Arkansas Physical Therapist Continuing Education

• Define abuse and neglect
• Differentiate the various forms of abuse
• Recognize who are mandatory reporters of abuse
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to child abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected abuse and neglect
• Cite resources for patient education
• Define Mandatory Reporter and Permissive Reporter
• Explain the term perpetrator as it pertains to child abuse
• Explain the reporting requirements of mandatory reporters
• Differentiate Child Protective Services from General Protective Services
• List the penalties for failure to report suspected child abuse by mandatory reporters

• Define abuse and neglect
• Differentiate the various forms of abuse and neglect
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to elder abuse and neglect
• Describe the concept of immunity and confidentiality as it relates to elder abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected elder abuse and neglect
• Cite resources for physician, caregiver and patient education

• Describe the history of alcohol and drug abuse
• Define the reasons for the impact of alcohol and drug abuse
• Indicate the types of drug and alcohol abuses
• Recognize substance abuse in one's practice
• Develop strategies for dealing with our patient's and our own drug/alcohol addictions

• Apply manual therapy interventions for people living with HIV disease
• List the applicability of soft tissue mobilization, muscle energy technique, and myofacial release in the treatment of patients with HIV disease
• Describe craniosacral therapy and lymphatic drainage techniques in the treatment of patients with HIV disease

• Identify aspects of macronutrient deficiency and progression to AIDS
• Describe pathophysiological malnutrition in HIV Disease
• Discuss micronutrient deficiency and progression to AIDS
• Identify nutritional therapies in the treatment of AIDS patients

• Discuss Neuromuscular Manifestations of HIV and Electroacupuncture
• Review the use of Acupuncture and Microcurrents in AIDS patients
• Discuss Effects of Massage Therapy on the HIV-Exposed Newborn and Adult
• Describe how Massage Therapy enhances immune function in adults

• Define HIV
• Outline HIV epidemiology and symptoms
• Discuss the effects of HIV on health and wellness
• Review current facts about the HIV and AIDS epidemic both in the U.S. and worldwide

• Discuss strategies for preventing HIV in the health care workplace
• Outline universal precautions and additional precautions to prevent transmission of HIV by blood
• Apply what to do when there has been a possible exposure to HIV infection

• Define and discuss confidentiality laws covering the medical records of HIV/AIDS patients
• Define and discuss behavioral interventions for HIV/AIDS patients
• Outline the screening of HIV-infected persons for HIV transmission risk

• Explain the difference between HIV infection and AIDS
• Outline the methods of transmission of HIV
• Explain why early treatment of HIV infection is advantageous
• Discuss the basic factors in treatment
• Assess the individual HIV-AIDS patient for nutritional needs
• Explain the basic nutritional guidelines for the HIV infected patient.
• Discuss the classification of nutrients and their sources
• List some tools that may be used to do a nutritional analysis.
• Recognize AIDS nutritional deficient syndromes and other co morbidities
• Suggest some food plans/food treatments for nutritional deficiencies caused by the HIV infection or other opportunistic infections.
• Discuss  the steps to good nutritional counseling
• Discuss some nutritional problems that may face the HIV patient and list some remedies for these issues.

• Identify the classification methods for the diagnosis of HIV infection
• Describe the methods of transmission of HIV
• Explain the global epidemiology of HIV
• Summarize the origin and evolution of SIV and HIV
• Outline the crossover of HIV to the human population

• Describe the principal HIV-associated neurological complications
• List the clinical features of HIV-associated dementia
• Summarize the diagnosis and treatment of HIV neuropathy
• Identify common cardiovascular complications in HIV patients
• Explain the etiology of HIV-associated cardiomyopathy and congestive heart failure

• Outline the general concepts of the immune response to viral infection
• Compare and contrast innate immunity versus acquired immunity
• Describe the role of the CD4 T lymphocyte response in HIV infection
• Explain why the immune response fails in HIV infection
• Discuss the potential for vaccines to HIV

• Summarize the biology and transmission of HIV/AIDS
• Describe the clinical and serological progression of HIV/AIDS
• Outline the diagnosis and follow up monitoring for HIV/AIDS
• Produce a synopsis of the medical management of HIV/AIDS
• Identify the 5 classes of HAART medications and their mechanism of action
• Recognize the interactions of vitamins and nutrients with the various classes of HIV medications
• Identify therapies to address constitutional symptoms, medication side effects, and symptoms of immunosuppression
• List homeopathic and botanicals that have demonstrated effectiveness in treating HIV

• Dissect and identify musculature of the anterior cervical spine.
• Identify and learn the origin and insertion of specific musculature of the anterior cervical spine.
• Describe the innervation of specific anterior cervical musculature.
• Learn the anatomic relationship of anterior cervical spine musculature to other structures.

• To dissect and identify musculature of the shoulder
• Identify and learn the origin and insertion of specific musculature of the shoulder
• Construct a list of differential diagnoses for Clinical Shoulder Pathologies
• Learn the anatomic relationship of shoulder to other structures and correlate them to an MRI

• Locate and identify the various bones that make up the hand
• Identify bony landmarks and the parts of the bones that make up the hand
• Identify various joint structures within the hand
• View the anatomic relationship of the bones of the hand to other bony and soft tissue structures

• Dissect and identify musculature, nerve and vascular aspects of the hip
• Identify and learn the origin and insertion of specific musculature of the hip
• Describe the innervation of specific hip musculature.
• Learn the anatomic relationship of hip musculature to other structures and their relationships on the MRI

• Locate skeletal structures and landmarks of the elbow joint.
• Identify ligamentous and neurovascular anatomy of the elbow complex.
• Name the origin, insertion and innervation of musculature around the elbow.
• Assess the relationship of bony and soft tissue structures around the elbow.

• Identify anatomical landmarks pertaining to osteology of the humerus
• Locate attachments of prime movers of the shoulder joint
• Identify ligaments of the shoulder joint
• Identify bursae of the shoulder joint
• Recognize pathologies associated with shoulder joint anatomy

• Locate and identify major nerve structures of the shoulder area
• Locate and identify arteries of the shoulder area
• Locate and identify veins of the shoulder area
• Locate and identify lymphatics of the shoulder area

• Identify anatomical landmarks pertaining to osteology of the tibia
• Identify anatomical landmarks pertaining to osteology of the patella
• Identify anatomical landmarks pertaining to osteology of the fibula
• Correlate bony landmarks of the knee with clinical conditions that affect them

• Identify attachment sites of muscles around the knee joint
• Identify attachment sites of ligaments of the knee joint
• Identify attachment sites of cartilage of the knee joint
• Correlate the clinical aspects of the structures identified in this course

• Identify the ligaments that support the knee joint
• Identify the cartilaginous structures of the knee
• Correlate clinical conditions of identified knee structures with the anatomy studied
• Compare and contrast MRI images with the dissection images of the knee

• Locate and identify arteries which supply the area around the knee
• Locate and identify nerves which supply the area around the knee
• Locate and identify veins which drain the area around the knee
• Outline the anatomical course followed by the neurovascular structures as they pass through the area of the knee

• Locate and identify the muscles act on the knee joint
• Identify origins and insertions of muscles that act on the knee joint
• Recognize the peripheral nerves which supply the muscles that act on the knee joint
• Correlate clinical conditions of the muscles that act on the knee joint with their anatomy

• Identify anatomical landmarks pertaining to osteology of the tibia
• Identify anatomical landmarks pertaining to osteology of the fibula
• Identify anatomical landmarks pertaining to osteology of the tarsals
• Identify anatomical landmarks pertaining to osteology of the metatarsals and phalanges

• This contains all courses with the educational objectives listed from Anatomy 113 to Anatomy 124 

• Identify the ligaments of the ankle and foot
• Identify the attachment sites of the ligaments of the ankle and foot
• Describe the structures supported by the ligaments of the ankle and foot
• Correlate the anatomy with clinical conditions of the ligaments of the ankle and foot

