• 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

• Summarize the types of interviews: Forensic, Diagnostic, Therapeutic
• Describe who is involved in the interview process
• Explain the importance of the medical history
• Identify reasons for non-disclosure of information by the victim
• Recognize how family dynamics effect disclosure
• Indicate how the age and developmental status of the child affects the interview process
• Describe the proper use of open and closed ended questions
• List components of the medical history
• Summarize the responsibilities for disclosure of information
• Identify safety issues related to the disclosure of confidential information

• 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

• Provide a brief review of the structure and function of the pulmonary system
• Give an overview of pulmonary evaluation, including physical examination and diagnostic testing
• Describe pulmonary diseases and disorders, including clinical findings, medical-surgical management and list 3 examples of therapeutic interventions

• Provide a brief overview of the structure and function of the musculoskeletal system
• Describe the physical therapist ’ s examination and management of the patient with musculoskeletal impairments in the acute care setting
• Give an overview of fracture management and common orthopedic surgeries seen in the acute care setting  
• Describe the equipment commonly used by patients with musculoskeletal impairments in the acute care setting

• Describe the structure and function of the central, peripheral and autonomic nervous system
• List 5 components included in a neurological exam
• Define and differentiate 3 various diagnostic procedures including, but not limited to CT scan, MRI, ECG, PET scan, evoked potentials
• Give an overview of neurologic evaluation, including the physical examination and diagnostic tests
• Become familiar with and describe symptoms of 10 common neurologic health conditions
• Discuss and outline conservative and surgical management of these conditions along with and therapeutic interventions and expected outcomes

• Review the structure and function of blood and blood vessels
• Review the vascular and hematologic evaluation, including physical examination and diagnostic and laboratory tests
• Describe vascular, hematologic and lymphatic health conditions, including clinical findings medical and surgical management and therapeutic intervention

• Describe the structure and function of the gastrointestinal (GI) system
• Outline information on the clinical evaluation of the GI system, including physical examination and diagnostic studies
• Recite an overview of the various diseases and disorders of the GI system
• Analyze Information on the management of GI disorders, including pharmacologic therapy and surgical procedures
• List guidelines for therapeutic intervention in patients with GI diseases and disorders

• Describe and differentiate the medical assessment and diagnosis of a patient with cancer, including staging and classification
• Outline 3 various medical and surgical methods of cancer management
• An overview of a variety of the different body system cancers, including common sites of metastases
• List 5 examination, evaluation, and intervention considerations for the clinician

• Outline and analyze clinical evaluation of infectious diseases and altered immune disorders, including physical examination and laboratory studies
• Become familiar with various infectious disease processes, including etiology, pathogenesis, clinical presentation, and management
• List commonly encountered altered immune disorders, including etiology, clinical presentation, and management
• List 5 precautions and guidelines that a clincian should implement when treating a patient with an infectious disease process or altered immunity

• 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

• Assess the historical characteristics and epidemiology of HIV/AIDS
• Describe how HIV is spread and how it may be prevented
• Summarize the pathophysiology of HIV infection and AIDS
• Outline the natural history, diagnosis, and stages of HIV infection
• Illustrate the current treatment strategies for HIV infection and discuss common opportunistic infections associated with HIV

• 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

• Describe HIV or human immunodeficiency virus and differentiate HIV and AIDS 
• Describe the 3 stages of HIV/AIDS and describe symptoms associated with each stage 
• Describe the importance of diagnosis and testing 
• List 3 ways HIV can be transmitted 
• Describe how healthcare workers can be exposed to HIV at work and what to do in the event of an exposure

• Describe the the etiology, incidence and prevalence of CTS and list 5 risk factors
• Identify the anatomy of the carpal tunnel and describe its contents
• Outline, describe and differentiate 3 provocative maneuvers for diagnosing CTS
• List and describe 3 conservative treatment interventions for CTS and the advantages of each technique
• Describe and differentiate open vs. endoscopic CT release along with possible complications

• 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.

