checklists 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 relevant checklists.

MPT 2 L. Harvey/17-18/Term Fall 201790



Year 2

Course: PT 7400 Selectives in Advanced Physical Therapy Practice

Course Co-ordinator: Liz Harvey R034 Rehab Building Telephone: 204-977-5656 E-mail: [email protected] Teaching Team: Joanne Parsons, RR355A Rehab Hosp., 204-787-1019, [email protected]

Brian MacNeil, R213 Rehab Bldg., 204-977-5635, [email protected] Dean Kriellaars, RR303 Rehab Hosp., 204-787-3505, [email protected] Mike McMurray, R134 Rehab Bldg., 204-789-3413, [email protected] Russ Horbal, R030 Rehab Bldg., 204-977-5637 or 204-925-1554, [email protected] Roland Lavallée, R217 Rehab Bldg., 204-253-0588, [email protected] Nancy Ryan-Arbez, R133 Rehab Bldg., 204-977-5637, [email protected]

Liz Harvey, R034, Rehab Bldg., 204-977-5656, [email protected] Tanya Kozera, R032, Rehab Bldg., 204-977-5634, [email protected]

Pre-requisites MPT 1

PT 7130, PT 7121, PT 7122, PT 7150

PT 7160

COURSE DESCRIPTION:

Of the 3 topics in which advanced physiotherapy theory and/or skills are explored with clinical applications, two topics are required: advanced manual therapy and advanced exercise assessment and prescription. Students are to select one additional topic which may include but is not limited to: sports injury management, chronic disease management and business principles.

COURSE OVERVIEW:

This course involves class, lab, tutorial work and off-site visits; students are expected to prepare for each activity by completing the required readings for lectures, tutorials and the assigned skills laboratories. Class work includes lectures, in-class small group work, and tutorial sessions. Clinical skills are taught in laboratories by either faculty or peer coach.

COURSE OBJECTIVES:

Upon completion of this section the student will be able to:













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.

NOTE: For the 2017-2018 academic year, the optional topic will be from the following choices:

1. Advanced Sports Physiotherapy 2. Chronic Disease Management (Diabetes) 3. Business Principles

These options will only run with a minimum enrolment.

1. Advanced Exercise Assessment and Prescription

Overview

Through lecture, tutorial, laboratory and off-site visit sessions, this course will provide the student with additional knowledge and skills in exercise assessment and prescription beyond that taken in the pre-requisite courses. Off-site visits may require evening and/or weekend hours. Objectives

Upon completion of this section the student will be able to: 1. Understand the impact of ergogenic aids, the environment and nutrition on exercise response and

prescription 2. Administer tests designed to assess a full range of fitness components including but not limited to the

following: a. Max V02 (indirect) b. 1 RM testing

3. Use, select and prescribe a wide variety of exercise equipment. 4. Select, justify, calculate and interpret results from a variety of fitness tests and be able to use the results

for goal-setting and program design 5. Design an effective exercise program for youth, high performance (sport or occupational) and

weight/lifestyle management clients

Required Textbooks/Readings:

1. American College of Sports Medicine. (2014) ACSM’s guidelines for Exercise Testing and Prescription. (9th Ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

2. Advanced Manual Therapy

Overview

Through lecture, tutorial and laboratory sessions, this course will provide the student with additional knowledge and skills in assessment and treatment of the TMJ, review selected joint stability testing and selected spinal and peripheral high velocity, low amplitude manipulations.

Objectives Upon completion of this section the student will be able to:

1. Explain the various definitions of manipulation.

2. Use clinical reasoning to determine the indications for, the possible effects of, and the contraindications for spinal and peripheral manipulation.

3. Understand the concept of localization and locking and describe the concept of barriers to joint motion.

4. Perform high velocity, low amplitude thrust for selected regions of the spine and pelvis, and for wrist, elbow and talocrural joints.