• Identify muscles of the foot and ankle
• Locate origin and insertions of the muscles of the foot and ankle
• Identify the nerve supply of the muscles of the foot and ankle
• Correlate clinical conditions with the anatomy of the muscles of the foot and ankle

• Locate and identify arteries which supply the ankle and foot
• Locate and identify nerves which supply the ankle and foot
• Locate and identify veins which drain the ankle and foot
• Outline the anatomical course followed by the neurovascular structures as they pass through the area of the ankle and foot
• Correlate clinical conditions of neurovascular structures of the ankle and foot with the anatomy

• Identify anatomical landmarks pertaining to osteology of the sacrum and coccyx
• Identify anatomical landmarks pertaining to osteology of the ischium
• Identify anatomical landmarks pertaining to osteology of the ilium
• Identify anatomical landmarks pertaining to osteology of the pubis
• Correlate bony landmarks of the pelvis with clinical conditions that affect them

• Identify ligaments of the pelvis
• Correlate anatomical relationships of the ligaments of the pelvis
• Identify deep muscles of the pelvis
• Locate origin and insertions of the deep muscles of the pelvis
• Identify the nerve supply and actions of the deep muscles of the pelvis

• Identify nerve structures of the pelvis
• Locate the anatomical course of the nerves of the pelvis
• Identify structures supplied by nerves of the pelvis
• Identify nerve root levels that supply the peripheral nerves of the pelvis

• Identify the arteries and veins of the pelvis
• Locate the anatomical course of arteries and veins of the pelvis
• Describe the anatomical areas supplied by the arteries of the pelvis
• Describe the anatomical areas drained by the veins of the pelvis

• Identify anatomical landmarks pertaining to osteology of a typical lumbar vertebra
• Identify anatomical landmarks pertaining to osteology of an atypical lumbar vertebra
• Identify anatomical landmarks pertaining to osteology of the sacrum
• Identify bony attachment sites of selected muscles and ligaments of the lumbar spine

• Identify ligaments of the lumbar spine
• Correlate anatomical relationships of the ligaments of the lumbar spine
• Identify deep muscles of the lumbar spine
• Locate origin and insertions of the deep muscles of the lumbar spine
• Identify the nerve supply and actions of the deep muscles of the lumbar spine

• Identify the muscles of the posterior vertebral column
• Locate the attachments of the muscles of the posterior vertebral column
• Describe the actions of the muscles of the posterior vertebral column
• Identify the nerve supply of the muscles of the posterior vertebral column.

• Identify neural structures of the brain stem and spinal cord
• Identify structures of the meninges
• Describe the function of the structures of the brain stem and spinal cord
• Describe anatomical relationships between structures of the brain stem, spinal cord and meninges

• Locate and identify anatomical structures of the spinal cord
• Locate and identify the columns and tracts of the spinal cord
• Describe the functions of the columns and tracts of the spinal cord
• Locate and identify the vascular structures that supply the spinal cord

• This contains all courses with the educational objectives listed from Anatomy 125 to Anatomy 136 

• Locate and identify the rami, anterior and posterior divisions of the lumbar plexus
• Locate and identify the peripheral nerves that arise from the lumbar plexus
• Recognize anatomical landmarks that surround the lumbar plexus
• Identify the structures supplied by the nerves of the lumbar plexus

• Locate and identify the bones of the cranium
• Identify anatomical landmarks on the bones of the cranium
• Identify the sutures of the cranium
• Describe the structures passing through the foramina of the cranium

• Locate and identify the extraoccular muscles
• Locate and identify deep muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified

• Locate and identify intermediate muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified
• Locate origins and insertions of the muscles identified

• Locate and identify superficial muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified
• Locate origins and insertions of the muscles identified

• Explain the phases of human walking gait
• Discuss the biomechanical events associated with stance phase of gait
• Discuss the biomechanical events associated with swing phase of gait
• Explain biomechanically what is happening during each phase of gait in the foot, ankle, knee and hip
• Discuss the 3 rockers of the foot and how they apply to the gait cycle
• Understand the calcaneocuboid locking mechanism and defend it's importance in the stance phase of gait
• Summarize the ranges of motion of the foot, ankle, knee and hip and their importance in normal gait
• Explain how stance phase abnormalities would impact the gait cycle
• Demonstrate competency in obtaining a reproducible Pedograph print
• Interpret rearfoot, midfoot and forefoot mechanics as seen on a pedograph print
• Identify and interpret problem areas in a pedograph print
• Identify stance phase abnormalities on a Pedograph print
• Extrapolate pathomechanics which would occur rostrally in the kinetic chain during pathomechanics occurring in the gait cycle
• Evaluate the impact of gait abnormalities on human locomotion

• This contains all courses with the educational objectives listed from Biomechanics 201 through Biomechanics 216

• Describe how the motor and sensory homunculus relate to the foot and are integral to training and rehabilitation
• Discuss the 3 rockers of the foot
• Give examples of problems that result from a loss of the 3 rockers of the foot
• Explain the concept of pelvis neutrality and its effect on training
• Describe and examine the tripod of the foot
• Breakdown most movement into 2 basic rules or tenets
• Give examples of the problems which can arise if the 2 basic rules or tenets of movement are not followed
• Discuss the clinical consequences of loss of the medial and lateral tripods of the foot

• Discuss the normal walking gait cycle
• Apply the biomechanics of the pelvis and lower kinetic chain during walking to clinical practice
• Predict and discuss problems and clinical strategies that can arise from altered lower extremity biomechanics
• Apply visual analysis skills
• Evaluate case studies in gait analysis
• Clinically apply solutions for gait abnormalities

• Describe and identify how the parts of a running shoe affect running biomechanics
• Compare and contrast different shoe constructions to the biomechanical needs of an individual
• Determine the appropriate last shape for different foot types
• Discuss the biomechanical consequences of improper vs. proper selection of last types
• Predict which features in a shoe are necessary to correct faulty gait patterns

• Explore barefoot running from a position of biomechanical efficiency
• Contrast the differences in shod vs unshod running
• Predict problems that can arise from shod and barefoot running
• Apply visual analysis skills to barefoot running technique
• Describe how to introduce barefoot running to your patient population

• Discuss the salient points of conducting a visual gait analysis
• Review the gait cycle and associated kinetics and kinematics
• Discuss step length, stride length and how they are affected in a case of a person with posterior compartment weakness
• Review the biomechanics associated with heel rise
• Propose rehabilitation strategies for specific cases that were reviewed

• Discuss the pitfall of video assessment of gait cases
• Review the gait cycle with respect to stance phase abnormalities in a gait case
• Differentiate between step length and stride length
• Review heel rise and the windlass mechanism
• Discuss the function of the long flexors of the toes in gait
• Evaluate pelvic posturing as it relate to a gait case
• Discuss the gait pathomechanics that result from a herniated disc

• Review the pertinent anatomy of the knee
• Review the kinematics and kinetics of knee function during the gait cycle
• View and discuss case studies involving knee function
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Review the pertinent anatomy of the hip
• Review the kinematics and kinetics of hip function during the gait cycle
• View and discuss case studies involving hip function and common clinical scenarios
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Review the walking gait cycle
• Review the running gait cycle
• Identify the key differences between walking and running gait
• Review the kinematics and kinetic differences between walking and running gait
• View case studies involving different walking and running gait styles
• Predict pathomechanics that may arise from gait abnormalities presented

• Review anatomical vs functional short leg
• Review the kinematics and kinetics of the short leg during the gait cycle
• View and discuss case studies looking at functional and anatomical short legs
• Predict pathomechanics that will arise from a short leg
• Propose remedies for the gait abnormalities seen

