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SUBJECT: SAMPLE OUTCOMES-BASED CURRICULUM FOR THE BACHELOR OF SCIENCE IN PHYSICAL THERAPY EDUCATION
--- ARTICLE I
PROGRAM SPECIFICATIONS Program Description
Degree Name
Bachelor of Science in Physical Therapy Course Code: 50-500802
Nature of the Field of Study
The Bachelor of Science in Physical Therapy is a five-year degree program consisting of general education and professional courses. The fifth year level is the internship program that involves assigning students to different CHED accredited affiliation centers that cater to various patient/client populations for a minimum of 1500 hours. The intern/student, during the course of the training, must have exposure to a variety of training opportunities that will prepare them for the different roles expected of them upon graduation. HEIs may provide a minimum of 1100 hours of clinical experiences which include patient/client evaluation and management from different populations, including but not limited to: neurological, musculoskeletal, pulmonary, cardiovascular, integumentary, pediatric, geriatrics, well population and community-based rehabilitation. The remaining 400 hours may be used to provide training opportunities in a combination of other roles.
Program Goals
The BSPT program aims to produce physical therapists who are competent to fulfill professional responsibilities in the following areas: patient/client care in various settings for different populations, education for patients/clients and physical therapy students in professional courses, administration and management of physical therapy programs, institutions and facilities, lifelong learning for the development of the professional, health promotion, advocacy for the advancement of the profession, community service and development, and research.
Specific Professions/careers/occupations for graduates
Graduates of BSPT are expected to be able to perform any of the following roles:
Page 2 of 41 b. Educator, using basic teaching-learning principles
c. Manager of his own practice d. Consumer of research
e. Advocates of physical therapy practice and functional movement for health f. Community-based therapist Allied Fields 5.5.1 Education 5.5.2 Management 5.5.3 Public Health 5.5.4 Occupational Health Program Outcomes
The minimum standards for the BSPT program are expressed in the following minimum set of learning outcomes:
Common to all programs in all types of schools
a) The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice. (PQF level 6 descriptor)
b) the ability to effectively communicate orally and in writing using both English and Filipino
c) The ability to work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d) A recognition of professional, social, and ethical responsibility
e) An appreciation of “Filipino historical and cultural heritage” (based on RA 7722)
Common to Health Professions
a) Clinical competence in specific profession b) Health professional and ethical practice c) Interprofessional education
d) Communication skills/Educator
e) Lifelong learner (personal/continuing professional development) f) Leader / manager / systems approach to health care
g) Researcher
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Specific to BSPT
The following program outcomes are specific to BS in Physical Therapy and integrate the expected outcomes common to all types of HEIs and common to all health professions:
a) Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy.
b) Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care.
c) Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care.
d) Apply teaching-learning principles in different learning environments. e) Practice beginning management and leadership skills in various
practice settings.
f) Demonstrate research-related skills in the application of best practice evidence in the performance of various roles in different practice settings.
g) Promote health and improved quality of life through the practice of the profession.
h) Actively engage in lifelong learning activities.
i) Work effectively in an inter-professional collaborative setting. j) Demonstrate proficiency in oral and written communication skills as
well as reading and listening.
k) Demonstrate social and professional responsibility and ethical behaviors in multi-cultural settings and scenarios.
l) Maximize the use of innovative technology in the practice of the profession.
Common to a horizontal type as defined in CMO 46 s 2012
For professional institutions: a service orientation in one’s profession For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves
For universities: an ability to participate in the generation of new knowledge or in research and development projects
To distinguish among HEIs according to horizontal typology types, HEIs are encouraged to develop BS in Physical Therapy curricula that provide enhancements in the following program outcomes:
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PROGRAM OUTCOMES Horizontal Typology Types
Professional Institution
College University 1. Apply knowledge of physical sciences, social
sciences, health sciences and natural sciences to the practice of physical therapy;
+ + +
2. Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of
patients/clients across the lifespan within a broad continuum of care
+++ +++ +++
3. Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for
patients/clients across the lifespan within a broad continuum of care;
+++ +++ +++
4. Apply teaching-learning principles in
different learning environments + + +++
5. Practice beginning management and
leadership skills in various practice settings + + +++
6. Demonstrate research-related skills in the application of best practice evidence in the performance of various roles in different practice settings
+ + +++
7. Promote health and improved quality of life
through the practice of the profession +++ +++ +++
8. Actively engage in lifelong learning activities + + + 9. Work effectively in an inter-professional
collaborative setting + + +
10.Demonstrate proficiency in oral and written communication skills as well as reading and listening
+ + +
11.Demonstrate social and professional responsibility and ethical behaviors in multi-cultural settings and scenarios
+ +++ +
12.Maximize the use of innovative technology
in the practice of the profession + + +
+ Minimum Requirement +++ Enhancements
Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” (RA 7722).
A private HEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.
Page 5 of 41 To distinguish the BS in Physical Therapy curriculum from curricula for post-baccalaureate, as well as the doctoral and post-doctoral degrees, based on the standards of the Philippine Qualifications Framework (PQF) and the Asian Qualifications Reference Framework (AQRF), progressive advancement of program outcomes for physical therapy are stipulated in Annex 2.
Minimum Performance Indicators
This section contains a list of minimum performance standards by which to measure the degree of attainment of each of the identified program outcomes. These performance standards will be used to evaluate student achievement throughout different points in the curriculum and will be used to develop course outcomes and learning outcomes.
A. Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy.
PERFORMANCE INDICATORS:
1. Appreciation of the human condition
2. Knowledge of human behavior and performance, individual differences in ability, personality and interests, and learning and motivation
3. Capacity to personally interpret the human experience
4. Ability to view the contemporary world from both Philippine and global perspective
5. Self-assuredness in knowing and being Filipino
6. Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
7. Aptitude in tackling problems methodically and scientifically 8. Ability to appreciate and contribute to artistic beauty
9. Understanding and respect for freedom of religion and belief in God 10.Ability to contribute personally and meaningfully to the country’s
development
B. Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care.
