PTA 130 PLAN OF INTERVENTION
This plan of intervention will cover all 11 weeks of the term for the PTA130 course for physical therapy assistant students at the Pennsylvania Institute of Technology. PTA130 is generally taught by one instructor and contains 15-20 students in a cohort that go through the program together. PTA130 is a required course within the 2-year Physical Therapy Assistant program. It has the prerequisites of BIO145 and BIO135.
Goals
- Understand the key concepts of health, illness and disability.
- Differentiate between the systemic and local effects of pathology including inflammation, healing, neoplasm, and immunodeficiency.
- Correlate risk factors with adverse drug reactions and health outcomes.
- Understand the theories and pathologic processes associated with aging.
- Grasp the differences between the reversible and irreversible mechanisms of a cell.
Objectives
- Using the Nagi-Disablement model, students will define the clinical role of therapists at the level of impairment to fulfill the written assessment requirements.
- Describe the five types of cognitive deficits related to specific areas of brain damage on a written test.
- Identify the time factor differences for acute, subacute, and chronic illness to fulfill the written assessment requirements.
- Explain the role of genetics regarding disease on a written exam.
- Explain how aging effects on body fat distribution and hydration impact medication distribution on a written assessment
- After learning about nonsteroidal anti-inflammatory drugs (NSAIDs) and corticosteroids, students will identify possible systemic and adverse effects for their use on a written quiz.
- Describe the potential adverse effects of radiation therapy and chemotherapy that may impact therapy treatment and patient goals on a written exam
- Describe the systems that maintain normal pH levels and acid-base balance in the body to fulfill the written assessment requirements
- State the necessary components and their role in tissue repair on a written quiz.
- Describe the phases of healing to fulfill the written assessment requirements
- Identify the stage of healing for chronic inflammation to fulfill the written assessment requirements
- List the type and appearance of inflammatory exudates on a written quiz.
Content
The week one module will introduce students to the course that includes a review of the syllabus and an overview of the course long group project. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters one, two, and three from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Concepts of pathology
- Illness vs. disability
- Health promotion
- Disease prevention
- Genetics
- Problems affecting multiple systems
- Systemic effects of pathology
- Adverse drug reactions
- Medical management
- Radiation & chemotherapy
- Disorders affecting multiple systems
- Fluid & electrolyte imbalance
- Acid-base imbalance
- Cell injury
- Healing
- Muscular skeletal elements
Active Learning
To break up the slide content and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Case Study
After completing the lecture section “Health Promotion & Disease Prevention,” Students will be split into 3-4 small groups by the instructor. Each group will be given a patient description that includes: the patient’s injury, basic medical history, and lifestyle habits including nutrition, smoking, and activity level. Groups will brainstorm the best prescriptive exercise plan to implement during physical therapy for the patient. They must also prepare reasons why their plan of care will be effective. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their patient description, the prescriptive exercise plan they prepared, and the reasoning behind it.
Day 02: Activity 02
Drugs & Reactions
Before starting the section of lecture labeled “Radiation & Chemotherapy,” students will use an online matching game to review drugs and the signs and symptoms of a reaction connected to them. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game link will be posted on Canvas for students. Students will have 5 minutes to play through the matching game. The instructor will have a timer on the main board as students play. Students should try to complete the game multiple times for repetition until 5 minutes is up.
Day 03: Activity 03
Kahoot Review Game
At the end of lecture three, students will play a Kahoot review game to reinforce the content from the first week of lectures. Students will need either a smart phone or laptop to play. The teacher will have the game displayed on the projector screen in class. Students will open the link and log in using the game specific code. The game will have either five or ten questions per category. Categories include cell injury; healing; muscular skeletal; chapters’ 1-3 review. At the end of the game, the top 3 student scores are placed on a digital podium.