• Review fore foot to rearfoot relationships
• Review the different rear foot types
• Review the kinematics and kinetics of rear foot function during the gait cycle
• View and discuss case studies involving different rear foot types
• Predict pathomechanics that will arise from gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Breakdown the gait cycle into its component parts
• Recognize some less common gait abnormalities seen in gait analysis
• Assess actions of the lower kinetic chain during gait
• Predict pathomechanics that will arise from gait abnormalities presented

• Review how to determine foot type
• Describe and identify the five common foot types
• Explain how foot type effects gait biomechanics
• Compare and contrast different clinical examples of each foot type
• Discuss some treatments that can be utilized when a client presents with a particular foot type

• Briefly describe the history of the pedograph
• Compare pedographs with other technologies available for foot imprinting
• Explain how to obtain a reproducible pedograph
• Discuss pedograph interpretation and what it means clinically

• Review the pertinent anatomy of the foot
• Review the kinematics and kinetics of foot function during the gait cycle
• View and discuss case studies involving foot function and common pathomechanics
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Define the crossover gait
• Visually identify the crossover gait
• Explain the biomechanical elements of the crossover gait
• Analyze the cross over gait
• Give examples of the cross over gait
• Integrate your knowledge of the cross over gait to formulate an appropriate treatment plan
• Outline some common exercises for cross over gait remediation

• Examine how arm swing correlates and integrates with the gait cycle
• Visually identify arm swing
• Explain the biomechanical elements of arm swing
• Analyze arm swing
• Give examples of normal and abnormal arm swing
• Integrate your knowledge of arm swing to formulate an appropriate treatment plan

• Define minimal vs. neutral vs. guidance vs. motion control shoes
• Contrast minimal vs. neutral vs. guidance vs. motion control shoes
• Discuss current shoe trends
• Discuss ramp delta and its implications in shoes and shoe fit

• Review the injuries associated with an improperly fitting bike frame and how to properly size a frame to a person
• Discuss how cleat position can lead to biomechanical problems and injuries related to power loss.
• Demonstrate how to properly place cleats on shoes to avoid injury and increase power transfer
• Discuss injuries that stem from inappropriate seat height, saddle for and aft position and handlebar reach and explain how to determine appropriate seat height, fore and aft saddle position and handlebar reach.

• Review static postural foot assessment as it relates to a case study
• Describe muscular compensations that may occur as the result leg length differences
• Compare muscular action vectors and their changes with aberrant foot mechanics
• Discuss the concept of flexor dominance and how it relates to the long flexors of the toes

• Discuss the gait cycle and gait cycle biomechanics
• Discuss Tetrasomy 18 and Chronic Inflammatory Demyelinating Polyneuropathy etiologies
• Discuss Tetrasomy 18 and Chronic Inflammatory Demyelinating Polyneuropathy gait abnormalities
• Propose rehabilitation strategies for abnormalities commonly seen in many neurological disorders

• Review the anatomical and functional causes of  leg length discrepancies
• Review the kinematics and kinetics of leg length discrepancies during the gait cycle.
• View and discuss several new case studies looking at anatomical leg length discrepancies and the impact of compensations to accommodate the fixed changes. 
• Discuss examination procedures to facilitate understanding of the pathomechanics resulting from a leg length discrepancy. 
• Propose intrinsic and extrinsic remedies for the gait abnormalities seen.

• Provide an overview of orthotic therapy
• Review orthotic casting processes and contrast differences and potential pitfalls in them
• Discuss common problems arising from orthotic prescription (blisters, pain during use, pressure spots, etc)
• Propose mechanisms for why problems occur biomechanically
• Present remedies for common problems that arise

• Discuss retraining CNS sensory and motor patterns
• Present several key concepts in visual gait analysis
• Introduce lesser known anatomical points of interest in the sacroiliac joint
• Discuss some rehabilitation strategies for the sacroiliac joint

• Discuss the ideal kinetics and kinematics of the walking gait cycle
• Present the normal lower extremity parameters/ontogeny surrounding the requisites for gait
• Explore the impact of lower extremity torsions on foot progression angle
• Highlight the differences between tibial and femoral leg length discrepancies
• View video examples of different aspects of gait

• Discuss the concept of Gender as it relates to society, language and culture
• Identify Gender roles in Western Society
• Recognize innate gender traits in males and females
• Summarize socially imposed gender traits

• Identify aspects of male and female psychological development
• Relate basic concepts of Gender and Power
• List female and male leadership factors
• Discuss gender and the Doctor/Patient relationship
• Identify the ways which gender affects the Doctor/Patient relationship

• Describe what accounts for the differences, in practice style and patient care, between males and females healthcare providers
• Define differing sexualities in western culture
• Review sexuality as it relates to the Doctor/Patient relationship
• Identify misconceptions in personal definitions of male, female, power and sexuality
• Recognize when Power is misused and becomes a threat

• Define Touch as it relates to perception, gender and culture
• Discuss the giving up of power as it relates to patients and touch
• Recognize the perception, intention, and uses of touch
• Perform an analysis of individual conceptions of gender and sexuality

• Perform an exercise to identify personal concepts of touch
• Create practical applications for healthcare practitioners with regard to gender, touch, and sexuality
• Define sexual misconduct
• Recognize the difference between sexual misconduct and sexual harassment
• Critique different models of misconduct

• Describe how misconduct occurs
• Distinguish between different types of offenders
• Give examples of case studies in sexual misconduct
• Identify common fears and misconceptions of sexual misconduct
• Specify important concepts of treated a patient who has a history of abuse

• Define professional boundaries and relate the issue of consent
• Describe the three types of power, the three patterns of power, and how power is used
• Discuss the differences between adherence vs. compliance and transference vs. countertransference
• Identify anatomical risk levels for touch

• Develop safe touch guidelines
• Create a set of office based interventions and patient based interventions in the development of safe practice strategies
• Define educational interventions for safe practice strategies
• Define the basics of the supervision for a safe practice strategy

• Develop and outline for safe practice analysis
• Perform a risk factor analysis
• Execute a healthcare provider questionnaire
• Create a staff evaluation to implement at the office

• Develop and implement a buddy/supervisor evaluation of the healthcare provider and staff
• Develop and implement a patient evaluation of the healthcare provider and staff
• Create a system of analysis for the buddy/supervisor, healthcare provider, staff and patient evaluations

• Develop a plan for change based on the risk factor analysis (RFA) and practice evaluation questionnaires
• Identify areas of improvement for touch, consent, communication and respect
• Address concerns raised by staff and patients
• Discuss ways to defuse attraction

• Develop guidelines of dealing with a patient who is attracted to you
• Develop guidelines of dealing with feeling an attraction
• Discuss the six factors for a safe practice
• Describe the new partnership between healthcare providers and patients

• This contains all courses with the educational objectives listed from Breathing Essentials 201 through Breathing Essentials 207

Hour 1 and 2

• Describe the components of the core and the function of the core.
• Describe the function of the diaphragm as it relates to posture, muscular relationships and stability of the spine.
• Describe the function and structure of the superficial muscle system of the body.
• Describe two concepts of spinal stability. 

Hour 3

• Demonstrate how to determine the length of quadratus lumborum and erector spinae. 
• Demonstrate how to evaluate Transversus abdominus function
• Demonstrate how to facilitate the core and initiate a core training program

Hour 4

• List three pathologies related to less than optimal core function.
• Describe three postural strategies that the patient may develop when the core is in dysfunction.
• Describe how weakness of the abdominals can alter diaphragm contractions.
• Explain how respiratory fatigue can alter core control.