PERFORMANCE INDICATORS:
1. Utilize sound clinical reasoning skills in examination, evaluation, and assessment of patients/clients including determining the prognosis 2. Select and effectively utilize relevant, valid, reliable, and sensitive
measures of health outcomes to determine and screen health status of patients/clients
3. Formulate a physical therapy diagnosis for the patient/client
4. Accurately and completely document results of examination, evaluation, and assessment according to accepted standards
Page 6 of 41 5. Communicate results of examination, evaluation, and assessment to
patients/clients and other stakeholders
6. Determine the need for referral to appropriate qualified service providers
C. Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care.
PERFORMANCE INDICATORS:
1. Identify and prioritize problems that may be addressed by physical therapy interventions while utilizing sound clinical reasoning skills in planning and implementing appropriate physical therapy interventions
2. Formulate specific, measurable, attainable, realistic, and time-bound goals for patients/clients
3. Select appropriate and cost-effective interventions for various patient/client populations and practice settings
4. Effectively implement interventions to address client population needs
5. Re-evaluate outcomes of interventions given to client populations and modify intervention plan as needed
6. Determine need for continuance of treatment, discharge from treatment, or referral to appropriate qualified service providers 7. Communicate results of re-evaluation and plan modification to
patients/clients and other relevant stakeholders
8. Accurately and completely document results of interventions according to accepted standards
D. Apply teaching-learning principles in different learning environments. PERFORMANCE INDICATORS:
1. Develop an instructional plan appropriate to identified learners, as follows: students, patients (age group, cognitive, and communication considerations), family and caregivers, general public (social status, education status, and gender considerations), peers, and other healthcare providers and professionals
2. Implement effectively appropriate teaching strategies to achieve learning objectives
3. Evaluate achievement of learning objectives for the target audience 4. Provide feedback to identified learners in order to improve learning
E. Practice beginning management and leadership skills in various practice settings.
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PERFORMANCE INDICATORS:
1. Develop a plan for the attainment of identified goals appropriate to their practice settings: academe; clinical setting; community; research; homecare; industry; and wellness
2. Organize the internal structure of the practice environment and manage resources to ensure attainment of identified goals
3. Determine qualifications of staff necessary to implement the plan for the achievement of goals and objectives
4. Demonstrate effective managerial and leadership skills to influence behavior of the team towards the attainment of goals and objectives
5. Monitor and evaluate the team’s performance based on identified goals in order to determine success
6. Contribute to the crafting of local policies to strengthen the institutionalization of physical therapy services
7. Demonstrate capacity to establish an independent professional practice model while utilizing basic entrepreneurial skills
8. Apply the concepts of customer and personal service, and public safety and security in the delivery physical therapy services
F.Demonstrate research-related skills in the application of best practice evidence in the performance of various roles in different practice settings. PERFORMANCE INDICATORS:
1. Identify relevant practice questions based on a particular context 2. Conduct a systematic search of related research articles (best
available evidence) in libraries and databases using identified keywords
3. Critically appraise research articles using accepted standards
4. Utilize valid research findings in evidence-based practice (to focus on extracting the practical and clinical implications of research findings)
5. Contribute to the development of institutional, local, national, and international programs and policies that can influence physical therapy practice, and health in general
6. Demonstrate basic skills in conducting a formal research may include:
a.Identifying relevant research problems that warrant investigation;
b. Choosing an appropriate research design and methodology c.Conducting an ethics-approved research protocol
d. Applying appropriate statistical analysis methods/models for data collected
e. Documenting results of research according to prescribed format
Page 8 of 41 7. Effectively communicate findings of the research to an audience
through oral and poster presentations
8. Draft a research report in its publishable form following guidelines and standards of a chosen journal
9. Apply basic ethical principles and good clinical practice in health research
10.Exercise integrity in the conduct of research
11.Collaborate with researchers in other areas of specialization to generate research with broader application or impact
12.Identify and maximize sources of funding to support the conduct of research
G. Promote health and improved quality of life through the practice of the profession.
PERFORMANCE INDICATORS:
1. Assess general state of health and quality of life in different client populations across the lifespan
2. Develop / create / enhance a plan for wellness and health promotion for different client populations across the lifespan
3. Implement a plan for wellness and health promotion for different client populations across the lifespan
4. Evaluate the effectiveness of wellness and health promotion programs in improving quality of life of different client populations
H. Actively engage in lifelong learning activities. PERFORMANCE INDICATORS:
1. Develop metacognitive skills that will allow for effective self-assessment of levels of competence for performance of tasks in various practice settings
2. Engage actively in self-directed learning strategies / opportunities 3. Engage actively in formal and informal continuing professional
development activities to remain updated with current trends in practice
I.Work effectively in an inter-professional collaborative setting. PERFORMANCE INDICATORS:
1. Understand the role and scope of practice of PT in the healthcare continuum
2. Understand the role and scope of practice of other healthcare providers in the healthcare continuum
Page 9 of 41 4. Accommodate other roles to adapt to the needs of the work setting 5. Demonstrate appropriate behavior as a productive member of the
team
6. Show sensitivity and respect the beliefs and values of others that may be different from one’s own
7. Communicate effectively through verbal, non-verbal, and written forms when dealing with other stakeholders
J.Demonstrate proficiency in oral and written communication skills as well as reading and listening.
