Hour 1:

• Identify the requirements to become a National Registry Certified Medical Examiner
• Report Completed CDL Exams to the National Registry
• Obtain a CLIA Certificate of Waiver
• Specify Commercial Driving Licenses, vehicles, commerce, standards and medical guidance requirements and definitions

Hour 2:

• Summarize the Medical Examiner Role and Responsibilities
• Assist Drivers in filling out the driver portions of the Medical Exam Report Form
• Complete and review the Medical Exam Report Form
• Issue a Medical Examiner’s Certificate

Hour 3:

• Review medication use by drivers
• Assess driver general health and wellness factors and medical condition health risk
• Perform the physical examination of a driver of commercial vehicles
• Evaluate Vision disorders related to driving a commercial vehicle

Hour 1:

• Identify the requirements to become a National Registry Certified Medical Examiner
• Report Completed CDL Exams to the National Registry
• Obtain a CLIA Certificate of Waiver
• Specify Commercial Driving Licenses, vehicles, commerce, standards and medical guidance requirements and definitions

Hour 2:

• Summarize the Medical Examiner Role and Responsibilities
• Assist Drivers in filling out the driver portions of the Medical Exam Report Form
• Complete and review the Medical Exam Report Form
• Issue a Medical Examiner’s Certificate

Hour 3:

• Review medication use by drivers
• Assess driver general health and wellness factors and medical condition health risk
• Perform the physical examination of a driver of commercial vehicles
• Evaluate Vision disorders related to driving a commercial vehicle

Hour 4:

• Calculate ANSI, ISO, and Whisper hearing testing values
• Perform external and otoscopic evaluation related to driving requirements
• Appraise driver ear disorders that affect safe driving
• Evaluate drivers with hypertension for driving a commercial vehicle

Hour 5

• Perform the cardiovascular examination for drivers
• Assess cardiovascular disease in drivers of commercial vehicles
• Determine acceptable cardiovascular safe driving risk for drivers
• Assign medical certificate duration for drivers with cardiovascular disease

Hour 6:

• Evaluate drivers with Cardiac Arrhythmias, pacemakers, implanted defibrillators
• Recall driving requirements for arrhythmias, syncope, transplants
• Distinguish cardiovascular medication effects that are a risk to safe driving
• Determine driving status and duration for safe driving

Hour 7:

• Apply Respiratory guidance for drivers with respiratory disease
• Conduct the respiratory and sleep apnea exam and evaluation
• Determine which drives must be tested and treated for OSA
• Assess Obstructive Sleep Apnea safety risk in drivers

Hour 8:

• Assess the drivers neurological history
• Determine neurological driving safety risk according to FMCSA guidance
• Explain severity’s affect on driving status from cerebrovascular, head trauma and spinal cord injuries on driving status
• Assess driver eligibility for a Federal Seizure disorder exemption.

Hour 9:

• Appraise diabetes in drivers of commercial vehicles
• Determine driving status and duration according to FMCSA guidance for drivers with diabetes
• Evaluate risk to safe driving for drivers with other endocrine disorders and other diseases without specific FMCSA guidelines in drivers
• Recall classifications of hypoglycemic medications and their impact on safe driving

Hour 10:

• Differentiate between psychological disorders affecting drivers
• Identify medical treatment and therapy for psychological disorders
• Recall disqualifying psychological disorders for drivers of commercial vehicles
• Appraise medications for psychological disorders for safe driving risk

Hour 11:

• Discuss the FMCSA musculoskeletal standard and guidelines
• Determine those drivers eligible for a Special Performance Examination
• Apply the FMCSA Drug and Alcohol testing to drivers and motor carriers
• Asses drivers to refer for substance abuse professional evaluation

Hour 12:

• Review FMCSA provided practice scenarios
• Derive FMCSA evaluation procedure as provided in practice scenarios
• Apply FMCSA evaluation concepts to drivers as contained in FMCSA practice scenarios
• Prepare for the FMCSA Certification Test

Hour 1:

• Calculate ANSI, ISO, and Whisper hearing testing values
• Perform external and otoscopic evaluation related to driving requirements
• Appraise driver ear disorders that affect safe driving
• Evaluate drivers with hypertension for driving a commercial vehicle

Hour 2:

• Perform the cardiovascular examination for drivers
• Assess cardiovascular disease in drivers of commercial vehicles
• Determine acceptable cardiovascular safe driving risk for drivers
• Assign medical certificate duration for drivers with cardiovascular disease

Hour 3:

• Evaluate drivers with Cardiac Arrhythmias, pacemakers, implanted defibrillators
• Recall driving requirements for arrhythmias, syncope, transplants
• Distinguish cardiovascular medication effects that are a risk to safe driving
• Determine driving status and duration for safe driving

Hour 1:

• Apply Respiratory guidance for drivers with respiratory disease
• Conduct the respiratory and sleep apnea exam and evaluation
• Determine which drives must be tested and treated for OSA
• Assess Obstructive Sleep Apnea safety risk in drivers

Hour 2:

• Assess the drivers neurological history
• Determine neurological driving safety risk according to FMCSA guidance
• Explain severity’s affect on driving status from cerebrovascular, head trauma and spinal cord injuries on driving status
• Assess driver eligibility for a Federal Seizure disorder exemption.

Hour 3:

• Appraise diabetes in drivers of commercial vehicles
• Determine driving status and duration according to FMCSA guidance for drivers with diabetes
• Evaluate risk to safe driving for drivers with other endocrine disorders and other diseases without specific FMCSA guidelines in drivers
• Recall classifications of hypoglycemic medications and their impact on safe driving

Hour 1:

• Differentiate between psychological disorders affecting drivers
• Identify medical treatment and therapy for psychological disorders
• Recall disqualifying psychological disorders for drivers of commercial vehicles
• Appraise medications for psychological disorders for safe driving risk

Hour 2:

• Discuss the FMCSA musculoskeletal standard and guidelines
• Determine those drivers eligible for a Special Performance Examination
• Apply the FMCSA Drug and Alcohol testing to drivers and motor carriers
• Asses drivers to refer for substance abuse professional evaluation

Hour 3:

• Review FMCSA provided practice scenarios
• Derive FMCSA evaluation procedure as provided in practice scenarios
• Apply FMCSA evaluation concepts to drivers as contained in FMCSA practice scenarios
• Prepare for the FMCSA Certification Test

Musculoskeletal

• Explain the causes behind Musculoskeletal Injuries
• Compare the minimum/maximum times during the Acute, Repair, and Remodeling Phase of Recovery
• Summarize protocols for acute inflammation
• Demonstrate a Kinetic Chain Assessment
• Explain why indirect cause of injury can be as disabling due to tissue overuse and overload
• Contrast and compare male vs female most common extremity injuries
• Contrast the differences between high school, collegiate, and professional athletic injuries
• Summarize how gold-standard management drives lower injury rates and duration
  

Nutrition

• Develop components of a typical healthy meal plan for athletes
• Differentiate between healthy and unhealthy food choices in each category of FAT, CHO, PRO
• Identify problem foods specific to the individual athlete
• Explain CHO loading and examples of high glycemic index foods
• Describe meal plan for post-exercise "window of recovery"
• Describe benefits and sources of branched chain amino acids for athletic recovery
• Explain purpose of omega 3 fatty acids during recovery phase of athletic activity
• Define components of female athlete triad
• List vitamins and minerals required to rebuild bone health in female athlete triad
• Name ergogenic nutrients acceptable to the World Anti-Doping Agency

Dehydration

• Explain difference between dehydration and hyponatremia
• Recognize early or acute signs and symptoms of dehydration and hyponatremia
• Discuss benefits of each method of determining hydration status
• Demonstrate treatment intervention for heat cramps
• Compare energy drink to sports drink

Concussion

• Define and recognize brain concussion, second impact syndrome, and chronic traumatic encephalopathy.
• Describe frequency of sports concussion and common duration of signs and symptoms.
• Describe all possible results of head trauma, including second impact syndrome, intracranial hematoma, skull fracture, brain contusion, cervical injury (both mild and dangerous)
• Differentiate and rule out dangerous results from head trauma.
• Demonstrate proper exam procedures following head trauma on field.
• Demonstrate proper exam procedures to clear the cervical spine on field.
• Perform the SCAT 3 exam and describe how it is to be used both on field and in the office.
• Describe how and why one performs serial exams after head trauma on field.
• Describe return to play protocols for concussed athletes.
• Describe prevention procedures for sports concussion.

• Develop the skills for medical documentation record keeping for proper patient care and adherence to insurance protocols
• Summarize informed consent, Evidenced-based care, Medicare guidelines and NCQA guidelines
• Identify common treatment procedures and modalities used in a chiropractic practice And recognize contraindications to them
• designate specific items to consider when interpreting and/or taking plain film X-rays
• Summarize the value of laboratory and diagnostic testing.
• Recognize the importance of patient communication skills in order to assist in the diagnosis and treatment of patients
• Modify procedures and forms to prevent the possibility of a legal malpractice action against the doctor

Hour 1

• Utilize improved patient communication skills with Medicare Patients 
• Apply appropriate risk management procedures to enhance patient communication
• Identify the four elements of legal malpractice and recognize the key components to avoid a malpractice action  
• Utilize key components of good documentation and record keeping
• Integrate the legal requirements of informed consent in your informed consent process 

Hour 2

• Summarize why doctors are held to higher standards
• Discuss the Do’s and Don’ts of record keeping
• Use the 21 NCQA guidelines for appropriate medical record keeping and integrate the 3 key components of Evidence Based Practice (EBP)

Hour 3

• Assess Medicare’s mandatory Electronic Health Records (EHR) requirement        
• Discuss key items related to the Office of Inspector General (OIG) reports regarding Medicare and chiropractic services
• Summarize Executive Order issued by the White House titled reducing improper payments and eliminating waste in the Federal Programs

Hour 4

• Determine what triggers an audit and key items to consider if audited
• Utilize a step by step approach to meet all Federal Medicare Documentation guidelines 
• Summarize Medicare’s guidelines for necessity of chiropractic care and its covered services
• Prepare treatment plans per Medicare’s regulation requirements
• Recognize Medicare’s policy requirements pertaining to x-ray/diagnostic reimbursement
• Determine if ordering vs. referred services meet Medicare’s policy when performed by a chiropractic physician

Hour 1

• Demonstrate the key elements pertaining to Medicare’s documentation requirements for initial and subsequent patient encounters  
• Describe the three categories of chiropractic care covered through Medicare and the one category exempt from Medicare coverage
• Apply Medicare’s x-ray requirements for documenting a subluxation
• Utilize Medicare Advance Beneficiary Notification (ABN) form and its guidelines 
• Use Medicare’s PARTS system to document a subluxation
• Summarize the transformation of Medicare’s PARTS system utilizing the AIR S & M method               
• Include proper Medicare documentation for daily progress notes (SOAP), in order to meet insurance guidelines and meet medical necessity 

Hour 2

• Integrate a 7 step approach to meet E/M (Evaluation/Management) coding requirements to meet Medicare’s guidelines

Hour 3

• Review Medicare Access and CHIP Reauthorization Act of 2015 (MARCA) aka Medicare Quality Payment Program (QPP) and the Merit Based Incentive Payment Program (MIPS)                                                                    

Hour 4

• Apply the critical components of Chiropractic Manipulative Treatment (CMT) coding and Medicare’s requirements for documentation
• Use diagnostic codes ICD-10 (primary subluxation M-codes biomechanical lesions and secondary medical codes) to meet Medicare’s diagnosis requirements
• Recognize Current Procedure Terminology (CPT) codes and how it relates to the Medicare system
• Utilize Medicare modifiers   
• Identify some of the key items with regards to completing the Center for Medicare and Medicaid Services (CMS) 1500 claim form   
• Summarize Medicare’s mandatory claims submission policy                                   
• Explain the five levels of Medicare appeals process
• Distinguish between Medicare participating vs. non-participating provider requirements

• Develop the skills for medical documentation record-keeping for proper patient care and adherence to insurance value based parameters
• Recognize the importance, and benefits of thorough chart documentation from the standpoint of the patient, the provider, the profession and third-party payors
• Show how outcome assessment documentation benefits the patient, the provider, the profession, and third-party payors
• Demonstrate physical examination procedures that are the basis for diagnosis formulation and value based data
• Examine skills necessary to incorporate an outcomes-based, evidenced-influenced approach to patient-centered health care in bodily injuries

• Develop the skills for medical documentation record-keeping for proper patient care
• Recognize the importance and benefits of documentation methodology from the standpoint of risk management
• Identify selected documentation problems and errors
• Summarize recommendations for improving patient care documentation

• Define the Problem Oriented Medical Record (POMR).
• Demonstrate taking a complete patient history.
• Define the Evaluation and Management examination for the musculoskeletal system.
• Define Outcome Assessment.
• Illustrate the P.A.R.T. format of documentation.
• Define proper assessment for SOAP notes.
• Discuss proper documentation of treatment performed on each visit.
• Discuss proper documentation of treatment plans.