• Examine the historical background of the various Latino/Hispanic groups in the U.S.
• Develop the skills needed to care for people from Spanish speaking parts of the world
• Increase our understanding of the cultural traits of Latino/Hispanic groups in the U.S.
• Summarize specific traits of various Latino/Hispanic groups
• Recognize how we can narrow the gap between us

• Develop an appreciation of the impact of culture group, minority group and racial group on the health care relationship.
• Increase sensitivity, knowledge and skills to promote effective intercultural interactions.
• Identify our own provider culture/judgments /biases and their impact.
• Examine characteristics of Asians, Blacks and Middle Easterners.
• Summarize how to care for patients of these three ethnic/racial groups and how to narrow the gap between us
• Develop an understanding/plan of how to reach out to these populations.

• Describe cultural diversity
• Recognize the need for cultural competence in health care
• Explain the concept of health disparity
• Define culture and cultural competence
• Differentiate between the concepts of culture, race, ethnicity, diversity, and minority
• Describe the Cultural Competence Continuum
• Discuss the interdependency between the levels of cultural competence

• Discuss the evolution of multicultural policy
• Describe the phases of multiculturalism
• Discuss three major perspectives on culture and diversity that have influenced healthcare literature and practice
• Identify the common myths and misconceptions associated with culture
• Recognize the paradoxical dilemmas associated with cultural competence

• Describe diagnostic criteria in the presentation of dementia
• Describe aspects of cognition, ADL and behavior affected by dementia
• Become familiar with differential diagnosis for dementia
• Outline the management of dementia including pharmacologic and non drug therapies
• Review arguments for and against disclosure of a diagnosis of dementia

• Know how to prepare for a medical emergency
• Review four emergency medical conditions: Stroke, Heart Attack, Difficulty Breathing, Diabetic Emergencies
• Recognize the causes, symptoms and signs for these emergencies
• Understand how to provide the appropriate emergency treatments

• Gain the knowledge to develop an Emergency Preparedness Manual for your office
• Define crisis management procedures in advance for fires, child abduction, workplace violence, bomb threats and other situations
• Explain the importance of an emergency continuity plan
• Recognize why CPR was changed and compare the new rules
• Perform more effective CPR even before you refresh your certification

• Recognize Altered Mental Status and apply the appropriate emergency response
• Distinguish types of Burns, their mechanisms of injury and pathophysiology
• Plan for the treatment of burns and the appropriate emergency response
• Apply and use the Rule of Nines
• Recognize Allergic Reactions, discuss their pathophysiology and the proper emergency response

• Describe the basis of the American legal system
• Compare and contrast constitutional, statutory, common and administrative law
• List the differences between criminal and civil law
• Explain the civil litigation explosion
• Summarize tort reform

• Differentiate morals and ethics
• Explain the purpose of professional codes of ethics
• Compare and contrast legal and professional health care ethics
• Define situational ethics
• Identify the four principles of biomedical ethics

• List the external and internal factors affecting the exposure to malpractice liability
• Describe the legal basis for imposing malpractice liability of a patient injury
• Define the concept of abandonment
• Outline the four elements needed to prove malpractice
• Compare and contrast ordinary negligence versus professional negligence
• Explain vicarious liability
• Summarize defenses to malpractice actions
• Describe the importance of patient care documentation

• Describe the concept of intentional torts
• Differentiate assault and battery
• Define defamation, slander and libel
• Summarize the mandatory reporting requirements for health care professionals
• Outline the four principle forms of invasion of privacy
• Classify the types of criminal activity 
• Describe the steps in a criminal prosecution
• Explain the classifications of homicide

• Differentiate employment at will versus employment under contract
• Summarize the history of federal regulation of labor – management relations
• Describe the five major sections of the Americans with Disabilities Act of 1990
• Recognize sexual harassment in the workplace
• Define “ordinary reasonable person” as it pertains to sexual harassment
• Differentiate the vicarious liability of an employer relative to employees and independent contractors
• Explain the considerations in writing a letter of recommendation
• Outline the requirements for an enforceable restrictive covenant

• Summarize the antitrust laws
• Discuss the importance of the attorney – heath care professional client relationship
• Define the elements of a binding contract
• Explain breach of contract and possible contractual remedies
• Describe the various forms of business organization
• Outline the good Samaritan laws
• Recognize the requirements for HIPAA compliance
• Assess the necessity and limitations of professional liability insurance

• Summarize the major federal statutes regulating education
• Discuss federal education law derived from constitutional protections
• Outline a risk management strategy for academic discipline in health professional educational programs
• Assess liability for student conduct in the clinical setting
• Outline procedures to minimize liability when incorporating students in the clinical setting

• Explain patient informed consent to intervention
• List the requirements of sufficient informed consent
• Describe pertinent considerations in life and death decision making including euthanasia
• Recognize issues of nondiscrimination against participants in health care delivery
• Explain pro bono health care services
• Outline professional practice issues of financial responsibility and gifts
• Summarize the ethical issues of impaired providers and intra and inter-professional relations
• Define the ethical issues in research and the informed consent process

• Demonstrate the importance of communicating in an ethical manner and what that entails
• Develop an understanding of what 'spin' is, why it is unethical and how to monitor and minimize/stop it
• Evaluate the barriers to effective and ethical communication
• Develop an understanding of exactly what takes place/needs to take place during the provider/client interaction
• Discover what it is that patients want from their visits to a provider
• Appraise how to deal with challenging clients and situations
• Discover how to become a skilled helper by studying the tools of communication
• Apply listening skills to the provider's repertoire
• Demonstrate the importance of the impact of nonverbal communication on the caregiver/client relationship
• Develop, analyze and apply the verbal and nonverbal skills that will help to gather information and support the patient effectively
• Write an Ethical Communication Protocol (EPC) for your practice

• Define anti-aging medicine
• Compare and contrast the differing opinions on anti-aging medicine
• List the moral questions associate with the anti-aging movement
• Describe how the anti-aging movement is viewed from a feminist perspective

• Describe the moral questions concerning home care for the elderly
• Identify the relationship between the cared for and the care giver
• Explain the focus of governmental programs for dependent elderly care
• List the values necessary to support elder care at home

• Outline the history of the nursing home
• Describe the evolution of bioethical thought on nursing home care
• List strategies for creating a more ethical nursing home environment
• Ways nursing homes can aid residents in addressing end-of-life concerns

• Give examples of the roots of an ageist attitude in the United States
• Describe the dynamics of the power relationship between care giver and cared for
• Explain the issues involved in setting boundaries in the institutional environment
• Describe the difference between independent and relational autonomy

• Define elder abuse, neglect and self-neglect
• Describe the “expressive – collaborative” model of approaching ethics
• Compare and contrast the classical definition of autonomy with “actual autonomy”
• Explain how remaining in an abusive / neglectful environment may constitute the best alternative for an individual

• Cite the historical perspective on senility
• Describe how the pervasive bioethical viewpoint affects the experience of people with dementia
• Explain the concepts of dignity
• Compare and contrast various definitions of dignity relative to those with dementia

• List the foundational assumptions that define advance care planning in the United States
• Differentiate hospice care from palliative care
• Describe the issues that arise when individual choice is the main focus of advance care planning
• Explain how the modern culture of medicine influences end – of – life care
• Compare and contrast the current approach towards end – of – life care with the authors. “bottom up,” approach

• Cite examples of how the elderly have been marginalized during disasters
• Define what is meant by the “axes of susceptibility”
• Identify the ethical obligation to the elderly during major disasters
• Describe how planning, communication and coordination is an ethical imperative in disasters
• Explain the concept of “place holding,” and how it fits into disaster planning

• Define morality and ethics and distinguish between the two
• Describe three moralities that health professionals must integrate into their own moral life
• Identify some major sources of moral beliefs in Western societies
• Distinguish between an ethical issue and ethical problem
• List three ways that ethics is useful in everyday professional practice
• Describe what material cooperation entails
• Identify some mechanisms available to protect the personal moral convictions of health professionals

