• 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

• 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

• Describe the interactions between the emotional state, nervous system function, and the immune system
• Explain the role of life style in proper immune function
• Summarize how vitamins and nutrients influence disease susceptibility
• Recognize the antibacterial, antiviral, and immunostimulatory effects of certain botanicals

• 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 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 to Anatomy 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 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

• 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 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

• Define and discuss professional boundaries
• Define and discuss sexual misconduct
• Sensitize The D.C. To Issues Relating to Sexual Interaction With The Patient
• Discuss the problem of sexual misconduct, either real or perceived
• Define and discuss specific examination procedures
• Provide methods for recording examinations and incidents
• Discuss case of alleged sexual misconduct
• Discuss strategies to avoid misunderstandings that may lead to charges of sexual misconduct

• 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.

• 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.

• 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 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.

• 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 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

• 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

• 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.

Part I: OA of the Ankle Joint

• List 5 predisposing factors of OA of the ankle joint
• Explain the diagnosis of OA of the ankle joint
• Describe 5 functional impairments as a result of OA of the ankle joint
• Outline various management strategies for the treatment of OA including pharmacological, physical, surgical and educational strategies
• Explain the future directions for research and management of OA of the ankle joint

Part II: Rheumatic Disease

• Examine the classification system for rheumatic diseases
• Outline and explain components involved in the diagnosis of rheumatic disease including diagnostic markers, disease activity, imaging, history, clinical exam and blood investigations
• Describe management strategies for early treatment
• Examine general foot health management
• Assess goal-directed treatment strategies

Part III: Gout

• Investigate the prevalence of gout
• Outline and describe the pathogenesis of gout
• Identify management strategies including pharmacological, physical, surgical and education strategies for the management of gout
• Examine and outline the diagnosis and classification for the diagnosis of gout

• Describe and examine diagnosis, functional impairments and management of hallux limitus and hallux rigidus
• Describe and list predisposing factors, diagnosis and functional management of hallux valgus
• Describe and recite predisposing factors, diagnosis, functional impairments and management of Morton's neuroma
• Describe and analyze the diagnosis, functional impairments and management of lesser digit deformities

• Describe and examine diagnosis, functional impairments and management of plantar fasciitis
• Describe and list predisposing factors, diagnosis and functional management of tibialis posterior tendon dysfunction
• Describe and recite predisposing factors, diagnosis, functional impairments and management of tarsal tunnel syndrome
• Describe and analyze the diagnosis, functional impairments and management of high-energy injury calcaneal fractures
• Describe the diagnosis, functional impairments and management of calcaneal stress fractures

• Recognize the prevalence of Achilles Tendinopathy
• Describe anatomy of the Achilles tendon
• List 5 signs and symptoms and describe diagnostic imaging for making a diagnosis of Achilles Tendinopathy
• Explain and outline 5 functional impairments as a result of Achilles Tendinopathy
• Compare and contrast 3 extrinsic vs. 3 intrinsic risk factors for developing Achilles Tendinopathy
• Summarize and identify 2 future directions for the study of Achilles Tendinopathy
• Analyze and practice 3 management strategies for the best approach to treating Achilles Tendinopathy

• List 5 predisposing factors to stress fracture and differentiate between intrinsic and extrinsic factors
• List 5 conditions that must be ruled out when performing differential diagnosis for stress fracture
• Explain the process for confirming a diagnosis of stress fracture
• Describe and compare various management strategies and outcomes in the treatment of stress fractures
• Discuss future directions and needed research in the field of managing stress fractures

• Describe two different criteria used to determine the prevalence of COPD
• List three factors that will contribute to the increased prevalence of COPD
• List and describe three physiologic changes that occur in the lung
• Describe 3 clinical symptoms associated with COPD and describe diagnosis including lung function tests and the use of chest CT scans
• Outline and examine 3 interventions commonly used in the management and treatment of COPD
• Describe the significance and goals of a pulmonary rehabilitation program

• List and describe 3 changes in lung structure associated with aging
• List and describe 3 changes in extrapulmonary structure
• Analyze 3 changes in respiratory mechanics that occur with aging and lead to predictable changes in lung function
• Describe changes in gas exchange that occur with aging
• Outline and describe the use of 2 lung function tests used in the elderly
• Describe the synergistic effect of age-related changes in lung structure and function on lung disease

