Examination, Evaluation, Diagnosis, and Prognosis III
Fall 2003
Instructors Texts Readings Grading Exams Course Assignments
- INSTRUCTOR: Robert Wellmon, PT, MS, NCS
- Office: Cottee Room 122
- Telephone: (610) 499-1295
- E-mail: Bob.Wellmon@widener.com
- Office Hours: M 3-4:00, T & Th 1-2:00 & 4:30-5:30, F 1-2:00. Additional hours available by appointment
- LAB INSTRUCTORS: Lance Gardner, PT, MSPT
Scott Voshell, PT, OCS - CLASS SCHEDULE: Lecture: Wednesday 9-11:00 AM
- Clinical Application: Tuesday & Thursday 2-4:30
COURSE DESCRIPTION:
The administration of test procedures to collect data pertaining to body system states, general health status and functional capacity of clients for screening or the determination of a physical therapy diagnosis, planning of treatment interventions, evaluating outcomes of care, and referral to other practitioners. This course is comprised of 2 lecture hours, 5 hours of clinical application. Independent study outside of scheduled classroom time is also required.
GENERAL PROGRAM OBJECTIVES FOR CLINICAL COURSES:
- Identify information and resources necessary to address a clinical problem and demonstrate effective clinical problem solving skills. (3.8.3.9, 3.8.3.11, 3.8.3.15, 3.8.3.26).
- Recognize the influences of social and cultural factors, as well as age, cognition and psychological factors on the achievement of goals.(3.8.3.2).
- Meet the standards set by the faculty for competent and safe practice. (3.8.3.4, 3.8.3.5).
- Participate in the critical analysis of current research and professional literature. (3.1.3.5).
- Demonstrate an appreciation for the values of the profession and the ability to engage in professional communication appropriate to the level of education.(3.8.3.10, 3.8.3.12).
- Articulate professional behaviors and outcomes in relation to personal goals in order to actively assess professional development. (3.8.3.3, 3.8.3.14).
SPECIFIC COURSE OBJECTIVES:
Upon completion of the course the student should be able to:
- Recognize the influence of social and cultural issues that affect patient reporting, behaviors, and actions and the achievement of goals. (3.8.3.2, 3.8.3.3)
- Demonstrate effective interview skills in obtaining oral data in a patient interview.(3.8.3.1, 3.8.3.16)
- Explain the use and rationale for each examination procedure. (3.8.3.16)
- Demonstrate competent performance in examination procedures. (3.8.3.16)
- Interpret the results of the findings from the physical examination to arrive at a diagnosis or problem list. (3.8.3.9, 3.8.3.11, 3.8.3.15, 3.8.3.17, 3.8.3.19, 3.8.3.21, 3.8.3.21, 3.8.3.27)
- Describe the documentation process necessary to appropriately keep records of physical examination procedures. (3.8.3.1, 3.8.3.25, 3.8.3.30)
- Demonstrate effective oral, written and nonverbal communication when performing an initial physical examination. (3.8.3.1, 3.8.3.2, 3.8.3.23, 3.8.3.30)
- Compare the examination methods used in physical therapy practice with those reported in the literature and engage in a critical analysis of the relevant current research and professional literature. (3.8.3, 3.8.3.10, 3.8.3.12, 3.8.3.16)
- Explain appropriate screening methods for selected disorders. (3.8.3.11, 3.8.3.10, 3.8.3.16, 3.8.3.17)
- Describe the referral process which might follow a screening procedure in determining the need for care. (3.8.3.15, 3.8.3.17)
Goodman, C. C., & Snyder, T. E. K. (2000). Differential Diagnosis in Physical Therapy (3rd ed.). Philadelphia: Saunders.
Guide to Physical Therapy Practice. (2001). Alexandria, VA: American Physical Therapy Association.
O'Sullivan, S. B., & Schmitz, T. J. (2001). Physical Rehabilitation : Assessment and Treatment (4th ed.). Philadelphia: F.A. Davis.