• Comprehend the reasons for transitioning from ICD9 to ICD10
• Determine the critical differences with the new ICD10 codes
• Utilize the proper alpha and numeric aspects of commonly used ICD10 codes for  Chiropractic
• Observe the practicality of combining clinical documentation and the proper use of ICD10 codes.

• Discuss the history of ICD-10-CM codes
• Discuss the Official ICD-10-CM Guidelines for Coding and Reporting
• Identify and discuss the tools needed to navigate the ICD-10 codes
• Discuss the General Equivalence Mappings (GEM’s) and their significance and how they relate to ICD-10-CM Tabular List of Diseases and Injuries
• Identify and discuss how to select the appropriate ICD-10 code to its highest specificity
• Examples to be discussed

• Recognize the key components regarding good documentation and record keeping
• Identify the legal requirements of informed consent and the key elements of the informed consent process
• Discuss why doctors are held to higher standards
• Describe the 21 NCQA guidelines for record keeping
• Document progress notes (SOAP) to meet insurance guidelines and medical necessity
• Apply the PARTS system and its transformation utilizing a new method AIR S & M
• Utilize CMT coding appropriately
• Utilize E/M (Evaluation/Management) coding appropriately to meet insurance guidelines and medical necessity
• Identify the 3 categories and 2 subcategories of E/M codes
• Identify the 5 levels of E/M services for new and established patients
• Identify the 7 components (descriptors) used to determine the level of E/M service
• Select the appropriate level of E/M services utilizing 7 simple steps

• Differentiate between active and maintenance care in clinical documentation
• Execute the use of advance notice in third party patients correctly and accurately
• Identify and implement strategies to clarify the difference between active and maintenance care in documentation
• Recognize and adopt best practices in proper notification about maintenance care vs. active treatment

• Properly document findings and recommendations around muscle therapies
• Master the documentation necessary in daily visits to verify medical necessity
• Identify and implement strategies the most important findings and rationale necessary to add muscle therapies to the treatment plan
• Recognize how to differentiate between various manual therapies to meet the requirements of third-party payers' medical review policy

• Differentiate between supervised modalities, constant attendance modalities, and therapeutic procedures
• Properly document the time and service for any physical medicine modality and procedure
• Clearly define the rationale for these services within the patient's medical record

• Recognize the varying specific requirements for documenting unique adjusting techniques in regards to compliant records and risk management
• Properly document patient encounters for medical necessity
• Discuss the Medical Review Policy insurers use in reviewing medical documentation
• Review case studies and examples to identify documentation errors during self-auditing

• Cite the difference between Therapeutic Exercise and Therapeutic Activities
• Properly document all aspects required when utilizing timed therapy services
• Assimilate payer policy details to ensure proper code utilization
• Discuss common errors when documenting and billing therapy services

• Apply best practices for using abbreviations, addressing legibility, authentication of signatures, and managing the day-to-day flow of your patient records 
• Clearly delineate the beginning and end of episodes of patient care, proper recording of these episodes, and boundary discussions with patients 
• Locate and utilize the definitions of medically necessary care, and apply it as a differentiator from clinically appropriate care
• Assess documentation across the life cycle of the patient’s chart from history to discharge and on through maintenance and wellness care based on live examples demonstrated
• Identify the deficiencies that may be present in your documentation through the eyes of an auditor

• Utilize documentation requirements for the most commonly used CPT codes in the profession
• Apply coding techniques and algorithms to ensure the proper code is selected to meet E/M documentation guidelines
• Recognize the codes that carry the highest degree of risk and confirm that documentation meets the code requirements
• Identify the mandatory elements of medical review policy for selected chiropractic codes

• Compose Complete and Accurate Treatment Plans
• Formulate multiple Standard Treatment Protocols for better compliance and efficiency
• Differentiate patient care plans per Patient condition severity
• Propose recommendations based on exam findings, not third party coverage

• Discuss Medicare’s guidelines for documenting quality measures 
• Discuss Medicare’s Merit-Based Incentive Program (MIPS)
• Identify and determine the eligibility requirements for MIPS
• Identify and discuss the 4 categories under MIPS (Quality, Cost, Promoting Interoperability (PI) and Clinical Practice Improvement Activities (CPIA)
• Recognize how Medicare calculates MIPS to determine payment adjustments

• Know how to document exactly what’s required for initial visit treatment plans including physical medicine procedures
• Apply sample language to include in each daily visit note that will meet documentation guidelines for these modalities and procedures, including properly recording time for timed services
• Command the mechanics of how to authenticate documentation for services provided by auxiliary team members
• Tie the patient’s diagnosis to the treatment plan for tissue-specific, physical medicine solutions
• Tell a complete and coherent account of the patient’s daily visit journey, outlining the crucial language necessary to justify medical necessity for all services rendered

• Recognize and document the difference between active and maintenance care
• Use a decision-making matrix to determine the reportability of active treatment, and to be able to help the patient understand the distinction
• Apply the Medicare standard of recordkeeping to intake requirements to establish a baseline for episodes of care
• Determine whether routine visits qualify as active treatment when presented with new and updated complaints

• Describe the need for prognosis
• Summarize what a prognosis is
• Demonstrate the use of prognostic tools
• Appraise your individual patient’s outlook for recovery.
• Measure the progress
• Make evidence based clinical decisions
• Substantiate your opinion for expert testimony.
• Illustrate the evidence for care.
• Prescribe evidence based care plans.
• Properly document and code complicated cases
• Improve the patient report of findings and discharge procedures

Hour 1 - 5

• Describe the need for prognosis
• Summarize what a prognosis is
• Demonstrate the use of prognostic tools
• Appraise your individual patient’s outlook for recovery.
• Measure the progress
• Make evidence based clinical decisions
• Substantiate your opinion for expert testimony.
• Illustrate the evidence for care.
• Prescribe evidence based care plans.
• Increase your reimbursement for complicated cases.
• Improve the patient report of findings and discharge

Hour 6

• Interpret in documentation, the difference between active, medically necessary care vs. clinically appropriate but possibly maintenance adjustments
• Able to distinguish compensatory vs. primary subluxations and document them properly
• Specify proper documentation techniques as a full spine adjuster
• Demonstrate the ability to classify documentation for each chiropractic technique employed

• Interpret in documentation, the difference between active, medically necessary care vs. clinically appropriate but possibly maintenance adjustments
• Able to distinguish compensatory vs. primary subluxations and document them properly
• Specify proper documentation techniques as a full spine adjuster
• Demonstrate the ability to classify documentation for each chiropractic technique employed

• Perform functional testing to identify patients who will benefit from active care rehab
• Correlate functional testing findings with a protocol-driven care plan customized to the patient’s diagnosis
• Recognize and document preferred outcomes that result from properly executed active care techniques
• Follow clinical algorithms to best understand the beginning, middle and end points of active care rehab
• Properly document the clinical rationale for active care rehab by linking it to the diagnosis and treatment plan of initial visit documentation

• Discover all the elements necessary for appropriate documentation of an episode of care, from the initial visit through the discharge from active treatment
• Have clearer delineation of the beginning and end of episodes of patient care
• Decide when an active episode of care should turn into maintenance care, and document the decision making appropriately
• Identify the required components of documentation as they are outlined in state board documentation requirements, Medicare documentation requirements and other entities’ regulations

• Define and recognize common procedures that may be deemed unproven, investigational or experimental
• Determine how individual state boards and payers view these various treatments
• Recognize guidance or rulings from state boards that dictate the need for informed consent
• Properly document the procedures in the medical record
• Apply correct coding to describe the procedure provided
• Personalize a sample Consent to Treat for the procedure provided

• Awareness of the value of orderly documentation to you and others
• Ability to duplicate key documentation components that auditors and reviewers expect
• Steps necessary to address how poor documentation can turn a simple record review into a full audit
• Ability to identify commonly missed links connecting documentation to treatment

• Recognize and apply E/M documentation requirements for history and consultation
• Properly execute the four sub-components of history to be documented for new and established patient documentation
• Properly execute the appropriate documentation for chiropractic examination components necessary to meet E/M documentation requirements
• Reproduce quality documentation components within history and examination for new and established patients
• Distinguish necessary elements of E/M documentation guidelines necessary for various levels of coding

• This contains all courses with the educational objectives listed from Documentation 180 through Documentation 181

• Recognize and apply E/M documentation requirements for medical decision making, to include levels of risk, problem points, and data points.
• Calculate the appropriate levels of medical decision making based on complexity tables
• Properly execute the appropriate documentation medical decision-making components necessary to meet E/M documentation requirements
• Reproduce quality documentation elements necessary in new and established patient documentation
• Compute, using appropriate algorithms, the levels of E/M coding based on documentation

• Differentiate and document for the difference between medical necessity and clinical appropriateness
• Execute a complete and compliant treatment plan that includes all required elements
• Properly record the elements necessary to justify the full-spine adjustment
• Command the mechanics of properly documenting clinical rationale for ordered diagnostics and treatment
• Ensure the inclusion of diagnostic assessment and doctor’s rationale in routine daily visit notes

• Evaluate the necessary elements to properly document established patient re-evaluations of all types
• Deliver appropriate evaluation and management services to justify continued care, assess progress, and discharge from this active care when the time is right
• Report the necessary components of documenting the transitional diagnosis and treatment plan after a periodic re-evaluation
• Complete the fundamentals of documenting the assessment of change since the last evaluation as it applies to federal regulations in Medicare

• Recognize the mandatory enrollment guidelines for chiropractors and apply the rules to daily practice
• Distinguish between active and maintenance care and employ proper procedure to administrate both types of care
• Complete and document required elements of documentation of active treatment
• Prepare patients to best differentiate care that Medicare considers medically necessary from care that the patient is expected to pay for
• Apply the Medicare standard of financial transactions with patients in order to stay within the Federal collection guidelines

• Discover how proper documentation impacts the revenue cycle and profitability of your office
• Distinguish between Medically Necessary and Clinically Appropriate Care
• Demonstrate how your office compliance program either leaves you vulnerable or reduces your risk
• Develop understanding of compliant fee systems
• Evaluate federal guidelines regarding discounting and/or hardship

• Understand the difference between clinically appropriate and medically necessary care
• Identify the clinical indications of when to initiate therapeutic withdrawal
• Execute the components of a final discharge evaluation with proper documentation and recommendations
• Learn how to transition a client from an active phase of care to maintenance as a part of your treatment plan

• Cite the difference between Therapeutic Exercise and Therapeutic Activities
• Properly document all aspects required when utilizing timed therapy services
• Assimilate payer policy details to ensure proper code utilization
• Discuss common errors when documenting and billing exercise therapy services

• Recall Key Components of the FAA BasicMed regulation
• Assess Pilots for FAA BasicMed medical exam eligibility
• Aid Pilots with medical conditions to fly under the BasicMed program
• Determine pilot flight safety using BasicMed
• Recognize medication classifications that may be a risk to safety
• Identify disqualifying medical conditions
• Identify FAA Recommended Aeromedical Resources
• Recall BasicMed eligible aircraft and flight restrictions

• Appreciate the current epidemiologic trends in autoimmune incidence, morbidity and mortality in the Western industrialized countries versus the under-developed world.
• Acknowledge the importance placed in human biology on mucosal immunity and the massive amount of immune tissue and functional resources dedicated to GI mucosal immune surveillance.
• Comprehend the linkage and association between autoimmune disease prevalence and factors including the GI microbiota composition, stealth infections, and molecular mimicry.
• Apply clinical laboratory testing related to autoimmune disease risk assessment and diagnosis, including qPCR molecular-based evaluation of the GI microbiota.