• Identify the goal of professional ethics activity.
• Describe the basic idea of a caring response and some ways this response in a professional relationship is distinguished from expressions of care in other types of relationships.
• Identify three component parts of any ethical problem.
• Describe what an agent is and, more importantly, what it is to be a moral agent.
• Name the three prototypical ethical problems.
• Describe the role of emotions in ethical distress.
• Distinguish between two varieties of ethical distress.
• Compare the fundamental difference between ethical distress and an ethical dilemma.
• Define ethical paternalism or parentalism.
• Describe a type of ethical dilemma that challenges a professionals desire (and duty) to treat everyone fairly and equitably.
• Identify the fundamental difference between distress or dilemma problems and locus of authority problems.
• Identify four criteria that will assist you in deciding who should assume authority for a specific ethical decision to achieve a caring response.
• Become familiar with AOTA and APTA Code of Ethics
• Become familiar with the Guide to Professional Conduct for PT
• Indiana PTs - become familiar with the IN PT Rules and Practice Act
• Texas PTs - become familiar with the TX PT Rules and Practice Act
• Utah PTs - become familiar with the UT PT Rules and Practice Act

• Identify six steps in the analysis of ethical problems encountered in everyday professional life and how each plays a part in arriving at a caring response.
• Describe the central role of narrative and virtue theories in gathering relevant information for a caring response.
• List four areas of inquiry that will be useful when gathering relevant information to make sure you have the story straight.
• Describe the role of conduct-related ethical theories and approaches in arriving at a caring response.
• Describe why imagination is an essential aspect of seeking out the practical alternatives in an ethically challenging situation.
• Discuss how courage assists you in a caring response.
• Identify two benefits of taking time to reflect on and evaluate the action afterward.
• Become familiar with AOTA and APTA Code of Ethics
• Become familiar with the Guide to Professional Conduct for PT's

The Analysis of Ethical Problems in Professional life

• Identify six steps in the analysis of ethical problems encountered in everyday professional life and how each plays a part in arriving at a caring response.
• Describe the central role of narrative and virtue theories in gathering relevant information for a caring response.
• List four areas of inquiry that will be useful when gathering relevant information to make sure you have the story straight.
• Describe the role of conduct-related ethical theories and approaches in arriving at a caring response.
• Describe why imagination is an essential aspect of seeking out the practical alternatives in an ethically challenging situation.
• Discuss how courage assists you in a caring response.
• Identify two benefits of taking time to reflect on and evaluate the action afterward.
• Become familiar with AOTA and APTA Code of Ethics
• Become familiar with the Guide to Professional Conduct for PT's

Ethics of Confidential Information

• Define the terms confidential information and confidentiality.
• Identify the relationship of a patient's legal right to privacy with his reasonable expectations regarding confidential information.
• Describe how the telling and keeping of secrets is relevant to understanding the importance of confidentiality.
• Discuss the ethical norms involved in keeping and breaking professional confidences.
• Name five general legal exceptions to the professional standard of practice that confidences should not be broken.
• Consider practical options that a professional can take when faced with the possibility of breaking a confidence.
• Discuss some important aspects of documentation that affect confidentiality.
• Compare ethical issues of confidentiality traditionally conceived with those that have arisen because of computerized medical records and patient care information systems.
• Describe the key ethical strengths and challenges of the recent U.S. federal regulations related to privacy considerations (Health Insurance Portability and Accountability Act of 1996).
• Become familiar with AOTA and APTA Code of Ethics
• Review and become familiar with the TX PT Rules
• Read case scenarios illustrating ethical decision making

Informed Consent

• Describe three basic legal concepts that led to the doctrine of informed consent.
• Describe three approaches to determining the disclosure standard for judging that a patient or client has been informed.
• Discuss three major aspects of the process of obtaining informed consent.
• Distinguish "general consent" from "special consent" documents.
• Differentiate between the never-competent and once-competent patient or client and the challenges posed by each in regard to informed consent.
• Compare informed consent as it is used in health care practice and in human studies research.
• Describe some considerations one must always take into account to be sure one is being culturally competent and honoring cultural difference when informed consent is the standard.

• Define the terms confidential information and confidentiality.
• Identify the relationship of a patient's legal right to privacy with his reasonable expectations regarding confidential information.
• Describe how the telling and keeping of secrets is relevant to understanding the importance of confidentiality.
• Discuss the ethical norms involved in keeping and breaking professional confidences.
• Name five general legal exceptions to the professional standard of practice that confidences should not be broken.
• Consider practical options that a professional can take when faced with the possibility of breaking a confidence.
• Discuss some important aspects of documentation that affect confidentiality.
• Compare ethical issues of confidentiality traditionally conceived with those that have arisen because of computerized medical records and patient care information systems.
• Describe the key ethical strengths and challenges of the recent U.S. federal regulations related to privacy considerations (Health Insurance Portability and Accountability Act of 1996).
• Become familiar with AOTA and APTA Code of Ethics
• Review and become familiar with the TX PT Rules
• Read case scenarios illustrating ethical decision making

• Describe three basic legal concepts that led to the doctrine of informed consent.
• Describe three approaches to determining the disclosure standard for judging that a patient or client has been informed.
• Discuss three major aspects of the process of obtaining informed consent.
• Distinguish "general consent" from "special consent" documents.
• Differentiate between the never-competent and once-competent patient or client and the challenges posed by each in regard to informed consent.
• Compare informed consent as it is used in health care practice and in human studies research.
• Describe some considerations one must always take into account to be sure one is being culturally competent and honoring cultural difference when informed consent is the standard.

• Breakdown the biomechanical processes of spinal degeneration
• Explain the biochemical processes that occur in the geriatric population in 
• Differentiate between various diagnosis of structural and chemical conditions seen in geriatric patients
• Analyze the radiological findings and how they influence clinical decisions
• Explain Syndrome X and how it affects physiology
• Differentiate trauma and its late effects on the body

• Define and describe Human Trafficking
• Cite national and state statistics on Human Trafficking and discuss where it occurs
• List 3 types of Human Trafficking and differentiate between sex trafficking and labor trafficking
• List and describe 5 indicators for identifying a victim of Human Trafficking
• State how to report a case of Human Trafficking
• List 5 resources that are available to victims of Human Trafficking

Hour 1

• List 3 factors which impact the mechanical properties of fascia
• Recall 3 important functions of fascia
• Cite 3 negative biological effects of fibrosis
• Describe 3 proposed neurophysiological effects of IASTM
• Itemize three biological effects of IASTM

Hour 2

• Cite 8 indications for using IASTM for upper/lower quarter musculoskeletal conditions
• Provide 8 indications for using IASTM for upper/lower quarter musculoskeletal conditions
• Enumerate 8 indications for using IASTM for upper/lower quarter musculoskeletal conditions
• when using IASTM for musculoskeletal disorders.
• List 2 features of IASTM tools and the effect that these features have on the treatment effect (tissue penetration)
• Summarize 5 IASTM basic stroke techniques
• Apply IASTM techniques for over 30 common upper quarter musculoskeletal conditions

Hour 3

• Outline 3 general purposes for using instrument-assisted soft tissue mobilizations (IASTM) for lower quarter musculoskeletal disorders.
• Recall 3 clinical indications for using IASTM to the hip
• State 3 clinical indications for providing IASTM to the lumbar spine
• Present 3 clinical indications for using IASTM for knee-related musculoskeletal disorders
• Itemize 3 clinical conditions of the lower leg and foot for which IASTM would be appropriate

• Define the terminology of decontamination, disinfection and sterilization in a clinical setting.
• Explain the basis of universal precautions and its implementation
• Discuss the latest research and evidence for risk of treatment table contamination in chiropractic and manual therapy offices.
• Learn the recommended evidence based disinfection methods of clinician hands, tables and equipment for manual providers.
• Identify the Spaulding Classification System for disinfection and sterilization of patient care items and equipment.