Reese, N. B. (1999). Muscle and Sensory Testing. Philadelphia: Saunders.
Reese, N. B., & Bandy, W. D. (2002). Joint Range of Motion and Muscle Length Testing. Philadelphia: Saunders.
Shumway-Cook, A., & Woollacott, M. H. (2001). Motor Control: Theory and Practical Applications (2nd ed.). Baltimore: Williams & Wilkins.
RECOMMENDED TEXTS:
Davis, N. M. (1999). Medical Abbreviations (11th ed.). Huntingdon Valley, PA: Neil M Davis Associates.
Rothstein, J. M., Roy, S. H., & Wolf, S. L. (1998). The Rehabilitation
Specialist's Handbook (2nd ed.). Philadelphia: F.A. Davis.
REQUIRED SUPPLIES
12" Full Circle Plastic Goniometer ($12-18.00)
6" Half or Full Circle Plastic Goniometer ($5-9.00)
Cloth Tape Measure
Blood Pressure Cuff
Stethoscope - Sprague-Rappaport
ADDITIONAL REFERENCES:
Boissonnault, W. G. (1995). Examination in Physical Therapy Practice: Screening for Medical Disease (2nd ed.). New York: Churchill Livingstone.
Coulehan, J. L., & Block, M. R. (1987). The Medical Interview : A Primer for Students of the Art. Philadelphia: Davis
Goodman, C. C., & Boissonnault, W. G. (1998). Pathology : Implications for the Physical Therapist. Philadelphia: Saunders.
Hertling, D., & Kessler, R. M. (1996). Management of Common Musculoskeletal Disorders: Physical Therapy Principles and Methods (3rd ed.). Philadelphia: J.B. Lippincott.
Kendall, F. P., McCreary, E. K., & Provance, P. (1993). Muscles, Testing and Function (4th ed.). Baltimore, Md.: Williams & Wilkins.
Kisner, C., & Colby, L. A. (1996). Therapeutic Exercise: Foundations and Techniques (3rd ed.). Philadelphia: F.A. Davis.
Magee, D. J. (1997). Orthopedic Physical Assessment (3rd ed.). Philadelphia:
W.B. Saunders.
ADDITIONAL READINGS:
Abelin, S. H. (1996). Improving functional reporting. PT Magazine, 4(3), 26-30.
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.
Hertling, D., & Kessler, R. M. (1996). Assessment of musculoskeletal disorders and concepts of management. In D. Hertling & R. M. Kessler (Eds.), Management of Common Musculoskeletal Disorders: Physical Therapy Principles and Methods (3rd ed., pp. 69-85). Philadelphia: J.B. Lippincott.
Kendall, F. P., McCreary, E. K., & Provance, P. (1993). Posture: Alignment and muscle balance. In F. P. Kendall & E. K. McCreary & P. Provance (Eds.), Muscles, Testing and Function (4th ed., pp. 69-77, 80-95, 106-108). Baltimore, Md.: Williams & Wilkins.
Rose, S. J. (1989). Physical therapy diagnosis: role and function. Physical Therapy, 69(7), 535-537.
Sahrmann, S. A. (1988). Diagnosis by the physical therapist--a prerequisite for treatment. A special communication. Physical Therapy, 68(11), 1703-1706.
Schenkman, M. (1993). Part 1: To put logic into action. PT Magazine, 1(2), 61-63.
Schenkman, M. (1993). Part 2: To unlock the logic of evaluation. PT Magazine, 1(2), 57-60.
Schenkman, M., & Butler, R. B. (1989). A model for multisystem evaluation, interpretation, and treatment of individuals with neurologic dysfunction. Physical Therapy, 69(7), 538-547.
