This course will present to the physical therapy clinical doctoral learner a systematic way of looking at all orthopedic cases with a logical analytical approach that be replicated in all circumstances. It is not possible to cover the entirety of the body in this format without demanding an extraordinary quantity of your time. Because of these logistical constraints there will be a presentation of basic principles of clinical reasoning with an application predominance of context in the region of spine as it tends to be the most complex and most poorly understood. The hope is that the astute learner
A comprehensive analysis at those factors influencing physical therapy economics and those organizational and management principles, which impact the ethical and legal aspects of health care delivery. The course objectives are designed to allow the learner to recognize their roles and responsibilities in regards to cost effective delivery of physical therapy services and the business principles, economics, and culture that influence success.
This course will explore the therapist’s role as an interdependent practitioner working within a collaborative medical model. Inherent in these responsibilities is the ability to effectively differentially diagnose patients including the recognition of clinical manifestations that suggest physician contact is warranted regarding a patient/client’s health status. Equally important is knowing what one can omit from the examination scheme on a given day, while placing the patient/client at minimal risk.
As part of the patient examination, a proposed screening scheme will provide the structure for our discussion. The patient screening components and the associated clinical reasoning processes necessary to more
This course is designed to prepare health care professionals with the knowledge, skills, and abilities to make independently sound judgments about the validity of clinical research. It will allow practitioners the ability to implement evidence-based clinical practice in their careers.
The course will focus on: Concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies
course examines the education evaluation process at several levels including
student performance and satisfaction; , faculty evaluation and development; and
program outcomes including graduate outcomes and curriculum assessment. Specifics of exam construction such as item
writing, statistical analysis and item complexity are considered. The course also considers faculty assessment
methods, mentoring and faculty development of core and associated faculty. Various assessment tools and techniques are
explored, sample assessment data are examined and intervention strategies based
on assessment data analysis are formulated and discussed.