• This contains all courses with the educational objectives listed from Anatomy 101 through 112

• 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

• Identify the arteries that supply the face and head
• Identify the nerves that supply the face and head
• Describe the structures innervated by the nerves of face and head
• Identify the veins that drain the face and head

• Locate identify muscles of the eye and orbit
• Locate and identify blood vessels of the eye and orbit
• Locate and identify connective tissue structures of the orbit
• Describe location and innervation of the lacrimal glands

• Locate the major anatomical landmarks of the orbit
• Describe anatomical relationships between structures of the orbit
• Correlate functions of the structures of the orbit with the anatomy
• Identify the nerves, muscles and blood vessels of the orbit

• Identify the structures of the interior structures of the eyeball
• Explain the function of the interior structures of the eyeball
• Correlate anatomical relationships between interior structures of the eyeball
• Explain the actions of the extraoccular muscles

• Identify anatomical landmarks of the ossicles of the ear
• Locate and identify the organs of hearing in the ear
• Explain the transmission of sound in the ear
• Locate and identify the organs of balance in the ear

• Identify anatomical landmarks pertaining to osteology of the temporomandibular joints
• Locate and identify the soft tissue structures of the temporomandibular joint
• Correlate specific muscles with the possible movements of the temporomandibular joint
• Locate attachment sites of the structures of the temporomandibular joint

• Identify the trigger points for the selected muscles of the neck
• Label the primary and secondary referral patterns for the trigger points of the neck
• Summarize the differential diagnoses associated with each trigger point of the neck
• Indicate the proximal and distal attachments of the selected muscles of the neck
• Describe the action of the selected muscles of the neck

• This contains all courses with the educational objectives listed from Anatomy 225 through Anatomy 230

• Identify the trigger points for the selected muscles of mastication
• Label the primary and secondary referral patterns for the trigger points of the muscles of mastication
• Summarize the differential diagnoses associated with each trigger point of the muscles of mastication
• Indicate the proximal and distal attachments of the selected muscles of mastication
• Describe the action of the selected muscles of mastication

• Identify the trigger points for the selected muscles connecting the shoulder to the torso
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point
• Indicate the proximal and distal attachments of the selected muscles connecting the shoulder to the torso
• Describe the action of the selected muscles connecting the shoulder to the torso
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the shoulder and arm
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the shoulder and arm
• Indicate the proximal and distal attachments of the selected muscles of the shoulder and arm
• Describe the action of the selected muscles of the shoulder and arm
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the Forearm and hand
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the forearm and hand
• Indicate the proximal and distal attachments of the selected muscles of the forearm and hand
• Describe the action of the selected muscles of the forearm and hand
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the abdominal wall and back
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the trunk
• Indicate the proximal and distal attachments of the selected muscles of the abdominal wall and back
• Describe the action of the selected muscles of the trunk
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for selected muscles in the posterior and medial compartment of the hip and thigh
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the hip and thigh
• Indicate the proximal and distal attachments of the selected muscles in the posterior and medial compartment of the hip and thigh
• Describe the action of the selected muscles in the posterior and medial compartment of the hip and thigh
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the hip and thigh
• Indicate the proximal and distal attachments of the selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Describe the action of the selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the leg
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the leg
• Indicate the proximal and distal attachments of the selected muscles of the leg
• Describe the action of the selected muscles of the leg
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the foot
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the foot
• Indicate the proximal and distal attachments of the selected muscles of the foot
• Describe the action of the selected muscles of the foot
• Recognize when muscles are acting agonistically and antagonistically

• Identify and match surface landmarks to underlying anatomy
• Identify and locate joints of the wrist and hand
• Name the motion that occurs at the joints of the wrist and hand
• Identify osteology of the wrist, hand and forearm