Student Activities/Duties
- Log into Canvas and review any course introduction materials
- Review the syllabus
- Purchase the required textbook
- Goodman, Fuller & O’Shea. Pathology for the Physical Therapist Assistant, 2nd edition, 2017, ISBN-13: 978-0-323-39549-6
- Attend in-person classes
- Participate in all class activities
- Complete any assignments for the week
Sequence and Module Structure – Week 1
- Day 1
- Introduction and course overview
- Syllabus review
- Course long project overview
- 10-minute break
- Chapter 1 Lecture
- Concepts of pathology
- Illness vs. disability
- Health promotion
- Disease prevention
- Activity 01
- Assign any readings/assignments
- Wrap up/student questions
- Introduction and course overview
- Day 2
- Finish Chapter 1 Lecture
- Genetics
- Chapter 2 lecture
- Problems affecting multiple systems
- Systemic effects of pathology
- Adverse drug reactions
- Medical management
- 10-minute break
- Activity 02
- Continue the rest of lecture 2 topics
- Radiation & chemotherapy
- Disorders affecting multiple systems
- Assign any readings/assignments
- Wrap up/student questions
- Finish Chapter 1 Lecture
- Day 3
- Finish Chapter 2 lecture
- Fluid & electrolyte imbalance
- Acid-base imbalance
- Chapter 3 lecture
- Acid-base imbalance
- Cell injury
- 10-minute break
- Complete lecture 3 topics
- Healing
- Muscular skeletal elements
- Activity 03
- Assign any readings/assignments
- Wrap up/student questions
- Finish Chapter 2 lecture
Goals
- Differentiate between innate and acquired immunity, with regard to specificity and adaptability.
- Distinguish between the different cells of the immune system and their role in the immune response
- Describe the role of immunizations in protection from disease, including specific recommendations for healthcare workers
- Compare the different types of bacterial, viral, and miscellaneous infections disease
- Describe the most commonly encountered infectious diseases with a focus on clinical manifestations and sequelae of each
- Know both the staging of cancer and the outcomes of treatment, with respect to the predictive nature of each
- Become fluent with the predisposing and modifiable risk factors associated with cancer worldwide
Objectives
- Describe the role of exercise on immune function to fulfill the written assessment requirements
- Identify the differences in exercise prescription recommended for HIV/aids, fibromyalgia, and chronic fatigue syndrome on a written exam
- Compare the criteria used for diagnosis for fibromyalgia, HIV/AIDS, and chronic fatigue syndrome on a written exam
- Explain the importance of transmission prevention for those with immunodeficiency disease to fulfill the written assessment requirements
- Name the modes of disease transmission on a written quiz.
- After naming the modes of disease transmission, students will cite examples for each on a written quiz.
- Identify the CDC recommendation to control disease transmission to fulfill the written assessment requirements
- Define tumor, including its classification as primary or secondary, benign or malignant on a written exam
- Correlate the most common metastases with symptoms based on site on a written exam
- Based on the involved organs, tissues, and structures, students will discuss cancer pain and referral patterns to fulfill the written assessment requirements
- Discuss indications, precautions, and contraindications of exercise and modalities in cancer treatment and prevention on a written exam
Content
The week two module will include a short review of key concepts from the previous week. After this, students will complete quiz #1. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters four, five, and six from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Immune System
- Types of immunity
- Aging & the immune system
- Immunodeficiency diseases
- Autoimmune diseases
- Infections Disease
- Mode of transmission
- Control of transmission
- Signs & symptoms
- Bacterial infections
- Viral infections
- Miscellaneous infectious diseases
- Oncology
- Tumor classification
- Staging & Grading
- Risk Factors
- Clinical manifestations
- Medical management
- Treatments
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
eLearning Scenario
After completing the chapter 4 lecture, students will have until the class wrap up to work through an eLearning scenario to create an exercise plan for an HIV patient. Students will need to have a laptop or smart phone available to complete the assignment. An assignment with the link will be posted on Canvas for students. In the scenario, students must choose either an early stage or advanced/chronic HIV patient. Next, students will choose exercises from the options that would work best for their patient. If an appropriate exercise is chosen, the scenario will move on to continue creating the plan. If an inappropriate exercise is chosen, the scenario will explain why, and the student will have the opportunity to pick a new exercise from the options. Students will choose exercises until a 3-exercise plan is complete.
Day 02: Activity 02
Review Cards
After completing the chapter 5 lecture, students will be split into small groups (3-4 students) to practice identifying specific infections/diseases. Students will break apart into groups containing 3-4 students. Each group will receive a pack of cards containing 8 descriptions and answers. For each round, 1 student will read the symptoms of either an infectious disease, bacterial infection, or viral infection. Students must buzz in by saying their own name to answer. The student with the most points at the end of the activity wins. Students will have 10 minutes to complete this activity.