PERFORMANCE INDICATORS:
1. Express thoughts and ideas effectively and proficiently in verbal and written forms using English and Filipino and/or any relevant language in formal and informal venues
2. Demonstrate effective and appropriate use of available technology in various communication contexts
3. Demonstrate accuracy in documentation in the practice of physical therapy
4. Observe prescribed guidelines in preparing written documents 5. Complement verbal communication with appropriate non-verbal
signs consistently
6. Demonstrate reading comprehension at all levels 7. Practice active listening
8. Relay information effectively while considering the number and characteristics of the audience
K. Demonstrate social and professional responsibility and ethical behaviors in multi-cultural settings and scenarios.
PERFORMANCE INDICATORS:
1. Respond to the needs of the physical therapy profession and other healthcare professions, as appropriate to one’s level of competence and resources
2. Respond to the needs of the community at-large, as appropriate to one’s level of competence and resources
3. Exercise integrity in all undertakings
4. Demonstrate appropriate professional behavior as a productive member of a team
5. Ensure that any decision and action will benefit others and will not result to any harm
6. Provide equal opportunities to everyone regardless of gender, race, religion, political affiliation, economic status, educational background, and societal position
Page 10 of 41 8. Apply knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and any processes pertinent to the practice of physical therapy
9. Adhere to the physical therapy scope of practice
L.Maximize the use of innovative technology in the practice of the profession. PERFORMANCE INDICATORS:
1. Access relevant existing innovative technology
2. Adopt existing technology relevant to the practice of the profession 3. Develop new technology to advance effective and efficient practice
of the profession
ARTICLE II CURRICULUM Curriculum Description
The curriculum of the BS in Physical Therapy program should be designed in a manner that will effectively develop the expected institutional outcomes and program outcomes, appropriate to a HEIs horizontal typology. Higher education institutions offering Bachelor of Science in Physical Therapy may exercise flexibility in their curricular offering, but should ensure that minimum requirements are met.
Sample Curriculum
This section provides the minimum curricular requirements for a degree in Bachelor of Science in Physical Therapy. The courses indicated herein are based on the courses in CMO 24, series of 2006 “Policies, Standards and Guidelines for Physical Therapy and Occupational Therapy Education”, transitioned to outcomes-based education.
The courses in the curriculum may be enhanced in order to adequately develop the identified institutional and program outcomes. The curriculum should take into consideration the competency level required for each program outcome as a student progresses from one year level to another.
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Components
a) Outline and total units of General Education (GE) courses:
Language and Humanities 21 units
English 1 (Study and Thinking Skills in English) 3
English 3 (Speech Communication) 3
Filipino 1 (Sining ng Pakikipagtalastasan) 3 Filipino 2 (Pagbasa at Pagsulat sa Iba’t Ibang Disiplina) 3 Humanities (Philosophy, Logic & Literature)
1. Philosophy and Logic 3
2. Literatura 1/Literature 1 (Ang Panitikan ng Filipinas/The Literatures of the Philippines)
3 3. Literatura 2/Literature 2 (Ang Panitikan ng
Mundo/The Literatures of the World)
3
Mathematics, Natural Science & Information Technology 26 units
Mathematics 1 (Algebra) 3 Mathematics 2 (Trigonometry) 3 Basic Statistics 3 Natural Sciences 14 1. General Chemistry 5 2. Organic Chemistry 3 3. General Physics 3 4. Applied Physics 3 Computer 3
Social Sciences 9 units
General Psychology 3
General Sociology/Anthropology 3
Health Economics with Taxation & Land Reform 3
Biological Sciences 8 units
General Biology 3
Zoology 5
Mandated Subjects 6 units
Rizal 3
Philippine History and Constitution 3
PE 8 units
NSTP 2 semesters 6 units
TOTAL GE UNITS 84 units
b) Outline and total units of Core courses;
Health Care 5 units
Ethics in Physical Therapy 2 units
Basic Sciences 22 units
Anatomy & Physiology 3
Gross and Organ System Anatomy 4
Kinesiology 4
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Neuroanatomy 3
Human Development 3
Medical Foundation 14 units
General Medical Conditions 3
General Surgical Conditions 3
Neurology 3
Psychiatric Foundations for PT 3
Pathology 2
Organization and Administration 3 units
Research 1 (Intro to Research & Research Proposal Writing)
3 units
TOTAL CORE UNITS 49 units
c) Outline and total units of Professional courses;
Physical Therapy Foundations 32 units
PT 1 (Intro to PT and Patient Care) 4
PT 2 (Light, Thermal Agents and Hydrotherapy) 4
PT 3 (PT Examination and Evaluation) 5
PT 4 (Electrotherapy) 3
Therapeutic Exercises 1 (Basic Therapeutic Exercise) 4
Therapeutic Exercises 2 (Thera Ex for Medical Conditions)
4 Therapeutic Exercises 3 (Thera Ex for Surgical,
Neurologic, and Developmental Pediatric
Conditions)
4
Orthotics and Prosthetics 4
Clinical Application 11 units
Clinical Education (CBR) 3
Clinical Education 1 (Intro to Clinics) 2
Clinical Education 2 (Continuation of Intro to Clinics) 2
Seminar 1 (Clinical Correlations for Medical Conditions)
2 Seminar 2 (Clinical Correlations for Surgical,
Neurologic, and Developmental Pediatric
Conditions)
2
Internship 30 units
Internship 1 15
Internship 2 15
Research 2 (Research Implementation and Presentation) 2 units field work TOTAL PROFESSIONAL UNITS 75 units incl 2 units field work d) Sum total of units of the curriculum.
