Pennsylvania Occupational Therapy Assistant Continuing Education

• Define abuse and neglect
• Differentiate the various forms of abuse
• Recognize who are mandatory reporters of abuse
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to child abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected abuse and neglect
• Cite resources for patient education
• Define Mandatory Reporter and Permissive Reporter
• Explain the term perpetrator as it pertains to child abuse
• Explain the reporting requirements of mandatory reporters
• Differentiate Child Protective Services from General Protective Services
• List the penalties for failure to report suspected child abuse by mandatory reporters

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

• Cite statistics on the scope of child abuse in Pennsylvania
• Define the term child
• Define the term perpetrator
• Differentiate the commission of abuse from failure to act
• Explain the religious exemption to neglect
• Describe the effects of domestic violence on children in the home
• Define human trafficking
• List the risk factors to children / adolescents becoming victims of human trafficking
• Compare and contrast Child Protective Services and General Protective Services
• List the responsibilities of the Child Protective Services agencies
• Explain the goals of General Protective Services
• Outline the investigative process that occurs once a report is filed
• Indicate the additional procedures involved when the alleged perpetrator is a school or child services employee
• Define mandatory reporter and permissive reporter
• Explain the reporting requirements of mandatory reporters
• Outline the process of making a report of suspected abuse – Childline
• Summarize the suspension of privileged communication and the exemptions
• Define Presumption of Good Faith
• Explain the granting of immunity to mandatory and permissive reporters
• List the penalties for failure to report suspected child abuse by mandatory reporters
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected abuse and neglect
• Cite resources for patient education

• Cite statistics on the scope of child abuse in Pennsylvania
• Define the term child
• Define the term perpetrator
• Differentiate the commission of abuse from failure to act
• Explain the religious exemption to neglect
• Describe the effects of domestic violence on children in the home
• Define human trafficking
• List the risk factors to children / adolescents becoming victims of human trafficking
• Compare and contrast Child Protective Services and General Protective Services
• List the responsibilities of the Child Protective Services agencies
• Explain the goals of General Protective Services
• Outline the investigative process that occurs once a report is filed
• Indicate the additional procedures involved when the alleged perpetrator is a school or child services employee
• Define mandatory reporter and permissive reporter
• Explain the reporting requirements of mandatory reporters
• Outline the process of making a report of suspected abuse – Childline
• Summarize the suspension of privileged communication and the exemptions
• Define Presumption of Good Faith
• Explain the granting of immunity to mandatory and permissive reporters
• List the penalties for failure to report suspected child abuse by mandatory reporters
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected abuse and neglect
• Explain the reasons victims do not report abuse
• Outline the psychological sequelae to abuse during childhood
• Recognize the DSM-5 criteria for psychiatric conditions associated with victims of abuse
• Cite resources for patient education

• Define abuse and neglect
• Differentiate the various forms of abuse and neglect
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to elder abuse and neglect
• Describe the concept of immunity and confidentiality as it relates to elder abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected elder abuse and neglect
• Cite resources for physician, caregiver and patient education

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

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

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

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

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

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

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

• Apply manual therapy interventions for people living with HIV disease
• List the applicability of soft tissue mobilization, muscle energy technique, and myofacial release in the treatment of patients with HIV disease
• Describe craniosacral therapy and lymphatic drainage techniques in the treatment of patients with HIV disease

• Identify aspects of macronutrient deficiency and progression to AIDS
• Describe pathophysiological malnutrition in HIV Disease
• Discuss micronutrient deficiency and progression to AIDS
• Identify nutritional therapies in the treatment of AIDS patients

• Discuss Neuromuscular Manifestations of HIV and Electroacupuncture
• Review the use of Acupuncture and Microcurrents in AIDS patients
• Discuss Effects of Massage Therapy on the HIV-Exposed Newborn and Adult
• Describe how Massage Therapy enhances immune function in adults

• Define HIV
• Outline HIV epidemiology and symptoms
• Discuss the effects of HIV on health and wellness
• Review current facts about the HIV and AIDS epidemic both in the U.S. and worldwide

• Discuss strategies for preventing HIV in the health care workplace
• Outline universal precautions and additional precautions to prevent transmission of HIV by blood
• Apply what to do when there has been a possible exposure to HIV infection

