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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.
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.
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.
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.”
The above definition is very helpful since it provides some specific situations that would be interpreted as
plagiarism. In particular, inappropriate rearranging or altering of sentences and paragraphs frequently gives
rise to unintentional plagiarism. To help clarify this aspect of plagiarism, it was felt that examples of actual
student responses would be most useful. Highlighted/ shaded phrases indicate the words/phrases that have
been plagiarised.
Examples of inappropriate referencing resulting in plagiarism:
EG 1: Publication:
“The research physical therapist (GAK) who was in charge of the study and who performed the
outcome assessments of subjects and data analyses was unaware of group allocation throughout the
study. However, the clinical physical therapist (FR) who administered the exercise programs could not
be masked to group allocation. Patients were not aware of the theoretical bases of each of the
exercise regimens because the study’s objective was described to them in the following way: “to
identify any differential effect between 2 exercise regimens for the trunk muscles, which have a role
in protecting the spine from further injury.”” (Koumantakis, Watson, & Oldham, 2005)
Submitted student assignment 1:
The research physical therapist that was in charge of the study and that performed the outcome
assessments of the participants and data analyses was unaware of group allocation throughout the
study. The clinical physical therapist that administered the exercise programs could not be masked to
group allocation. Patients were not aware of the theoretical basis of each of the exercise regimens.
EG 2: Publication 2:
“The 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:
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 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:
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)
Submitted student assignment:
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)
Submitted student assignment:
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
computer-generated random number sequence. Randomization codes were kept in sealed envelopes
with consecutive numbering.” (Koumantakis, Watson, & Oldham, 2005)
Submitted student assignment:
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
computer-generated random number sequence. Randomization codes were kept in sealed envelopes
with consecutive numbering.” (Koumantakis, Watson, & Oldham, 2005)
Assignment:
The groups were randomized via computer generated randomization completed by an independent
trial manager. Sealed envelopes were used to conceal the randomization codes.
Students are reminded to reflect: “Am I editing the original words (the words/sentences still look same) or
am I rewriting in my own words (the words/sentences look very different)?” Many of the examples above
appear to be mere edits of the original text and would be considered plagiarism.
1. Issues related to academic integrity (e.g. plagiarism, inappropriate collaboration) are serious offences
subject to disciplinary measures by the Faculty of Graduate Studies. Please read the appropriate
sections of the Graduate Calendar. Cheating, impersonation and plagiarism at assessments are serious
offences subject to disciplinary measures at the University that may lead to suspension or expulsion. Be
aware that these expectations apply equally to Practical and Written Assessments; sharing information
with another student regarding assessment content or material is prohibited.
Please refer to these documents for additional information:
UNIVERSITY DOCUMENT WEBSITE (Accessed May, 2017)
University Student Advocacy Office http://umanitoba.ca/student/advocacy/
2. Late assignments: Unless otherwise specified in the assignment details and description handed out in
learning session, assignments are due to the instructor assigning the evaluation at 4 pm on the date
that they are due. A student who submits an assignment late will have 10% of the mark deducted per
day (24 hours) or part there-of, up to a maximum of 3 days (72 hours). Assignments will not be accepted
beyond 72 hours after the due date. Exceptions for illness or compassionate reasons may be considered
on a case by case basis.
STUDENT LEARNING STRATEGY FOR CLINICAL SKILLS (Revised May 2015)
The Department of Physical Therapy has adopted the peer-assisted learning method as one of the methods to
teach “entry level” clinical skills. These skills will be taught in conjunction with lectures and tutorials and can
range from elementary to more challenging skills. Students may not necessarily have the opportunity to learn all
the skills in the classroom environment and are expected to assume responsibility for acquiring the remaining
skills. These skills will be linked to the required course resources to allow for content synthesis. This method of
delivery of clinical skills is to provide all students with an opportunity to practice core clinical skills, to develop a
level of proficiency and be evaluated reliably on relevant skills.
There are 6 distinct groups of people responsible for this learning strategy: Faculty Instructors / Faculty
Coaches/ Course coordinator / Peer instructor / Student Learners and Student Learning Strategy (SLS) Groups.
Definitions:
Course Coordinator: A faculty member who is responsible for the administrative aspects of course delivery.
Faculty Instructor: A faculty member who instructs the Peer Instructors in the Step 2 (S2) lab and is typically
responsible for that particular course content.
Faculty Coach: A faculty member who assists student learning in Step 4 (S4) lab and ideally will be an examiner
in both the Step 5 (S5) and Step 6 (S6) clinical skill assessments.
Peer Instructor: A student who volunteers or is assigned to be taught by the Faculty Instructor to teach
specific clinical skills to fellow students in small student groups for a specific learning session. Peer instructors
are not expected to know everything about the topic area yet will be adequately trained to teach the clinical
skills. The Peer Instructor attends the Step 2 (S2) lab for training and then instructs the Step 3 (S3) lab to
groups of 4 students / peers.
Student Learner: A student who actively prepares for the Step (S3) lab by completing any pre-reading/watching
any audio-visual materials and participates in the clinical skills lab activities.