• Outline and describe 5 mechanisms of dyspnea including; sensory receptors, afferent impulses, integration and processing within the central nervous system, psychological factors and neuromodulation
• Analyze 4 unique descriptors of dyspnea in the elderly including prevalence, impact, respiratory sensation and dyspnea during exercise
• Describe a comprehensive approach for assessment of the elderly individual with dyspnea
• List and describe 5 strategies used to relieve dyspnea
• Describe the role of acupuncture as an emerging treatment for dyspnea

• Become familiar with the epidemiology of lung cancer in the elderly and describe 2 risks and age-related disparities in lung cancer
• Define and differentiate local therapy vs. systemic therapy and give an example of each.
• Define and describe the Comprehensive Geriatric Assessment (CGA)
• Describe local treatment strategies including; surgical resection, radiation therapy, radiofrequency ablation
• Describe systemic treatment strategies including; adjuvant chemotherapy, locally advanced disease, advanced disease, small cell lung cancer, immunotherapy and targeted therapies for actionable mutations

• Understand, identify and describe the significance of the lateral epicondyle and the common extensor tendon
• Explain 3 causative factors that may lead to developing LE
• Identify the main movements or activities that put someone at risk for LE
• Describe the pathophysiology involved in LE
• Describe 5 conservative treatment interventions for LE
• Outline and describe post-operative rehab protocols following surgery and list 3 possible complications
• Discuss what prolotherapy is, what it does, how it works and what the research says
• State 2 indications for surgical intervention
• Outline the basic principles of surgery and list 3 operative techniques
• Discuss research findings and the efficacy of elbow surgery and the efficacy of treatment techniques

Hour 1 - 2

• Understand, identify and describe the significance of the lateral epicondyle and the common extensor tendon
• Explain 3 causative factors that may lead to developing LE
• Identify the main movements or activities that put someone at risk for LE
• Describe the pathophysiology involved in LE
• Describe 5 conservative treatment interventions for LE
• Outline and describe post-operative rehab protocols following surgery and list 3 possible complications
• Discuss what prolotherapy is, what it does, how it works and what the research says
• State 2 indications for surgical intervention
• Outline the basic principles of surgery and list 3 operative techniques
• Discuss research findings and the efficacy of elbow surgery and the efficacy of treatment techniques

Hour 3

• Describe the 3 joints that make up the elbow and explain static and dynamic forces that stabilize the elbow
• Define the boundaries of the cubital tunnel and explain the route of the ulnar nerve as it travels around the elbow
• List and describe the phases involved in throwing and how this activity places stress on the medial aspect of the elbow
• List and describe 5 conditions that produce medial-sided elbow pain including presenting signs and symptoms and how each condition is diagnosed
• Consider differential diagnosis and list 2 conditions that result in anterior, posterior and lateral elbow pain

• Describe the 3 joints that make up the elbow and explain static and dynamic forces that stabilize the elbow
• Define the boundaries of the cubital tunnel and explain the route of the ulnar nerve as it travels around the elbow
• List and describe the phases involved in throwing and how this activity places stress on the medial aspect of the elbow
• List and describe 5 conditions that produce medial-sided elbow pain including presenting signs and symptoms and how each condition is diagnosed
• Consider differential diagnosis and list 2 conditions that result in anterior, posterior and lateral elbow pain

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 osteology and osteologic features of the shoulder complex
• Describe the 4 joints within the shoulder complex and their associated features
• List 6 kinematic principles of the shoulder complex
• Describe the brachial plexus and innervation of muscles and joints of the shoulder complex
• Summarize the function of the rotator cuff muscles and stabilizing tissues of the structures of the shoulder complex
• Discuss why the glenoid labrum is so vulnerable to injury
• Describe the vulnerability of the supraspinatus tendon

• Describe the osteology and osteologic features of the shoulder
• Describe the 4 joints within the shoulder complex and their associated features
• List 6 kinematic principles of the shoulder complex
• Describe the brachial plexus and innervation of muscles and joints of the shoulder complex
• Summarize the function of the rotator cuff muscles and stabilizing tissues of the structures of the shoulder complex
• Discuss why the glenoid labrum is so vulnerable to injury
• Describe the vulnerability of the supraspinatus tendon
• Discuss osteology and arthrology of the elbow and forearm
• Describe kinematics of the elbow joint and forearm
• Compare and contrast muscle and joint interactions
• Outline and describe the path of innervation of the brachial plexus
• Discuss sensory innervation of the joints
• Summarize muscle actions that act on the elbow Identify carpal bones and osteologic features of the bones of the wrist
• Discuss joint structures and ligaments of the wrist
• Describe the kinematics of wrist motion
• Define carpal instability Understand muscle and joint interactions of the wrist
• Outline functional innervations of the wrist
• Discuss the function of muscles of the wrist