• Appreciate the current epidemiologic trends in autoimmune incidence, morbidity and mortality in the Western industrialized countries versus the under-developed world.
• Acknowledge the importance placed in human biology on mucosal immunity and the massive amount of immune tissue and functional resources dedicated to GI mucosal immune surveillance.
• Comprehend the linkage and association between autoimmune disease prevalence and factors including the GI microbiota composition, stealth infections, and molecular mimicry.
• Apply clinical laboratory testing related to autoimmune disease risk assessment and diagnosis, including qPCR molecular-based evaluation of the GI microbiota.

• Identify the differences in methodology and application between quantitative molecular testing (qPCR) versus next-generation sequencing of the GI microbiota in the support of clinical decision making.
• Synthesize the available evidence-based integrative and complementary therapeutic GI antimicrobial interventions for treating GI dysbiosis, including in subjects with autoimmune disorders.
• Explore the linkage and association between autoimmune disease prevalence and food immune reactions and sensitivities.
• Apply the available evidence-based integrative and complementary therapeutic interventions using pro and pre-biotics for improving the GI ecology in subjects with autoimmune disorders.

• Identify the linkage and association between autoimmune disease prevalence and factors including lack of early diverse antigen exposure (i.e., the hygiene hypothesis).
• Interpret the available predictive autoantibody test options for autoimmune disorders.
• Learn to determine when to order the available clinical laboratory testing related to autoimmune disease risk assessment, diagnosis, and clinical management, including qPCR molecular-based evaluation of the GI microbiota, various food sensitivity assays, and predictive autoantibody tests.
• Apply evidence-based integrative and complementary therapeutic interventions for improvement of the GI mucosal health and barrier function (i.e., leaky-gut syndrome) in autoimmune disorders. 

• Utilize clinical decision making related to the linkage and association between autoimmune disease prevalence and individual factors, including the GI microbiota composition, food immune reactions, stealth infections, molecular mimicry, and lack of early diverse antigen exposure, in practical clinical cases.
• Interpret the available clinical laboratory testing related to autoimmune disease risk assessment, diagnosis, and clinical management, including qPCR molecular-based evaluation of the GI microbiota and predictive autoantibody tests in specific practical clinical case scenarios.
• Apply the available evidence-based integrative and complementary therapeutic interventions for autoimmune disorders in specific practical clinical case scenarios.
• Refer to other medical specialists and collaborative care opportunities in complex autoimmune disease clinical case scenarios.

• Discuss ethical standards of insurance reporting and coding
• Define the Problem Oriented Medical Record (POMR)
• Describe the P.A.R.T. format of documentation
• Define the P of P.A.R.T. from Centers for Medicare/Medicaid Services
• Define the A of P.A.R.T. from Centers for Medicare/Medicaid Services
• Demonstrate the POMR and the P and A of P.A.R.T. formats for the initial patient encounter
• Describe the concept of outcome assessments in clinical practice
• Distinguish between subjective and objective outcome assessments Illustrate methods of proving medical necessity
• Develop a strategy to justify treatment

Hour 1 - 3

• Discuss ethical standards of insurance reporting and coding
• Define the Problem Oriented Medical Record (POMR)
• Describe the P.A.R.T. format of documentation
• Define the P of P.A.R.T. from Centers for Medicare/Medicaid Services
• Define the A of P.A.R.T. from Centers for Medicare/Medicaid Services
• Demonstrate the POMR and the P and A of P.A.R.T. formats for the initial patient encounter
• Describe the concept of outcome assessments in clinical practice
• Distinguish between subjective and objective outcome assessments Illustrate methods of proving medical necessity
• Develop a strategy to justify treatment

Hour 4 - 6

• Define the R of P.A.R.T. from Centers for Medicare/Medicaid Services
• Illustrate the different methods of evaluating spinal range of motion
• Define the T of P.A.R.T. from Centers for Medicare/Medicaid Services
• Describe the timing of the first re-exam
• Demonstrate proper coding for range of motion measurements
• Illustrate different outcome assessments for the T of P.A.R.T
• Demonstrate the POMR and P.A.R.T. formats for the initial patient encounter
• Integrate the POMR and P.A.R.T. formats for subsequent patient encounters
• Define proper Assessments
• Illustrate the two types of Plan
• Demonstrate proper documentation for timed codes
• Define the short, moderate and long-term diagnoses for Medicare

Hour 7 - 9

• Illustrate the legal definition of medical necessity
• Describe the red flags of a record review
• Demonstrate the determination of causation for a motor vehicle collision
• Discuss the different mechanisms of injury for motor vehicle collisions
• Demonstrate the key value drivers of Colossus
• Discuss the difference between impairment and disability
• Illustrate the determination of the end of justifiable treatment
• Define the main components of an impairment evaluation
• Illustrate Duties Under Duress and Loss of Enjoyment

Hours 10 - 12

• Illustrate the important diagnoses for personal injury cases
• Define the 5 Colossus prognoses
• Demonstrate the 5 grades of injury severity for the Croft Guidelines for the Treatment of CAD Injuries
• Illustrate the Croft Treatment Guidelines
• Discuss the complicating factors for the Croft Guidelines
• Define the critical points for documentation of personal injury cases
• Discuss the concepts that personal injury attorneys look for in our documentation

• Define the R of P.A.R.T. from Centers for Medicare/Medicaid Services
• Illustrate the different methods of evaluating spinal range of motion
• Define the T of P.A.R.T. from Centers for Medicare/Medicaid Services
• Describe the timing of the first re-exam
• Demonstrate proper coding for range of motion measurements
• Illustrate different outcome assessments for the T of P.A.R.T
• Demonstrate the POMR and P.A.R.T. formats for the initial patient encounter
• Integrate the POMR and P.A.R.T. formats for subsequent patient encounters
• Define proper Assessments
• Illustrate the two types of Plan
• Demonstrate proper documentation for timed codes
• Define the short, moderate and long-term diagnoses for Medicare

• Illustrate the important diagnoses for personal injury cases
• Define the 5 Colossus prognoses
• Demonstrate the 5 grades of injury severity for the Croft Guidelines for the Treatment of CAD Injuries
• Illustrate the Croft Treatment Guidelines
• Discuss the complicating factors for the Croft Guidelines
• Define the critical points for documentation of personal injury cases
• Discuss the concepts that personal injury attorneys look for in our documentation

• Integrate infection, evolution, immunity, inflammation, fibrosis, blood flow, mitochondria, ATP, oxidative stress, and DNA.
• Integrate mechanical integrity in gravity, weight, load, levers, posture, mechanoreception, mechanotransduction, mechanobiology, tensegrity, neurology, blood flow, and DNA.
• Justify high vegetable, low lectin, low glycemic dietary habits, and their influence on physiology.
• Summarize problems with refined carbohydrates, monosodium glutamate, aspartame, and chemical toxins.
• Support high intensity interval training, weight lifting, brain derived neurotrophic factor, human growth hormone, and interleukin-10.
• Explain the biphasic nature of laser photon therapy, wavelength, frequency, speed of light, fluence, penetration, secondary and primary physiological influences.
• Develop the relationship between mitochondria, free radicals, ATP, cytochrome c oxidase enzyme, and laser photon therapy
• Justify why all people need between 5-8 different supplements and explain why.
• Diagram a protocol for influencing immunology and the brain through the intestinal tract; integrating the vagus nerve and the nucleus tractus solitarius.
• Integrate a protocol for brain function that discusses trauma, degenerative, and vascular compromise.
• Demonstrate a protocol for chronic low back pain that integrates the intervertebral disc, posture, mechanics, exercise, and laser therapy.
• Support a protocol for acute whiplash that includes applying controlled motion and anti-inflammation strategies.
• Apply a protocol for remodeling scar tissue and the fibrosis of repair.

• Review common conditions and how low-level laser affects treatment outcome
• Describe the Opioid Epidemic
• Discuss Low Level Laser Therapy FDA Clearances
• Analyze FDA Study details and research validation
• Perform myotome Testing - Neck and Shoulder 
• Utilize 635 nm red correction
• Perform Myotome Testing - Neck and Shoulder
• Utilitze 405 nm FDA Clearance correction
• Utilize 405 nm identifying hidden weaknesses
• Demonstrate Soft tissue/percussion - Neck and Shoulder
• Explain laser physics at a cellular level
• Perform myotome Testing - Low Back 
• Utilize 635 nm red correction
• Demonstrate Soft tissue/percussion - Lower back
• Discuss Low Level Laser Therapy FDA Clearance Plantar Fasciitis
• Utilize rehabilitation - Slant Board / Calf Master
• Identify normal vs abnormal length and strengthen the low physical capacity related to foot/knee symptoms of the patient
• Recite PubMed studies in regard to the health benefits of scoring and improving structure and soft tissue
• Examine how your physical capacity score predicts Activities of Daily Living and health outcomes
• Discuss a neuro-mechanical treatment approach
• Provide nutritional support for your patients

• Contrast benefits of non‐thermal versus thermal lasers     
• Discuss the history and method of action of non‐thermal lasers         
• Distinguish the unique benefits of non‐thermal violet lasers     
• Demonstrate the easy of using non-thermal lasers           
• Utilize basic applied clinical nutrition information to support the foundation  for healing in patients   
• Explain the 4 keystones of health     
• Identify digestive dysfunction and create a plan for correction     
• Assess acid reflux and hypochlorhydria
• Review the importance of gallbladder function in liver detoxification   
• Outline the basics of leaky gut   
• Explore the cascade of poor health   
• Integrate clinical tips and suggestions        
• Recognize the opportunity of when to use non‐thermal laser therapy and  which conditions respond best to it     
• Review non‐thermal laser techniques for resolving immune, pain, brain and  organ system presentations   
• Discuss multiple non‐thermal laser therapy applications          
• Determine whether to treat empirically or test    
• Interpret basic laboratory values using functional levels   
• Selecting from the specialty lab test options for objective feedback and to  target treatment plans     
• Integrate non‐thermal laser therapy with acupuncture treatments for  exponential patient outcomes   
• Perform non‐thermal laser treatments for FDA cleared conditions and  successful therapies for conditions not yet formally studied    
• Demonstrate using non‐thermal laser for immune system strengthening and  faster infection resolution      
• Apply non‐thermal laser techniques to balance energy or emotional centers  of patients to enhance acupuncture treatments