• Explain basic concepts of health
• Identify the health spectrum
• Recognize the various facts associated with aging
• Determine the difference between sickly aging and normal aging
• Recognize the various theories of aging
• Recognize the most common theory of aging
• Determine the risks associated with being sedentary
• Identify the effect of exercise on the cardiovascular system
• Describe how exercise affects cholesterol and cancer
• Examine the various components of an exercise program
• Identify which exercises are best for health and longevity
• Recognize the relationship between exercise and antioxidants
• Recognize basic concepts of stress
• Establish how stress and other emotions can cause disease and ill health
• Determine the relationship between nutrition and stress
• Differentiate the relationship between various stress reducing techniques
• Identify how social relationships, religion and prayer can affect health and aging
• Recognize the negative and positive factors from consuming alcohol
• Recognize how alcohol affects nutrition
• Identify how smoking affects health
• Identify the relationship between nutrition and smoking
• Recognize the relationship between second hand smoke and nutrition
• Identify various smoking cessation techniques
• Identify the role of antioxidants and free radicals
• Examine the relationship between antioxidants and heart disease
• Determine the relationship between diet, cancer, and the environment
• Identify various antioxidants that can affect cancer
• Describe how caloric restriction affects longevity
• Explore basic concepts of weight control and obesity
• Recognize how obesity affects overall health and promotes disease
• Identify various dietary patterns and habits
• Determine how diet patterns affect health and promote disease
• Explore the typical American diet pattern
• Review the vegetarian diet pattern
• Analyze the Mediterranean diet pattern and its components
• Identify why fruits and vegetables are anti-aging foods
• Determine how fruits and vegetables offer health benefits
• Select what components of fish have positive effects on health
• Recognize how fish affects cardiovascular disease and cancer
• Identify how garlic affects health and inhibits disease
• Demonstrate the role grains have in health and longevity
• Explain the basics of fiber and how it can affect health and disease
• Identify how nuts can positively affect health and decrease disease
• Recognize how legumes and soy can affect heart disease
• Relate how legumes and soy can affect cancer
• Recognize the beneficial components of yogurt
• Identify how yogurt can affect the immune system
• Define what prebiotics are and how they affect health
• Describe how chocolate can promote health and longevity
• Explore how tea can positively affect health and decrease disease risk
• Identify what the beneficial components of wine are
• Determine the how and when of wine consumption
• Explain basic concepts of water and signs of dehydration
• List how water affects disease and promotes health
• Identify who is susceptible to nutrient deficiencies
• Determine the relationship between a daily multiple vitamin and health
• Analyze how growth hormone can promote health and possibly slow aging
• Explain the risk versus benefit of using testosterone and melatonin
• Recognize the role of DHEA and DHEA-S on health and longevity
• Identify the main concepts of an anti-aging strategy

• Define and explore Ankylosing Spondylitis
• Enumerate and differentiate 3 symptoms
• Describe 5 therapy examination tools
• Examine and summarize 3 surgical options
• Outline and examine therapy treatment interventions

• Define developmental disability
• List 3 components that are necessary for a person to fit the legal definition of developmental disability
• Describeand outline 5 characteristics of Down syndrome
• List the common structures and functions affected in individuals with Down syndrome
• Define and describe cerebral palsy

• Provide a definition of Traumatic Brain Injury and outline the characterisitics of TBI
• Compare and contract neurological and mental conditions associated with TBI and behavior patterns
• Outline the terms of Axis I - Axis V of the DSMR-IV-TR
• List and describe 5 examples of diagnoses associated with brain impairment

• Analyze treatment and rehabilitation practices associated with intervening in cognitive disability
• Describe the treatment approach for treating developmental disability
• Recite pertinent information from the Rehabilitation Act of 1973
• Compare and contract the treatment of degenerative disability and acquired TBI
• List and describe 5 commonly used tools for measuring cognitive function
• Outline and describe the ICF classification for describing the characteristics and severity of disability

• Define and differentiate assistive technology devises and assistive technology services
• Describe a system for obtaining information on available assistive technology devices
• List 3 contextual factors as defined by the WHO Identify categories of assistive technologies included under the heading, “Environmental Factors,” by the WHO
• Recognize and explain the lack of consistency in assistive technology and assistive services terminology

• Describe the significance of assistive devices for mobility, communication, seeing, hearing, and activities of daily living
• Define the term "assistive products" and "technology" based on the ICF
• Provide examples of various AT products
• Understand and explain the significance of specific product groupings

• Define and list 3 main goals of cognitive support technology
• Describe strategies used for optimizing the strengths and accommodating the needs of an individual with a cognitive disability
• List and describe 5 products designed to serve the needs of persons with cognitive disability
• Recite 5 resources that provide information on AT apps for smartphones
• Outline 5 advantages and disadvantages of everyday technologies and specialized technologies

