TitleGeneral Guidelines: This template is only one example of how a presentation might proceed. Modify as necessary to suit your case presentation.allow the students time to consider the questions and give their insightsIt may be helpful to ask leading questions but try not to just give answers Provide citations for as much information as possible eg. Which tests/treatments/outcome measures/scales etc are reliable or unreliable?

History – as applies to the case

From the Guide to Physical Therapist Practice:patient demographicsSocial history/leisureOccupation employmentGrowth and developmentLiving environment

History of current condition

Why is the patient seeking PTCurrent therapeutic interventions, if anyPatient goals

Symptoms

Onset and pattern

Functional Status & Activity level

Health Status Index scores other relevant functional scalesCitations for reliability etc.

Medications & lab values

If any

Differential Diagnosis?

Ask audience to give you the differential PT diagnosis e.g.. what impairments are associated with the patient’s problem and what are possible causes of the impairments

Differential Diagnosis

State the presenter’s differential PT diagnoses and compare to the students’ list

Physical Exam?

Ask audience what evidence they can use to confirm or disconfirm each of the differential diagnoses.

What additional tests, information do they need.

Provide evidence for the reliability and validity of any special tests when possible

Physical Exam

The following slides are just examples of the type of information that you might include. Make changes to suit the topic of the presentation.

Palpation

Flexibility

Strength

Balance

Gait

Special tests

Other

Ask clinicians for anything else that might be helpful

Diagnosis?

Ask audience to provide a final diagnosis based on the information gained from the PE

Diagnosis

State the presenter’s PT diagnosis and compare to the audience’s diagnosis

Give clinical insights and thought process involved in making the diagnosis.

Ask clinicians for insights

Prognosis?

Ask students what they think is the prognosis – this is hard for them but give them time to try, perhaps use leading questions.

Give your prognosisAsk input from other clinicians in the

audienceNeed for referral? Include thought process

involved in deciding on referral.

Interventions?

Ask students to provide the interventions

Interventions

Give your interventions with decision making process

Compare to the audience’s interventionsInclude when you would refer if necessary,

and on what information you based your decision to refer

Ask for clinician input

Assessment of outcomes

Pathology ImpairmentsDysfunctionDisability