• Summarize optimal treatment parameters of low level lasers
• Outline at least 3 major physiological effects that low level lasers have on the human body
• Describe the 4 major pathophysiological changes in degeneration
• Identify lab markers that can be used to assess the integrity of tight junction barriers
• Give examples of nutrition and other factors that may damage barrier systems
• Recognize how low level laser can directly and indirectly the body
• Integrating basic neurology and low level laser applications to support normal adaptive physiology for common disorders
• Discuss how low level laser can be used to affect physiological and biological effects in the body
• Describe pain from peripheral and central mechanisms. 
• Specify how to use low level lasers for chronic pain management for low back pain
• Summarize base low level laser protocols

• This includes all content in Laser 206 and 207. Please see educational objectives for those courses

• Identify the principles of photobiomodulation
• Discuss the ability of the body to repair itself
• Explain the scope of non-thermal low-level laser
• Summarize the action the laser has at a chemical level
• Explain Medawar’s Hypothesis and Kirkwood’s addition to it
• How Non-Thermal Low-Level Laser Therapy helps maintain a healthy life
• Classify different ways of using Non-Thermal Low-Level Laser Therapy
• Outline the research about Non-Thermal Low-Level Laser Therapy
• Summarize the areas that Non-Thermal Low-Level Laser Therapy is used in
• Discuss the differences between 405, 532, and 635nm Non-Thermal Low-Level Laser Therapy
• Give Examples of the immunological benefits of treatment
• Relate the of 405, 635 nm combo in tissue healing
• Explain the differences between Non-Thermal Low-Level Laser Therapy, Hot Laser and LED
• State the uses and effects of hot laser
• Indicate the benefits of LED
• Assess the science behind Non-Thermal Low-Level Laser Therapy
• Apply Non-Thermal Low-Level Laser Therapy

• Identify the common threads of most health challenges that patients are currently presenting with in our offices.
• Examine the facets and protocols that are most effective for mitochondrial dysfunction, systemic inflammation, and chronic pain syndromes.
• Apply practical applications of Low Level Laser Therapy or photobiomodulation for the improvement of mitochondrial dysfunction, reducing systemic inflammatory cascades, and improving overall quality of life.
• Integrate the most researched skill sets and protocols to achieve powerful results.
• Test inflammatory markers to determine proper treatment protocols and efficacy.
• Compare the level of weakness for brachial and lumbar plexus before and after treatments.
• Measure the degree of neuroinflammation and its impact on cerebellar function with the sway test.
• Assess cognitive decline accurately with Montreal cognitive assessment form and specific lab
• Application of Low Level Laser Therapy to chronic pain syndromes of the plantar fascia.
• Solve the issue of chronic pain with FDA approved Low Level Laser Therapy
• Predict the recovery time for specific conditions for treatment plan accuracy.
• Utilize and blend these proven methods to take your confidence and clinical outcomes to a higher level.

• Recognize areas of risk and liability within Personal Injury cases
• Identify common med-legal concerns
• Recognize various important components associated with the Personal Injury history
• Improve the accuracy and thoroughness of the initial Personal Injury history
• Examine and document common Personal Injury traumatic injuries 
• Create a plan to minimize patient risk and improve provider outcomes
• Recognize the versatility and benefits of low level laser therapy for musculoskeletal injuries  
• Develop clinical protocols for low lever laser application and documentation for musculoskeletal injuries  
• Recognize conditions, injuries and symptoms requiring advanced imaging 
• Apply diagnostics and humanize trauma cases
• Discover the importance and relevance of Personal Injury case management 
• Identify opportunities for improved clinical decision making and case management

• Summarize the differences between the effects of 635 nm laser and 405 nm laser
• Illustrate effective protocols with the laser and exercises to support each condition
• Discuss case studies to demonstrate potential therapeutic outcomes
• Summarize the results of the level 1, double blind study that showed the effectiveness of class 2 635 nm for chronic pain and inflammation
• Discuss how inflammation can lead to many chronic musculoskeletal conditions that affect people in the United States
• Use lab testing to identify inflammation
• Illustrate treatment applications and contraindications
• Identify the conditions that respond to laser therapy for support, the research that supports them, and to identify which conditions are either not supported with laser therapy or are contraindicated
• Aggregate which class of lasers can be used for support and which are contraindicated
• Generate a treatment plan with lasers for different musculoskeletal conditions
• Categorize the negative impacts of scar tissue on range of motion, pain, and function
• Classify which conditions are contraindications and which types of lasers are contraindicated 
• Summarize the changes that occur in scar tissue and when movement of tissue or a joint triggers pain for a prolonged period
• Apply low level laser to musculoskeletal injuries that respond well to low level laser
• Summarize the studies that have been published on PubMed for these conditions being supported with lasers
• Set up methods and treatment protocols for several conditions
• Summarize the studies that showed improvement from laser therapy in performance metrics like muscle strength, endurance, and recovery
• Comprehend the studies that show a 25 to 35% faster recovery for several sports injuries and auto accident injuries when laser therapy is applied
• Use laser therapy with athletes in the office both for injuries and for performance enhancement by rehabilitating their balance and coordination with lasers

• Recognize lumbar disc signs and symptoms.
• Differentiate disc prolapse from disc extrusion.
• Identify anatomical structures related to lumbar disc conditions.
• Describe neuro-muscular physiology as it relates to disc injuries.
• Determine appropriate exam procedures for diagnosing disc conditions.
• Assess static range of motion coupled with cross-plane evaluation.
• Analyze dynamic joint motion using outcome-based assessment tools.
• Interpret manual muscle testing using eccentric break testing protocols.
• Grade muscle tone and discover muscle palpation techniques.
• Interpret neurological tests to determine levels of disc involvement.
• Design treatment plans based on exam findings.
• Apply manual manipulation techniques to address the lumbo-pelvic joint lesions.
• Demonstrate manual methods to reduce abdominal and pelvic muscular dysfunction.
• Create new muscle memory patterns to correct chronic conditions.
• Compare pre- and post- treatment findings to support care plans.

• Discuss different types of lumbar stretching and their effects.
• Define therapeutic stretching goals, protocols and precautions for the lumbar spine.
• Measure lumbar pain, agility and joint crepitus associated with therapeutic stretching.
• Apply lumbo-pelvic circumduction training to improve disc related joint mobility.
• Integrate PreActive therapeutic stretching techniques to reduce lumbo-pelvic muscle tension.
• Devise strengthening protocols for the lumbo-pelvic region using graduated isometric protocols.
• Discuss mobility during lumbar traction to reduce disc pressure.
• Compare static traction versus dynamic traction.
• Define contra-indications for decompression therapy of the lumbar spine.
• Apply appropriate lumbar decompression therapy to various patient populations.
• Demonstrate lumbar mobility training exercises used to enhance decompression effectiveness.
• Justify reimbursement through accurate documentation of lumbar disc treatment progression.
• Diagnose lumbar disc conditions with clarity.
• Select outcome-based assessment tools to monitor patient progress.
• Illustrate lumbar range of motion and muscle testing deficiencies concisely.
• Summarize patient status for lumbar mobility, crepitus and pain intensity.

• Recognize concussion signs and symptoms.
• Differentiate concussion grades.
• Identify anatomical structures related to concussions.
• Describe pathophysiology as it relates to concussions.
• Determine appropriate exam procedures for diagnosing concussions.
• Apply diagnostic skills to on-field and clinic settings.
• Interpret diagnostic tests to evaluate concussion progress.
• Design treatment plans based on exam findings.
• Demonstrate manual manipulation techniques to address concussion symptoms.
• Compare pre- and post-treatment findings to support care plans.

• Discuss neurophysiology of musculoskeletal dysfunction.
• Create new memory patterns to restore neuromascular integration.
• Demonstrate manual methods to reduce muscular dysfunction.
• Address cranial nerve lesions with manipulation techniques.
• Introduce the half-somersault maneuver for vertigo relief.

• NOTE: Recommend taking Management of Common Conditions 203 prior to taking this course.

• Recognize cervical disc signs and symptoms.
• Differentiate disc prolapse from disc extrusion.
• Identify anatomical structures related to cervical disc conditions.
• Describe neuro-muscular physiology as it relates to disc injuries.
• Determine appropriate exam procedures for diagnosing disc conditions.
• Assess static range of motion coupled with cross-plane evaluation.
• Analyze dynamic joint motion using outcome-based assessment tools.
• Interpret manual muscle testing using eccentric break testing protocols.
• Develop muscle palpation skills and grade muscle tonicity.
• Interpret neurological tests to determine levels of disc involvement.
• Design treatment plans based on exam findings.
• Apply manual manipulation techniques to address the cervical joint lesions.
• Demonstrate manual methods to reduce cervical muscular dysfunction.
• Create new muscle memory patterns to correct chronic conditions.
• Compare pre- and post-treatment findings to support care plans.

• This contains all courses with the educational objectives listed from Management of Common Conditions 204 through Management of Common Conditions 209

• Discuss different types of cervical stretching and their effects.
• Define therapeutic stretching goals, protocols and precautions for the cervical spine.
• Measure cervical pain, agility and joint crepitus associated with therapeutic stretching.
• Integrate PreActive therapeutic stretching techniques to reduce cervical muscle tension and improve disc related joint mobility.
• Devise strengthening protocols for the cervical region using graduated isometric protocols.
• Discuss cervical mobility during traction to reduce disc pressure.
• Compare static traction versus dynamic traction of the cervical spine.
• Define contra-indications for cervical decompression therapy.
• Apply appropriate cervical decompression therapy to various patient populations.
• Demonstrate cervical mobility training exercises used to enhance decompression effectiveness.
• Justify reimbursement through accurate documentation of cervical disc treatment progression.
• Diagnose cervical disc conditions with clarity.
• Select outcome-based assessment tools to monitor patient progress for cervical conditions.
• Illustrate cervical range of motion and muscle testing deficiencies concisely.
• Summarize patient status for cervical mobility, crepitus and pain intensity.

• 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

• This contains all courses with the educational objectives listed from Management of Common Conditions 208 through Management of Common Conditions 211

• Discuss the prevalence and etiology of temporomandibular joint dysfunction (TMD)
• Define the anatomy of the TMJ and surrounding facial structures.
• Recognize the three most common causes of temporomandibular joint dysfunction (TMD) seen within the chiropractic practice.
• Outline various types of pain referral sources to the temporomandibular joint (TMJ).
• Evaluate the TMJ using physical examination procedures
• Compare and contrast TMJ synovitis and capsulitis
• Distinguish the difference between anterior disc displacements with and without reduction
• Describe standard imaging processes ordered for specific TMJ conditions
• Outline various conservative management options for temporomandibular disorders
• Construct a treatment plan for a typical patient with temporomandibular dysfunction
• Apply specific myofascial techniques for the muscles of mastication
• Define the co-management care of a dental professional with patients presenting temporomandibular joint dysfunction

• Discuss the state of the literature on common treatment options for adhesive capsulitis
• Apply an effective and streamlined exercise program in the management of subacromial impingement
• Recognize the value of radial nerve mobilization in patients with thumb carpometacarpal osteoarthritis
• Appraise the potential value of adding low-level laser therapy to other interventions for subacromial impingement
• Summarize the state of the literature regarding Kinesiotape for preventing sports injuries

• This contains all courses with the educational objectives listed from Management of Common Conditions 210 through Management of Common Conditions 215

• Understand the basics of Lyme disease
• Review the literature and studies available in summarized format
• Understand the current complications with testing procedures
• Recognize cases that may present as chronic neuromusculoskeletal conditions may have an additional differential diagnosis of Lyme disease
• Apply non-prescription nutritional supplement recommendations to patients with acute or chronic Lyme disease

Hour 1

• Determine appropriate protocols for patient progress.
• Discuss tools to reduce vertigo symptoms.
• Incorporate nutritional support for better brain function.
• Utilize brain therapy programs to improve cognition.
• Apply traction therapy to reduce intrathecal pressure.
• Introduce vision evaluation testing tools.