Day 03: Activity 03
Small Group Jigsaw-Cancers
After completing the chapter 6 lecture, students will research a specific cancer by applying content taught in the class. In 5 groups, students will have 10-15 minutes to research and add their information in slides that will be shared with all students to be used as a resource going forward. Each group will be assigned one of the cancer classifications: Carcinoma; sarcoma; astrocytoma; lymphoma; hematopoietic. Groups must find the following information:
- One specific example in their classification category
- Signs & symptoms at each stage of the cancer
- The numbers:
- Number of people in world with the cancer
- Survival rate (%) for the cancer
- Gender: Which gender is the cancer more prevalent in
- Risk factors that could cause the cancer
All information will be typed into the appropriate slides and sections. Once the jigsaw is completed, the instructor will share the slide deck as a resource for students in Canvas.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Complete quiz #1
- Participate in all class activities
- Complete any assignments for the week
Sequence and Module Structure – Week 2
- Day 1
- Review key concepts from previous week (as needed)
- Quiz #1
- Chapter 4 lecture
- Types of immunity
- Aging & the immune system
- 10-minute break
- Finish Chapter 4 lecture
- Immunodeficiency diseases
- Autoimmune diseases
- Activity 01
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Chapter 5 lecture
- Mode of transmission
- Control of transmission
- Signs & symptoms
- 10-minute break
- Finish Chapter 5 lecture
- Bacterial infections
- Viral infections
- Miscellaneous infectious diseases
- Activity 02
- Assign any readings/assignments
- Wrap up/student questions
- Chapter 5 lecture
- Day 3
- Chapter 6 lecture
- Tumor classification
- Staging & Grading
- Risk Factors
- 10-minute break
- Finish Chapter 6 lecture
- Clinical manifestations
- Medical management
- Treatments
- Activity 03
- Assign any readings/assignments
- Wrap up/student questions
- Chapter 6 lecture
Goals
- Understand the effects of aging on the integumentary system including intrinsic factors vs. cumulative effects, structural and functional changes
- Understand the specific endocrine disorders associated with each of the endocrine glands, the cause(s), and clinical manifestations of each
Objectives
- Recall the elements and clinical presentations of the most common bacterial, viral, fungal, and parasitic skin infections to fulfill the written assessment requirements
- List recommendations for careful handing to avoid contamination and spread of skin infections on a written exam
- State the most common benign, premalignant, and malignant skin cancer conditions and tumors on a written quiz
- Describe characteristics and manifestations of skin disorders associated with immune dysfunction on a written exam
- State the clinical manifestations, treatment implications, and medical management implications of diabetes mellitus to fulfill the written assessment requirements
- Identify possible complications of insulin therapy connected with exercising on a written exam
- Explain patient education for diabetes, including neuropathic implications and the importance of diligent foot care on a written exam
Content
The week three module will include a short review of key concepts from the previous week. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters seven and eight from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Integumentary System
- Skin structure
- Skin lesions
- Common skin disorders
- Skin infections
- Skin chancer
- Skin disorders-immune dysfunction
- Thermal injuries
- Miscellaneous integumentary disorders
- PTA implications
- Endocrine & Metabolic Systems
- Endocrine glands
- Endocrine system
- Specific endocrine disorders
- Diabetes mellitus
- Medical management of Diabetes mellitus
- Diabetes mellitus & neuromuscular complications
- PTA & clinical implications
- Case studies
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Skin Structure-Terminology Review
Before starting the section of lecture labeled “Skin Infections,” students will complete a fill in the blank style assignment to review the layers and parts of the skin. Students will be given a hard copy of paragraphs that discuss the skin with terms missing. A word bank will be available on the assignment for students to use as a reference when filling in answers. Students will have five minutes to complete the review activity.
Day 02: Activity 02
Endocrine System-Matching Review Game
After completing the section of lecture labeled “Specific Endocrine Disorders,” students will use an online matching game to review different parts of the endocrine system. Three different versions will be available for students to work through. Version one focuses on each gland and its description. Version two is each gland and the hormone associated with it. Version three reviews each gland and disorders associated with it. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game links will be posted on Canvas for students. Students will have 5-10 minutes to play through the matching games. The instructor will have a timer on the main board as students play. Students should try to complete all three versions of the activity during the time allotted.
