PT 750

Critical Inquiry I / Inquiry in Health Measurement

Widener University

Institute For Physical Therapy Education

Fall 2003

Please see the class schedule for the educational links

Course Syllabus

CLASS SCHEDULE: Friday 8:00-11:00 AM

COURSE DESCRIPTION:

This course explores concepts of qualitative and quantitative research as a broad frame in formulating and answering relevant clinical research questions and fostering an understanding of principles of evidence-based clinical practice. Students are encouraged to compose questions in the context of contemporary health care and physical therapy that address etiology, diagnosis and screening, intervention, prognosis, economic impact, or harm. The course focus is also on critically examining outcomes in health care using measures of health status and functional ability.

TEACHING METHODS:

Students are exposed to a broad collection of the literature related to the measurement of health status and function. A review of selected medical problems and the related literature forms the basis of the learning process and provides examples for the students to apply the course concepts. Students use interactive methods, presentations, group problem solving and discussion as methods of inquiry.

COURSE OBJECTIVES:

Upon completion of the course the student should be able to:

1. Explore qualitative and quantitative questions and the relationship of inquiry to the profession. (3.1.3.2, 3.8.3.2, 3.8.3.10, 3.8.3.11, 3.8.3.13)
2. Use concepts of functioning and the domains of quality of life to assemble questions for future research. (3.1.3.5, 3.8.3.2, 3.8.3.10, 3.8.3.11, 3.8.3.13 )
3. Analyze current measures of health status, well-being, and life satisfaction as potential outcome measures in health care. (3.1.3.5, 3.8.3.11, 3.8.3.13)
4. Contrast several current functional ability measures for potential use as outcome indicators in physical therapy. (3.1.3.5, 3.8.3.11, 3.8.3.13)
5. Interpret the reliability and validity of some common outcome measures used in the current physical therapy literature. (3.1.3.5, 3.8.3.11, 3.8.3.13)
6. Explain the basic issues involved in methods of measurement used in qualitative and quantitative research (3.1.3.5, 3.8.3.11, 3.8.3.13)
7. Apply the concepts of reliability, validity, and sensitivity/specificity to some common outcome measures used in clinical practice. (3.8.3.11, 3.8.3.13)
8. Recognize the importance of theory for clinical practice and describe the role of theory in fostering evidenced based clinical practice.(3.8.3.9, 3.8.3.11, 3.8.3.13)
9. Begin to critically evaluate published studies related to physical therapist practice and research. (3.8.3.10)
10. Understand how elementary principles of epidemiology and research apply to clinical practice. (3.8.3.9, 3.8.3.10)
11. Begin to critically evaluate empirically-based findings for use in physical therapy diagnosis, prognosis, and procedural interventions. (3.8.3.10)
12. Understand the clinical significance of using evidence based practice and clinical guidelines in primary care. (3.8.3.9)
13. Engage in critical reflection upon the nature of valid evidence related to professional practice. (3.8.3.9, 3.8.3.10)
14. Discuss and begin to critically appraise the concept of evidence-based practice. (3.8.3.9)
15. Synthesize and evaluate a selected body of evidence relating to the effectiveness of a chosen health practice or intervention. (3.8.3.10, 3.8.3.11)
16. Begin to use various medical databases, such as Medline, CINAHL, PapersFirst, and Cochrane, efficiently in the search for research papers affecting clinical physical therapy practice. (3.8.3.11)
17. Derive focused, answerable questions about clinical problems. (3.8.3.9, 3.3.3.12)

     

Domholdt, E. (2000). Physical Therapy Research : Principles and Applications (2nd ed.). Philadelphia, Pa.: Saunders. 

American Physical Therapy Association. (2001). Guide to Physical Therapist Practice (2nd ed.). Alexandria, Va.: American Physical Therapy Association.

Beattie, P. (2001). Measurement of health outcomes in the clinical setting: applications to physiotherapy. Physiotherapy Theory and Practice, 17, 173-185.

Ciccone, C. D. (2002). Clinical question: does ambulation immediately following an episode of deep vein thrombosis increase the risk of pulmonary embolism? Physical Therapy, 82(1), 84-88.

DiFabio, R. P. (1999). Myth of evidence-based practice. Journal of Orthopedic and Sports Physical Therapy, 29(11), 632-634.

Duncan, P. W. (1996). Evidence-Based Practice, Cleveland State University.