Hour 2

• Incorporate gaze stabilization exercises for oculomotor function. Evaluate balance and stability with a variety of tools.
• Demonstrate balance exercises to improve proprioception.
• Discuss cardio exercise to stimulate blood flow and neogenesis.
• Apply cervical strength protocols using graduated isometrics.

Hour 3

• Apply jaw exercises to reduce TMJ symptoms.
• Discuss post-exercise therapy recovery strategies.
• Demonstrate mobility exercises to improve joint function.
• Integrate therapeutic stretching protocols to improve agility.
• Illustrate self release techniques to enhance mobility.

• Present literature based dietary recommendations for Parkinson’s disease symptom management
• Discuss literature based exercise recommendations for Parkinson’s disease symptom management, with an emphasis on aerobic exercise
• Review the literature regarding acupuncture for Parkinson’s disease symptom management
• Discuss lifestyle modifications that can be helpful with Parkinson’s disease symptom management

Hour 1

• Discuss shoulder anatomy.
• Differentiate the causes of shoulder pain
• Assess joint mobility and muscle function.
• Apply manual manipulation to reduce shoulder dysfunction.
• Incorporate rehab techniques to restore strength and flexibility.

Hour 2

• Discuss scapulo-thoracic anatomy.
• Define the causes of scapulo-thoracic pain.
• Assess joint mobility and muscle function.
• Apply manual manipulation to reduce scapular dysfunction.
• Introduce rehab techniques to restore strength and mobility.

Hour 3

• Discuss gleno-humeral anatomy.
• Define the causes of gleno-humeral pain.
• Assess joint mobility and muscle function.
• Apply manual manipulation to reduce joint dysfunction.
• Introduce rehab techniques to restore strength and mobility.

Hour 1

• Discuss concussion causes and pathophysiology.
• Introduce return to play guidelines.
• Explore other return to lifestyle guidelines.
• Understand modifying factors for RTP.
• Examine concussion grading procedures.

Hour 2

• Review tools for concussion evaluation.
• Understand the health concerns of pediatric athletes.
• Incorporate strategies for pediatric patients.
• Apply pediatric RTP guidelines for football.

Hour 3

• Investigate medico-legal issues of RTP.
• Explore appropriate documentation standards.
• Read state concussion law development.
• Compare professional Position Papers.
• Discuss the role of Chiropractors.

Hour 1

• Describe techniques and principles of examination for peripheral joints
• Identify important surface anatomy of the shoulder, elbow, wrist and hand
• Identify normal range of motion of the joints of the upper extremity
• Describe how to perform an examination of the upper extremity
• Recognize common musculoskeletal abnormalities

Hour 2

• Outline special maneuvers for the evaluation of carpal tunnel syndrome
• Outline special maneuvers for the evaluation of shoulder impingement syndrome
• Identify important landmarks necessary for the exam of lower extremities
• Describe the physical examination technique for the lower extremities
• Interpret normal findings, including range of motion of the hip, knee and ankle
• Recognize some common abnormal findings through physical examination
• Describe some special maneuvers for examination of the hip, knee and ankle

Hour 3

• Outline special maneuvers for the evaluation of knee instability.
• Outline special maneuvers for the evaluation of an inversion ankle sprain
• Distinguish the differences between anterior interosseous membrane syndrome and tibial stress fracture.
• Design a treatment plan for acute patients with myofascial dysfunction for the upper and lower extremities.

• This contains all courses with the educational objectives listed from Management of Common Conditions 216 through Management of Common Conditions 221

Hour 1

• Describe pathophysiology as it relates to concussions. 
• Discuss the diagnosis and prognosis of concussions.
• Review concussion red flags and dangers of manipulation.
• Understand the health concerns of pediatric athletes.
• Explore diagnostic tests to evaluate concussion status.

Hour 2

• Demonstrate non-thrust treatment techniques.
• Introduce the half-somersault maneuver for vertigo relief.
• Address cranial nerve lesions with manipulation techniques.
• Explore sleep strategies for concussed patients.
• Incorporate nutritional support for better brain function.
• Discuss cardio exercise to stimulate blood flow to the brain.

Hour 3

• Apply mobility exercises to improve musculoskeletal function.
• Integrate PreActive StretchingSM protocols to improve agility.
• Explain return to lifestyle guidelines.
• Understand modifying factors for RTP.
• Compare professional Position Papers.
• Discuss the role of Chiropractors and concussions.

• Update the findings of the Neck Pain Task Force (NPTF) and examine the effectiveness of interventions for the management of headache in patients with neck pain
• Assess the effectiveness of conservative interventions for cervicogenic headache
• Examine the extent to which changes in specific cervical spine impairments contribute to the effectiveness or ineffectiveness of treatment for chronic tension-type headache
• Evaluate existing evidence regarding the reliability and diagnostic accuracy of physical examination tests used for diagnosing cervicogenic headache (CGH)
• Outline the clinical relevance of the cervical myodural bridge

• 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

• Discuss the specific pattern of contracted and weak muscles found with Pelvic Crossed Syndrome.
• Discern the effects on the spine and pelvis from the spastic and weak muscle pattern.
• Apply modalities and manual methods to treat weak and contracted muscles.
• Rehabilitate weak and atrophied muscles using stretching and exercise.
• Determine spinal and pelvic effects of the abnormal muscular patterns found with Pelvic Crossed Syndrome and apply treatment protocol.

Hour 1

• Discuss a functional overview of the Autonomic nervous System
• Describe Autonomic Nervous System Dysfunction specifically associated with neuromusculoskeletal injury
• Identify the role of the Vagus Nerve in Controlling the Inflammatory cascade with neuromusculoskeletal injury

Hour 2

• Include physical examination procedures specific to autonomic nervous system and vagus nerve dysfunction
• Perform neurological exam procedures specific to autonomic nervous system and vagus nerve dysfunction
• Perform chiropractic exam procedures specific to autonomic nervous system and vagus nerve dysfunction

Hour 3

• Describe therapeutic Protocols for musculoskeletal injuries with concomitant signs associated with dysfunction of the autonomic nervous system
• Discuss structural chiropractic treatment protocols of musculoskeletal injuries with concomitant signs associated with dysfunction of the autonomic nervous system
• Present phytonutrient protocols for musculoskeletal injuries with concomitant signs associated with dysfunction of the autonomic nervous system

Hour 1

• Apply guidelines and recommendations for return to play associated with neuromusculoskeletal injuries
• Discuss Return to Participation Criteria
• Outline a Literature Review of How Primary Care Givers are performing in Return to participation

Hour 2

• Utilize the 6 steps necessary for Return to Participation
• Identify limitations of the Return 2 Participation Guidelines
• Discuss specific exam/diagnostic protocols that will influence when Return 2 Participation can be initiated

Hour 1

• Discuss a functional overview of the Cerebellar dysfunction
• Describe Cerebellar Dysfunction specifically associated with neuromusculoskeletal injury
• Identify the role of the Cerebellum in balance disorders associated with neuromusculoskeletal injuries

Hour 2

• Include physical examination procedures specific to the cerebellar system
• Perform neurological exam procedures specific to the cerebellar system
• Perform chiropractic exam procedures specific to the cerebellar system

Hour 3

• Describe therapeutic Protocols for musculoskeletal injuries with concomitant signs associated with dysfunction of the cerebellum
• Discuss structural chiropractic treatment protocols of musculoskeletal injuries with concomitant signs associated with dysfunction of the cerebellum
• Present phytonutrient protocols for musculoskeletal injuries with concomitant signs associated with dysfunction of the cerebellum

• Discuss the histological features of Scoliosis
• Discern Structural vs. Functional Scoliosis and their primary causes
• Coordinate treatment protocols to cervical, thoracic and lumbopelvic spine, rib cage and scapula for Scoliosis curvature
• Utilize modalities and soft tissue treatment methods to address functional changes resulting in a Scoliosis curvature
• Advise the Scoliosis patient in effective methods of stretching and exercise

• Discuss the specific pattern of contracted and weak muscles found with Shoulder Crossed Syndrome.
• Discern the effects on the spine, upper extremity and pelvis from the spastic and weak muscle pattern.
• Apply modalities and manual methods to treat weak and contracted muscles.
• Rehabilitate weak and atrophied muscles using stretching and exercise.
• Determine spinal, extraspinal and pelvic effects of the abnormal muscular patterns found with Shoulder Crossed Syndrome and apply treatment protocol.

• Discuss the specific pattern of fibrosis development around and within the glenohumeral joint found with Adhesive Capsulitis.
• Discern the effects of the fibrosis and adhesions on the glenohumeral joint and associated soft tissues.
• Understand the rules of treatment specific to Adhesive Capsulitis.
• Apply modalities and manual methods to treat fibrosis and adhesions in the soft tissue structures around and within the glenohumeral joint as well as associated contracted muscle tissue.
• Rehabilitate weak and atrophied muscles using stretching, exercise and modalities.

• Describe the relationship among SLAP tears, posterior shoulder tightness and scapula dyskinesis  
• Explain how to perform the modified dynamic labral shear test and summarize the clinical usefulness of this test
• Cite the clinical prediction rule (CPR) for favorable outcome in patients undergoing conservative management for SLAP lesions
• Paraphrase the efficacy of conservative treatment for patients with SLAP disorders.
• List one indication for performing an anterior to posterior mobilization of the humerus on the glenoid (posterior shoulder mobilization) 
• Identify one appropriate intervention (specific manual technique or exercise) for phase I, phase II and phase III   SLAP rehabilitation program.

• Describe the relationship among shoulder micro-instability, scapula dyskinesis and hyperlaxity  
• Explain how to perform the surprise test and summarize the clinical usefulness of this test
• Paraphrase the efficacy of conservative treatment for patients with atraumatic shoulder instability.
• Contrast the difference between a capsule reconstruction/ shift and a capsular repair.
• Cite 2 major precautions, and corresponding time frames following an anterior capsule reconstruction or repair (during the first 12 weeks)
• Identify one appropriate intervention (exercise) for phase I, phase II and phase III   post- rehabilitation program following capsular shift / reconstruction or repair

• Compare active cervical range of motion in patients with neck pain to those with whiplash or no neck pain
• Critically appraise and synthesize recommendations of evidence-based clinical practice guidelines for the management of common conditions related to traffic collisions
• Investigated the possibility of posttraumatic cervical artery dissections (including those involving the vertebral artery) in patients who have sustained a whiplash injury in a motor vehicle collision
• Update findings from the Neck Pain Task Force regarding the effectiveness of manual therapies, passive physical modalities, and acupuncture for the management of whiplash and neck pain
• Determine which treatments or combinations of treatments are most effective for the management of neck pain- (NAD) and whiplash-associated disorders (WAD)

• Discuss the specific pattern of fibrosis development around and within the iliotibial band found with Iliotibial Band Syndrome at the Hip.
• Discern the effects of the fibrosis and adhesions on the iliotibial band, associated soft tissues and the functional biomechanics of the region.
• Understand the rules of treatment specific to Iliotibial Band Syndrome at the Hip.
• Apply modalities and manual methods to treat fibrosis and adhesions in the soft tissue structures around and within the iliofemoral joint as well as associated contracted muscle tissue.
• Rehabilitate weak and atrophied muscles using stretching, exercise and modalities.