• Define and discuss confidentiality laws covering the medical records of HIV/AIDS patients
• Define and discuss behavioral interventions for HIV/AIDS patients
• Outline the screening of HIV-infected persons for HIV transmission risk

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

• Explain the difference between HIV infection and AIDS
• Outline the methods of transmission of HIV
• Explain why early treatment of HIV infection is advantageous
• Discuss the basic factors in treatment
• Assess the individual HIV-AIDS patient for nutritional needs
• Explain the basic nutritional guidelines for the HIV infected patient.
• Discuss the classification of nutrients and their sources
• List some tools that may be used to do a nutritional analysis.
• Recognize AIDS nutritional deficient syndromes and other co morbidities
• Suggest some food plans/food treatments for nutritional deficiencies caused by the HIV infection or other opportunistic infections.
• Discuss  the steps to good nutritional counseling
• Discuss some nutritional problems that may face the HIV patient and list some remedies for these issues.

• Identify the classification methods for the diagnosis of HIV infection
• Describe the methods of transmission of HIV
• Explain the global epidemiology of HIV
• Summarize the origin and evolution of SIV and HIV
• Outline the crossover of HIV to the human population

• Describe the principal HIV-associated neurological complications
• List the clinical features of HIV-associated dementia
• Summarize the diagnosis and treatment of HIV neuropathy
• Identify common cardiovascular complications in HIV patients
• Explain the etiology of HIV-associated cardiomyopathy and congestive heart failure

• Outline the general concepts of the immune response to viral infection
• Compare and contrast innate immunity versus acquired immunity
• Describe the role of the CD4 T lymphocyte response in HIV infection
• Explain why the immune response fails in HIV infection
• Discuss the potential for vaccines to HIV

• Summarize the biology and transmission of HIV/AIDS
• Describe the clinical and serological progression of HIV/AIDS
• Outline the diagnosis and follow up monitoring for HIV/AIDS
• Produce a synopsis of the medical management of HIV/AIDS
• Identify the 5 classes of HAART medications and their mechanism of action
• Recognize the interactions of vitamins and nutrients with the various classes of HIV medications
• Identify therapies to address constitutional symptoms, medication side effects, and symptoms of immunosuppression
• List homeopathic and botanicals that have demonstrated effectiveness in treating HIV

• Recognize the role of occupational therapy personnel in preventing accidents
• Identify recommendations for safety in the clinic
• Describe the purposes of special medical equipment
• Identify precautions that should be taken when treating clients who require special equipment
• Identify Standard Precautions for infection control and explain the importance of following them with all clients
• Describe proper techniques of hand-washing
• Recognize the importance for all health care workers to understand and follow standard procedures used in client care to prevent the transmission of infectious agents
• Identify proper procedures for handling client injuries
• Describe guidelines for handling various emergency situations

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

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

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

• Describe the 5 types of ethical principles typically applied in health-related studies
• Understand the major ethical issues involved in the application of assistive technologies
• Describe the ethical considerations involved in monitoring and surveillance
• Describe the ways that ATs affect social stigma for people with disabilities
• Discuss the tradeoffs between privacy and security
• Describe the ethical considerations associated with the development and application of ambient environments
• Understand professional ethics and standards of practice

• Describe the elements of the human/technology interface and its role within the assistive technology component of the Human Activity Assistive Technology mode
• Describe the characteristics of control interfaces
• Identify 3 technologies for direct selection
• Identify 3 technologies for indirect selection
• Discuss a framework for control interface assessment
• Describe context issues related to control interface use
• Describe 2 strategies for determining the effectiveness of control interfaces

• Describe the major approaches to sensory substitution for visual function, including the advantages and disadvantages of each
• Describe the major causes of vision loss that can be aided by assistive technologies
• Describe device use for reading and mobility by persons who have visual impairment
• Describe how computer outputs are adapted for individuals with visual limitations
• Describe the major approaches to creating visual access for mobile technologies
• Describe the major approaches to Internet access for persons with visual impairments
• Describe the contextual factors that affect assistive technologies for visual impairment
• Describe the major assessments of visual function that are relevant to assistive technology use

