DUKE UNIVERSITY SCHOOL OF MEDICINE Department of Community & Family Medicine. Doctor of Physical Therapy Division

Transcription

1 DUKE UNIVERSITY SCHOOL OF MEDICINE Department of Community & Family Medicine Doctor of Physical Therapy Division Courses of Instruction PT-D-601. Clinical STEP I Clinical Student Team Experience in Practice (STEP) is the first in a series of six courses that are embedded in the six didactic semesters of the DPT curriculum. Students will work in teams with a physical therapist clinical instructor to apply skills, demonstrate clinical problem-solving and assume professional roles in various clinical patient care settings. Each semester students will be expected to demonstrate skills and knowledge gained from the current and previous coursework. Credit: 1 PT-D-602. Body and Brain I This course begins a two-session exploration of the human body and brain through a variety of learning experiences, including cadaver dissection, laboratory presentations, examination and dissection of brain specimens, classroom presentation and discussion, and a variety of team-based learning activities. The overall goal of this course and the next in this sequence, PT 612 Body and Brain II, is to provide a framework for understanding the form and function of the human body and the organization of the neural systems in the brain and spinal cord that motivate bodily actions. The framework for PT 602 is primarily anatomical, with an emphasis on gross anatomy and the relationships between the musculoskeletal, neurological, and vascular systems of the human body, including a critical examination of the morphology and function of the axial skeleton, upper and lower limbs, and cardiac, pulmonary, gastrointestinal, urogenital and reproductive systems. In addition, this course examines the surface anatomy of the intact (living) human body and the palpation skills necessary to locate important bony landmarks, joint spaces, muscles, ligaments, bursae, nerves, and vessels. This course also covers the microanatomy of the major organs and the functions of their constituent cells, the embryological origins of organ systems, the biomechanics of various organ tissues, and the response of muscle, bone, joints, and soft tissue to disease and injury. In terms of regional anatomy, PT 602 will consider the postcranial body, while PT 612 will focus on the head and neck, including a comprehensive survey of the neuroanatomy and neurophysiology of the central nervous system. Credit: 4 PT-D-603. Applied Physiology I This course begins a two-course sequence of Applied Physiological concepts through a variety of learning experiences, including classroom presentation and discussion and laboratory experiences. The overall goal of this course, PT 603 Applied Physiology I, and the next in this sequence, PT 613 Applied Physiology II, is to provide the foundational basis for understanding the body s physiological responses to physical activity. The sequence investigates how the

2 support systems of the body (respiratory, cardiovascular, muscular, endocrine, etc.) function, in cooperation with energy production, to ensure that energy is provided for physical activity. At the completion of the two-course Applied Physiology sequence, you will understand the acute responses and chronic physiologic adaptations to physical activity, including some of the static and dynamic factors ( moderating variables ) that influence such responses and adaptations. Clinical correlations and case-study applications will be used throughout the sequence. The first course in the sequence, PT 603 Applied Physiology I, will concentrate on the following topics: a) nutrition as the basis for human performance; b) energy systems for physical activity and measuring energy expenditure; c) systems of energy delivery and utilization such as the cardiovascular, pulmonary, and skeletal muscle systems; d) body composition, energy balance, and weight control; e) vital sign and physical performance assessments; and f) physical activity and disease prevention. Credit: 3 PT-D-604. Movement Sciences I This course is an introduction to the elements and principles fundamental to the study of human movement. Included are basic kinesiology and biomechanics, biomechanics of biological tissues, muscle and joint structure and function, normal and pathological joint movement and a clinically relevant movement assessment model. Concepts of kinetics, kinematics, length-tension relationships, joint classification, and functional movement will be discussed. Clinical application of mechanical concepts will be presented. While these concepts seem very specific in nature they will always be focused on the application to the patient population. This will set the foundation for your future course work examining how various movement oriented interventions can potentially promote the quality of life in various patient populations along with understanding the mechanisms and effects of various pathologies. This foundation will combine with additional intervention and pathology course work so that students can develop treatment plans in their eventual roles in the health care community as a Clinical Doctor of Movement. Credit: 3 PT-D-605. Professional Development I Professional Development I is the first in a three-course series that has as its focus the development of professional behaviors, knowledge, and values in the student. In this course students will discover and develop their understanding of the obligations and rewards of professionalism. Students will learn about the profession of physical therapy, its history, accomplishments, and future directions. Students will discuss the core professional values for physical therapists and the broad dimensions of legal and ethical practice. Students will be introduced to theoretical models used to describe the processes of health and illness and the management of patients in physical therapy. Students will begin the development of their student portfolio project in this course, a trans-curricular process in which the student will document their professional development and career aspirations. Credit: 2 Page 2