Harris, B. A., & Dyrek, D. A. (1989). A model of orthopaedic dysfunction for clinical decision making in physical therapy practice. Physical Therapy, 69(7), 548-553.

Harris, S. R. (1996). How should treatments be critiqued for scientific merit? Physical Therapy, 76(2), 175-181.

Herbert, R., Sherrington, C., Maher, C., & Moseley, A. (2001). Evidence-based practice - imperfect but necessary. Physiotherapy Theory and Practice, 17, 201-211.

Jensen, G. M. (1989). Qualitative methods in physical therapy research: a form of disciplined inquiry. Physical Therapy, 69(6), 492-500.

Jette, A. M. (1994). Physical disablement concepts for physical therapy research and practice. Physical Therapy, 74(5), 380-386.

Riddle, D. L., & Stratford, P. W. (1999). Interpreting validity indexes for diagnostic tests: an illustration using the Berg balance test. Physical Therapy, 79(10), 939-948.

Rose, S. J. (1989). Physical therapy diagnosis: role and function. Physical Therapy, 69(7), 535-537.

Schmoll, B. J. (1993). Qualitative Research. In C. E. Bork (Ed.), Research in Physical Therapy (pp. 83-122). Philadelphia: Lippincott.

Shepard, K. F. (1993). Critical review of published research. In C. E. Bork (Ed.), Research in Physical Therapy (pp. 57-75). Philadelphia: Lippincott.

Shepard, K. F., Jensen, G. M., Schmoll, B. J., Hack, L. M., & Gwyer, J. (1993). Alternative approaches to research in physical therapy: positivism and phenomenology. Physical Therapy, 73(2), 88-97; discussion 98-101.

Sim, J., & Arnell, P. (1993). Measurement validity in physical therapy research. Physical Therapy, 73(2), 102-110; discussion 110-105.

Stratford, P. W. (2001). Applying the results from diagnostic accuracy studies to enhance clinical decision-making. Physiotherapy Theory and Practice, 17, 153-160.

Tammivaara, J., & Shepard, K. F. (1990). Theory: The guide to clinical practice and research. Physical Therapy, 70(9), 578-582.

Ware, J. E., Jr., Brook, R. H., Davies, A. R., & Lohr, K. N. (1981). Choosing measures of health status for individuals in general populations. American Journal of Public Health, 71(6), 620-625.

Watts, N. T. (1985). Decision Analysis: A tool for improving physical therapy practice and education. In S. L. Wolf (Ed.), Clinical Decision Making in Physical Therapy (pp. 7-23). Philadelphia: Davis.

GRADING POLICY:

Point distribution is determined by the individual faculty member responsible for the course. Points vary by the nature of the course content and purpose, as well as the number of examinations and assignments. Conversion to a final letter grade is consistent for all of the courses in physical therapy.

A 94-100                    C+ 77-79

A- 90-93                     C 73-76

B+ 87-89                    C- 70-72

B 83-86                      F 69 and below

B- 80-82

Final course grades are rounded to two decimal places and converted to the corresponding letter grade. No further mathematical or letter adjustments are made to final course grades.

GRADING DISTRIBUTION:

Written Examination:           30%

Course Assignments:          30%

Course Project:                    30%

Class Participation:             10%

Grades will be available throughout the semester on line at Campus Cruiser.

WRITTEN EXAMINATIONS:

There will be one written examination in the course. The final examination will consist of two parts. Part one is a take home assignment. The assignment is to develop a conceptual map that summarizes the relationships between the major themes or ideas in the course. The take home portion of the examination can be completed either individually or as a group. The maximum group size is 4 and the length of the assignment is limited to one page. The due date for part one is on the date of the final examination (Percent of Final Grade =10%). Part two will be a written exam that will be administered during final examination week (Percent of Final Grade=20%). The written examination will be a combination of multiple choice, true/false and short answer questions. A make-up exam will not be automatically given in the event that the you are unable to take the exam on the scheduled date. If you are ill or otherwise incapacitated, it is expected that you will notify the course instructor prior to the scheduled examination time. In the case of the need for a written make-up examination, the format may differ from the original examination.

CLASS PARTICIPATION:

Class participation will be graded based on the following: class attendance, punctuality, evidence of preparation of assignments prior to attending class, professionalism in classroom interactions, and participation in class and small group discussions.

COURSE ASSIGNMENTS:

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This page was last updated on 09/04/2002