5. List common categories of pathology, perform a subjective and objective exam and perform basic manual therapeutic corrective techniques to the temporomandibular joint (TMJ)

Required Textbooks/Readings:

None

Optional Texts for Advanced Manual Therapy Section:

1. Greenman, P.E. 1996. Principles of Manual Medicine. Baltimore: Williams & Wilkins. 2. Hartman, L. 1997. Handbook of Osteopathic Techniques (3rd Edition). London: Chapman & Hall. 3. Pettman, E. Manipulative Thrust Techniques An evidence-based approach ISBN 1-59971-873-1

3. Selective

Option 1: Advanced Sports Physiotherapy

Overview

A theoretical, practical and tutorial-based course designed to provide the opportunity for problem-solving through the integration of relevant information in the area of sports physiotherapy and the sports medicine approach to the treatment of injured individuals including athletes, workers and other active individuals.

Through lecture, tutorial and laboratory sessions, this course will provide the student with additional knowledge and skills in assessment and treatment of the acutely injured athlete/active individual. This course has been designed around the objectives as outlined in the Canadian Physiotherapy Association - Sport Physiotherapy Canada - Education System, Certificate Syllabus.

Objectives


1. Fulfill the role of the physiotherapist on the sports medicine team.

2. Explain and demonstrate the management of the on-field acute injury situations. This will include:

the development of an emergency action plan; a. perform a Primary Scan of an acute injury situation;

b. perform a Secondary Scan of an acute injury situation; c. evacuation of an acutely injured athlete; d. management of concussions; e. acute management of a suspected spinal injury.

3. Explain and demonstrate the sideline management of the injury situation and acute formulate and implement an evidence-based plan for preparing an injured athlete/active individual to safely return to participation and to objectively evaluate their readiness to do so.

4. Explain and demonstrate the acute injury management of injured athlete/active individuals. This will include:

a. wound care; b. fractures/dislocations management and splinting; c. recognition and management of thermo-regulatory conditions; d. recognition and management of dental injuries; e. recognition and management of eye injuries

5. Explain and demonstrate an understanding of the other management of injured athlete/active individuals related topics. This will include:

a. advanced taping; b. the principles, design, selection and fitting of protective sporting equipment; c. the principles, design and biomechanical indications for proper active footwear and

orthotics; d. the principles, design, selection, biomechanical indications and fitting of

musculoskeletal braces and supports; e. the principles and pathophysiological indications for the applications of massage in

the sport situation;

6. Formulate and implement a thorough, integrated assessment and treatment plan for the athlete/active individual with a neuromusculoskeletal condition.

Recommended Textbooks/Readings:

1. Canadian Red Cross: First Responder 3rd Edition

Option 2: Chronic Disease Management (Diabetes)

Overview

Through lecture, tutorial, labs and site visit sessions this course will provide the student with knowledge and skills in the assessment and treatment of clients with Type II DM. Students will explore the role of physiotherapy in the management of diabetes.

Objectives


1. Compare and contrast the specific pathology, diagnostics and management (medical, nutritional and

physical exercise) of Type 1 Diabetes Mellitus, Type 2 Diabetes Mellitus and Gestational Diabetes;

2. Define non-diabetes and T1DM/T2DM insulin and blood sugar responses to meals and to exercise;

3. Interpret blood sugars and justify a PT treatment plan based on the blood sugar results;

4. Critique the chronic disease management service delivery models in Manitoba including programs for

First Nations/Inuit/Metis people and the potential role for physiotherapy; and

5. Discuss the components of diabetes education regarding self-management including physical

activity/exercise.

Required Readings

1. American College of Sports Medicine and the American Diabetes Association (2010) Exercise and Type

2 Diabetes: American College of Sports Medicine and the American Diabetes Association: Joint

Position Statement. December 2010, Vol 42, Issue 12, 2282-2303. Retrieved online May 3, 2016 from:

http://journals.lww.com/acsm-

msse/Fulltext/2010/12000/Exercise_and_Type_2_Diabetes__American_College_of.18.aspx

2. American College of Sports Medicine. (2009). ACSM’S Exercise Management for Persons with Chronic Diseases and Disabilities. (3rd ed.). Human Kinetics. (On 2- hour reserve in NJM Library)

3. Canadian Diabetes Association. Clinical Practice Guidelines (2013). Retrieved online May 4, 2016

from: http://guidelines.diabetes.ca.