• Discuss the specific pattern of fibrosis development around and within the plantar myofascia of the foot.
• Discern the effects of the fibrosis and adhesions on the plantar fascia, associated soft tissues and the functional biomechanics of the region.
• Understand the rules of treatment specific to Plantar Fasciitis of the Foot.
• Apply modalities and manual methods to treat fibrosis and adhesions in the soft tissue structures around and within the foot and ankle joint as well as associated contracted muscle tissue.
• Rehabilitate weak and atrophied muscles using stretching, exercise and modalities.

• Discuss briefly the relevant brain anatomy and functional neurology with focus on the frontal lobe and motor cortex.
• Describe the anatomy and physiology of the human brain cortex as it relates to the basic tenants of chiropractic and to spinal subluxation.
• Identify key anatomical components of the frontal lobe and motor cortex.
• Discuss some of the pioneers in neuroscience underscoring their individual contributions.
• Draw basic neurological pathways associated with the frontal lobe and motor cortex.
• Relate function of the frontal lobe and motor cortex to various associated disease conditions.

• NOTE:  Recommended to take after Neuro 201-intro and prior to Neuro 201a

• This allows you to purchase all 12 hours of 201 level courses. Please see the educational objectives listed for each individual 201 module

• Explore current role of the art and science of clinical neurology for the chiropractor
• Discuss briefly the relevant neurological anatomy and functional neurology
• Describe in detail the anatomy and function of the components of the human skull with attention to aspects which may be important to the chiropractic physician
• Explore the current role of clinical neurology for the practicing chiropractor
• Describe in detail the anatomy and function of the components of the human spine with attention to aspects which may be important to the chiropractic physician

• NOTE:  Recommended to take as first course in 201 series

• Explore current role of the art and science of clinical neurology for the chiropractor
• Discuss relevant neurological anatomy of the central nervous system, exclusive of the cortex
• Summarize relevant functional neurology of the central nervous system exclusive of the cortex
• Illustrate the clinical presentation resulting from disease of the various brain and cord areas
• Outline various categories for spinal cord lesions
• Organize findings of central nervous system disease by anatomical location and clinical presentation

• NOTE:  Recommended to have taken Neuro 201-intro and Neuro 201 prior to taking this class

• Observe a doctor patient encounter where the patient is a paraplegic
• Explore the relevant issues and action protocols involved in acute spinal cord disease
• Evaluate relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis
• Summarize relevant functional neurology of the spinal cord

• Explore current role of the art and science of clinical neurology for the chiropractor
• Discuss relevant neurological anatomy of the spinal cord
• Summarize relevant functional neurology of the spinal cord
• Illustrate the clinical presentation resulting from disease of the various cord areas
• Outline various categories for spinal cord lesions
• Organize findings of spinal cord disease by anatomical location and clinical presentation

• Discuss relevant neurological anatomy and function of the meninges
• Discuss relevant neurological anatomy and function of the arterial and venous CNS circulation
• Discuss relevant neurological anatomy and function of the cerebrospinal fluid (CSF) circulation
• Illustrate the clinical presentation resulting from disease of the various areas
• Outline various categories for vascular CNS lesions
• Utilize a Grand Rounds type case presentation

• Properly record a chief complaint
• Demonstrate skills to properly perform a patient interview
• Perform a neurological examination of the head and neck
• Perform a mental status examination
• Cite anatomy and function of the cranial nerves
• Examine the twelve cranial nerves during a clinical examination
• Discuss disorders of cranial nerves
• Discuss, in detail, aspects of neural ischemia and Cervical Spinal Manipulation
• Overview cerebrovascular anatomy and hemodynamics
• Describe pathophyiological mechanisms in vascular injuries
• Clinically test a patient to evaluate predisposition
• Recognize postadjustment vertebrobasilar insufficiency and review case studies

• NOTE: This course is the same content as Neurological Exam 101, 102 and Neurology 107

• This allows you to purchase all 26 hours of 202 level courses. Please see the educational objectives listed for each individual 202 module

• Observe a doctor sort through a difficult history in a patient encounter where the patient is a female with multiple and unusual complaints
• Explore the history taking process in an actual clinical setting
• Observe patient examination techniques
• Summarize relevant clinical findings
• Illustrate the clinical presentations of various complaints and the approach to diagnosis
• Organize findings during the examination and explore for relevancy as applied to diagnosis of the presenting complaint

• Explore basic principles of the patient interview
• Discuss briefly the relevance of maintaining good history taking procedures
• Describe in detail the benefits of history questionnaires
• Explore different types of patient historians and as strategy for dealing with each type
• Describe specific area constituting a complete patient interview

• Explore basic principles of the mental status examination
• Discuss briefly the relevance of maintaining good history taking procedures
• Describe in detail the need for a mental status assessment
• Explore different techniques and a strategy for dealing with mental status problems
• Demonstrate specific methods of implementing the Mini-Mental State Examination.

• Explore basic principles of the physical examination of the face, head and neck
• Discuss briefly the relevance the physical examination prior to the neurologic examination
• Describe in detail rational and procedure for observation, auscultation, palpation and percussion
• Visualize patient problems and deformities that might go un-noticed by a casual observer
• Demonstrate specific methods of implementing a brief orthopedic examination of the cervical spine.

• Define specific terminology including organic disease, non-organic disease, functional disease, somatoform disease, malingering and others
• Discuss the distinction between somatoform disorders (hysteria) and malingering
• Describe patient presentations and examination techniques which are useful in somatoform disorders of the special senses
• Elaborate on the somatic manifestations of somatoform disease in motor and sensory presentations
• Explore caveats of diagnosing somatoform disorders
• Discuss completely the performance and usefulness of in office "credibility" tests used to unveil non-organic disorders
• Define and describe aspects of the malingering patient

• Describe the reasons for using an ophthalmoscope in the clinical bedside examination
• Define and contrast the Pan-Optic ophthalmoscope from the common ophthalmoscopes
• Discuss common settings and features of the ophthalmoscope
• Define methods of describing findings in the fundus of the eye\
• Identify and define common systemic and local pathologic processes that may be encountered in the course of the ophthalmoscopic examination.

• Outline methods used and estimations as to the incidence of cervical spinal manipulative therapy and subsequent vertebrobasilar ischemia
• Review and describe cerebrovascular anatomy and hemodynamics
• Discuss proposed patho-physiological mechanisms believed responsible for subsequent vertebrobasilar ischemia
• Review and discuss past and present scientific literature to explore the evolution of what we think we know about the process of cervical spinal manipulative therapy and subsequent vertebrobasilar ischemia
• Explore issues and examination procedures related to patient assessment as well as vertebrobasilar ischemia recognition and proper diagnosis
• Define and contrast currently suggested procedures  and develop a vertebrobasilar ischemia plan of action
• Explore various perspectives and reveal bias in both public media and biomedical journals
• Identify and define new theoretical concepts and prophylactic therapies

• Perform and chart a neurological examination of the voluntary motor system and the somatic sensory system
• Apply results of the examination findings in the differential diagnosis of patients
• Describe the three neuron pathway involved with sensorineural innervation
• Discuss multimodal sensations
• Perform an appropriate examination of the reflexes, including deep tendon, superficial, visceral and pathological reflexes
• Describe the anatomy associated with reflexes
• Properly grade and record reflexes
• Interpret the Results of Reflex Testing

• NOTE: This course is the same content as Neurological Exam 103, 104

• Observe doctor patient encounters that focus on aspects of the complete neurological examination
• Explore the history taking process in an actual clinical setting
• Observe patient examination techniques
• Identify the key components of a complete neurologic examination
• Review major aspects of the examination under each component of the clinical neurologic examination
• Observe doctor patient encounters that focus on evaluation of the mental status of the patient.  

• Observe doctor patient encounters that focus on evaluation of the patient's complaint
• Observe doctor patient encounters that focus on aspects of the complete neurological examination
• Explore the history taking process in an actual clinical setting
• Observe patient examination techniques
• Identify the key components of a complete neurologic examination
• Review major aspects of the examination under each component of the clinical neurologic examination

• Observe doctor patient encounters that focus on evaluation of the patient's complaint
• Observe doctor patient encounters that focus on aspects of the complete neurological examination
• Explore the history making process in an actual clinical setting
• Observe patient examination techniques
• Identify the key components of a neurologic examination of diplopia
• Review information regarding evaluation of diplopia.

• This allows you to purchase all 22 hours of 203 level courses. Please see the educational objectives listed for each individual 203 module

• Identify the components of the neurological examination
• Demonstrate a basic examination flow and performing tests taking the patient from sitting to standing, to the supine and prone positions
• Outline "Ferezy's MSR's" which is a pneumonic devise to help recall areas needing to be tested
• Summarize implications of neurological findings for lesions in various parts of the central nervous system
• Summarize implications of neurological findings for lesions in various parts of the peripheral nervous system.

• Outline the clinical anatomy of each of the cranial nerves and their origin from the diencephalon and brainstem
• Summarize clinical function of the corticobulbar pathways
• Relate information regarding the ocular system, including upper motor neuron, internuclear and lower motor neuron pathways
• Distinguish between central and peripheral lesions involving cranial nerve function
• Predict the location of lesions in the visual system by analyzing information from the clinical examination
• Identify cranial nerve nuclei in the brainstem and discuss their function
• Describe the clinical function of each of the cranial nerves
• Describe and demonstrate the clinical bedside examination of each cranial nerve
• Compare and contrast the effects of lesions involving voluntary, involuntary and emotional movements associated with the cranial nerves
• Discuss the various common clinical disorders which affect the cranial nerves
• Discuss common ophthalmoscopic findings, both normal and pathological, which may be observed on the ophthalmoscopic examination
• Identify anatomical and functional relationships which help explain multiple chiropractic concepts, including that of cervicogenic headache
• Differentiate between central and peripheral varieties of facial paralysis
• Break down the various tuning fork tests of hearing
• Differentiate between neuro-sensory and conductive hearing loss

• Describe the procedure for blind spot measurement by manual perimetry
• Contrast blind spot measurement by manual perimetry with automated perimetry
• Distinguish adequate test retest reliability, for both intra-examiner and inter-examiner reliability
• Recognize concepts of adequate test validity
• Identify relevant aspects of visual neuroanatomy and neuro-circuitry
• Review and assess various contentions elaborated in the paper "Changes in Brain Function after Manipulation of the Cervical Spine”

• Identify the basic anatomical pathways of central nervous system control mechanisms involved in voluntary movement of the body
• Identify the basic anatomical pathways of peripheral nervous system and neuromuscular control mechanisms involved in voluntary movement of the body
• Describe the evaluation of strength and the functional roles of muscles
• Discuss the categorizations and terminology used describing the various varieties of muscular contraction
• Review and assess concepts and skills necessary to perform an accurate bedside examination of the voluntary motor system
• View and identify patient video vignettes demonstrating lecture points
• Recognize examination procedures and signs to distinguish primary muscular disease (myopathy)
• Define and categorize involuntary movements
• Compare and contrast pathological from non-pathological involuntary movements