Lec Lab Units
Total GE Units 64 6 70
PE 8 8
NSTP 6 6
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Total Professional Units 25 50 75 incl 2
field work
TOTAL UNITS 146 62 208
Sample Program of Study
FIRST YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
English 1 (Study and Thinking Skills in English) 3 3 English 3 (Speech Communication) 3 3 Filipino 1 (Sining ng Pakikipagtalastasan) 3 3 Filipino 2 (Pagbasa at
Pagsulat sa Iba’t Ibang Disiplina)
3 3
Philippine History and Constitution 3 3 General Psychology 3 3 Mathematics 1 (Algebra) 3 3 Literatura 1/Literature 1 (Ang Panitikan ng Filipinas/The Literatures of the Philippines) 3 3
Gen. Biology 3 3 Mathematics 2
(Trigonometry) 3 3 Gen. Sociology/ Anthropology 3 3 General Chemistry 3 2 5 PE 2 2 PE 2 2 NSTP 3 3 NSTP 3 3 TOTAL 23 TOTAL 25 SECOND YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
General Physics 2 1 3 Applied Physics 2 1 3
Zoology 3 2 5 Rizal 3 3
Basic Statistics 3 3 Anatomy & Physiology 3 3
Literatura 2/Literature 2 (Ang Panitikan ng Mundo/The Literatures of the World)
3 3 Health Care 3 2 5
Philosophy and Logic 3 3 Health Economics with
Taxation and Land Reform
3 3
Organic Chemistry 3 3 PE 2 2
PE 2 2 Computer 3 3
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THIRD YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Gross and Organ System Anatomy
3 1 4 Neuroanatomy 3 3
Physiology 4 1 5 Kinesiology 3 1 4
Human Development 3 3 Thera Ex 1 (Basic
Therapeutic Exercises)
3 1 4
PT 1 (Intro to PT and Patient Care)
3 1 4 PT 3 (PT Exam and Eval) 3 2 5
PT 2 (Light, Thermal Agents and Hydrotherapy) 3 1 4 Pathology 2 2 Psychiatric Foundations for PT 3 3 Clinical Education (CBR) 2 1 3 TOTAL 23 TOTAL 21 FOURTH YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Gen Med Conditions 3 3 General Surgical
Conditions
3 3
Neurology 3 3 Thera Ex 3 (Thera Ex for
Surgical, Neurologic and Developmental Pediatric Conditions)
3 1 4
Thera Ex 2 (Thera Ex for Medical Conditions)
3 1 4 Orthotics and
Prosthetics
3 1 4
PT 4 (Electrotherapy) 2 1 3 Seminar 2 (Clinical
Correlations for Surgical, Neurologic and Developmental Pediatric Conditions) 2 2 Seminar 1 (Clinical Correlations for Medical Conditions) 2 2 Clinical Ed 2 (Continuation of Intro to Clinics) 2 2 Clinical Ed 1 (Intro to Clinics) 2 2 Ethics in PT 2 2 Organization and Administration in PT 3 3 Research 1 (Intro to
Research and Research Proposal Writing)
2 1 3
TOTAL 20 TOTAL 20
FIFTH YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Internship 1 15 15 Internship 2 15 15 Research 2 (Research Implementation and Presentation) 2* Field work 2* Field work TOTAL 17 TOTAL 15
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Sample Curriculum Map
This section provides an example of how to thread the identified program outcomes through the different courses in the curriculum. This should guide the development of the expected outcomes at different points within the program to ensure that the HEI is on-track in achieving the expected program outcomes.
Similarly, the HEI should be able to thread the institutional outcomes across relevant courses in the curriculum. The HEIs should not be limited to the competency levels indicated in this sample curriculum map, but are highly encouraged to determine the competency levels appropriate to their institutional outcomes and capacities.
Key Legends for Competency Levels:
I – Introduced: Basic concepts are merely introduced; concepts, beginning skills taught (skills laboratory)
P – Practiced: The concepts and principles are presented with applications; actual case, skills lab, actual exposure (with supervision)
D – Demonstrated: I + P with skills acquisition; actual patient care including clinical scenarios, with minimal or no supervision
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MAPPING OF PHYSICAL THERAPY PROGRAM OUTCOMES
FIRST YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
Study and Thinking Skills in English I I I P I I I I I P P P
Sining ng Pakikipagtalastasan I I I P I I I I I P P P
Philippine History and Constitution I - - - I - - I I P P P
Algebra I I I - I I - I I P P P Gen. Biology I I I - - I - I I P P P Gen. Sociology/Anthropology I I I - I I I I I P P P P.E I I I - - - I I I P P P NSTP I I I P P I I I I P P P Speech Communication I I I P I - I I I P P P
Pagbasa at Pagsulat sa Iba’t ibang Disiplina I I I P I I I I I P P P
General Psychology I I I I P I - I I P P P
Ang Panitikan ng Filipinas/The Literatures of the Philippines I - - - - - - I I P P P
Trigonometry I I I - - I - I I P P P
General Chemistry I I I - - I - I I P P P
P.E I I I - - - I I I P P P
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SECOND YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
General Physics I I I - I I - I I P P P Zoology I I I - I I - I I P P P Basic Statistics P I I - I P - I I P P PAng Panitikan ng Mundo/ The Literatures of the World I - - - - - - I I P P P
Philosophy and Logic I I I I I I - I I P P P
Organic Chemistry I I I I I I - I I P P P
P.E I I I I I I I I I P P P
Applied Physics P I I - I I - I I P P P
Rizal I - - - - - - I I P P P
Anatomy & Physiology P I I I I I I I I P P P
Health Care P P P P P P P I P P P P
Health Economics with Taxation and Land Reform I - - I I I - I I P P P
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THIRD YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
Gross and Organ System Anatomy P I I P D I I I I P P P
Physiology P P P P P P I I I P P P
Human Development P I I I I I I I I P P P
PT I ( Intro to PT and Patient Care P P P P P P P I I P P P
PT 2 (Light, Thermal Agents and Hydrotherapy P P P P P P P I I P P P
Psychiatric Foundations for PT P I I I I I I I I P P P
Neuroanatomy P I I I I I I I I P P P
Kinesiology P P P P P P I I I P P P
Thera Ex. I (Basic Therapeutic Exercises) P P P P P P P I I P P P
PT 3 (PT Exam and Eval) P P P P P P P I I P P P
Pathology P I I I I I I I I P P P
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FOURTH YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
General Medical Conditions D I I I I P I P I D D D
Neurology D I I I I P I P I D D D
Thera Ex 2 (Thera. Ex. For Medical Conditions) D P P P P P P P I D D D
PT 4 (Electrotherapy) D P P P P P P P I D D D
Seminar I (Clinical Correlations for Medical Conditions) D P P P P P P P I D D D
Clinical Ed. I (Intro. To Clinics) D P P P P P P I I D D P
Organization and Administration in PT D - - P P P P P P D D D
General Surgical Conditions D P P P I P P P P D D D
Thera. Ex. 3 (Thera Ex for Surgical, Neurologic and Dev. Pedia. Conditions) D P P P P P P P I D D D
Orthotics and Prosthetics D P P P P P P P I D D D
Seminar 2 (Clinical Correlations for Surgical, Neurologic, and Devt. Pedia) D P P P P P P P I D D D
Clinical Ed. 2 (Cont. of Intro to Clinics) D P P P P P P P P D D D
Ethics in PT D P P P I P I P I D D D
Research I (Intro. To Research and Research Proposal Writing) D P P P P P P P I D D D
FIFTH YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
Internship I D D D D D D D D D D D D
Research 2 (Research Implementation and Presentation D D D D D D D D D D D D
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Sample Course Outcomes
This section provides examples of course outcomes appropriate to the competency levels required to develop the program outcome in that specific year and semester. The process of developing course outcomes should be iterative to curriculum mapping in order to validate the appropriate competency levels.