• Discuss osteology and arthrology of the elbow and forearm
• Describe kinematics of the elbow joint and forearm
• Compare and contrast muscle and joint interactions
• Outline and describe the path of innervation of the brachial plexus
• Discuss sensory innervation of the joints
• Summarize muscle actions that act on the elbow
• Summarize muscle actions that act on the forearm

• Identify carpal bones and osteologic features of the bones of the wrist
• Discuss joint structures and ligaments of the wrist
• Describe the kinematics of wrist motion
• Define carpal instability
• Compare and contrast muscle and joint interactions of the wrist
• Outline functional innervations of the wrist
• Discuss the function of muscles of the wrist

• Identify bones and osteologic features of the hand
• Discuss joint structures and ligaments of the hand
• Describe the kinematics of the hand
• Define and differentiate extrinsic and intrinsic muscles of the hand
• Compare and contrast muscle and joint interactions of the hand
• Outline sensory innervations of the hand
• List joint deformities caused by rheumatoid arthritis

• Describe the functional anatomy of the hip joint
• Describe the arthro and osteokinematics of the hip
• Describe the innervation and muscular function at the hip
• Analyze and list the characteristics of osteoarthritis of the hip
• Describe 3 therapeutic interventions for a painful and unstable hip joint

• Describe osteologic features of the distal femur, proximal tibia fibula and patella
• Describe the individual anatomy of the knee and list 3 key alignment considerations
• Describe the osteo and arthrokinematics at the tibiofemoral joint
• Describe the patellofemoral joint kinematics and muscular function of the knee
• List 3 factors that effect the tracking of the patella across the patellofemoral joint

• Define terms associated with joints and movements of the foot and ankle
• Describe the structure and function of 3 joints associated with the foot
• Describe the structure and function of 8 joints associated with the ankle
• Describe the motor and sensory innervation of the muscles and joints around the foot and and region
• Analyze the structure and function of the extrinsic muscles of the foot and ankle
• Describe impairment following injury to the fibular or tibial nerve
• Analyze the structure and function of the intrinsic muscles of the foot and ankle

• Define terminology and descriptors associated with walking such as gait cycle, stance and swing phases
• Describe joint kinematics in the sagittal, frontal, horizontal plane and the upper extremity that occur during walking
• Describe the effects displacement of center of mass and list 3 potential kinetic energy considerations
• Analyze and describe how energy is expended during walking
• Examine and describe muscle activity of the trunk and lower extremity during walking
• List and describe 5 factors that effect the mechanics of walking

• Define terminology and descriptors associated with running such as stride length, food angle, step time, running pace
• Describe joint kinematics in the sagittal, frontal and horizontal plane and the upper extemity
• Describe the effects displacement of center of mass and list 3 potential kinetic energy considerations
• Analyze and describe how energy is expended during running
• Examine and describe muscle activity of the trunk and lower extremity during running
• List and describe 5 factors that effect the mechanics of running

• 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

• Recognize pathology associated with common sports injuries
• Outline the mechanism of injury for various hand injuries
• Recognize treatment interventions for upper extremity injuries

• Summarize applications for muscle strength testing
• Identify potential causes of abnormal findings
• Define generic procedures to use when performing manual muscle strength tests
• Grade muscle strength tests using standardized measurement scales
• Create and revise muscle strength tests utilizing your knowledge of anatomy plus techniques of muscle isolation and contraction limits

• This contains all courses with the educational objectives listed from Manual Muscle Testing 201 through Manual Muscle Testing 206

• Summarize manual muscle strength testing: purposes; procedures; and grading.
• Describe origins, insertions, actions, athletic activities and common clinical conditions involved with the medial and lateral stabilizing muscles of the ankles and knees.
• Apply knowledge of anatomy to refine vectors of force and other procedures involved in performing manual strength tests for muscles of the ankles & knees.
• Manually measure strength of the medial and lateral stabilizing muscles of the ankles and knees.
• Interpret the significance of the results for the manual strength tests of the stabilizing muscles of the ankles and knees.

• Summarize manual muscle strength testing: purposes; procedures; and grading.
• Describe origins, insertions, actions, athletic activities and common clinical conditions involved with seven of the muscles crossing the hips.
• Apply knowledge of anatomy to refine vectors of force and other procedures involved in performing manual strength tests for muscles of the hips.
• Manually measure strength of seven muscles crossing the hip joint.
• Interpret the clinical and athletic significance of the results for the manual strength tests of the muscles of the hips.