• Examine and describe key characteristics related to the pathophysiology of Hepatitis C including those related to transmission, acute and chronic phase
• List and examine 3 key steps to diagnosing Hepatitis C
• Compare and contrast 2 ways for staging fibrosis seen in Hepatitis C
• Examine and describe 2 clinical manifestations seen in Hepatitis C
• Examine and describe pharmacologic vs. nonpharmacologic therapies seen in Hepatitis C

• Describe the concept of intersectionality and how it can affect the lives of young black gay and bisexual men
• Identify factors contributing to adverse health outcomes in young black gay and bisexual men
• Summarize special considerations for the care of LGBTQ youth
• Identify strategies that individual providers can use to provide more patient-centered care for LGBTQ youth
• Summarize the current knowledge in scope, clinical presentation, screening and management of eating disorders
• Identify the prevalence of body image dissatisfaction and eating disorders in sexual minority adolescents

• Summarize the relationship between glenohumeral internal rotation deficit (GIRD), SLAP tears, posterior impingement, scapula dyskinesis and shoulder micro-instability
• Effectively diagnose SLAP tears, posterior impingement, scapula dyskinesis and shoulder mico-instability using screening and clinical tests.
• Cite common pitching pathomechanics and describe their association with specific elbow injuries.
• Paraphrase the peel back model for SLAP tears
• Relate proper pitching biomechanics with injury prevention strategies for the adolescent overhead athlete

• Define and differentiate the anatomical relationship between the rotator cuff muscles and the glenohumeral joint capsule
• Gain deeper insight into the causes and treatment of scapula dyskinesia
• Describe and perform contemporary scapula mobilization techniques
• Apply innovative soft tissue mobilization techniques to patients with shoulder hypomobility
• Perform soft tissue mobilization techniques for sub deltoid bursitis

• Classify functional anatomy and biomechanics of the shoulder - scapula complex
• Apply current strategies for the evaluation of patients with scapular disorders
• Perform innovative  scapular mobilization techniques for the patient with scapular dyskinesia
• Differentiate the relationship between scapular dyskinesia, soft tissue/muscle tightness, and shoulder pathology
• Integrate a systematic scapular muscle training program / protocol for patients with scapular dyskinesia

• Recall the clinical definition of adhesive capsulitis, based on shoulder range of motion measurements.
• List 5 risk factors for adhesive capsulitis.
• Enumerate the 4 pathophysiological stages of adhesive capsulitis.
• List and define the 3 sub-components of the tissue-response classification system for adhesive capsulitis.
• Provide 2 clinical findings for each of the 3 sub-components of the tissue-response classification system for adhesive capsulitis.
• State 3 treatment guidelines for each of the 3 sub-components of the tissue-response classification system for adhesive capsulitis.
• Summarize the grades of evidence for common physical therapy interventions (i.e. therapeutic exercise, joint mobilizations, modalities and patient education) for adhesive capsulitis

Hour One:

• List three non-musculoskeletal diagnoses that can affect the hip with referred pain.
• Describe two symptoms of axial spondyloarthropathy that may mimic posterior gluteal pain
• Describe sacral insufficiency.
• List three risk factors of statin involved muscle pain.

 Hour Two:

• Describe the key features of soft tissue posterior buttock pain.
• Describe the key features of peripheral nerve related posterior buttock pain.
• List three variable in the proposed CPR for lumbar radiculopathy.
• Describe the referral pattern of thoracolumbar involvement.

 Hour Three:

• List three symptoms of a labral defect of the hip.
• List two variables for the CPR of Osteoarthritis of the hip.
• List four factors documented in the clinical presentation of Gluteal tendinopathy.
• Describe four aspects of the pathomechanics for gluteal tendinopathy

• Summarize the following types of medical errors:
  1. medication errors
  2. handoff errors
  3. diagnostic errors
  4. healthcare acquired infections
  5. device associated infections
• List factors that increase the risk of the above medical errors
• Describe strategies to prevent the above medical errors

• Recommend taking Medical Errors 202a and 202b prior to taking this course
• Summarize surgical errors and identify factors that increase the risk of surgical error as well as strategies to prevent them
• Discuss proper reporting of medical errors
• Enumerate the elements that comprise root cause analysis
• Describe strategies patients, providers, systems can use to reduce the risk of medical errors and improve patient health and safety
• Describe what to do when things go wrong

• Define and distinguish between primary care, secondary care, tertiary care, direct access, medical screening, screening for referral and signed prescription.
• Recall 5 reasons to conduct a medical screening.
• Outline 5 components for effective communication during the patient interview to obtain accurate and comprehensive baseline information.
• Define and explain the relevance of yellow flags, red flags and flag clusters as part of the medical screening process
• Define and describe the five components of the patient-centered interview and state the impact this has on patient satisfaction and outcome
• Define and provide the clinical relevance of sensitivity, specificity, odds ratios, and likelihood ratios as they pertain to the value of diagnostic/clinical tests

Hour 1

• Recall 3 general symptoms signs/symptoms of inflammatory joint conditions.
• Recite 3 general symptoms signs/symptoms of osteoarthritis
• Cite 4 serious pathologies or disorders that should be screened for in a patient presenting with lower back pain.
• Explain the clinical prediction rule for a vertebral fracture and identify the specific red flags necessary for high specificity in ruling in a vertebral fracture.
• Enumerate 3 red flags associated with a spinal infection that can detected during the medical screening process which may warrant subsequent referral.
• List 3 red flags associated with a spinal tumor that can detected during the medical screening process which may warrant subsequent referral.

Hour 2

• Explain the purpose of the Wells scoring system/ clinical prediction rule for screening a patient with lower leg pain.
• Recall 5 red flags associated with pericarditis during medical screening of a patient with thoracic pain.
• Outline red flags associated with pyelonephritis during medical screening of a patient presenting with thoracic pain.
• Summarize the components of the clinical prediction rule for ruling in cervical myelopathy.
• Recite 3 common clinical findings associated with osteonecrosis of the femoral head during the medical screening examination.
• List 3 red flag findings for a patient suspected of having compartment syndrome of the lower leg
• Explain the Pittsburgh Knee Rules as they relate to the necessity for follow-up imaging tests to rule out a knee fracture.
• Paraphrase the Ottawa Ankle Rules for warranting imaging tests to rule out an ankle fracture.

Hour 1

• Paraphrase the central purpose for the review of systems (ROS) approach to medical screening.
• Recall 8 ROS health components (key signs or symptoms) that can serve as a preliminary tool to determine the need for additional screening.
• Cite the 3 most common causes for unexplained weight loss in the older patient which may justify the need for further screening.
• List 8 signs / symptoms (cardiopulmonary system checklist) that should be assessed during a cardiopulmonary system screen.
• Enumerate 5 red flags for a myocardial infarction or unstable angina during a cardiopulmonary screen that would warrant immediate referral
• Recall 8 associated red flags (signs / symptoms) that may warrant referral in a patient that presents with edema of the hands, feet or abdomen
• Recite 4 prodromal red flags associated with a transient ischemic attack, and subsequently would warrant an immediate referral.
• Recall 1 important finding that can aid in the differentiation between claudication and psuedoclaudication, and subsequently impact the need for immediate referral.