Day 03: Activity 03
Endocrine & Metabolic System: Case Study (2 options)
After completing the “Endocrine & Metabolic Systems” lecture, students will be split into 3-4 small groups by the instructor. Each group will be given a patient description that includes: the patient’s injuries, basic medical history, level of movement function, and PT evaluation. Groups will answer questions related to their patient in either a Canvas assignment or on a hard copy. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their answers with the class. All groups will submit their work to the instructor after the activity.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in all class activities
- Complete any assignments for the week
Sequence and Module Structure – Week 3
- Day 1
- Review key concepts from previous week (as needed)
- Chapter 7 lecture
- Skin structure
- Skin lesions
- Common skin disorders
- 10-minute break
- Activity 01
- Continue Chapter 7 lecture
- Skin infections
- Skin chancer
- Skin disorders-immune dysfunction
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Finish Chapter 7 lecture
- Thermal injuries
- Miscellaneous integumentary disorders
- PTA implications
- 10-minute break
- Chapter 8 lecture
- Endocrine glands
- Endocrine system
- Specific endocrine disorders
- Activity 02
- Assign any readings/assignments
- Wrap up/student questions
- Finish Chapter 7 lecture
- Day 3
- Continue chapter 8 lecture
- Diabetes mellitus
- Medical management of Diabetes mellitus
- Diabetes mellitus & neuromuscular complications
- 10-minute break
- Finish chapter 8 lecture
- Diabetes mellitus & neuromuscular complications
- PTA & clinical implications
- Activity 3
- Case studies
- Assign any readings/assignments
- Wrap up/student questions
- Continue chapter 8 lecture
Goals
- Understand the pathogenesis, manifestations, risk factors, and treatment of diseases affecting the cardiovascular system
- Comprehend the different causes, manifestations, and recommended treatments in relation to restrictive and obstructive diseases of the pulmonary system.
Objectives
- List the signs and symptoms of cardiac disease on written quiz
- Describe the effects of aging and gender differences on the cardiovascular system to fulfill the written assessment requirements
- Identify the characteristics of wounds, treatment implications, and healing recommendations for arterial and venous disease on a written exam
- Describe the recommended treatment to improve activity before peripheral arterial disease symptoms occur to fulfill the written assessment requirements
- List the signs, symptoms, and major sequelae of pulmonary disease in a written quiz.
- Discuss the causes, symptoms, and treatment particulars for infectious and inflammatory diseases of the pulmonary system in a written assignment.
- After discussing common obstructive diseases of the pulmonary system, students will identify risk factors, causes, manifestations, and recommended treatments on a written quiz.
- After discussing common restrictive diseases of the pulmonary system, students will describe causes, manifestations, and recommended treatments in a written assessment
- For cystic fibrosis patients, students will describe family and patient education for implementing appropriate airway clearance postures on a written test.
Content
The week four module will include students completing quiz #2. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters nine and eleven from the Goodman, Fuller, & O’Shea textbook. Topics include:
- The Cardiovascular System
- Cardiovascular disease
- Aging
- Gender differences
- Diseases affecting heart muscle
- Cardiac nervous system
- Diseases affecting heart valves
- Diseases affecting blood vessels
- The Respiratory System
- Pulmonary disease
- Aging
- Infectious & inflammatory disease
- Obstructive diseases
- Restrictive diseases
- Environmental & occupational diseases
- Genital disorders
- Parenchymal disorders
- Pulmonary vasculature disorders
- Pleural space disorders
Finally, the instructor will go through the midterm study guide and provide the take home exam to students.
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 02: Activity 01
Guess Who (The Cardiovascular System)
After completing “The Cardiovascular System” lecture, students will be split into pairs to play the “Guess Who” style activity. Each student will be given a game board with the image and/or name of diseases discussed in the chapter lecture. The student will also pick a card that has the name of the disease they will represent for the game. Students will take turns asking one question about the disease their partner has. Questions could relate to symptoms, characteristics, treatments, ect. The student will get one guess after their question. If incorrect, the student will cross out the disease on their playing board. The partner now gets a turn. The game will continue until someone guesses correctly the disease. *Could be completed with a digital board on a shared Google slides or PowerPoint presentation. *
Day 03: Activity 02
Compare & Contrast (Obstructive vs. Restrictive disease)
After completing the section of lecture labeled “Restrictive Disease,” students will complete a compare and contrast assignment on Canvas. This assignment can be assigned as independent work or with partners. The student will be assigned one obstructive and one restrictive respiratory disease to research. Information that will be researched and typed in the assignment include:
- Causes
- Risk factors
- Manifestation
- Recommended treatment for each type of disease
When finished, students will submit the assignment in Canvas.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Complete Quiz #2
- Participate in all class activities
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 4
- Day 1
- Quiz #2
- 10-minute break
- Chapter 9 lecture
- Cardiovascular disease
- Aging
- Gender differences
- Diseases affecting heart muscle
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Finish chapter 9 lecture
- Cardiac nervous system
- Diseases affecting heart valves
- Diseases affecting blood vessels
- Activity 01
- 10-minute break
- Chapter 11 lecture
- Pulmonary disease
- Aging
- Infectious & inflammatory disease
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 9 lecture
- Day 3
- Continue chapter 11 lecture
- Obstructive diseases
- Restrictive diseases
- Activity 02
- 10-minute break
- Finish chapter 11 lecture
- Environmental & occupational diseases
- Genital disorders
- Parenchymal disorders
- Pulmonary vasculature disorders
- Review study guide
- Assign take home exam
- Wrap up/student questions
- Continue chapter 11 lecture
Goals
- Know how disorders of hemostasis affect the PTA treatment and education approach for patients
- Understand the changes that occur in the musculoskeletal system throughout the lifespan, and the implications regarding exercise and strength training
Objectives
- State the various signs/symptoms of hematologic disorders on a written quiz
- Describe how a patient’s platelet level can affect PTA treatment on a written exam
- After discussing specific erythrocyte and leukocyte disorders, students will examine the elements, clinical manifestations, and implications for treatment to fulfill the written assessment requirements
- After reviewing data, students will compare the various clinical manifestations and treatment approaches for neoplastic diseases of the blood and lymph systems on a written exam
- Explain common musculoskeletal disorders on a written quiz.