• Describe the The International Classification of Functioning (ICF), Disability and Health
• List and describe the two levels of environmental factors
• Outline and analyze the ICF framework
• Recite and describe the various categories of the ICF
•  Analyze the 7 principles of universal design and how they factor into smart homes
• Describe the role of the caregiver and discuss relevant factors

• Describe how the International Classification of Functioning, Disability and Health views disability and functioning
• List and describe six criteria for good service delivery systems
• Describe the move from charity to consumer involvement and empowerment
• Examine factors that influence service delivery outcomes
• Examine environmental factors that influence the selection and acquisition of an AT device

• Outline and describe the three primary areas of the matching person and technology model
• List five factors to consider when trying to achieve a good match of person and technology
• Outline significant factors in the matching person and technology assessment process
• State the purpose for using the Assistive Technology Device Predisposition Assessment or the Cognitive Support Technology Predisposition Assessment

• Discuss the evaluation process for assistive technology and describe the Human Activity Assistive Technology model and list the 4 main components: human, activity, AT, and context
• Describe the role and significance of funding in the evaluation and prescribing of AT devices and list 5 sources of funding
• Describe 5 types of switches used to access AT devices and give an example of each type
• Outline and describe 4 different areas of assistive technology and provide a specific example of a piece of AT that can be used within that area to enhance functional independence
• List and describe electronic cognitive devices and discuss the significance of no-tech, low-tech and high-tech solutions
• Describe the 2 categories of electronic aids to daily living and describe 3 examples used to control the environment
• Describe the importance in re-evaluation and list 5 reasons for changes in AT usage
• Discuss the future of technology including the role and significance of brain computer interfacing, virtual reality and assistive robotics

• 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

• Describe how trust and trustworthiness give shape to the idea of respect between patient and health professional
• Assess the roles of competence and reassurance in strengthening the necessary connections between you and the patient
• Explain the phenomena of transference and countertransference in the health professional and patient relationship
• Contrast courteous behaviors with casualness and how each is perceived by the patient to bridge the gap of estrangement between you when you fi rst meet and as the relationship develops
• Give some examples of what it means to focus on caring behaviors
• Distinguish contractual characteristics of the health professional and patient relationship from covenantal characteristics and evaluate the role of each

• Describe why the idea of professional boundaries is relevant to respect
• Distinguish a respectful, professional approach from one based on objectivity and efficiency alone
• Identify and discuss appropriate physical boundaries in relation to unconsented touching, sexual touching, and sexual contact
• Describe three types of situations in which maintaining emotional boundaries are crucial to avoiding enmeshment
• Identify clues that may alert you that your sympathy is becoming pity
• Define overidentifcation and its negative effects
• Describe what it means to care too much
• List some ways that honoring professional boundaries serves the positive goals of the health professional and patient relationship

• Recognize disability in your practice.  Today one in five Americans has a disability and this percent will continue to increase because of medical advances and the aging of our population.
• Become familiar with the range of disabilities including those involving mobility, hearing, speech, vision as well as the wide range of non-apparent disabilities.
• Integrate the course's Seven Themes for Setting Appropriate Boundaries with the Disability Community into your everyday practice.
• Avoid limiting beliefs about what people with disability can or cannot do.  Today people with disability have access to technological and other adaptive techniques that make full inclusion possible.
• Gain disability competence through skillful navigation of physical boundaries as well as psychological, emotional and social boundaries.

• Appreciate how your patients with disability have learned to adapt so you can work with their adaptive techniques and compensatory skills.
• Integrate do’s and don’ts about how to respond to specific disabilities.
• Surface – and learn to overcome – your hidden prejudices and stereotypes.
• Recognize how non-apparent disabilities can impact effective communication, compliance and other important health care outcomes.
• Familiarize yourself with legislative and technological breakthroughs that can support your patients during healing and recovery.

• Recognize the barriers that people with disability face in securing employment and aim to dismantle those barriers whenever you can.
• Become familiar with specific workplace accommodations for employees with disability.  These can be easy to execute and inexpensive.
• Commit to making your own workplace more inclusive by adopting simple changes to aid employees as well as patients.
• Accept your own uncomfortable feelings about disability in order to move beyond their grip.