• Describe the major types of hearing loss and their cause
• Describe the types of hearing aids and their features
• List ways that people who are hard of hearing or deaf can use telephones
• Describe how common devices can be adapted for use by a person who is hard of hearing or deaf
• Discuss the major approaches used to support communication for individuals who are deaf and blind
• Describe how computer outputs are adapted for individuals with auditory limitations

• Describe the major issues facing people with disabilities who want to use mainstream technologies
• Describe the user interface for mainstream technologies
• Describe the major approaches to computer keyboard and mouse emulation
• Describe the major approaches for generating accessibility to tablet technologies
• Describe the major approaches for generating accessibility to smart phone technologies

• Discuss the concept of Gender as it relates to society, language and culture
• Identify Gender roles in Western Society
• Recognize innate gender traits in males and females
• Summarize socially imposed gender traits

• Identify aspects of male and female psychological development
• Relate basic concepts of Gender and Power
• List female and male leadership factors
• Discuss gender and the Doctor/Patient relationship
• Identify the ways which gender affects the Doctor/Patient relationship

• Describe what accounts for the differences, in practice style and patient care, between males and females healthcare providers
• Define differing sexualities in western culture
• Review sexuality as it relates to the Doctor/Patient relationship
• Identify misconceptions in personal definitions of male, female, power and sexuality
• Recognize when Power is misused and becomes a threat

• Define Touch as it relates to perception, gender and culture
• Discuss the giving up of power as it relates to patients and touch
• Recognize the perception, intention, and uses of touch
• Perform an analysis of individual conceptions of gender and sexuality

• Perform an exercise to identify personal concepts of touch
• Create practical applications for healthcare practitioners with regard to gender, touch, and sexuality
• Define sexual misconduct
• Recognize the difference between sexual misconduct and sexual harassment
• Critique different models of misconduct

• Describe how misconduct occurs
• Distinguish between different types of offenders
• Give examples of case studies in sexual misconduct
• Identify common fears and misconceptions of sexual misconduct
• Specify important concepts of treated a patient who has a history of abuse

• Define professional boundaries and relate the issue of consent
• Describe the three types of power, the three patterns of power, and how power is used
• Discuss the differences between adherence vs. compliance and transference vs. countertransference
• Identify anatomical risk levels for touch

• Develop safe touch guidelines
• Create a set of office based interventions and patient based interventions in the development of safe practice strategies
• Define educational interventions for safe practice strategies
• Define the basics of the supervision for a safe practice strategy

• Develop and outline for safe practice analysis
• Perform a risk factor analysis
• Execute a healthcare provider questionnaire
• Create a staff evaluation to implement at the office

• Develop and implement a buddy/supervisor evaluation of the healthcare provider and staff
• Develop and implement a patient evaluation of the healthcare provider and staff
• Create a system of analysis for the buddy/supervisor, healthcare provider, staff and patient evaluations

• Develop a plan for change based on the risk factor analysis (RFA) and practice evaluation questionnaires
• Identify areas of improvement for touch, consent, communication and respect
• Address concerns raised by staff and patients
• Discuss ways to defuse attraction

• Develop guidelines of dealing with a patient who is attracted to you
• Develop guidelines of dealing with feeling an attraction
• Discuss the six factors for a safe practice
• Describe the new partnership between healthcare providers and patients

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• 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.

• Explain the meaning of diversity and compare 3 related terms
• Explore and explain 3 personal experiences, beliefs, values, and attitudes regarding diversity
• Discuss the need to accept the uniqueness of each individual and the importance of being sensitive to issues of diversity in the practice of OT with elders
• Outline 3 strategies to facilitate interaction with elders of diverse backgrounds

• Discuss steps for ethical consideration
• Become familiar with the language of ethics
• Re???ne and explain personal and professional ethical commitments

• De???ne the role of the certi???ed COTA in family and caregiver training
• Understand role changes within family systems at the onset of debilitating conditions in elders
• Discuss communication strategies that maximize comprehension during elder, family, and caregiver education
• Identify stressors that affect quality of care, ability to cope, and emotional responses in the elder-caregiver relationship
• Identify techniques to minimize caregiver stress
• Define and identify signs of elder abuse and neglect, and discuss reporting requirements