Hour 2

• Outline 6 red flags associated with lung cancer, and subsequently may warrant an immediate referral.
• Identify 8 signs / symptoms (gastrointestinal system checklist) that should be assessed during a gastrointestinal system screen.
• Provide 7 red flags clinical findings) of NSAID induced complications which may justify an outside referral.
• Recount 8 signs / symptoms (endocrine system checklist) that should be assessed during an endocrine system screen.
• List 3 regional/anatomical locations where pulmonary -related disorders can refer pain to
• List 3 regional/anatomical locations where gastrointestinal -related disorders can refer pain to
• Recall 3 signs and/or symptoms of colorectal cancer
• List 2 regional/anatomical locations where urogenital -related disorders can refer pain to

• List components of burnout, causes of burnout, and personal and professional outcomes associated with burnout in healthcare employees.
• Summarize the Jobs-Demands Resource Model and its relevance to the challenges of burnout in healthcare employees.
• Describe the intrinsic personal factors aimed at reducing symptoms of burnout and enhancing personal well-being and work and life satisfaction.
• Recognize the extrinsic work factors aimed at reducing symptoms of burnout and promoting occupational justice in the healthcare work environment.
• Explain the relationship between the development of burnout in healthcare employees, external work factors, and leadership.

• List and define the components of the SINSS classification used for an upper quarter evaluation
• Recall two neurophysiological effects of upper quarter joint mobilizations
• Cite two indications for performing grade 1-2 joint mobilizations to the upper quarter
• Identify two conditions that would warrant performing grad 3-4 joint mobilizations to the upper quarter
• Enumerate 5 contraindications for performing joint mobilizations to the upper quarter State two specific diagnostic or impairment-based indications for performing a cervical distraction mobilization.
• Summarize the purpose for performing a posterior mobilization to the glenohumeral joint
• Paraphrase the clinical prediction rule used to determine the effectiveness of cervico-thoracic mobilizations for patient’s presenting with subacromial impingement.

• List and define the components of the SINSS classification used for a lower quarter evaluation
• Recall two neurophysiological effects of joint mobilizations as applied to the lower quarter
• Cite two indications for performing grade 1-2 joint mobilizations for the lower quarter
• Identify two conditions that would warrant performing grad 3-4 joint mobilizations for the lower quarter
• Enumerate 5 contraindications for performing joint mobilizations as applied to the lower quarter
• State two specific diagnostic or impairment-based indications for performing a lateral to caudal hip joint mobilization.
• Explain the purpose for performing a posterior to anterior proximal tibiofibular glide
• Provide two common indications for performing a medial patella mobilization technique

• Locate major divisions and structures of the CNS
• Name functions of CNS structures, and their integration with other structures
• Identify effects of CNS dysfunction on upper extremity function, behavior and occupational performance

• Identify and describe the phases of bone healing
• List and describe 3 objectives that serve as the foundation of fracture management and bone healing
• Define and differentiate osteoblasts, osteoclasts, and osteocytes
• Define and discuss Wolff’s law
• Discuss 3 principles of stress deprivation, immobilization, and normal physiologic stress as they apply to fracture healing
• Identify 3 complications of bone healing
• Outline and describe 6 areas of descriptive organization of classifying fractures
• Describe pathologic fractures and list 4 types
• Discuss 2 ways how osteoporosis affects fractures
• List 2 common methods of fracture fixation, fixation devices, and fracture classifications

• Describe and differentiate between the macrostructure and microstructure of muscle and tendon
• List and describe the 2 main types of muscle fibers. List and describe the 3 mechanisms for a muscle injury
• Describe the difference between a supraphysiologic and a sub-failure load and how each type may contribute to an injury
• Define how a muscle strain differs from a ligament sprain
• Describe the differences between a tendinitis and a tendinosis
• Describe the effects of aging on tendons
• Name and describe the 3 phases of connective tissue healing
• Describe the effects of immobilization on connective tissue

• Outline the nature of and hallmarks of cancer
• Summarize the relationship between physical activity and cancer
• Summarize the relationship between nutrition and cancer
• Summarize the relationship between massage therapy and cancer
• Summarize the relationship between acupuncture and cancer
• Summarize the relationship between manual therapy and cancer

• Summarize the assessment and diagnosis of pain
• List and describe 5 common causes of back pain and how to prevent injury
• Outline the causes of fibromyalgia
• Illustrate the mechanisms of inflammation and pain
• Discuss the pain of peripheral neuropathy

• Describe 3 ways how pain can be a burden to the patient and society
• Describe 2 key components of the biopsychosocial model for treating pain
• Describe how pain is a multisystem output
• Describe the neuromatrix and how it relates to a person’s neural signature
• List 3 medical terms that can influence a patient’s level of fear and anxiety
• Describe 3 body systems that can be influenced by a persistent state of pain
• Outline the 12 treatment principles in the context of therapeutic neuroscience education for patients with persistent pain

• Determine why communication is imperative in clinical encounters
• Classify rights and responsibilities of the patient -provider partnership
• Recognize barriers and benefits regarding improved communication
• Apply numerous strategies to improve and solidify patient interactions
• Summarize how to fix the system so providers will provide better quality visits

• Identify the ways your conscious or unconscious bias toward patient characteristics may enter the clinical relationship
• Outline ways to improve your clinical communication with patients who are elderly, poor or ethnic minorities.
• Distinguish male and female patient communication styles and plan what to do when your patient wants a different gender provider
• Compare the way Jewish, Irish, Italian, and other cultures present differently as patients and prepare your communication style appropriately
• Internalize the seven ideal interpersonal traits patients want in their health care providers

• Recognize deceptive behaviors from other people and integrate these skills
• Use tips garnered from former CIA officers to separate truth from lies
• Determine motivations for patients to lie to health care providers
• Strategize ways to avoid being lied to by your patients and staff
• Assess the consequences of lying and how it compromises clinical relationships

• Explain the Four Habits of Highly Effective Clinicians
• Show the payoffs for each of the habits and provide examples
• Demonstrate how to avoid “Door Knob Concerns” and uncover hidden problems
• Specify barriers to patient communication and how to overcome them
• Describe action steps to incorporate better communication habits into practice immediately

• Modify explanations about risks, harms and benefits to avoid miscommunication to patients
• Apply research concepts such as sensitivity and specificity to outcomes communications
• Identify weak spots in clinical trials with regard to benefits and harms
• Implement the best practitioner action to build trust in patients
• Discover strategies for better communicating with low functional health literacy patients

• List five statistical references that relate to evidence based practice.
• List four Red flags that are pertinent in the evaluation component of treatment.
• Identify the five categories that pertain to possible spinal pain and referred pain.
• Describe two metabolic diseases that can affect the spine.

• This contains all courses with the educational objectives listed from Physical Diagnosis 166 through Physical Diagnosis 169

• Recognize and list four red flags for the cervical and shoulder girdle.
• Identify three medical conditions that may refer to the cervical spine but are non-musculoskeletal in origin and require a physician's intervention.
• Name and describe two CPR for the Cervical Spine.
• List two dural tests that are done for the nervous system in the Cervical region.

• Identify and describe two musculoskeletal issues of the thoracic region.
• List one dural test that is used to evaluate the thoracic region which will assist in determining normal neuromeningeal pathway mobility.
• List two CPR of the spine in the thoracic region that have good reliability and are effective in use.
• List and describe two vascular diagnoses which may relate to Thoracic Spine referred pain

• Identify two serious pathologies that appear to be related to the lumbar spine but are not.
• Describe three categories of pelvic fractures than may occur.
• Describe the objective differences between vascular claudication and neurogenic claudication.
• List the five screening tests for the pelvis and SI joint.

• Compare the difference between angular and linear motion.
• List the limiting factors necessary for stability in respect to linear motion.
• List and describe the function of the limiting structures of the atlantooccipital joint and the atlantoaxial joint.
• Describe the path of the vertebral artery from the subclavian artery to the basilar artery
• List the three types of Atlantooccipital fractures.
• Describe five diseases that may compromise the stability of the cervical region and how.
• List and elaborate on the immune specific diseases that can affect the atlantoaxial joint.
• Summarize the normal growth of the cervical spine and craniovertebral region in children.
• Outline the details of IFOMPT Framework for Red Flags.
• Demonstrate three stability tests of the cervical region and interpret the results.
• Demonstrate a neurological scan to clear spinal cord and neurological dysfunction in the cervical spine.
• Apply a vigorous mandatory scan for all patients to rule out serious pathology of the cervical spine and the neurological system and be able to interpret the results.