• Identify the purpose of professional boundaries
• Differentiate between boundary violations and boundary crossings
• Identify the various factors related to dual relationships
• Identify issues related to bartering, gifts and boundaries

• Recognize the challenges of social networking and boundaries
• Evaluate issues specific to boundaries
• Clarify guidelines for maintaining professional boundaries
• Reflect on the maintenance of professional boundaries

• Describe the biomechanics of rotation of a thoracic ring at the levels T1-T7.
• Describe the biomechanics of the Cervical spine, Thoracic spine, ribs, clavicle and manubrium with elevation of the right or left shoulder.
• Describe the biomechanics of flexion and extension at the Costotransverse joint at T9.
• Describe the differences in motion of the mobile segments between T3 -T7 with side flexion occurring first in the Thoracic spine.

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

• Describe the physiology of breathing and how altered pH can affect the body.
• Describe two functions of the diaphragm.
• Identify limited chest expansion and Bradcliff angles and ski jumps
• Identify limited lateral costal breathing and how to facilitate normal lateral costal breathing

• Describe how altered breathing patterns can alter pH and how this can affect the body.
• Describe the autonomic nervous system and function.
• Name three physiological consequences of respiratory alkalosis.
• Describe suboptimal breathing patterns and their effect on the cervical spine and chronic pain.

• Name and describe the different types of sleep apnea.
• Describe the three levels of Apnea-hypopnea index AHI.
• List five symptoms of sleep apnea.
• List two treatments for sleep apnea.

• Describe the physiological response of aerobic exercise on the respiratory system.
• Describe the effect of running on the viscera and the diaphragm.
• Describe the response to inspiratory muscle fatigue on the body.
• List one device than may increase endurance of the respiratory muscles.

• Describe the anatomical structure of the diaphragm including innervation and blood supply.
• List four causes that may damage the innervation to the diaphragm and effect normal function.
• Describe the factors involved in Intensive Care Unit Acquired Weakness.
• Be able to describe the pros and cons of early mobilization in the ICU.

• Discuss the classification of the cardiopulmonary unit
• Describe the thorax and its movements
• List respiratory muscles and their functions
• Describe the pathway for the flow of oxygen from the atmosphere to the alveolar capillary membrane
• Outline the flow of blood from the periphery through the heart to the pulmonary and peripheral circulations
• Explain the lymphatic system
• Discriminate the clinical implications between the lungs and heart

• Examine normal physiology of the cardiopulmonary system
• List the mechanical factors involved in breathing and the control of breathing
• Describe the processes of ventilation, diffusion and perfusion
• Describe respiratory mechanics related to airway resistance and lung compliance
• Describe oxyhemoglobin dissociation and the oxyhemoglobin dissociation curve
• Explain electromechanical coupling in the heart
• Name and describe 3 cardiac reflexes
• Describe the transport of oxygen by the blood and the transport of carbon dioxide

• Discuss how smoking impacts the cardiovascular and pulmonary systems
• Describe how lung dysfunction leads to cardiac dysfunction
• Describe how cardiac dysfunction leads to lung dysfunction
• Differentiate obstructive from restrictive pulmonary pathology and the manifestations of each
• Name 5 factors that precipitate an asthma attack
• List 3 risk factors of coronary artery disease
• Describe the process of artherosclerosis
• Discuss rheumatoid arthritis and its impact on specific organs

Cardiopulmonary 103:

• Discuss how smoking impacts the cardiovascular and pulmonary systems
• Describe how lung dysfunction leads to cardiac dysfunction
• Describe how cardiac dysfunction leads to lung dysfunction
• Differentiate obstructive from restrictive pulomary pathology and the manifestations of each
• Name 5 factors that precipitate an asthma attack
• List 3 risk factors of coronary artery disease
• Describe the process of artherosclerosis
• Discuss rheumatoid arthritis and its impact on specific organs

Cardiopulmonary 104:

• Identify anatomic structures and key topographic landmarks of the chest
• Describe various chest wall configurations
• Differentiate peripheral and central cyanosis
• Differentiate normal bronchial breath sounds from abnormal bronchial breath sounds
• Identify various components of a chest examination
• List 2 causes of decreased breath sounds
• List the steps involved to ausculatate lung sounds

• Identify anatomic structures and key topographic landmarks of the chest.
• Describe various chest wall configurations.
• Differentiate peripheral and central cyanosis.
• Differentiate normal bronchial breath sounds from abnormal bronchial breath sounds.
• Identify various components of a chest examination.
• List 2 causes of decreased breath sounds.
• List the steps involved to ausculatate lung sounds.

• Explain how gravity influences normal physiological function
• Describe physiological effects of various body positions
• List 5 indications for body positioning to optimize oxygen transport
• List 10 indications for frequent changing of body positions
• Describe the physiological effects of various body positions including supine, side-lying, prone and head down position
• Differentiate prescriptive from routine body positioning
• Outline the principles of monitoring oxygen transport variables before, during and after positioning a patient

• Describe and differentiate the use of various airway clearance techniques
• List 5 advantages and 5 disadvantages of various airway clearance techniques
• Describe the type of equipment used for various airway clearance techniques
• Describe the type of patient appropriate for each airway clearance techniques
• Describe various considerations when selecting an airway clearance techniques
• Examine outcome measures used for evaluating the effectiveness of airway clearance techniques
• Discuss the costs associated with various airway clearance techniques

• Describe the benefits of patient education and the impact it has on health-care costs
• Contrast and compare a variety of teaching methods used in patient education
• Describe the various aspects of planning for patient education
• Describe concepts of adult learning theories and models
• Examine ways to evaluate the effectiveness of patient education

• Describe the growth of the aging population along with cardiovascular disease 
• Describe cardiac rehabilitation and list some of the components it includes
• List 5 benefits of cardiac rehabilitation along with functional benefits often obtained
• Describe how exercise capacity, muscle and strength and improved cognition are gained with cardiac rehabilitation
• Summarize 3 barriers to cardiac rehabilitation and describe how healthcare professionals can help to overcome these barriers

• Outline 3 physiologic responses to resistance training
• List and describe the 5 domains of frailty
• Based on research, summarize the functional benefits of resistance training on older adults in cardiac rehab
• Describe 5 metabolic benefits to the older adult in cardiac rehab
• Examine 5 different types of resistance training equipment and list 2 advantages and 2 disadvantages of each

• Describe the epidemiology of cardiovascular disease in the older adults and examine the benefits of cardiac rehabilitation 
• Summarize the gold standard for cardiac rehabilitation care for older adults 
• List 5 barriers to participation in center-based cardiac rehabilitation programs 
• Compare and contrast differences and similarities between center-based and home-based cardiac rehab programs 
• Outline and describe the physical activity guidelines for older adults

• Discuss 5 components of a hand examination
• Differentiate between intrinsic and extrinsic muscle tightness
• Describe 3 examination tools to obtain subjective and objective data
• Become familiar with normal hand anatomy in order to recognize pathology

• Define “concussion” and create a list of 3 criteria used for making a diagnosis of acute concussion 
• List 5 common signs and symptoms of concussion
• Examine and describe the SCAT 3 in the assessment of concussion and outline it’s primary features
• Explain 3 key components in the follow-up evaluation and management of acute concussion
• Outline and discuss the graduated approach to return-to-activity protocol

• This course includes all of the educational objectives for the courses Concussion 101 through Concussion 110

• Compare and contrast 3 physical and physiologic aspects of the female athlete and concussion
• Examine and describe the process of sport concussion management
• List 5 recommendations for concussion assessment
• Examine and describe 3 symptoms that occur during prolonged recovery following sport concussion
• Discuss 3 recommendations for the management of female athletes with sport concussion

• Explore and discuss the epidemiology of concussion
• Describe the mechanism and pathophysiology of concussion
• Outline 3 key aspects in the assessment of concussion
• Formulate a plan that includes 3 treatment techniques for the management of concussion
• Examine recovery patterns and list 3 long-term effects of concussion