4. Diabetes Integration Project: Retrieved online May 3, 2016 from: http://www.fourarrowsrha.ca/d-i-

p/

5. Fowles, JR, Shields, CA, Murphy, RJL, and Durant, M. (2012). Building Competency in Diabetes

Education: Physical Activity and Exercise. Toronto: Canadian Diabetes Association (On 2-hour

reserve);

6. Gulve, EA (2008). Exercise and glycemic control in diabetes; Benefits, challenges and adjustments to

pharmacotherapy. PHYS THER; 88, 1297-1321. (On 2- hour reserve in NJM Library)

7. Manitoba Health (2010). Manitoba Diabetes Care Recommendations. Retrieved online May 3, 2016

from: http://www.wrha.mb.ca/professionals/familyphysicians/files/mdcr.pdf

8. Manitoba Government. Diabetes & Chronic Disease Self-Management Education Programs, 2013

(Handout)

9. Oyos, M, Barkley, S. (2012). Diabetes Medications: Guidelines for Exercise Safety. Retrieved online

May 3, 2016 from: http://certification.acsm.org/files/file/CNews22_3pp4_webready.pdf

Option 3: Business Principles

Overview

Through lecture, tutorial, and guest presentations this course will provide the student with knowledge and skills in the business development process. Students will explore health care management of a regulated profession from a business perspective.

Objectives


http://journals.lww.com/acsm-msse/Fulltext/2010/12000/Exercise_and_Type_2_Diabetes__American_College_of.18.aspx

http://journals.lww.com/acsm-msse/Fulltext/2010/12000/Exercise_and_Type_2_Diabetes__American_College_of.18.aspx

http://guidelines.diabetes.ca/

http://www.fourarrowsrha.ca/d-i-p/

http://www.fourarrowsrha.ca/d-i-p/

http://www.wrha.mb.ca/professionals/familyphysicians/files/mdcr.pdf

http://certification.acsm.org/files/file/CNews22_3pp4_webready.pdf

1. Understand the basic components of developing a health care business in a regulated profession.

2. Perform a market analysis and justify need.

3. Prepare and develop a business plan.

4. Develop a marketing strategy.

5. Practice articulating business ideas.

Recommended Textbooks/Readings: Will be assigned in lectures.


This course strictly adheres to the Academic Integrity Policies of the University of Manitoba and the Department of Physical Therapy as stated in the 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.


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.

COURSE EVALUATION:

A minimum grade of “C+” (65-69%) is required to pass this course.

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.



Section Content Course Value Duration

Advanced Exercise

Assessment and

Prescription

Attendance: Attendance at, engagement in, and hand-in

assignments for the following sessions:

Pilates

Pure Physiotherapy site visit

Crossfit site visit

Weight room lab

8% varied

Written Assessment: On lectures below, TBD by course

instructor:

Nutrition, Weight Management and Long-Term

6%



COURSE RESOURCES:

1) REQUIRED TEXTBOOKS / READINGS:

Mentioned above

2) UM Learn( learning system-electronic access)

a. Course syllabus

b. Course notes

c. Schedules

d. Audio-visual information

e. Tutorial cases and discussion summaries

f. Written assessments

Athlete Development ( 4%)

Environmental Factors (1%)

Exercise Prescription in Children (1%)

Individual Project: Students will assess an individual

using fitness and functional tests learned in class, and

then prescribe appropriate exercises using methods

learned on site visits.

20%

Advanced Manual

Therapy

Written Assessment:

Combination of MCQ, short and long answer questions.

14% 1 hr.

PowerPoint viewing and quiz 6%

Project 14% N/A

Option 1: Advanced

Sports

Written Assessment: Preparatory quizzes (8 total):

Combination of MCQ and short answer questions.