- Discuss the benefits of exercise, strength training, and flexibility training for children and adults.
- Identify changes occurring in joints and connective tissues from aging on a written quiz.
- Illustrate what PT can offer to maximize movement throughout the lifespan on a written quiz.
Content
The week five module will include students completing discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Students will complete the midterm exam. After the midterm, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters ten and thirteen from the Goodman, Fuller, & O’Shea textbook. Topics include:
- The Hematologic System
- Signs & symptoms of hematologic disorders
- Aging
- Blood transfusions
- Erythrocyte Disorders
- Anemia
- Leukocyte Disorders
- Blood & lymph systems-Neoplastic diseases
- Hemostasis disorders
- The Musculoskeletal System
- Common disorders
- Immobilization
- Medical advances
- Biological response to trauma
- Musculoskeletal system through life span
- Musculoskeletal system & exercise
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 02: Activity 01
Organizing Diseases & Disorders (Hematologic System)
After completing “The Hematologic System” lecture, students will be split into 4 teams to complete the timed activity. Each team will be given a different card pack. Each card pack contains main topics (ie: Leukocyte Disorders) and specific diseases and disorders. Once the timer is started, students must work together to put each disease/disorder under its proper topic. When done the group will raise their hands to get answers checked by the instructor. The team that is the quickest with all answers correct wins the round. Other groups will continue working on their cards until answers are checked by the instructor and correct. At the end of each round, groups will shuffle the cards into a deck and pass to the next group to start the next round. The team with the most points after 4 rounds wins. (*instructors choice: prize or no prize for winners)
Day 3 Activity 02
Case Studies (Musculoskeletal System)
After completing “The Musculoskeletal System” lecture, the class will be split into 3-4 groups. Each group will be given a patient description from two possible options. Groups will answer questions related to their patient in either a Canvas assignment or on a hard copy. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their answers with the class. All groups will submit their work to the instructor after the activity.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Midterm exam
- Participate in all class activities
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 5
- Day 1
- Midterm exam
- 10-minute break
- Chapter 10 lecture
- Signs & symptoms of hematologic disorders
- Aging
- Blood transfusions
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Finish chapter 10 lecture
- Erythrocyte Disorders
- Anemia
- Leukocyte Disorders
- Blood & lymph systems-Neoplastic diseases
- Hemostasis disorders
- 10-minute break
- Activity 01
- Chapter 13 lecture
- Common disorders
- Immobilization
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 10 lecture
- Day 3
- Finish chapter 13 lecture
- Medical advances
- Biological response to trauma
- Musculoskeletal system through life span
- Musculoskeletal system & exercise
- 10-minute break
- Activity 02
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 13 lecture
Goals
- Understand the diagnoses, incidence and etiology, pathogenesis, clinical manifestation, sequelae, and implications for specific chromosomal, spinal, genetic, hereditary, and muscular disorders
- Demonstrate understanding of the clinical manifestations of tumors with regard to the PTA and treatment
Objectives
- Identify commonly encountered genetic and development disorders independently
- State the characteristics of primary and secondary musculoskeletal neoplasms on a written quiz
- Classify primary tumors as benign or malignant, soft tissue, or bone on a written quiz
- After discussing malignant bone, soft tissue, and metastatic tumors, students will compare and contrast the pathogenesis, clinical manifestation, medical management, and treatment options on a written test
Content
During the week six module, pharmacology projects will be submitted. Students will continue to complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Also, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters fourteen and sixteen from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Genetic & Developmental Disorders
- Down Syndrome
- Scoliosis & Kyphoscoliosis
- Spina Bifida Occulta, Meningocele, & Myelomeningocele
- Muscular Dystrophies
- Spinal Muscular Atrophy
- Torticollis
- Erb’s Palsy
- Osteogenesis Imperfecta
- Arthrogryposis Multiplex Congenita
- Musculoskeletal Neoplasms
- Musculoskeletal tumors
- Clinical manifestations, diagnosis, & treatment
- Benign bone tumors
- Malignant bone tumors
- Soft tissue tumors
- Metastatic tumors
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 02: Activity 01
Diagnose the Image
After completing the “Genetic & Developmental Disorders” lecture, students will diagnose the genetic or developmental disorder presented. Students will be given a whiteboard and dry erase marker. The instructor will show the image of a patient on the projector screen. Based on the physical characteristics/observed manifestations, students will write on the board the disorder the patient has. Students will hold up boards at the same time for the instructor to check answers. The instructor will call on students to share the observed characteristic that reinforced their answer.