3 PT-D-606. Health Promotion across the Lifespan This course begins with a four-week interprofessional course that uses a team-based learning approach to develop appreciation of the unique contributions of various health care providers in providing best practice prevention care to populations. Web-based modules on cultural competence, health literacy, and community health are also used. Interprofessional student teams meet in lecture and small group settings for organized activities and community assignments. A final team project is required. Following the interprofessional course, this course introduces lifespan issues related to health and wellness from birth to death, including physical, psychological, social, and economic aspects. Life stages from prenatal, childhood, adolescence, adulthood, and old age will be covered, with an emphasis on issues relevant to the practice of physical therapy in geriatric populations. Credit: 2 PT-D-611. Clinical STEP II Clinical Student Team Experience in Practice (STEP) is the second in a series of six courses that are embedded in the six didactic semesters of the DPT curriculum. Students will work in teams with a physical therapist clinical instructor to apply skills, demonstrate clinical problem-solving, and assume professional roles in various clinical patient care settings. Each semester students will be expected to demonstrate skills and knowledge gained from the current and previous coursework.. Credit: 1 PT-D-612. Body and Brain II This course completes the two-session exploration of the human body and brain through a variety of learning experiences, including cadaver dissection, laboratory presentations, examination and dissection of brain specimens, classroom presentation and discussion, and a variety of team-based learning activities. The overall goal of this course is the same as the first in this sequence, PT 602 Body and Brain I, to provide a framework for understanding the form and function of the human body and the organization of the neural systems in the brain and spinal cord that motivate bodily actions. The framework for PT 612 is again primarily anatomical, with an emphasis on gross anatomy and the relationships between the musculoskeletal, neurological, and vascular systems of the human body. PT 602 surveyed these relationships in the postcranial body; PT 612 will focus on the morphology and function of the head and neck region, including a comprehensive survey of the neuroanatomy and neurophysiology of the central nervous system. PT 612 will also cover the microanatomy, embryology and pathology of the nervous system, as well as the important pathologies of the immune system and neoplasia. In the end, learners will command a comprehensive fund of knowledge concerning the form and function of Body and Brain, and the means by which the nervous system governs human behavior. Credit: 3 PT-D-613. Applied Physiology II Page 3

4 The overall goal of the Applied Physiology two-course sequence (PT 603 and PT 613) is to provide the foundational basis for understanding the body s physiological responses to physical activity. At the completion of the sequence, you will understand the acute responses and chronic physiologic adaptations to physical activity, including some of the static and dynamic factors ( moderating variables ) that influence such responses and adaptations. Clinical correlations and case-study applications will be used throughout the sequence. The second course in the sequence, PT 613 Applied Physiology II, will concentrate on the following topics: a) endocrine, GI, renal, and reproductive organ systems physiology and responses to exercise; b) enhancement of energy transfer capacity through anaerobic and aerobic training and muscle strength training; c) influence of environmental stress such as altitude and thermal stress on exercise capacity; d) exercise, successful aging, and disease prevention; and e) clinical applied physiology as it pertains to major pathologies such as cardiovascular disease, diabetes, cancer, common musculoskeletal injuries, etc.. Credit: 3 PT-D-614. Movement Sciences II This course is a continuation of PT 604 Movement Science I. Where PT 604 focused on how we move, this course focuses on how we control movement. The first portion of the course builds on the student s knowledge of previous movement science coursework, and focuses on observational gait analysis of normal and pathological gait patterns. The second portion of the course focuses on normal development, motor control, and motor learning as areas of study for understanding the acquisition and performance of human movement. This course explores the theories and principles of motor control and motor learning as they apply to the analysis of human movement across the lifespan, as well as the application to physical therapy assessment and intervention. The basic understanding of human movement provides a foundation for developing assessment and intervention strategies to improve and restore movement ability. Credit: 2 PT-D-615. Professional Communication I This course introduces and develops the critical communication skills that are integral to the practice of physical therapy. Students will learn about patient-centered interviewing, aspects of personal communication, written and electronic documentation, principles of teaching and learning, learning styles, goal setting, behavioral change, giving and receiving feedback, selfassessment, and working effectively as a member of a group. In this course students will be introduced to the patient/client interview from a communication perspective. Students will learn a model for conducting a patient/client interview and will practice these techniques with each other, standardized patients, and patients in clinical settings. Students will give and receive feedback in group format and individually for the purposes of developing skills in managing feedback and becoming aware of their personal strengths and areas for improvement in interviewing. Credit: 2 Page 4