24%

(8x3% each)

TBA

Clinical Skills Assessments:

Participation in labs

8%

(8 x 1% each)

N/A

Option 2: Chronic

Disease

Management

(Diabetes)

A. Participation in three site visits

B. Assignment:

i. Paper (individual) OR

ii. Presentation (group) OR

iii. Development of a Clinical Toolkit (group) OR

iv. Article for MPA Newsletter

P/F

32%

Presentation

30 minutes

Paper – 10

pages

Newsletter -

TBD

Option 3:

Business Principles

Written Assignment: Market analysis 10%

Written Assignment: Business proposal 15%

Presentation 7%

Total 100 %

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 7400 Selectives in Advanced Physical Therapy Practice.

Faculty Coaches: JLP= J. Parsons; LH= L. Harvey; DK= D. Kriellaars; BMac= B. MacNeil; GS= Grad Student; LW= L. Watt; LU= L. Urban; RL= R. Lavallee; MM= M. McMurray; RH= R. Horbal; TK= T. Kozera; NRA= N. Ryan-Arbez;

Advanced Exercise

1 hr AE: Section Introduction Lecture JLP

1 hr AE: Exercise Prescription: Children & Youth

Lecture JLP

1.5 hr AE: Fitness & Performance Testing I

Split Group Lab JLP

1.5 hr AE: Fitness & Performance Testing I

Split Group Lab LH

2 hr AE: Joe Doupe Weight Room Split Group Lab JLP

1 hr AE: Pilates Lab GS

1.5 hr AE: LTAD & Physical Literacy Lecture DK

2 hr AE: Exercise Prescription & Weight Management

Lecture DK

1.5 hr AE: Nutrition and Supplements Lecture DK

1 hr AE: Environmental Conditions Lecture BMac

2 hr AE: Pure Physiotherapy Site Visit JLP

2 hr AE: Functional Fitness Ass't Site Visit JLP

2.5 hr AE: Prairie Crossfit Site Visit JLP

0.5 hr AE: Site Visit Debrief JLP

4 hr AE Presentations Assessment

JLP

Advanced Manual Therapy

0.5 hr AMT: Section Introduction Lecture LU

2 hr AMT: TMJ Lecture LU

3 hr AMT: TMJ Large Group Lab LU, RL


3 hr AMT: Intro to Manipulations Lecture LU

3 hr AMT: Peripheral Manipulations Lab RL, LU

2.5 hr AMT: Adv Dx Imaging Lecture LU

3 hr AMT: Spinal Manipulations I Lab LU, RL

3 hr AMT: Spinal Manipulations II Lab LU, RL

1 hr AMT: Spinal Manipulations S4 Lab LU, RL

3 hr AMT: Spinal Manipulations II Presentations Assessment

LU, RL

Advanced Sports Physiotherapy

0.5 hr ASP: Section Introduction Lecture 0 MM

3.5 hr ASP: CPR Review, Scene, Primary/Secondary

Lab MM, RH

3 hr ASP: Airway, Supplemental O2, Fractures

Large Group Lab MM, RH

3 hr ASP: Acute Situations I Lecture MM, RH

3 hr ASP: Acute Situations I Lab MM, RH

3 hr ASP: Acute Situations II Lab MM, RH

3 hr ASP: Sideline Ax Lab MM, RH

2.5 hr ASP: RTP & Protective Equipment

Lab RH

3 hr ASP: Advanced Integrated Ax & Tx I

Lab MM, RH

3.5 hr ASP: Advanced Integrated Ax & Tx II

Lab MM, RH

Business Principles

0.5 hr BP: Section Introduction Lecture TK

2 hr BP: Business Ideas and Market Analysis

Lecture TK

3 hr BP: Developing a Business Plan Lecture TK

3 hr BP: Marketing, Financials & HR Lecture TK

3 hr BP: Elevator Pitch: Market Opportunity

Presentations Assessment

TK

3 hr BP: Business Proposal Prep Self-Study 0

3.5 hr BP: Marketing, HR & Mgmt Lecture TK, TBA, TBA

3 hr BP: Guest Presentations Large Group Tutorial TK

3 hr BP: Business Proposal Prep Large Group Tutorial TK

Chronic Disease Management

0.5 hr CDM: Section Introduction Lecture NRA

2 hr CDM: Path and Clin Lecture NRA

2 hr CDM: Diabetic Teaching Team Lecture NRA

2 hr CDM: Diabetes & Aboriginal Health

Lecture NRA

3 hr CDM Site Visit NRA


2 hr CDM: Health Care Delivery Methods

Lecture NRA



2 hr CDM: Assessment/Treatment Lab NRA


2 hr CDM: An Individual's Perspective

Model Patient Lab NRA

3 hr CDM Presentations Assessment

NRA

Appendix 1

GROUP LISTS:

Students will be assigned to tutorial groups and lab sessions. The schedules will be posted by the instructor on the learning management system (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.