Third Year First Semester
Subject Program
Outcome
Competency Level
Indicators Course Outcomes
Gross and Organ System Anatomy
A P 1,2,3,5,6,7,8,9 Appreciation of differences of human anatomical structures Observe ethical standards in handling human models
B I 1 Given a hypothetical patient
presenting with symptoms involving a region of the body, distinguish among anatomical structures that may be
affected and its effect on function, in relation to examination, evaluation and assessment of
patients/clients.
C I 1 Appreciation of anatomical
body parts in relation to normal body functions
D P 2,3,4 Apply basic principles of
teaching and learning to engage peers in discussing anatomical structures, relations and functions.
E D 4 Demonstrate effective
leadership skills in group activities
F I 1 Ask critical questions
regarding anatomy-related problems
G I 1,2 Appreciate relationship of
normal body functions to health and wellness
H I 1,2 Engage in self-directed
learning strategies
I I 1,2,3,5,6,7 Show sensitivity and respect
towards members of the group
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Subject Program
Outcome
Competency Level
Indicators Course Outcomes
J P 1,2,5,6,7,8 Effective communication skills
K P 3,4,5,6,7,8,9 Show ethical behavior in all course-related undertakings Follow laws, policies related to handling of cadavers and human models
L P 1,2 Adopt existing technology
applied to the study of anatomy
Third Year Second Semester
Subject Program
Outcome
Competency Level
Indicators Course Outcomes Therapeutic
Exercise 1
A P 1,7,8 Appraise the beauty of human
anatomy and physiology in performing different exercises for the wellbeing of the patients/clients.
B P 1,2 Utilize sound clinical
reasoning skills in the
examination, evaluation and assessment of patients/clients in the development of
therapeutic exercises. C P 1,2,3,4,5,6,7,8 Produce appropriate, safe,
and effective exercises for the patients/clients suffering from various impairment and functional limitation.
D P 1,2, Develop teaching strategies in
the implementation of therapeutic exercises.
E P 1,2 Apply leadership and
management skills in the implementation of therapeutic exercises by developing fitness program to the patients/clients.
F P 1,2,3,4 Search for, select and
appraise any current evidence or research in developing and implementation of
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Subject Program
Outcome
Competency Level
Indicators Course Outcomes
G P 1,2,3,4 Propose a wellness plan for
patients /clients using exercises as a strategies in improving the quality of life.
H I 1 Apply lifelong learning
strategies in various PT practice through applications of therapeutic exercises.
I I 1,2,3,4,5,6,7 Demonstrate effective
working relationship among the members of rehabilitation team and utilized various exercises regimen for the betterment of
patients/clients.
J P 1,2,3,4,5,6,7 Demonstrate effective oral
and written communication skills when expressing ideas about the health conditions of the patients/clients using exercises as a management tool for the their
improvement.
K P 1,7,8,9 Apply therapeutic exercises
principle to demonstrate social and professional responsibility of improving the quality of life of
patients/clients.
L P 1,2,3 Select appropriate innovative
technology in performing different exercises.
Fourth Year First Semester Subject Program
Outcome
Competency Level
Indicators Course Outcomes
Clinical Education 1
A D 1,2,3,4,5,6,7,9 Apply clinical reasoning skills and professional attitudes to appropriately respond to the human health experience.
B P 1,2,3,4,5,6 Demonstrate beginning
competence in comprehensive examination, evaluation and
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Subject Program Outcome
Competency Level
Indicators Course Outcomes
assessment of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
C P 1,2,3,4,6,7,8 Demonstrate beginning
competence in planning and implementing appropriate physical therapy interventions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
D P 1,2,3,4 Apply principles of teaching
and learning in providing instructions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
E P 2,4,5,8 Manage a team to properly
handle a patient with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
F P 1,2,3,4 Search for, critically appraise,
and apply research evidence in the management of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
G P 1,2,3 Ensure the inclusion of
strategies towards the promotion of wellness for better health among patients with orthopedic,
rheumatologic, cardiovascular, pulmonary and integumentary conditions.
H I 2 Use reflective learning
strategies in starting to handle real patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
Page 24 of 41
Subject Program Outcome
Competency Level
Indicators Course Outcomes
role from those of other health professionals when dealing with patients orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. J D 1,2,3,4,5,6,7,8 Demonstrate effective oral
and written communication skills required in direct patient care.
K D 1,2,3,4,5,6,7,8,9 Demonstrate appropriate ethical behaviors in multi-cultural settings and scenarios.
L P 1,2 Maximize the use of
innovative technology, such as treatment modalities, in the practice of physical therapy
Fourth Year Second Semester
Subject Program
Outcome
Competency Level
Indicators Course Outcomes
General Surgical Conditions
A D 1,3,6,7 Apply critical thinking skills in
understanding the human experience after undergoing a surgical procedure referred for PT management.
B P 1,2,5 Utilize clinical reasoning skills
in identifying important examination, evaluation, and assessment PT procedures relevant to health outcomes for patients with surgical conditions.
C P 1,2,3,5,6 Select appropriate and
cost-effective interventions for identified problems and goals for patients with surgical conditions, from the point of admission up to discharge.
D P 1,2 Effectively teach peers
regarding approach to patients with a specific surgical
Page 25 of 41 condition.
E I 8 Consider patient safety and
satisfaction when developing a management plan for a patient with a surgical condition.
F P 1,2,3,4 Search for, critically appraise,
and apply current evidence in determining appropriate interventions for patients with surgical conditions.