Day 03: Activity 02
21 Questions
After completing the “Musculoskeletal Neoplasms” lecture, students will play a 21 questions style game to identify the type of tumor that is on the card. Students will split into groups of two or three. Each round will have one student as a group leader. The group leader will select the card and answer questions to guide others towards guessing the correct answer. Each round, 1 student can ask 10 yes or no questions to try and figure out if the tumor is benign neoplasm, malignant neoplasm, bone tumor, or soft tissue tumor. Each guess counts as a question as well. Once the correct answer is given, the number of questions the student has left equals the number of points earned.
Student Activities/Duties
- Turn in pharmacology project
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in all class activities
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 6
- Day 1
- Turn in Pharmacology exam
- Chapter 14 lecture
- Down Syndrome
- Scoliosis & Kyphoscoliosis
- Spina Bifida Occulta, Meningocele, & Myelomeningocele
- Muscular Dystrophies
- 10-minute break
- Continue chapter 14 lecture
- Muscular Dystrophies
- Spinal Muscular Atrophy
- Torticollis
- Erb’s Palsy
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Finish chapter 14 lecture
- Osteogenesis Imperfecta
- Arthrogryposis Multiplex Congenita
- 10-minute break
- Activity 01
- Chapter 16 lecture
- Musculoskeletal tumors
- Clinical manifestations, diagnosis, & treatment
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 14 lecture
- Day 3
- Continue chapter 16 lecture
- Benign bone tumors
- Malignant bone tumors
- 10-minute break
- Finish chapter 16 lecture
- Soft tissue tumors
- Metastatic tumors
- Activity 02
- Assign any readings/assignments
- Wrap up/student questions
- Continue chapter 16 lecture
Goals
- Grasp the major differences between osteoarthritis and rheumatoid arthritis with an emphasis on signs and symptoms, structures involved, and management strategies.
- Grasp the clinical manifestations of various sensory and movement disorders connected to specific brain areas.
- Learn the effects of aging on the central nervous system and the implications for neurologic dysfunction and pathology it creates.
Objectives
- After defining osteoporosis, students will explain the risk factors, signs and symptoms, tests, management strategies, prognosis, and precautions associated with its treatment in writing
- Identify the incidence, types, risk factors, and management strategies for a fracture to fulfill the written assessment requirements
- Name common management strategies and rehab principles in various settings on a written exam
- Explain and connect the etiology and risk factors of heterotopic ossification to the implications of physical therapy treatment to fulfill the written assessment requirements
- Compare symptoms and management strategies for Osgood-Schlatter and Sinding-Larsen-Johannson syndromes on a written exam
- Describe the different cells and functions of the central nervous system in a written quiz
- Outline the process of neurotransmission on a written exam
- Cite common memory problems associated with each brain section to fulfill the written assessment requirements
- Define the role of the autonomic nervous system in maintaining homeostasis on a written exam
Content
The week seven module will include students completing quiz #3. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters seventeen and eighteen from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Bone, Joint, & Soft Tissue Diseases & Disorders
- Bone
- Metabolic bone diseases
- Osteomalacia
- Fracture
- Heterotopic Ossification
- Osteochondroses
- Joints
- Rheumatic diseases
- Soft tissue injuries
- Central Nervous System Disorders
- Central nervous system
- Nervous system cells
- Neurotransmitters
- Clinical manifestations
- Diagnosis, treatment, & prognosis
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Diagnose The Disease (Metabolic bone diseases)
Before starting the lecture section “Heterotopic Ossification,” students will be presented data to diagnose metabolic bone diseases. This activity will only take 3-5 minutes and could be completed in partners or as a class. One at a time, the student will be presented with either an image of a bone scan, description of the disease, or a test measurement that is within range for the specific disease. The student has one chance to guess the disease.