5 PT-D-616. Foundational Physical Therapist Examinations In this course, students are taught to screen, measure, and examine problems associated with basic physiological dysfunction, movement dysfunction, and disability. Basic skills are presented in an applied, problem-solving learning environment, which is integrated with PT 617. The course introduces fundamental examination skills used throughout physical therapy practice and among all practice settings. Credit: 2 PT-D-617. Foundational Physical Therapist Interventions Students are introduced to the basic physical therapist patient interventions used to ensure safe patient interaction. Interventions include patient communication, safe and effective patient positioning and movement, use of assistive ambulatory devices, protective bandaging/taping, basic exercise, splinting and compression garments, superficial thermal modalities and hydrotherapy. The effect of exercise across the lifespan is discussed. Credit: 2 PT-D-621. Clinical STEP III Clinical Student Team Experience in Practice (STEP) is the third in a series of six courses that are embedded in the six didactic semesters of the DPT curriculum. Students will work in teams with a physical therapist clinical instructor to apply skills, demonstrate clinical problem-solving, and assume professional roles in various clinical patient care settings. Each semester students will be expected to demonstrate skills and knowledge gained from the current and previous coursework.. Credit: 2 PT-D-622. Evidence-Based Practice I In this course students will be introduced to the science of clinical reasoning in health care and physical therapy; and the integration of clinical reasoning and evidence-based practice will be developed. Students will learn how to access knowledge for practice, and will learn the methods of scientific inquiry, including research theory, design, methods, and measurement. Students will read research literature weekly and participate in a critical appraisal of the selected research methods and the meaningfulness of the findings for clinical decisions. Credit: 2 PT-D-623. Cardiopulmonary Patient Management Physical therapists commonly encounter clients with cardiovascular and/or pulmonary systems dysfunction, either as a primary problem or co-morbidity. This course gives an overview of cardiovascular and pulmonary-related pathologies, examination and evaluation procedures, diagnostic procedures, goal setting, and interventional strategies. Successful completion of the course requires the ability to integrate and synthesize information from this course with prerequisite and other related courses in a variety of cardiovascular and pulmonary case-based problem-solving experiences. The didactic portion of the course provides the didactic background to make sound clinical decisions in examination, evaluation, and treatment of patients with a wide variety of cardiovascular and pulmonary diseases. The laboratory portion focuses on the integration of these decision-making capabilities with the necessary psychomotor skills required for the examination and treatment of patients with cardiovascular and pulmonary diseases. Credit: 2 Page 5

6 PT-D-624. Integumentary Patient Management This course will introduce the practice management model for patients with pathology or impairments to their integumentary system. The histology of the skin and pathologies of the integument will be the foundation from which the assessment and management of pathological processes and wounds of various etiologies will be discussed. The continuum of impairment through functional limitation and disability will be presented as a result of primary and secondary pathologies of the integument. The students will look at secondary management of the integumentary system in many physical therapy settings and across the lifespan.. Credit: 2 PT-D-625. Diagnostic Imaging This course introduces the student to a spectrum of diagnostic imaging techniques used for musculoskeletal, neurological, pulmonary, and cardiovascular systems. An overview of principles, techniques, purpose, process, and interpretation of diagnostic imaging will be offered, as well as indications, contraindications, advantages, and disadvantages of various specific imaging techniques. Diagnostic imaging covered will include plain film radiography, bones scans, DEXA, ultrasound, CT scans, MRI, MRA, PET scans, SPECT, and diffusion tensor imaging, as well as nuclear and interventional medicine. Emphasis will be on the role of diagnostic imaging as it relates to physical therapy, including indications for referral for imaging, and integrating imaging information with significant findings from patient history and patient examination in physical therapy assessment. Importance is placed on the skills needed to effectively collaborate and communicate with medical professionals. Credit: 2 PT-D-626. Assessing Outcomes of Care PT 626 has two specific foci. Firstly, the course introduces the metrics associated with outcomes assessment (e.g., reliability, validity, dimensionality, and interpretability), whereas the second aspect of the course introduces the learner to the most common generic, disease specific, and condition specific 1) self-report measures, 2) physical performance measures, 3) clinician report measures, and 4) administrative measures. The course will compare and contrast the merits of the measures including a discussion of the influence of bias for each measure. Credit: 2 PT-D-627. Physical Therapist Interventions I This course continues to build on Foundational Physical Therapist Interventions by adding to therapeutic exercise techniques including wrapping and compression garments, thermal modalities, cryotherapy, mechanical traction, iontophoresis, soft tissue mobilization and massage techniques, aerobic exercise, airway clearance techniques, skin and wound management. Credit: 2 Page 6