G P 1,2 Propose a wellness plan for
patients who underwent surgical procedure.
H P 2 Effectively engage in
learner-centered strategies (e.g., problem-based learning, small group discussions) for
developing management plans for patients with surgical conditions.
I P 1,2,3,6,7 Develop management plans for
patients with surgical conditions, taking into consideration the physical therapy scope of practice and the scope of practice of other members of the healthcare team.
J D 1,2,5,6,7,8 Demonstrate effective oral and
written communication skills when expressing ideas about the management of patients with surgical conditions.
K D 1,3,4,5,7,9 Demonstrate appropriate
ethical and professional behaviors when developing management plans for patients with surgical conditions in multi-cultural settings.
L D 1,2 Select appropriate innovative
technology/modality applicable to the physical therapy management of patients with surgical conditions.
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Sample Threading of Program Outcomes, Course Outcomes, and Learning (Session) Outcomes
GROSS AND ORGAN SYSTEM ANATOMY
Program Outcomes (Competency Level) At the end of the BSPT program, the student should be able to:
Course Outcomes
At the end of the course Gross and Organ System
Anatomy, the student
should be able to:
Learning (Session) Outcomes
At the end of the session on Shoulder:
Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care (I)
Given a hypothetical patient presenting with symptoms involving a region of the body, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation
and assessment of
patients/clients.
Given a hypothetical patient presenting with shoulder pain, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. Apply teaching-learning principles in different learning environments (P)
Apply basic principles of teaching and learning to engage peers in discussing anatomical structures, relations and functions.
Apply basic principles of teaching and learning to engage peers in discussing anatomical structures, relations and functions of the shoulder.
Practice beginning
management and leadership skills in various practice settings (D)
Demonstrate effective leadership skills in group activities
Demonstrate effective leadership skills during dissection of the shoulder
CLINICAL EDUCATION 1
Program Outcomes (Competency Level) At the end of the BSPT program, the student should be able to:
Course Outcomes
At the end of the course Clined 1, the student should be able to:
Learning (Session) Outcomes
At the end of the session on UE Orthopedic Conditions: Demonstrate consistent
competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad
Demonstrate beginning
competence in
comprehensive examination, evaluation and assessment of patients with orthopedic, rheumatologic,
Demonstrate beginning
competence in
comprehensive examination, evaluation and assessment of patients with UE orthopedic conditions.
Page 27 of 41 continuum of care (P) cardiovascular, pulmonary
and integumentary
conditions. Apply teaching-learning
principles in different learning environments (P)
Apply principles of teaching and learning in providing instructions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary
and integumentary
conditions.
Apply principles of teaching and learning in providing instructions for patients with UE orthopedic conditions.
Practice beginning
management and leadership skills in various practice settings (P)
Manage a team to properly handle a patient with orthopedic, rheumatologic, cardiovascular, pulmonary
and integumentary
conditions.
Demonstrate effective leadership skills during team meetings to determine appropriate management for patients with UE orthopedic conditions.
Sample Syllabi for Selected Core Courses
This section contains a sample syllabus for a selected core course and a sample instructional plan for a teaching session within the course. The HEI may choose to have its own format for the syllabus and the instructional plan, with at least the following critical elements. Course Title: GROSS AND ORGAN SYSTEM ANATOMY
Name of Faculty: Prof. Procopia Sistema
Course Description: Basic human and organ system anatomy Course Outcomes:
1. Appreciation of differences of human anatomical structures 2. Observe ethical standards in handling human models
3. Given a hypothetical patient presenting with symptoms involving a region of the body, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients.
4. Appreciation of anatomical body parts in relation to normal body functions
5. Apply basic principles of teaching and learning to engage peers in discussing anatomical structures, relations and functions.
6. Demonstrate effective leadership skills in group activities 7. Ask critical questions regarding anatomy-related problems
8. Appreciate relationship of normal body functions to health and wellness 9. Engaging in self-directed learning strategies
10.Show sensitivity and respect towards members of the group
11.Demonstrate effective communication skills in non-verbal, oral, and written form 12.Show ethical behavior in all course-related undertakings
13.Follow laws, policies related to handling of cadavers and human models 14.Adopt existing technology applied to the study of anatomy
Page 28 of 41
Course Outline and Timeframe:
Week Topic
1 1. Orientation
2. Rules & Regulations 3. Definition of Terms 2 1. Orientation 2. Cell Structure 3. Types of epithelium 4. Types of gland 5. Muscular tissue 6. Nervous tissue 7. Connective tissue
8. Cartilage and bone tissue 3-4 1. Embryonic development 2. Tissue a. epithelial b. connective c. muscular d. nervous 3. Skin 4. Skin Appendages 5 The Skeletal System
1. Bones & Joint 2. Axial Skeleton Appendicular Skeleton 6 Preliminary Examination
7 1. Surface anatomy of the shoulder and pectoral region, and neck and back 2. Superficial and deep muscles of the shoulder and pectoral region, and neck
and back
3. OIA and innervation of all muscles
4. Clinical notes on neck pain, low back pain, shoulder pain 8 1. The axilla and contents
2. The Brachial plexus
3. Muscles of the arm: anterior and posterior compartment 4. Nerves and vessels of the arm
5. The elbow joint
6. Clinical notes on humeral fractures and brachial nerve palsy 9 1. Muscles of the anterior, lateral and posterior compartment
2. Neurovascular structures of the forearm 3. Cubital fossa and contents
4. Retinaculum, wrist joint and anatomical snuff box 5. Clinical notes
10 1. Small muscles of the hand 2. Small muscles of the thumb 3. Blood vessels of the hand
Page 29 of 41 4. Short muscles of the little finger
5. Nerve supply of the hand 11 1. Anatomy of the thoracic wall
2. Anatomy of the abdominal wall and inguinal area
12 Semi-final Examination
13 1. Bones of the pelvis and lower extremity 2. Surface anatomy
3. Muscles of the gluteus
Neurovascular structures of the gluteus
14 1. Superficial and deep vessels and nerves of the thigh 2. Femoral sheath and fascia of the thigh
3. Femoral triangle and the adductor canal 4. Anatomy of the hip joint
15 1. Superficial, deep vessels and nerves of the leg and branches 2. Fascial compartments of the leg and its contents
3. Anatomy of the popliteal fossa 4. Anatomy of the knee joint 5. Clinical notes on sport injuries
16 1. Ankle retinaculum and structures passing thru it 2. Muscles of the 4 layers of the sole of the foot 3. Tarsal bones and bones of the foot
4. Superficial structures of the dorsum of the foot 5. Anatomy of the ankle joint
17 1. Foot as a weight bearer and lever
2. DVT, varicose veins, peripheral vascular diseases 3. Tendon reflexes of the lower limb
4. Foot drop
5. Clinical notes on the hip and knee joint – Trendelenberg test Drawers test 6. Plantar fasciitis
18 Final Examination
Required Readings:
Clinical Anatomy for Medical Students 8th Edition by Richard Snell Suggested Readings and References:
a. Colour Atlas of the Human Body by McMinn
b. Clinical Anatomy by Regions by Richard Snell, latest edition c. Related Websites www.med.umich.edu/lrc/coursepages/Ml/anatomy/html/home.html www.grahamazaon.com www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/cross_section www.meddean.luc.edu/lumen/MedEd/GrossAnatomy www.netanatomy.com Course Requirements: Attendance
Page 30 of 41 Complete Group Outputs
Grading System: Written Examinations 30% Practical Examinations 20% Portfolio 20% Group Participation 20% Laboratory Manual 10% 100% Classroom Policies:
1. Attendance is mandatory and checked within the first 5 mins of the designated class schedule. A student with a total absences of more than 20% of the total class hours will be dropped from the roll.