Day 03: Activity 02
Jeopardy (Central Nervous System)
After completing the “Central Nervous System Disorders” lecture, students will play a 1 round Jeopardy style review game. The class will be split into 3 teams. 1 player from each team will have the chance to answer 2 questions before switching out. To buzz in and answer a question, the student will say their name. The instructor will keep score on a visible white board. The Jeopardy board will be visible on the projector screen. Categories is the round include:
- Nervous system cells
- Neurotransmitters & responses
- Cerebellar dysfunction
- Prognosis & treatment
- Clinical manifestation
The team with the most points at the end of the round wins.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Complete Quiz #3
- Participate in all class activities
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 7
- Day 1
- Chapter 17 lecture
- Bone
- Metabolic bone diseases
- Osteomalacia
- Fracture
- 10 minute break
- Activity 01
- Continue chapter 17 lecture
- Heterotopic Ossification
- Osteochondroses
- Assign any readings/assignments
- Wrap up/student questions
- Chapter 17 lecture
- Day 2
- Finish chapter 17 lecture
- Joints
- Rheumatic diseases
- Soft tissue injuries
- 10-minute break
- Chapter 18 lecture
- Central nervous system
- Nervous system cells
- Neurotransmitters
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 17 lecture
- Day 3
- QUIZ #3
- Finish chapter 18 lecture
- Clinical manifestations
- Diagnosis, treatment, & prognosis
- 10-minute break
- Activity 02
- Assign any readings/assignments
- Wrap up/student questions
Goals
- Differentiate between bacterial and viral causes of meningitis, and the clinical manifestations of each
Objectives
- Describe the neuropathologic conditions that can result from infection of the brain from memory
- After learning about viral meningitis and bacterial meningitis, students will compare and contrast the signs and symptoms, and treatments to fulfill the written assessment requirements
- Discuss the mechanism of transmission for encephalitis on a written exam
- Describe the signs, symptoms, and clinical manifestations for West-Nile virus on a written quiz
Content
The week eight module will include students completing discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. In addition, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapter nineteen from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Infectious Disorders of the Central Nervous System
- Central Nervous System
- Meningitis
- Encephalitis
- West Nile Virus
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Dig Deeper (Meningitis)
After finishing the lecture section “Meningitis,” students will complete a Canvas assignment focused on the types of meningitis. Students will need a laptop or smart phone to complete the assignment. In Canvas, students will be assigned either viral or bacterial meningitis. Students must research and add to the assignment the causes, manifestations, and treatments for the specific disease. Students will have 10-15 minutes to complete and turn in the assignment.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in all class activities
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 8
Day 1
-
- Chapter 19 lecture
- Central Nervous System
- Meningitis
- 10-minute break
- Continue chapter 19 lecture
- Meningitis
- Activity 01
- Assign any readings/assignments
- Wrap up/student questions
- Chapter 19 lecture
- Day 2
- Finish Activity 01
- 10-minute break
- Continue chapter 19 lecture
- Encephalitis
- West Nile Virus
- Assign any readings/assignments
- Wrap up/student questions
- Day 3
- Finish chapter 19 lecture
- West Nile Virus
- 10-minute break
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 19 lecture
Goals
- Differentiate between ischemic and hemorrhagic stroke
- Know the various syndromes, clinical manifestations, and impairments connected with ischemic stroke.
Objectives
- Teach patients about the risk factors of stroke and modifications to decrease the risk in a writing assignment.
- List the warning signs of stroke accurately on a chapter quiz.
- List the critical concerns in treatment of ischemic stroke vs. Hemorrhagic stroke to fulfill the written assessment requirements
- Defend the importance of a team approach in stroke rehab to fulfill the written assessment requirements
Content
The week nine module will include students completing quiz #4. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The week nine module lecture covers material within chapter twenty-one from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Stroke or Brain Attack
- Stroke
- Ischemic Stroke
- Cerebral arteries
- Syndromes
- Management & treatment
- Hemorrhages
Finally, group presentations of the pharmacology project will begin.
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Stroke Syndromes (Drag & Drop)
Before starting the section of lectured labeled “Management & Treatment,” students will use an online matching game to review cerebral syndromes and where they manifest in the brain. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game link will be posted on Canvas for students. Students will have 5 minutes to play through the matching game. The instructor will have a timer on the main board as students play. Students should try to complete the game multiple times for repetition up to 5 minutes.