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 2 D.Kriellaars/17-18/Term 201790

PT 7500 Credit Hours: 6.0/Contact Hrs: 90

Masters of Physical Therapy Program Year 2

Course: PT 7500 Physical Therapy Evaluation/Research Project

Course Co-ordinator: Dean Kriellaars RR303 – 800 Sherbrook, Telephone: 204-87-3505, 204-688-0151 E-mail: [email protected]

Office hours: Contact by e-mail to arrange an appointment. Teaching Team: Brian MacNeil, R213, Rehab Bldg., 204-977-5635, [email protected] Hal Loewen, NJM Library, 204-789-3465, [email protected] Ruth Barclay, RR323A, 204-787-2756, [email protected]

Prerequisites Pre-admission statistics

Course requisites PT 6110 Evidence based practice I

PT 6310 Evidence based practice II

COURSE DESCRIPTION:

Under the supervision of a faculty advisor the students will develop and complete a physical therapy or

rehabilitation focused research or evaluation project.

COURSE OVERVIEW:

This course involves lectures and group work leading to the completion of a formal research project in the

area of physiotherapy practice. Internal projects will be group systematic reviews, while external projects may

include other methodology. Independent of scientific method, the final outcome of the course will be a

scientific paper.

Internal Projects

Students will be assigned to working groups of 4 or 5 individuals for internal systematic review

projects.





External Projects

Student(s) will be allocated to advisors from the faculty and community.

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 teamwork for group activities. 5. Perform a search of electronic databases to retrieve evidence. 6. Critically appraise research literature by assessing the validity and results of a study and determining the

applicability of the findings. 7. Utilize the principles of Evidence-Based Practice to create a review of literature suitable to the project. 8. Undertake a research study (Cochrane review or external research project) leading to the creation of a

scientific manuscript. 9. Develop information literacy competencies as they relate to physical therapy.











Refer to page 31 of 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


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:

This is a pass or fail course requiring the completion of:

Completion of a scientific paper.



Internal Projects - a completed systematic review using Cochrane RevMan

External Projects - a completed scientific paper

Late course assignments:

All assignments are to be submitted electronically in the Dropbox provided within the course website and are

due at 11 p.m. on the date indicated in the course schedule.

COURSE RESOURCES:

1 REFERENCE TEXTBOOK

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

E-book - Cochrane Handbook for Systematic Reviews of Interventions

2 UM Learn (learning system-electronic access):

Course syllabus

COURSE CONTENT:

For the most updated course schedule and content login to UM Learn and access;

PT-7500-A01 - Physical Therapy Evaluation/Research Project (Part A)

PT-7500-A01 - Physical Therapy Evaluation/Research Project (Part B)

Faculty Coaches: DK= D. Kriellaars; BMac= B. MacNeil; RB= R. Barclay; HL= H. Loewen

Lecture Topic Instructor Duration

1 Introduction and Orientation

DB, DK, BMac 1 Hour

2 Writing a Protocol/Searching Literature

RB, HL 1 Hour

3 Research Strategies Review (Group 1)

HL 1 Hour

3 Research Strategies Review (Group 2)

HL 1 Hour

4 Critical Appraisal of Studies

BMac 1.5 Hours

5 Intro to Rev Man RB 2.5 Hours

http://www.jamaevidence.com.proxy1.lib.umanitoba.ca/resource/520

http://www.jamaevidence.com.proxy1.lib.umanitoba.ca/resource/520

http://handbook.cochrane.org/

6 Cochrane Review RB 4 Hours

7 Rev Man Analysis 1 TBA 2 Hours

8 Rev Man Analysis 2 TBA 2 Hours