ATTENDANCE POLICY:
Attendance is expected at all scheduled classes. Successful mastery of material being covered in this course will require that you attend every class. Everyone is expected to arrive at each class on time. If you need to miss a class or lab please notify me in person, via e-mail or by phone prior to the expected absence. An absence from a scheduled class will result in a reduction in the class participation grade.
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 within the Institute for Physical Therapy Education. Grades are rounded to two decimal places. No further mathematical or letter adjustments are made to grades.
- A 94-100
- A- 90-93
- B+ 87-89
- B 83-86
- B- 80-82
- C+ 77-79
- C 73-76
- C- 70-72
- F 69 and below
GRADING FOR THE COURSE:
- Written Examinations: Midterm 20%
- Final 25%
Lab Assignments 10%
Class Participation 5%
Evaluation and Plan of Care Paper 15%
Course/Homework Assignments 25%
Practical #1 Pass/Incomplete
Practical #2 Pass/Incomplete
Grades will be available online throughout the semester and can be accessed at Campus Cruiser
There will be two written examinations in this course. Written exams will be a combination of multiple choice, true/false, short answer and matching questions. The final exam will be cumulative.
Written make-up exams will not be automatically given. If you are ill or otherwise incapacitated, it is expected that you will notify me prior to the date of the examination. In the event that a make-up examination is required, the format may differ from original examination.
There are two practical exams scheduled for this course - midterm and final. As this is a clinically based course, competency in the actual performance of clinical skills is a requirement. In the event that a student does not demonstrate minimal competency during the first examination, a retest will be given. A maximum of three opportunities to demonstrate mastery of the material being tested are allowed for each practical. Each retest will result in a 2 point deduction in the final course grade.
The final practical is cumulative and will require the incorporation of concepts introduced in other courses. The practical will use simulated patient scenarios with the lab instructors and/or third year students playing the role of patient. Further details and the performance criteria will be provided prior to the scheduled date of the practical.
IPTE Policy on Practical Examinations. If a practical is failed on a first attempt a maximum of two re-takes are allowed. If the first re-take is failed, a written remediation contract will be negotiated between the student and the primary course instructor. The contract will explicitly delineate the remediation plan. This remediation contract must be signed by both the student and course instructor. Following remediation, a second re-take examination will be performed. If the second re-take is failed, the student will not receive a passing grade for the course and will not be able to continue the curriculum. All re-take exams will be videotaped for review and evaluation purposes. Whenever possible, the second re-take will be evaluated by someone other than the primary course instructor. Please see the School of Human Service Professions Graduate Handbook for additional policies and procedures related to receiving a failing grade in a course.
INDEPENDENT STUDY AND PRACTICE OUTSIDE OF CLASS IS NECESSARY TO SUCCESSFULLY COMPLETE THE PRACTICALS.
CLASS PARTICIPATION:
Participation is expected in both the lecture and the lab sessions from all class members. Student attendance and participation in lecture and laboratory sessions is essential for achieving the course objectives. Class participation will be graded based on the following: class and lab attendance, punctuality for class and labs, demonstrating appropriate role playing during labs, being professional in your interactions with your classmates and course instructors, participation in class discussions, demonstrating evidence of preparation of assignments prior to attending class, and having appropriate lab attire at the start of each lab. Your learning experience in the lab and lecture sessions will be more meaningful if the assigned readings are done in advance of the discussion of the course topic.
LAB ATTIRE:
Appropriate attire is required at the start of ALL lab sessions. Proper attire includes halter tops, bathing suit tops or jog bra, T-shirts, and shorts. One piece bathing suits are not acceptable. Many of the techniques covered in the labs will require access to and visualization of the underlying areas being evaluated or treated. Not having accessibility to the area being treated or evaluated diminishes the quality of the learning experience for your lab partners. Therefore, anyone not having the appropriate attire at the start of the lab will not be allowed to enter the lab. In addition, points will be deducted from the class participation grade for the specific lab. Sweats may be worn over top of the required lab attire for added warmth.
Clinical Site Visit Assignment