Student Activities/Duties
- Quiz #4
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in all class activities
- Pharmacology presentations
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 9
- Day 1
- Quiz #4
- Chapter 21 lecture
- Stroke
- Ischemic Stroke
- Cerebral Arteries
- 10-minute break
- Continue chapter 21 lecture
- Syndromes
- Activity 01
- Assign any readings/assignments
- Wrap up/student questions
- Day 2
- Finish chapter 21 lecture
- Management & treatment
- Hemorrhages
- 10-minute break
- Pharmacology presentations
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 21 lecture
- Day 3
- Continue pharmacology presentations
- 10-minute break
- Continue pharmacology presentations
- Assign any readings/assignments
- Wrap up/student questions
Goals
- Understand the differences between the etiologic factors resulting in open vs. closed head injury
Objectives
- State the clinical manifestations and symptoms of concussion on a written exam
- Outline the typical cognitive and behavioral disturbances resulting from TBI to fulfill the written assessment requirements
- Using the Rancho Los Amigos scale, students will accurately discuss behaviors of cognitive recovery on a written exam
- Recommend the treatment needed in acute, subacute, rehabilitation, and community reintegration portions of therapy s/p TBI to fulfill the written assessment requirements
- Identify the incidence, risk factors, and etiologic factors for a spinal cord injury on a written exam
- Using the ASIA scale, students will connect the level of motor innervation to expected outcomes on a written exam
- Describe the characteristics and clinical manifestation of each SCI syndrome on a written quiz
- Given a specified level of spinal cord injury, students will describe projected disabilities associated with it to fulfill the written assessment requirements
Content
The week ten module will introduce the last two chapters of the term. Lectures will cover material within chapters twenty-two and twenty-three from the Goodman, Fuller, & O’Shea textbook. Topics include:
- Traumatic Brain Injury
- Traumatic brain injury
- Pathogenesis
- Manifestations
- Management & treatment
- Traumatic brain injury in children
- Traumatic Spinal Cord Injury
- Spinal cord injury
- Manifestations
- Incomplete spinal cord lesion
- Autonomic nervous system
- Manifestations
- Evaluation & treatment
All pharmacology presentations will completed by the end of the week. Lastly, the final exam study guide will be reviewed and the take home exam will be distributed.
Active Learning
To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.
Day 01: Activity 01
Diagnose the Patient (Levels of Consciousness)
Before starting the section of lecture labeled “Traumatic Brain Injury in Children,” students will identify levels of consciousness for a coma patient. This activity can be completed independently or with a partner. Students will be provided with a hard copy of a patient description using terminology from the Glasgow Coma Scale. Students must use the proper formula to add all scores together to decide the consciousness level. Students will share their answer with the instructor before turning in the assignment. If desired, the instructor can provide multiple patient descriptions for the students to analyze using the Glasgow Coma Scale.
Day 02: Activity 02
Signs & Symptoms (Incomplete Spinal Cord Lesions)
After completing the section of lecture labeled “Incomplete Spinal Cord Lesions,” students will identify what type of syndrome the patient has based on the signs and symptoms provided. Students will need either a laptop or smart phone to complete the assignment in Canvas. There will be six possible versions of this assignment. Students will open their assignment in Canvas. The assignment will provide symptoms and an image related to the syndrome. Students will identify the incomplete spinal cord lesion syndrome based on the information provided. Students will turn in the assignment when done.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in all class activities
- Pharmacology presentations
- Complete any assignments or assessments for the week
Sequence and Module Structure – Week 10
- Day 1
- Chapter 22 lecture
- Traumatic brain injury
- Pathogenesis
- Manifestations
- 10 minute break
- Continue chapter 22 lecture
- Management & treatment
- Activity 01
- Assign any readings/assignments
- Wrap up/student questions
- Chapter 22 lecture
- Day 2
- Finish chapter 22 lecture
- Traumatic brain injury in children
- Chapter 23 lecture
- Spinal cord injury
- Manifestations
- Incomplete spinal cord lesion
- 10 minute break
- Activity 02
- Continue chapter 23 lecture
- Autonomic nervous system
- Evaluation & treatment
- Assign any readings/assignments
- Wrap up/student questions
- Finish chapter 22 lecture
- Day 3
- Pharmacology presentations
- 10-minute break
- Final exam review study game
- Distribute take home exam
- Assign any readings/assignments
- Wrap up/student questions
Content
The week eleven module will focus on the final exam. The class will have a review session to prepare. After this, students will complete and turn in the final exam. Finally, any course loose ends will be addressed to wrap up the term.
Student Activities/Duties
- Complete any discussion questions on Canvas
- Attend in-person classes
- Participate in final exam review
- Complete and turn in final exam
Sequence and Module Structure – Week 11
- Day 1
- Final exam review
- 10 minute break
- Finish final exam review
- Day 2
- Final Exam
- Day 3 (If necessary)
- Finish final exam
- Course wrap up