2. Maximum participation is expected in all classroom and laboratory activities. 3. In all instances, respect for classmates and instructors are expected.
4. Come in proper lecture or laboratory uniform.
5. Place all bags and other materials not related to the course in the lockers provided. 6. Use of cellphones, tablets, and other gadgets for social and other purposes not related to the learning material are strictly prohibited during class. Doing so may lead to confiscation of the said gadget.
7. Strictly no eating and drinking inside the classroom and laboratory at all times. 8. Anyone violating these policies will be sent to the Dean’s Office for disciplinary action.
9. All general policies of the College will also be implemented as part of the policies for this course.
Consultation Hours:
Mon-Wed 3:00-6:00pm at the PT Faculty Room Sample Instructional Plan
Week 7: Shoulder, Pectoral Region, Neck and Back
1. Surface anatomy of the shoulder and pectoral region, and neck and back
2. Superficial and deep muscles of the shoulder and pectoral region, and neck and back 3. OIA and innervation of all muscles
4. Clinical notes on neck pain, low back pain, shoulder pain Learning
(Session) Outcomes
Topics Methodology Resources Assessment
Given a hypothetical patient presenting with shoulder pain, distinguish Anatomical structures of the shoulder & pectoral region Functions of structures of the Case discussion in small groups Jigsaw Anatomical models Manila paper Colored Markers Participation in group discussion (peer evaluation & self-evaluation) Diagram (group
Page 31 of 41 among
anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. shoulder & pectoral region output) Evaluation of presentation of output Given a hypothetical patient presenting with neck and/ or back pain, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. Anatomical structures of the neck & back Functions of structures of the neck & back
Large Group Discussion LCD Powerpoint presentation Anatomical model Recitation Formative Quiz Analyze the structure affected in the given scenarios OIA and innervation of the muscles of the shoulder, pectoral region, neck & back
Game (Jeopardy) LCD Powerpoint Scoring guide Score in the game (group)
Course Title: CLINICAL EDUCATION 1 Name of Faculty: Prof. Antonio Reyes
Course Description: Integration of assessment, treatment and documentation skills for patients with orthopedic, rheumatologic, cardiovascular, pulmonary, and integumentary conditions, from referral to re-evaluation, discharge and community integration.
Course Outcomes:
1. Apply clinical reasoning skills and professional attitudes to appropriately respond to the human health experience.
Page 32 of 41 2. Demonstrate beginning competence in comprehensive examination, evaluation and
assessment of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
3. Demonstrate beginning competence in planning and implementing appropriate physical therapy interventions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
4. Apply principles of teaching and learning in providing instructions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. 5. Manage a team to properly handle a patient with orthopedic, rheumatologic,
cardiovascular, pulmonary and integumentary conditions.
6. Search for, critically appraise, and apply research evidence in the management of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
7. Ensure the inclusion of strategies towards the promotion of wellness for better health among patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
8. Use reflective learning strategies in starting to handle real patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
9. Theoretically delineate one’s role from those of other health professionals when dealing with patients orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
10.Demonstrate effective oral and written communication skills required in direct patient care.