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
b. to minimize the exposure to chemical or radioactive materials that may be carried from
laboratories on the soles of foot wear worn by lab personnel. Several labs using these
potentially hazardous materials are located in close proximity to CoRS teaching space.
Faculty will remind students to wear appropriate footwear to minimize their risk of injury or exposure.
2. Classroom cleanliness: Clean footwear must be worn in all class environments; please do not wear
outdoor footwear that is wet etc. into the classrooms.
Clinical skills lab with student partners (students in the group) - Instructors will indicate the type of attire
required for clinical skills labs. Typically, either shorts or gym pants and tank tops are recommended for every lab
session. Students are required to be suitably dressed in order for proper assessment and treatment techniques to
be practiced / demonstrated. Reasonable accommodation will be provided to students who prefer a more
private learning environment. Students need to approach the instructor in advance to ensure that this
accommodation is possible.
1. Clinical skills lab with patients or standardized clients - Clinical Placement dress as documented in
the student handbook.
2. In addition to proper attire, students are also advised to bring their own personal equipment when
indicated on the lab schedule.
ACCESS TO EQUIPMENT FOR INDEPENDENT PRACTICE
Students are encouraged to practice skills beyond the scheduled lab time. You are encouraged to contact
course coordinators to schedule independent practice time for the exercise equipment in R020; faculty
members must be present for activities involving the treadmills or bicycle ergometers. The ability to meet
these requests will be dependent on the availability of the faculty members previously indicated as well as
access to R020.
PHYSIOTOOLS
PhysioTools is exercise program software used throughout the curriculum of the Department of Physical
Therapy to provide a forum for critical thinking of specific exercise and client instructions; increase student
skill in producing exercise handouts for clients; and provide a broad exposure to different exercise for body
systems. At the beginning of the MPT program students are given access to the program through an e-mail
verifying the student’s own user name and password. The student may access the program via:
https://eduumanitoba.physiotoolsonline.com. The instructors expect that a student will-self-orient to
PhysioTools; however for those students who require more information, there is an online manual on
UMLearn.
EQUIPMENT LOAN GUIDELINES
The College of Rehabilitation Sciences has a variety of assessment and intervention tools and equipment that
are used for teaching purposes. To facilitate instructor teaching and enhance student learning, as well as to
prepare for assessments, many of these resources are available for students and faculty to use on a short-
term loan basis. Borrowing equipment is a privilege offered to students and faculty; consequently, there is a
responsibility and accountability when taking advantage of this opportunity.
CoRS instructors/faculty, in collaboration may reserve the right to restrict access to equipment during certain
periods to accommodate academic needs (assessment time, labs, etc.). These restrictions will be posted for
faculty and students.
Procedure:
1. All equipment used outside of learning session/lab time must be signed out. Unless otherwise
determined, the loan period is three days. A fine of $2.00 per day will be charged for overdue
equipment; a receipt will be issued.
2. All equipment/resources should be obtained from and returned to the CORS Education Technician
and will be documented by using a tracking sheet. Borrowers of equipment should ensure the
documentation is accurate at the time of sign-out. Instructors will not sign out equipment unless
previous arrangements have been made with 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.
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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.
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
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
Tx: GMF, Balance & Postural Control S4 Lab 2
Tx: GMF, Balance & Postural Control S4 Lab 2
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
Time (Hrs) Topic Type of Session Instructor
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
Time (Hrs) Topic Type of Session Instructor
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.
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/17-18/Term Winter 201850
PT 7150 Credit Hrs: 3/Contact Hrs. 5
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.
Masters of Physical Therapy Program
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
Masters of Physical Therapy Program
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.
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 2 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 (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.
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”
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
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
PT 7230 Credit Hrs: 3/Contact Hrs. 28
Masters of Physical Therapy Program
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.
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.
You are reminded that plagiarism, cheating and impersonation at exams are serious offences subject to disciplinary measures at the University that may lead to suspension or expulsion. Be aware that these expectations apply equally to Practical and Written examinations; sharing information with another student regarding exam content or material is prohibited.
Refer to the MPT 1 Syllabus Guide for the Department of Physical Therapy Referencing Standard and examples of appropriate referencing. It is prohibited to record or copy any means, in any format, openly or surreptitiously, in whole or in part, in the absence of express written permission from course instructors, any of the lectures, materials provided or published in any form during or from this course. (Adapted from course outline PT 6260 Physiotherapy Practice and Professional Issues 1- course coordinator M. Fricke).
COURSE EVALUATION: A minimum grade of “C+” (65-69%) is required to pass this course. This course will be evaluated with 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
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
PT 7291 Credit Hrs: 6/Contact Hrs. 225
Master of Physical Therapy Program
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.