• Define and categorize types of patient reflexes commonly tested at the bedside examination
• Identify the basic anatomical pathways of central nervous system control mechanisms involved in the various reflexes that can be tested in the body
• Identify the basic anatomical pathways of peripheral nervous system control mechanisms involved in the various reflexes that can be tested in the body
• Describe the evaluation of the four basic types of testable reflexes
• Review and assess concepts and skills necessary to perform an accurate bedside examination of the reflex system
• View and identify patient video vignettes demonstrating lecture points
• Compare and contrast pathological from non-pathological reflex findings

• This allows you to purchase all 24 hours of 204 level courses.  Please see the educational objectives listed for each individual 204 course

• Define and categorize types of patient sensation commonly tested at the bedside examination
• Identify the basic anatomical pathways of central nervous system control mechanisms involved in the various sensory systems that can be tested in the body
• Identify the basic anatomical pathways of peripheral and central nervous system control mechanisms involved in the various sensations that can be tested in the body
• Describe the evaluation of both superficial and deep sensory systems
• Review and assess concepts and skills necessary to perform an accurate bedside examination of the sensory system
• View and identify patient video vignettes demonstrating lecture points
• Compare and contrast pathological from non-pathological sensory findings

• Define the terms station, movement and gait
• Define and categorize types of motor systems utilized by the patient and how these are commonly tested at the bedside examination
• Identify the basic anatomical pathways of central and peripheral nervous system movement control of mechanisms involved in the various movement systems that can be tested in the body
• Describe in detail the evaluation of station, movement and gait
• Describe and demonstrate the phases of normal gait 
• Visualize normal and abnormal gait patterns
• Review and assess concepts and skills necessary to perform an accurate bedside examination of the station, movement and gait systems
• View and identify patient video vignettes demonstrating station, movement and gait lecture points
• Compare and contrast pathological from non-pathological station, movement and gait findings

• Define the terms communication, language, and a wide variety of descriptive terms for cortical language and knowledge impairments
• Review the functions classically associated with the cerebral cortex
• Categorize cortical deficits and associated patient conditions
• Identify neurological pathways used by the cerebral cortex
• Describe in detail concepts of lateralization of brain function and hemisphere "dominance" or "hemisphericity"
• Describe and demonstrate a schema to maintain a methodical approach to the patient with a communication disorder
• Visualize a patient with a "split brain disorder"
• Review and assess concepts and skills necessary to perform an examination of a patient with a communication disorder
• Compare and contrast loss of neurologic function at the level of the primary modality to disorders of the primary cortical receptive area as well as in the association cortex

• Define terms relevant to comprehending and performing various nervous system tests not typically a part of the motor, sensory and reflex examinations.
• Review various ancillary tests, including the purpose behind the test as well as test performance.
• Categorize ancillary neurological tests and explain their use and purpose.
• Identify, describe and discuss meningeal stretch tests.
• Identify, describe and discuss neurodynamic tests.
• Identify, describe and discuss nerve tension tests.
• Identify, describe and discuss peripheral nerve palpation and Tinel's sign.
• Identify, describe and discuss Dix-Hallpike test.
• Identify, describe and discuss pressure algometry and introduce the instruments to perform this test.
• Identify, describe and discuss sensory threshold testing and introduce the instruments to perform these tests.
• Discuss the nature and performance of tests used to diagnose defects in function of the neurovascular bundle in the upper and lower extremities (Thoracic Outlet Syndrome).
• Identify, describe and discuss use of the stethoscope and points to auscultate in the head and neck area

• Perform an examination of the systems involved with Movement and Coordination
• Discuss cerebellar anatomy
• Differentially Diagnose by applying clinical signs of cerebellar dysfunction
• Recognize cerebellar syndromes by their anatomical areas
• Apply specific principles of examination to improve the Chiropractic Spinal Examination
• Describe specific procedures of the spinal examination

• NOTE:  This course contains the same content as Neurological Exam 105

• Define terms relevant to comprehending and performing various aspects of the mental status examination.
• Categorize the components of the mental status examination.
• Identify, define and discuss dementia and Disease of the Alzheimer's Type (DAT).
• Identify, define and discuss the five levels of consciousness.
• Define and discuss the components of the mental status examination.
• Compare and contrast dementia and depression.
• Discuss and describe methods of charting mental status examination findings.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with an acute onset of headache and facial paralysis
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with an acute onset of headache and facial paralysis
• Improve interpretation of relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with an acute onset of headache and facial paralysis
• Differentially diagnose patients with acute onset of headache and facial paralysis

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with an acute onset of post traumatic headache
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with an acute onset of post traumatic headache
• Improve interpretation of relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with an acute onset of post traumatic headache
• Differentially diagnose patients with acute onset of post traumatic headache

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with an acute onset of post traumatic neck pain and unusual “burping” upon neck manipulation
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with an acute onset of post traumatic neck pain and unusual “burping” upon neck manipulation
• Improve interpretation of relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with an acute onset of post traumatic neck pain and unusual “burping” upon neck manipulation
• Differentially diagnose patients with acute onset of post traumatic neck pain and unusual “burping” upon neck manipulation

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with a shoulder complaint
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a shoulder complaint
• Improve interpretation of relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with a shoulder complaint
• Differentially diagnose patients with a shoulder complaint

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with a sudden onset of dizziness, sensory complaints and ataxia
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a sudden onset of dizziness, sensory complaints and ataxia
• Improve interpretation of relevant clinical findings
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with a sudden onset of dizziness, sensory complaints and ataxia
• Differentially diagnose patients with a sudden onset of dizziness, sensory complaints and ataxia

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with shoulder and arm pain.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with shoulder and arm pain.
• Improve interpretation of relevant clinical findings in a patient with shoulder and arm pain.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with shoulder and arm pain.
• Differentially diagnose patients with shoulder and arm pain.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with a brachial plexus injury, severe arm pain and a “flail” upper extremity.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a brachial plexus injury, severe arm pain and a “flail” upper extremity.
• Improve interpretation of relevant clinical findings in a patient with a brachial plexus injury, severe arm pain and a “flail” upper extremity.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with a brachial plexus injury, severe arm pain and a “flail” upper extremity.
• Differentially diagnose patients with a brachial plexus injury, severe arm pain and a “flail” upper extremity.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with a tremor of the left upper extremity.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a tremor of the left upper extremity.
• Improve interpretation of relevant clinical findings in a patient with a tremor of the left upper extremity.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with a brachial plexus injury, severe arm pain and a tremor of the left upper extremity.
• Differentially diagnose patients with a tremor of the left upper extremity.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting with chronic spasm of the muscles of the lower face and tongue.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a oromandibular dystonia.
• Improve interpretation of relevant clinical findings in a patient with oromandibular dystonia.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient oromandibular dystonia.
• Differentially diagnose patients with oromandibular dystonia.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting following treatment for a malignant nerve sheath tumor involving the L4 nerve root.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with a malignant nerve sheath tumor involving the L4 nerve root.
• Improve interpretation of relevant clinical findings in a patient with a malignant nerve sheath tumor involving the L4 nerve root.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with a malignant nerve sheath tumor involving the L4 nerve root.
• Consider the differential diagnosis of patients with a malignant nerve sheath tumor involving the L4 nerve root.

• Evaluate an unrehearsed real doctor/patient encounter of a patient presenting carpal tunnel syndrome (CTS) and chronic neck pain.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient with carpal tunnel syndrome (CTS) and chronic neck pain.
• Improve interpretation of relevant clinical findings in a patient with carpal tunnel syndrome (CTS) and chronic neck pain.
• List the clinical presentations of various complaints and the approach to diagnosis of a patient with carpal tunnel syndrome (CTS) and chronic neck pain.
• Consider the differential diagnosis of patients with carpal tunnel syndrome (CTS) and chronic neck pain.
• Comprehend the principle of ongoing, medically necessary chiropractic treatment of a patient with carpal tunnel syndrome (CTS) and chronic neck pain.

• Evaluate two unrehearsed, real doctor/patient encounter; the first of a patient presenting with simultaneous radiculopathy, polyneuropathy and mononeuropathy and the second of a patient presenting with migraine headache and related trigeminal neuralgia.
• Develop improved skills in obtaining an accurate case history and performing an examination of patient’s presenting with radiculopathy, polyneuropathy and mononeuropathy, migraine headache and trigeminal neuralgia.
• Improve interpretation of relevant clinical findings of patient’s presenting with radiculopathy, polyneuropathy and mononeuropathy, migraine headache and trigeminal neuralgia.
• List the clinical presentations of various complaints and the approach to diagnosis of patient’s presenting with radiculopathy, polyneuropathy and mononeuropathy, migraine headache and trigeminal neuralgia.
• Consider the differential diagnoses of patient’s presenting with radiculopathy, polyneuropathy and mononeuropathy, migraine headache and trigeminal neuralgia.

• Evaluate an unrehearsed, real doctor/patient encounter involving an elderly women presenting with a sudden onset of lower extremity paralysis.
• Develop improved skills in obtaining an accurate case history and performing an examination of a patient presenting with a sudden onset of lower extremity paralysis.
• Improve interpretation of relevant clinical findings of patient’s presenting with a sudden onset of lower extremity paralysis.
• List the clinical presentations of various complaints and the approach to diagnosis of patient’s presenting with a sudden onset of lower extremity paralysis.
• Consider the differential diagnoses of presenting with a sudden onset of lower extremity paralysis.

• Evaluate two unrehearsed, real doctor/patient encounters; the first case is that of an adult male patient with multiple sclerosis.  The second case is that of an adult male with cerebral palsy.
• Develop improved skills in obtaining an accurate case history and performing an examination of patient’s presenting with multiple sclerosis and cerebral palsy.
• Improve interpretation of relevant clinical findings of patient’s presenting with multiple sclerosis and cerebral palsy.
• List the clinical presentations of various complaints and the approach to diagnosis of patient’s presenting multiple sclerosis and cerebral palsy.
• Consider the differential diagnoses of patient’s presenting with multiple sclerosis and cerebral palsy.

• This allows you to purchase all 24 hours of 205 level courses.  Please see the educational objectives listed for each individual 205 course

• List the electrodes necessary to perform in Electrodiagnosis nerve conduction study
• Describe the placement of the various electrodes in conduction studies of the median nerve at the wrist
• Draw a simple diagram of the carpal tunnel, defining the boundaries
• Itemize parts of a thorough chiropractic management plan for carpal tunnel syndrome

• List the differential diagnoses that may accompany various symptoms
• Describe various essential elements of the history taking process
• List several components of the mini mental status examination
• Itemize and describe several tests of cerebellar function
• Contrast and compare aspects of malingering and somatoform disorders
• Use proper language and nomenclature when producing a report for referring physicians
• Recognize aspects of functional illness

• Evaluate an unrehearsed, real doctor/patient encounter; regarding a case of an adult female patient who complains of lower back pain; pain radiating down her left lower extremity to her heel; weakness in her thighs; and unsteadiness.
• Develop improved skills in obtaining an accurate case history and performing a neurological examination of patient’s presenting with pain, weakness and unsteadiness.
• Improve interpretation of relevant clinical findings of patient presenting with pain, weakness and unsteadiness.
• List the clinical presentations of various complaints and the approach to diagnosis of patient’s presenting with pain, weakness and unsteadiness.
• Consider the differential diagnoses of patient’s presenting with pain, weakness and unsteadiness.

• List the differential diagnoses that may accompany various symptoms.  
• Describe various essential elements of the history taking process.
• List differential diagnoses for this and similar cases.
• Itemize and describe several tests of lower extremity motor and reflex function.
• Recognize a true extensor toe sign from an equivocal or false finding.
• Contrast and compare aspects of various disorders causing cervical spine myelopathy.   
• Use proper language and nomenclature when producing a report for referring physicians.
• Recognize aspects of spinal cord disease.