11.Demonstrate appropriate ethical behaviors in multi-cultural settings and scenarios. 12.Maximize the use of innovative technology, such as treatment modalities, in the
practice of physical therapy Course Outline and Timeframe:
Week Topic
1 Documentation in Physical Therapy 1. Purpose of Documentation 2. S.O.A.P. Documentation
3. Different types of patients’ notes 2 Observation of clinical patient encounters 3 UE orthopedic conditions
1. Relevant basic and medical surgical background for common UE orthopedic conditions
2. Examination, evaluation and assessment for common UE orthopedic conditions
3. Treatment planning and wellness interventions for common UE orthopedic conditions
4. Documentation of patient management 4 Cervical spine conditions
1. Relevant basic and medical surgical background for common cervical spine conditions
Page 33 of 41
Week Topic
conditions
3. Treatment planning and wellness interventions for common cervical spine conditions
4. Documentation of patient management
5 Simulation session on management of patients with UE and cervical spine orthopedic conditions
6 Preliminary Examinations 7 Thoracolumbar spine conditions
1. Relevant basic and medical surgical background for common thoracolumbar spine conditions
2. Examination, evaluation and assessment for common thoracolumbar spine conditions
3. Treatment planning and wellness interventions for common thoracolumbar spine conditions
4. Documentation of patient management 8 LE orthopedic conditions
1. Relevant basic and medical surgical background for common LE orthopedic conditions
2. Examination, evaluation and assessment for common LE orthopedic conditions
3. Treatment planning and wellness interventions for common LE orthopedic conditions
4. Documentation of patient management 9 Rheumatologic conditions
1. Relevant basic and medical surgical background for common LE orthopedic conditions
2. Examination, evaluation and assessment for common LE orthopedic conditions
3. Treatment planning and wellness interventions for common LE orthopedic conditions
4. Documentation of patient management 10 Peripheral vascular diseases and amputation
1. Relevant basic and medical surgical background for peripheral vascular diseases and amputation
2. Examination, evaluation and assessment for peripheral vascular diseases and amputation
3. Treatment planning and wellness interventions for peripheral vascular diseases and amputation
4. Documentation of patient management
11 Simulation session on management of patients with thoracolumbar spine, LE, peripheral vascular disease and amputation conditions
12 Clinical Visit
13 Cardiovascular conditions
1. Relevant basic and medical surgical background for cardiovascular conditions
Page 34 of 41
Week Topic
3. Treatment planning and wellness interventions for cardiovascular conditions
4. Documentation of patient management 14 Pulmonary conditions
1. Relevant basic and medical surgical background for pulmonary conditions 2. Examination, evaluation and assessment for pulmonary conditions
3. Treatment planning and wellness interventions for pulmonary conditions 4. Documentation of patient management
15 Peripheral neuropathic conditions
1. Relevant basic and medical surgical background for peripheral neuropathic conditions
2. Examination, evaluation and assessment for peripheral neuropathic conditions
3. Treatment planning and wellness interventions for peripheral neuropathic conditions
4. Documentation of patient management 16 Burns and integumentary conditions
1. Relevant basic and medical surgical background for burns and integumentary conditions
2. Examination, evaluation and assessment for burns and integumentary conditions
3. Treatment planning and wellness interventions for burns and integumentary conditions
4. Documentation of patient management
17 Simulation session on management of patients with cardiovascular, pulmonary, peripheral neuropathic, burns and integumentary conditions 18 Final examinations
Required Readings:
a. O'Sullivan, SB and Schmitz, TJ. Physical Rehabilitation Assessment and Treatment. 5th Ed. Philadelphia: F. A. Davis Company, 2007.
b. WCPT Guideline for Physical Therapist Entry Level Education. Suggested Readings and References:
a. Bickley, L and Hoekelman, R. Bates' Guide to Physical Examination and History Taking. 9th Ed. Philadelphia: Lippincott Williams & Wilkins, 2007.
b. Kettenbach, G. Writing patient/client notes: ensuring accuracy in documentation. 4th ed. Philadelphia: F.A. Davis Company, 2009.
c. Magee, DJ. Orthopaedic Physical Assessment. 5th Ed. Philadelphia: W.B. Saunders Company, 2008.
d. Cameron MH and Monroe LG. Physical Rehabilitation: Evidence-Based Examination, Evaluation, and Intervention. Saunders Elsevier: Canada, 2007. e. Related Websites
http://www.wcpt.org/node/29661#comprehensive http://accessphysiotherapy.mhmedical.com
Page 35 of 41
Course Requirements:
Portfolio of documentation of patient management Reflection papers
EBP briefs applied to hypothetical or real cases Examinations Grading System: Written Examinations 20% Practical Examinations 30% Portfolio 20% Group Participation 10% EBP briefs 20% TOTAL 100% Classroom Policies:
1. Attendance is mandatory and checked within the first 5 mins of the designated class schedule. A student with total absences of more than 20% of the total class hours will be dropped from the roll.
2. Maximum participation is expected in all classroom, laboratory and clinical activities. 3. In all instances, respect for classmates and instructors are expected.
4. Come in proper lecture or laboratory uniform.
5. Place all bags and other materials not related to the course in the lockers provided. 6. Use of cellphones, tablets, and other gadgets for social and other purposes not related
to the learning material are strictly prohibited during class. Doing so may lead to confiscation of the said gadget.
7. Strictly no eating and drinking inside the classroom and laboratory at all times.
8. Anyone violating these policies will be sent to the Dean’s Office for disciplinary action. 9. All general policies of the College will also be implemented as part of the policies for this
course.
Consultation Hours:
Wed-Fri 1:00-3:00pm at the PT Faculty Room Sample Instructional Plan
Week 3: UE orthopedic conditions
1. Relevant basic and medical surgical background for common UE orthopedic conditions
2. Examination, evaluation and assessment for common UE orthopedic conditions 3. Treatment planning and wellness interventions for common UE orthopedic
conditions
Page 36 of 41
Learning (Session) Outcomes
Topics Methodology Resources Assessment
Apply clinical reasoning skills and professional attitudes to appropriately respond to the human health experience. 1. Relevant basic and medical surgical background for common UE orthopedic conditions 2. Examination, evaluation and assessment for common UE orthopedic conditions 3. Treatment planning and wellness interventions for common UE orthopedic conditions 4. Documentation of patient management Small group discussions Role-play Clinical exposure
Sample cases Self-evaluation Peer evaluation Observation checklist Demonstrate beginning competence in comprehensive examination, evaluation and assessment of patients with UE orthopedic conditions. Interactive lectures Demonstration Role-playing Clinical exposure LCD Laptop Exam tools (goniometer, tape measure, etc.) Plinths Clinical placement with patients Written exams Practical exams Observation checklist Demonstrate beginning competence in planning and implementing appropriate physical therapy interventions for patients with UE orthopedic conditions. Interactive lectures Demonstration Role-playing Clinical exposure LCD Laptop Treatment interventions (weights, modalities, etc.) Plinths Clinical placement with patients Written exams Practical exams Observation checklist Apply principles of teaching and learning in providing instructions for patients UE orthopedic conditions.
Role playing Sample cases Practical exams Manage a team to properly handle a patient with UE orthopedic conditions. Small group discussions
Sample cases Self-evaluation Peer evaluation