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 (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
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
PT 7292 Credit Hrs: 6/Contact Hrs. 225
Master of Physical Therapy Program
Year 2
Course: PT 7292 Neurosciences 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 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:
This course consists of the following components:
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;
3. Develop a safe and effective treatment plan in collaboration with the client and the CI; 4. Provide safe and effective interventions; 5. Provide patient and/or family education and feedback in an independent manner; 6. Identify the client’s need for involvement of other professionals in the client’s care and initiate a referral,
in collaboration with the CI; 7. Document independently the assessment/reassessment and treatment findings in a client; 8. Communicate effectively through verbal and nonverbal means and/or in writing with clients, the CI and
the health care / interdisciplinary team concerning the client’s function, mobility, health and well-being; 9. Delegate appropriate responsibilities to support staff; 10. Manage time independently within the CI’s expectations of the student’s caseload; 11. Complete a presentation or assignment as required by the CI using current evidence and best practice
information; 12. Fulfill the Clinical Learning Contact negotiated early in the clinical placement with the CI; 13. Reflect on the clinical experience during the clinical placement through self-evaluation and discussion
with the CI. Formal reflection will be required for the Student Educational Portfolio and informally at the PRAIS;
14. Demonstrate professional and respectful behavior with all clients, the CI and the health care / interdisciplinary team;
15. Collaborate with the CI and other team members regarding client-focused care; and 16. Adhere to legal / ethical requirements.
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 (PT 7292):
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)
(Students complete only 1 placement which is scheduled in 1 of these 3 placement slots)
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
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 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
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 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
PT 7330 Credit Hrs: 3/Contact Hrs. 37
Masters of Physical Therapy Program
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:
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. 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
PT 7390 Credit Hrs: 6/Contact Hrs. 225
Master of Physical Therapy Program
Year 2
Course: PT 7390 Elective 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 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:
This course consists of the following components:
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;
3. Develop a safe and effective treatment plan in collaboration with the client and the CI; 4. Provide safe and effective interventions; 5. Provide patient and/or family education and feedback in an independent manner; 6. Identify the client’s need for involvement of other professionals in the client’s care and initiate a referral,
in collaboration with the CI; 7. Document independently the assessment/reassessment and treatment findings in a client; 8. Communicate effectively through verbal and nonverbal means and/or in writing with clients, the CI and
the health care / interdisciplinary team concerning the client’s function, mobility, health and well-being; 9. Delegate appropriate responsibilities to support staff; 10. Manage time independently within the CI’s expectations of the student’s caseload; 11. Complete a presentation or assignment as required by the CI using current evidence and best practice
information; 12. Fulfill the Clinical Learning Contact negotiated early in the clinical placement with the CI; 13. Reflect on the clinical experience during the clinical placement through self-evaluation and discussion
with the CI. Formal reflection will be required for the Student Educational Portfolio and informally at the PRAIS;
14. Demonstrate professional and respectful behavior with all clients, the CI and the health care / interdisciplinary team;
15. Collaborate with the CI and other team members regarding client-focused care; and 16. Adhere to legal / ethical requirements.
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 (PT 7390):
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)
(Students complete only 1 placement which is scheduled in 1 of these 3 placement slots)
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
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 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
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.
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
PT 7400 Credit Hrs: 3/Contact Hrs. 84
Masters of Physical Therapy Program
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:
1. Demonstrate professional behaviour and respectful communication with participants in all educational activities;
2. Self-assess knowledge, skills, behaviors and attitudes during learning sessions; 3. Demonstrate professional and academic integrity; 4. Demonstrate team work for group activities; 5. Incorporate Patient Safety Competencies in all relevant learning activities.
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
Upon completion of this section the student will be able to:
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
Upon completion of this section the student will be able to:
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
Upon completion of this section the student will be able to:
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.
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.
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”
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
3 hr CDM Site Visit NRA
2 hr CDM: Health Care Delivery Methods
Lecture NRA
3 hr CDM Site Visit NRA
3 hr CDM Site Visit NRA
2 hr CDM: Assessment/Treatment Lab NRA
3 hr CDM Site Visit 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.
ACCESS TO EXERCISE EQUIPMENT FOR INDEPENDENT PRACTICE:
Students are encouraged to practice skills beyond the scheduled lab time. If practicing in the CoRS building, please ensure that the equipment is put away and room tidied prior to locking the room.
STUDENT HEALTH AND PARTICIPATION IN PHYSICAL THERAPY CLINICAL LABORATORIES (excerpt from
Syllabus Guide 2017-2018)
“Students are reminded that for each clinical skill lab they are responsible for informing the instructor of any acute or chronic health issues that could be impacted by clinical skills that will be practiced during a specific lab. High blood pressure, haemophilia, and joint damage are only a few of many conditions which could put a student’s health at risk if he/she was a patient or practice subject.
As the instructor is not acting as the student’s personal physical therapist, the instructor will not have access to student’s health history. A student is unable to determine whether a physical therapy assessment or treatment skill poses a risk to his/her health, therefore it is vital for a Physical Therapy Student to inform the Instructor of any acute or chronic health issues prior to participating in a clinical skills lab. Based on the student’s information, the instructor will determine the student’s degree of safe participation in the lab.”
(Refer to the Syllabus Guide for the complete policy).
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.
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 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
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:
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
6 Cochrane Review RB 4 Hours
7 Rev Man Analysis 1 TBA 2 Hours
8 Rev Man Analysis 2 TBA 2 Hours