Idaho Physical Therapist Continuing Education

• List and describe each Medicare required document, content requirements and timing rules
• Summarize and explain Medicare’s documentation requirements and how to comply with those requirements to improve patient care
• Examine and review how Medicare reviews PT and OT documentation
• Describe how to demonstrate and document medical necessity in order to treat patients and prepare for a potential appeal

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

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

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

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

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

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

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

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

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

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

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

Hour 1 and 2

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

Hour 3

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

Hour 4

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

• Develop an appreciation of the impact of culture group, minority group and racial group on the health care relationship
• Increase sensitivity, knowledge and skills to promote effective intercultural interactions
• Identify the professional's own cultural identity/judgments /biases and their impact on their behavior and how they are perceived by clients and patients
• Recognize cultural variables that appear in verbal and non-verbal communication
• Examine the influence of culture in our patient population
• Differentiate the provider's culture

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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