• Describe 3 reasons why it is difficult to define concussion
• List and outline 5 pathognomonic signs of in-competition acute concussion
• List and describe 5 components included in a sideline concussion assessment tool
• Describe the King-Devick test and explain how it would be used
• Propose 5 tips that are important for improving one’s ability to make accurate decisions when performing a sideline concussion assessment

• Provide the most commonly accepted definition of concussion by McCrory
• Describe 3 mechanisms involved in the pathophysiology of sports concussion
• Examine and outline cerebral blood flow changes that occur in sports concussion
• Compare and contrast 4 symptoms and the pathophysiology that occurs with sports concussion

• Describe the neurobiology of serum biomarkers for traumatic brain injury and list 3 blood-based brain biomarkers of sports-related concussion
• Describe the diagnosis of sports-related concussion using blood-based biomarkers
• Describe the role that serum biomarkers play in the prognosis of symptom resolution and return to play
• Describe the diagnostic process for chronic traumatic encephalopathy
• List 3 challenges that need to be addressed before the use of blood-based biomarkers can be used on the sideline

• Outline and describe 6 clinical domains that should be included when considering a diagnosis of concussion
• Describe 5 intrinsic factors suspected to play a role in the duration of clinical recovery from SRC
• Describe the role of neuropsychological testing in the assessment of SRC
• Outline the stages, progression and rationale involved in return-to-learn and return-to-sport decisions
• Describe the role that pharmacotherapy plays in the treatment of concussion
• Outline and describe how the established 22 symptoms of concussion are categorized, and provide an example of each

• Name 3 sports injury surveillance systems that exist and describe what type of data they collect
• Describe what sports are included in data collection surveillance systems
• Define at-risk exposure time and describe it's significance and how it is calculated
• Propose 2 challenges to comparability across sports injury surveillance systems
• Outline 5 issues and discuss strengths, limitations, and future directions for estimating concussion incidence via sports injury surveillance systems

• Describe the importance of neuropsychological screening in sport-related concussion
• Discuss the role of the neuropsychologist in the screening process of sport-related concussion
• Outline and define conventional approaches to neurocognitive testing vs computerized neurocognitive testing as it relates to sport-concussion
• Discuss the role of the neuropsychologist after sport-related concussion
• Compare and contrast the assessment of sport-related concussion in various stages including baseline, acute post injury and subacute and chronic assessment

• Describe gender differences in concussion
• Describe factors and considerations regarding the timing of imaging
• Discuss considerations regarding patient selection for imaging
• Describe two pathological findings on imaging of an individual with concussion
• Outline 3 Current concerns regarding imaging of sports-related concussion
• List and describe 5 important things that referring physicians need to know

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.

• 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 the professional's own cultural identity/judgments /biases and their impact on their behavior and how they are perceived by clients and patients
• Recognize cultural variables that appear in verbal and non-verbal communication
• Examine the influence of culture in our patient population
• Differentiate the provider's culture

• 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

• Explain the basic science involving the production of x-rays,  computed tomography scans, bone scans, and magnetic resonance imaging
• Discuss the advantages of having fundamental knowledge regarding how different imaging systems work
• Become familiar with the production of x-rays
• List the benefits of digital radiography
• Discuss the indications for  x-ray vs. CT scan vs. bone scans  vs, MRI
• Examine the basic physics of MRI
• Compare and contrast various imaging modalities
• Discuss clinical application and how being able to interpret radiographs can enhance your treatment

• Recall the five standard cervical spine views and their purposes
• Identify normal and abnormal alignment of the five standard views
• Identify normal and abnormal densities or dimensions of the cervical spine
• Identify normal and abnormal cartilage
• Identify normal and abnormal soft tissue findings in the cervical spine
• Identify film abnormalities, given a history and x-ray film
• Use information from x-ray films to adjust a physical therapy treatment program

• Recall the two standard views of the hip joint and their purposes
• Identify the normal and abnormal alignment in the standard views of the hip and pelvis
• Identify normal and abnormal densities and dimensions of the hip
• Identify normal and abnormal cartilage
• Identify the normal and abnormal presentation of soft tissue
• Identify film abnormalities, given a history and x-ray film
• Use that information to adjust a  therapy treatment program, given x-ray film abnormalities