7 PT-D-701. Clinical STEP IV The fourth in a series of six courses taken in the first two years, STEP IV continues team work with a physical therapist clinical instructor to allow students to apply skills, demonstrate clinical problem-solving and assume professional roles in various patient care settings. Each semester students demonstrate skills and knowledge gained from current and previous coursework. Credit: 1 PT-D-702. Professional Communication II Building on the skills introduced in PT 615, this course expands students experience and prepares them for the clinical application of advanced communication skills in the helping relationships with patients and families coping with the meaning of illness. Emphasis is placed on the psychosocial aspects of care, interdisciplinary communication and cultural competence, which are reinforced by experiential learning, self-reflection and work with standardized patients. Students design and implement formal learning experiences and assess the outcomes of those experiences. Credit: 2 PT-D-703. Evidence Based Practice II Students focus on learning to determine the statistical conclusion validity of research evidence for practice in PT 703. They learn the logic of hypothesis testing and specific statistical tests used for descriptive and inferential analysis of experimental research data. Students read research literature and discuss the analytical approaches that support research findings. Epidemiologic statistics that enhance understanding of diagnostic tests and treatment options are covered, as well as the analytical components of systematic reviews and meta-analyses. Students are introduced to reference management software to support their Capstone Evidence-Based Practice project. Credit: 2 PT-D-704. Musculoskeletal Patient Management I This course introduces students to musculoskeletal examination including evaluation, diagnosis, prognosis and intervention for impairments, functional limitations, and disability in clients with pathologies of the cervical spine and upper extremities. Credit: 3 PT-D-705. Neurological Patient Management I This is the first of a two-course sequence that covers the management of adults with complex CNS and multisystem disorders and co-morbidities. Examination, evaluation, diagnosis, clinical decision-making, prognosis, decision algorithms, standardized assessments and outcome measures and interventions are stressed. Selected neuropathology and pharmacology are also presented. Stroke, Parkinson s disease, amyotrophic lateral sclerosis and multiple sclerosis are highlighted. Availability and appropriate use of wheelchair and assistive technologies are Page 7

8 presented. Students participate in a pro bono Movement Matters program in which they assess, care for and progress volunteers with neuromuscular impairments and disabilities. Credit: 4 PT-D-706. Physical Therapist Interventions II This is the third course in the Physical Therapist Intervention sequence. It focuses interventions on musculoskeletal and neurological impairments. Soft tissue, joint mobilization and exercise techniques for problems of the tempero-mandibular joint (TMJ), cervical spine and upper extremities are practiced. Management of children and adults with complex CNS and multisystem disorders are presented, including handling skills such as proprioceptive neuromuscular facilitation. Students are introduced to the management of patients who require prosthetic or orthotic assistive devices. Students complete readings and participate in problem-solving laboratories with patients who use assistive devices. Credit: 3 PT D 711. Clinical STEP V The fifth in a series of six courses taken in the first two years, STEP IV continues team work with a physical therapist clinical instructor to allow students to apply skills, demonstrate clinical problem-solving and assume professional roles in various patient care settings. Each semester students demonstrate skills and knowledge gained from current and previous coursework. Credit: 1 PT-D-712. Practice and the Health System This course introduces the historical development of the current healthcare system and reviews healthcare financing and reimbursement. Major forces that influence healthcare delivery are discussed. Leaders in demographics, healthcare economics, health services, health policy, the insurance industry and regulatory agencies provide lectures, which are complemented with group discussions that relate topics to physical therapy practice. Credit: 2 PT-D-713. Professional Development II In this course students read and discuss issues related to professional practice and interpret these concepts for their own careers. They participate in seminars that stimulate thinking about building a professional career in physical therapy and the need for evaluating that career on a regular basis. Professional topics related to clinical reasoning, ethics, resume and career development are discussed. Credit: 2 PT-D-714. Musculoskeletal Patient Management II This course is designed to expand the knowledge base of the student into the specialized area of Musculoskeletal Practice Management. Direct physical therapist intervention for patient examination, evaluation, diagnosis, prognosis, and intervention will be presented. Credit: 3 Page 8