• Discuss the unique properties of lasers and their clinical applications
• Identify indications and contraindications to cold laser therapy
• List parameters and protocols of cold laser therapy
• Evaluate the current body of low level laser therapy clinical research
• Explain the advantages and disadvantages of using cold laser therapy

• Describe the development of postural control systems and the influence of that development on gross- and fine-motor development.
• Discuss atypical development of postural control and its influence on the development of gross- and fine-motor skills.
• Identify appropriate assessment tools available for the evaluation of postural control.
• Identify appropriate treatment techniques for facilitating reactive and anticipatory postural control.

• Recite 3 risk factors for developing rotator cuff tendonosis
• State the purpose of the scapula reposition and scapula assistance test.
• Explain how to perform the external rotation lag sign and recall the purpose of this test
• Paraphrase one evidence - based test cluster for diagnosing a rotator cuff tear.
• Recall two indications/goals for performing posterior glenohumeral joint mobilizations.
• Cite the clinical prediction rule (CPR) for favorable outcome in patients undergoing conservative management for rotator cuff disorders
• Identify two criteria for phase I rehabilitation exercises for rotator cuff disorders

• Enumerate three physical / clinical examination findings associated with rupture of the quadriceps tenon.
• List 3 patient specific factors that need to be considered when following a rehabilitation program following repair of the quadriceps or patella tendon.
• Recall three goals during phase 1 (0-2 weeks) of a rehabilitation program following repair of the quadriceps or patella tendon.
• Identify three goals during phase 3 of a rehabilitation program following repair of the quadriceps or patella tendon.
• Cite five return to play criteria that need to be met following repair of the quadriceps or patella tendon.

• Summarize the key difference between the cartilage restoration vs cartilage reparation procedures.
• List 3 personal (health and demographic) factors that need to be considered when following a rehabilitation program following cartilage restoration/reparative procedures.
• Enumerate 3 lesion-specific factors that need to be considered when following a rehabilitation program following cartilage restoration/reparative procedures.
• Recall three goals during phase 1 (0-2 weeks) of a rehabilitation program following cartilage restoration/reparative procedures.
• Cite five return to play criteria that need to be met following cartilage restoration/reparative procedures.
• Summarize the evidence-based outcomes for the 3 most common cartilage restoration/reparation techniques.

Hour 1

• Recall 2 pathological pitching mechanical patterns that may lead to injury
• List 3 injury risk factors in in the overhead athlete
• Provide 4 injury prevention screening tests for the overhead athlete
• With respect to shoulder strength, cite 3 metrics  that can be used as red flags to identify players who are at higher risk for incurring an injury to the shoulder /elbow

Hour 1

• Recall the most common types of lumbar spine injuries among athletes participating in different sports.
• Identify one advantage and one disadvantage of the treatment-based classification system as it applies to the treatment of the athlete’s lumbar spine.
• List 3 contemporary treatment models that can be applied to the management of lower back pain in the athlete.

Hour 2

• Recall the definition and importance of red and yellow flags during the medical screening process.
• Identify 3 red flags that may implicate a non-mechanical source of lower back pain.
• List the difference between central and peripheral sensitization.

Hour 3

• List one treatment goal in phase 2 rehabilitation of the athlete’s lumbar spine.
• Cite one treatment principle in phase 3 rehabilitation of the athlete’s lumbar spine.
• Summarize two variations of the squat exercises that can be used to decrease strain on the lumbar spine.
• Recall three variations of the deadlift exercises that can be used to decrease strain on the lumbar spine.
• Summarize the McGill core endurance ratio tests that can be used to guide the return to sport decision making processes

• Appreciate the significance of Artificial Intelligence (AI) in transforming the healthcare industry.
• Recognize the potential benefits of AI in improving diagnosis accuracy and treatment outcomes.
• Identify how AI can streamline administrative processes, such as scheduling appointments, billing, forms, and managing patient records.
• Explore compliance with laws and regulations when using AI and chatbots in advertising, including rules around data collection and use
• Understand the challenges of determining who owns the copyright for content generated by AI systems
• Evaluate the importance of keeping up-to-date with technological advancements in healthcare for quality patient care and practice management
• Comprehend the challenges regarding patient data privacy and security associated with AI.

• Explain the anatomy and functionality of healthy soft tissue components
• Explain the effects of injury on soft tissue
• Define effects of injured soft tissue on functionality of the spine and extremities
• Discuss patterns of musculoskeletal relationships of recruiting other structures after injury and their effects on functionality
• Describe various methods of treatment for dysfunctional soft tissue
• Explain relationship of injured tissue to its surrounding structures, its effects and treatment
• Explain compensation and recruitment of healthy tissue to the broader scope of complications and the effective treatment of primary and now secondary effects of injury
• Describe rehabilitation exercises in relation to proprioception

• Differentiate localized MPS and fibromyalgia
• Become familiar with the diagnosis and treatment of MPS
• Describe theory and benefits of Myofascial Release (MFR) as a treatment for soft tissue conditions including MPS
• Summarize 3 key points of traditional and modern Myofascial techniques

• Explain the types of soft tissue
• Demonstrate and discuss diagnostic evaluation of soft tissue injury
• Explain pain patterns of neurological injury for differential diagnosis
• Discuss types of soft tissue injuries
• Evaluate soft tissue changes associated with pain
• Discuss the mechanisms of healing soft tissue injuries
• Describe diagnostic tools in determining soft tissue injuries
• Explain the use of ice and heat in soft tissue injuries
• Demonstrate and discuss stretching; passive, active and postfacilitation
• Demonstrate and discuss somatic technique
• Demonstrate and discuss strain/counterstrain
• Demonstrate and discuss friction massage
• Demonstrate and discuss Postisometric relaxation
• Demonstrate and discuss electrical muscle stimulation and ultrasound
• Demonstrate and discuss triggerpoint ultrasound in treatment
• Discuss massage therapy
• Demonstrate and discuss myofascial release
• Demonstrate and discuss active release
• Demonstrate and discuss Neuromuscular Therapy (NMT)
• Discuss cold laser therapy
• Demonstrate and discuss exercise rehabilitation and muscle strengthening
• Discuss mobilization and manipulation

• Explain the structural anatomy of the shoulder and its soft tissue
• Explain the functional anatomy of the shoulder and its soft tissue.
• Demonstrate the active and passive examination of the shoulder and soft tissue.
• Describe pathological conditions of the bony structures, joints, ligaments, tendons, bursa and muscles of the shoulder
• Describe sports injures to the shoulder.
• Describe injuries to the nerves, blood vessels and fascia of the shoulder.
• Demonstrate soft tissue treatments for pathological conditions of the bony structures, joints, ligaments, tendons, bursa and muscles of the shoulder.
• Demonstrate soft tissue treatments for the nerves, blood vessels and fascia of the shoulder.
• Define functional relationships of the shoulder with associated regions

• Explain the structural anatomy of the elbow, wrist, and hand and associated soft tissue
• Explain the functional anatomy of the elbow, wrist, and hand and associated soft tissue
• Demonstrate the passive examination of the elbow, wrist, and hand and associated soft tissue
• Demonstrate the active examination of the elbow, wrist, and hand and associated soft tissue
• Describe pathological conditions of the bony structures, joints, ligaments, tendons, muscles, fascia, bursa and nerves of the elbow, wrist, and hand
• Demonstrate soft tissue treatments for pathological conditions of the bony structures of the elbow, wrist and hand
• Demonstrate soft tissue treatments for the joints, ligaments, tendons, muscles, fascia, bursa and nerves of the elbow, wrist and hand
• Define functional relationships between the elbow, wrist and hand and with other regions