• Recall the four standard knee views and their purposes
• Identify the normal and abnormal alignment of the knee
• Identify normal and abnormal densities of the knee
• Identify normal and abnormal cartilage on plain films
• Identify the normal and abnormal presentation of soft tissue
• Identify film abnormalities, given a history and x-ray film
• Use information from x-ray films to adjust a therapy treatment program

• Recall the seven standard views of the shoulder and AC joint and their purposes
• Identify the normal and abnormal alignment in the seven standard views of the shoulder and AC joint
• Identify the normal and abnormal densities of the shoulder
• Identify the normal and abnormal cartilage
• Identify the normal and abnormal presentation of soft tissue
• Identify fi lm abnormalities, given a history and x-ray film
• Use that information to adjust a treatment program, given x-ray film abnormalities

• Recall the three standard elbow views, three standard wrist views, three standard hand views, two standard thumb views, and the phalanges view and their purposes
• Identify the normal and pathologic alignment of the standard views of the elbow, wrist, and hand
• Identify the normal and pathologic dimensions and densities of the elbow, wrist, and hand bones
• Identify normal and pathologic cartilage
• Identify the normal and pathologic presentation of soft tissue
• Identify film abnormalities, given a history and x-ray film
• Use x-ray film information to adjust a therapy treatment program

• Recall the three standard views of the leg and the foot and their purposes
• Identify normal and pathologic alignment of the standard views
• Identify normal and pathologic densities and dimensions of the leg, foot, and ankle
• Identify normal and pathologic cartilage
• Identify the normal and pathologic presentation of soft tissue
• Given a history and x-ray film, identify film abnormalities
• Given x-ray film abnormalities, use that information to adjust a therapy treatment program

• Outline 5 components included in the screening model to evaluate the head, neck or back
• Describe and differentiate 5 viscerogenic causes of neck and back pain
• List 10 common red flags associated with back pain of a systemic origin
• Outline and describe 5 causes of back pain in children
• List, describe 3 clinical signs and symptoms of and differentiate between 3 major headache types
• Describe systemic origins of headache
• Describe and analyze 4 origins of thoracic pain
• Discuss how to differentiate between a disk problem and bony metastases
• Describe 10 symptoms of neck and back pain and list symptoms and possible causes for differential diagnosis
• Outline the steps involved for screening for oncologic causes of back pain
• Outline the screening process for cardiac causes of neck and back pain
• Outline the screening process for peripheral vascular causes of back pain
• Outline the screening process for pulmonary causes of neck and back pain
• Read multiple case studies that highlight clinical application and relevant questions to ask during the patient interview

• Outline and describe 5 key components for evaluating the sacrum and sacroiliac joint
• List and describe 5 key factors for sacral fractures
• Outline and describe 10 causes of coccygeal pain and pelvic pain
• List and describe 5 red flags associated with pelvic pain
• List and describe 5 clinical signs associated with cervical cancer
• Read case studies and highlight clinical application

• Identify 3 key points used in a screening model to evaluate the lower quadrant
• Differential systemic vs musculoskelatal causes of buttock and hip pain
• Identify 10 causes of groin and thigh pain
• Define and differentiate various causes of leg pain
• Define and differentiate causes of sciatica
• Read case studies that highlight clinical application

• Describe 3 key points in using the screening model to evaluate the chest, breast and ribs
• Define and differentiate systemic causes of pain from neuromuscular causes of pain
• Describe 3 key points for screening for oncologic causes of chest or rib pain
• Describe 3 key points for screening for cardiovascular causes of chest, breast or rib pain
• Describe 3 key points for screening for gastrointestinal causes of chest, breast or rib pain
• Read case studies that highlight clinical application

• Describe 3 ways to use the screening model for evaluating the shoulder and upper extremity
• Outline and differentiate systemic and medical conditions as causes of shoulder and upper extremity symptoms
• Discuss identification and location of pain based on systemic origin
• Describe the importance of screening for cardiovascular and pulmonary causes of pain
• Describe the importance of screening for additional and a variety of other causes of shoulder pain