9 PT-D-715. Neurological Patient Management II This is the second part of a two-semester course and will continue coverage of physical therapy for individuals with neurological and neuromuscular impairments and dysfunction, with an emphasis shifting towards the pediatric population. Specifically we will cover management of central nervous system (CNS) dysfunction, brachial plexus injuries, motor unit diseases, and other congenital, genetic and developmental disorders and related disorders in adults. Examination, evaluation, diagnosis, clinical decision-making, prognosis, standardized assessments, outcome measures and interventions will be emphasized. The neuropathology, pathophysiology, and pathokinesiology of representative disorders will be covered as well as the typical alterations in motor development that can accompany neurological and neuromuscular disorders in children. The evolution of secondary musculoskeletal impairments and strategies for prevention will be covered as well as the continuum of care across the lifespan. Diagnoses highlighted will include cerebral palsy, brain injury (traumatic brain injury, near drowning, and brain tumors), myelodysplasia, muscular dystrophy, spinal muscular atrophy, brachial plexus injury, metabolic disorders, and other developmental disorders commonly encountered in pediatric physical therapy, including congenital muscular torticollis, congenital brachial plexus injury, Down syndrome, and arthrogryposis. Management across the lifespan and in various clinical settings will be addressed, including outpatient, school, early intervention, acute care, and home health settings. Students will participate in pro bono Pediatric Movement Matters sessions in which they will see patients with neurological and neuromuscular impairments and disabilities. Availability and appropriate use of adaptive equipment, wheelchairs and other mobility devices, orthotic intervention, and assistive technologies will be presented. Advanced clinical knowledge and skills are needed for physical therapy evaluation and management of children with neurological and neuromuscular disorders. Neurological Practice Management II covers the etiology, pathology, pathokinesiology, and clinical presentation of common pediatric neurological and neuromuscular conditions and injuries, assessment and interventions for management of impairments and limitations in activity and participation. Credit: 4 PT-D-716. Physical Therapist Interventions III This is the final course in the Physical Therapist Intervention series and continues exploration of possible therapeutic interventions for varied patient impairments. Specific interventions for common musculoskeletal problems of the thoracic spine, lumbar spine, sacroiliac joint and lower extremities are practiced. This section continues to focus on the management of children and adults with complex CNS and multisystem disorders and also considers peripheral nervous system (PNS) and neuromuscular disease. Use of nerve conduction velocity (NCV) and electromyography (EMG), availability and appropriate use of assistive devices and aquatic therapy are presented. Credit: 2 PT-D-721. Clinical STEP VI Page 9

10 The final course in the series taken during the first two years of the curriculum, STEP VI continues team-work with a physical therapist clinical instructor to provide students with increasing opportunities to apply skills, demonstrate clinical problem-solving and assume professional roles in various patient care settings. Each semester students demonstrate skills and knowledge gained from current and previous coursework. At the conclusion of the six STEPs, students are ready to begin the first of three internships. Credit: 2 PT-D-722. Management of Health Care Delivery This course introduces concepts that support the administration of a physical therapy practice setting. Using a developmental sequence beginning with the skills required to pursue a professional position, moving through the administrative and management knowledge needed to successfully support a practice in a variety of settings, the course progresses students to management responsibilities and skills that may be required as they move into administrative, consultative and supervisory roles as physical therapists. Credit: 2 PT-D-723. Health Promotion and Primary Care Practice Students learn to identify and assess the health needs of individuals, groups and communities through screening for prevention of injury, developing wellness programs and triaging patients appropriate for physical therapy. Students gain skills to design and execute programs that promote optimal health through the lifespan by providing information or consultation on many aspects of health risks and disability. They are exposed to a multidisciplinary approach to health promotion and injury prevention. The course uses a case-based approach to prepare students to screen patients for medical referral, and it explores current issues in primary care practice. Credit: 2 PT-D-724. Evidence-Based Practice Capstone Project In this course students receive credit for their trans-curricular EBP Capstone project, a facultymentored, team-based project to identify the best physical therapy practice for specific patient impairments or functional losses, or to delineate beneficial health policies. Work completed on the project is presented in a professional poster session. Credit: 2 PT-D-725/726. Electives Students choose two electives to deepen their knowledge base for practice. Electives are offered in Global Health, Manual Therapy, Medical Spanish, Advanced Studies in Movement Science, Pediatrics, Sports PT, Vestibular Rehabilitation and Women s Health. Credit: 2. PT-D-801, 802, 803. Clinical Internship I, II, III This is a series of three consecutive internships occurring in the third year. During each 12-week internship, students learn to manage patients across the lifespan and the continuum of care, in Page 10

11 both inpatient and outpatient practice settings where physical therapy is commonly practiced. During these clinical internships, students have opportunities for involvement in interdisciplinary care. Credit: 12; 12; 12 PT-D-804. Professional Development III In this course students participate in distance learning sessions while they are on their third-year internships. Students are provided with instructional content that is essential to continuing professional development. Credit: 1 Page 11