• List the differential diagnoses that may accompany various symptoms. 
• Describe various essential elements of the history taking process.
• Use proper language and nomenclature when discussing brain injury.
• Recognize aspects of so called “post concussion syndrome” or Mild Traumatic Brain Injury (mTBI).
• Recite levels of consciousness.
• Discuss scoring criterion when using the Glascow Coma Scale.
• Identify abnormal imaging findings associated with concussion on diffusion tensor tractography.
• Define and describe “myoclonic jerks”.

• This allows you to purchase all 20 hours of 206 level courses. Please see the educational objectives listed for each individual 206 module

• Compare and contrast neuronal cells from the neuroglial cells.
• Identify various types of neurons of the peripheral and central nervous system.
• Describe the types of neuroglial cells found in the central nervous system and peripheral nervous system.
• Categorize the types of mammalian nerve fibers by neuron a diameter, conduction velocity and susceptibility to compression.
• Describe the incidence and prevalence of dizziness as a complaint.
• Define the term “motor unit” from a clinical perspective.
• Compare and contrast type one and type two muscle fibers.
• Identify anatomical components and describe physiological function of the cell membrane.
• Define the terms summation and generator potentials.

• Define the terms “electrodiagnosis, nerve conduction study, needle electrode examination, late responses and evoked potentials”.
• Identify the various components of the action potential recording.
• Compare and contrast synaptic versus electrical nerve stimulation.
• Recite the components of the modern electromyographic machine.
• Describe the different types of electrodes used in an electrodiagnostic examination and include the purpose and benefits/drawbacks to each type.
• Categorize the types of electrodiagnostic testing.
• Discuss performance and use of electrodiagnostic testing, including conduction studies and latencies, late responses (including the “H” reflex and “F” wave) and evoked potentials.
• Properly order and interpret the results of electrodiagnostic testing.

• Define the terms “spasm, interexaminar and intraexaminer reliability, global myoelectric activity and muscle fatigue”.
• Identify the various components of the modern paraspinal electrode EMG machine. recording.
• Compare and contrast the use of surface electrodes in the traditional electromyographic examination versus the paraspinal surface electrode electromyographic examination.
• Recite several scientific studies regarding paraspinal surface electrode electromyographic, and strengths and weaknesses of each study.
• Describe tissue filtering, best ways to overcome it, and explain its significance in obtaining useful data.
• Recite the names of the paraspinal musculature organized by their depth, action and activation response.
• Discuss performance and utility of the test for the “flexion relaxation” phenomenon.

• This allows you to purchase all 12 hours of 207 level courses. Please see the educational objectives listed for each individual 207 module

• List several textbooks on electrodiagnostic medicine and discuss the benefits and limitations of each text.
• Recite several applications of electrodiagnostic medicine and discuss the utility of each of the tests performed.
• Describe the components required to perform an electrodiagnostic examination.
• Compare and contrast peripheral nerve injury classifications.
• Define some of the current terminology used in electrodiagnostic medicine.
• Compare and contrast the different types of electrodes used in electrodiagnostic medicine.
• Describe terminal motor latencies.
• Describe sensory and motor conduction velocities and studies.
• Describe electromyography.
• Discuss orthodromic and anti-dromic testing.
• Define motor unit potentials and discuss the normal and abnormal phases.
• Describe the varieties of evoked potentials and discuss the clinical utility of ordering each test.
• Describe the varieties of late potentials and discuss the clinical utility of ordering these tests.
• Identify the relevant neuroanatomy of the peripheral nervous system.
• Demonstrate median and ulnar nerves and the position of the various electrodes in common motor and sensory electrodiagnostic studies of the median and ulnar nerves.
• Discuss the conditions and circumstances when electrodiagnostic testing of the central nervous system may be beneficial or necessary.
• Describe the various electrodiagnostic procedures for the peripheral nervous system.
• Differentiate between motor unit potentials (MUP’s), fibrillations, positive sharp waves and sensory nerve action potentials (SNAP’s). 
• Contrast and compare electrodiagnostic tests for extremity complaints such as weakness and sensory loss.
• Define the role of electrodiagnosis in clinical practice.

• Compare and contrast Compound Muscle Action potential (CMAP), Sensory Nerve Action Potential (SNAP) and Motor Unit Potential (MUP).
• List the components of a spinal cord alpha motor neuron.
• Describe the basic structure of Schwann Cells and myelin.
• Discuss the role of Schwann Cells and myelin in action potential transmission.
• Recite the levels of the neuraxis which may be involved in disease that is detectable by electrodiagnostic testing.
• List the types and levels of nervous system compression.
• List common reasons and disorders for referral for electrodiagnostic testing.
• Describe a routine electrodiagnostic encounter.
• Demonstrate the position of electrodes in a typical median nerve study through the carpal tunnel.
• List the most common neuropathies of the upper and lower extremities.
• Compare and contrast typical electrodiagnostic findings for radiculopathy versus neuropathy. 
• Define and discuss the “Gold Standard” portions of the electrodiagnostic examinations.
• Discuss single fiber EMG.
• Identify the components of the needle EMG examination and discuss how various pathological conditions might be demonstrated by each component of the examination.
• Describe the morphology of positive sharp waves, fibrillations and motor unit potentials.
• Describe the morphology of positive sharp waves and fibrillations.
• Identify normal from abnormal patterns of muscular recruitment under minimal, moderate and maximal muscle contraction. 
• List various causes of radiculopathy.
• Discuss the history of radiculopathy through time.
• Contrast and compare various causes of radiculopathy.
• Discuss the need for and types of advanced imaging following abnormal findings on an electrodiagnostic examination.
• Discuss the utility of electrodiagnosis to the Doctor of Chiropractic.

• Recite relevant anatomy of the peripheral nervous system including the brachial plexus, upper limb nerves, lumbosacral plexus and lower limb nerves.
• Define and draw the brachial plexus.
• List the nerves of the upper limb.
• Compare and contrast the anatomy of the median and the ulnar nerves.
• Describe innervation of the major nerve branches of the major nerve divisions of the brachial plexus.
• Discuss the most common compressive lesions of the upper extremity involving the peripheral nervous system.
• List the muscles most commonly tested during EMG of the upper extremity.
• Define and draw the lumbosacral plexus.
• List the nerves of the lower limb.
• Discuss the most common compressive lesions of the lower extremity involving the peripheral nervous system.
• List the muscles most commonly tested during EMG of the lower extremity.
• Discuss the distinction between motor and sensory neural fibers and salutatory versus local circuit conduction.
• Compare and contrast the two types of compound potentials and discuss waveform morphology and parameters.
• Describe effects and patterns of demyelination.
• Describe the effects of axonal loss.
• Identify the electro-physiologic changes that may be noted in disease of the neuromuscular junction.
• Discuss late responses (F-waves and H-Reflexes) and describe the performance and clinical significance of each.
• Identify components involved in the tendon tap response.
• Thoroughly discuss all aspects of median and ulna nerve testing, including common congenital anomalies that are like to be encountered in the patient population.

• This allows you to purchase all 18 hours of 208 level courses. Please see the educational objectives listed for each individual 208 module

Hour 1

• Recite general information regarding incidents and prevalence of multiple sclerosis in the United States, the United Kingdom and Canada.
• Describe the pathophysiological process believed to be responsible for the most common types of multiple sclerosis.

Hour 2

• Recognize the common signs and symptoms of a patient presenting with demyelinating disease.
• Recognize typical lesions in the brain and spinal cord associated with multiple sclerosis on MRI studies.
• Define the McDonald criteria for the diagnosis of multiple sclerosis.

Hour 3

• Identify various blood tests for diseases that may mimic multiple sclerosis.
• Compare and contrast the category types of multiple sclerosis.
• Describe the common medical treatment for multiple sclerosis.

Hour 4

• Recite studies associated with complementary and alternative approaches to management of patients with multiple sclerosis.
• Synthesize a plan for the management of patients with multiple sclerosis.

Hour 1

• Recite statistics regarding the percentage of primary versus secondary tumors found in the central nervous system.
• Recognize the signs and symptoms of a patient with an intracranial or spinal canal tumor.

Hour 2

• Describe the pathophysiological process associated with neoplasia.
• Discuss the most common types of primary intracranial tumors, metastatic neoplasms and other spinal cancers.

Hour 3

• Identify advanced imaging studies of various types of nervous system tumors.
• Describe mechanisms of cerebrospinal fluid flow in their association with symptoms caused by intracranial tumors.

Hour 4

• Contrast and compare the signs and symptoms associated with tumors arising in various parts of the spinal cord.
• Discuss various forms of medical treatment for patients with nervous system tumors.

Hour 1

• Discuss the etiology of congenital conditions of the brain and spinal cord.
• Recite statistics regarding incidence and prevalence of neural tube defects.

Hour 2

• Describe common forms and categories of neural tube defects.
• Recognize various forms of neural tube defects at birth, in infant life as well as on advanced imaging studies.

Hour 3

• Identify defects of the cranial cervical junction including categorizing Chiari Malformation and discuss clinical significance and management of patients with Chiari Malformation I, II and III.
• Utilize plain film radiometrics to identify multiple forms of cranial cervical junction deformities.

Hour 4

• Discuss various congenital syndromes including Dandy-Walker Syndrome and Mobius Syndrome.
• Compare and contrast different types of developmental defects such as hydrocephalus, crainiosynostosis, achondroplasia, microcrania, and others.

• Define Neurodegeneration.
• Identify some of the core mechanisms of Neurodegeneration.
• Define and discuss oxidative stress and damage of neurons.
• List most common neurological illnesses thought to be due to long-term Neurodegeneration.
• Cite specific biochemical pathways to target therapeutically to slow down or reverse Neurodegeneration.
• Itemize common clinical findings in Parkinson’s disease, Alzheimer's disease, and multiple sclerosis.
• List the mechanisms involved in the neurodegenerative process.
• Define free radicals, articulate the issue with free radicals and describe their role in the neurodegenerative process.
• Discuss the role of glial cells in regard to Neurodegeneration.
• Itemize ways to increase the Nrf2 pathway.
• Discuss glutathione and list specific methods to increase glutathione levels.
• List dangers found in regard to genetically modified foods.
• Compare and contrast normal mitochondrial structure and function with dysfunctional mitochondria with attention to free radical damage to my no conjugal proteins and mitochondrial DNA.
• Discuss the therapeutic role of essential fatty acids (EFA's), Acetyl-L-Carnitine, and coenzyme Q-10.
• List and discuss methods for laboratory evaluation of systemic inflammation.
• Itemize issues associated with the "leaky gut" syndrome, including aspects of inflammation, relation to diabetes, and Zonulin.

Hour 1

• Describe the most common laboratory procedures used to diagnose infections of the central nervous system, including lumbar puncture indications, contraindications and complications.
• Recite characteristics and components of normal cerebrospinal fluid.

Hour 2

• Define the acquired immunodeficiency syndrome and how it affects the nervous system.
• Discuss Lyme disease, its vectors of transmission, pathogenesis, clinical presentation, clinical diagnosis and therapeutic options.
• Compare and contrast stage I, stage II and stage III Lyme disease.

Hour 3

• Identify multiple types of infections capable of producing spinal meningitis and encephalitis.
• Compare and contrast bacterial meningitis from viral meningitis.
• Discuss serious nervous system toxins such as tetanus and botulism.