• Discuss the ways that values can in???uence attitudes about elder sexuality
• Identify primary myths about elder sexuality
• Discuss how elder homosexuals have been ignored by society
• Describe normal, age-related, sexual, physiological changes
• Describe sexually transmitted diseases and the elder population
• Discuss the treatment team members ’ roles in addressing elders ’ sexual concerns
• Discuss the ways elders ’ sexuality is commonly dealt with in nursing facilities
• List the components of the permission, limited information, speci???c suggestions, and intensive therapy model (PLISSIT), and discuss ways that the COTA can apply this model
• Identify strategies for elder sexual education
• List intervention and safety sides for addressing sexual concerns of elders who experience strokes, heart disease, and arthritis
• Increase personal comfort to discuss elder sexual concerns

• Identify factors that predispose elders to adverse drug events, and discuss strategies to detect medication problems
• De???ne polypharmacy and identify recommended interventions to diminish drug-related problems of polypharmacy in elders
• Identify classes of medications commonly associated with adverse drug reactions in elders
• Identify and describe skills needed for safe self-medication
• Apply the OT Practice Framework: Domain and Process, second edition, to analyze self-medication for individuals with various conditions
• Explain the ways that adaptive devices compensate for skills needed for safe self-medication
• Describe elder and caregiver education needs regarding self-medication

• Discuss the Omnibus Budget Reconciliation Act regulations pertaining to the use of physical restraints
• Describe the steps in the establishment of a restraint reduction program
• Describe the role of the certi???ed OTA in restraint reduction
• Outline the basic steps in evaluating the ???t of a wheelchair
• Describe the major precautions to consider when elders should use wheelchairs
• Describe essential considerations when evaluating and ???tting a bariatric person with a wheelchair
• Identify three reasons that elder adults are at a greater risk for falls than the general population
• Identify environmental, biological, psychosocial, and functional causes of falls
• Describe key considerations during the evaluation process for elder adults at risk for falls
• Describe recommended and evidence-based interventions to prevent falls
• Discuss potential desired outcomes of fall prevention interventions
• Discuss ways elders may gain access to public transportation
• Describe ways elders may become safer pedestrians
• Describe a driving evaluation, and identify criteria for this assessment
• Describe visual and physical changes in elders that may affect their ability to drive

• Describe typical physiological changes affecting vision that occur with aging
• Name and describe the major ocular diseases affecting vision in elders
• Describe common vision de???cits resulting from neurological insults in elders
• Describe psychosocial implications of vision impairments in elders, possible effects on rehabilitation, and on functional outcomes
• Describe the use of the OT Practice Framework's  dynamic, interactive process of evaluation, intervention, and outcomes to address functional de???cits in elder clients resulting from visual impairment
• Identify general principles to enhance vision
• Identify environmental or contextual considerations and interventions to increase independence and safety in elders with low vision 
• Identify general principles in intervention of visual dysfunction after brain insult
• Identify team members and community resources that registered OTR's and COTA's may collaborate with to improve functional outcomes in elders with low vision

• Describe sensorineural and conductive hearing losses
• Describe ways that slow, progressive changes in the auditory system interfere with occupations that require communication
• List environmental modi???cations that reduce background noise in homes and institutions
• Describe possible safety recommendations for home and institutional environments where hearing-impaired elders reside
• Describe the effect of age-related hearing loss on socialization, communication, and travel and its possible contribution to feelings of isolation for hearing-impaired elders
• List suggestions for improving communication with hearing-impaired elders
• Describe possible behaviors that may indicate hearing impairment

• Determine the prevalence and cost associated with incontinence
• Indicate common causes of incontinence
• Review the normal anatomy and physiology of urination and defecation
• Identify the different types of urinary and fecal incontinence
• Explain the effect of the Omnibus Budget Reconciliation Act in dealing with the problem of incontinence in nursing homes
• Specify the role of each team member, emphasizing the importance of an interdisciplinary approach
• Identify the COTA's role in the management of incontinence
• List suggestions for the management of incontinence

• Discuss the increased incidence of swallowing, eating, and nutritional problems occurring with elders
• Identify the basic anatomical structures related to swallowing and the swallow sequence
• Relate the physiological changes and the onset of increased age-related medical conditions with the increased incidence of swallowing problems
• Identify intervention strategies and precautions for improving oral intake and nutrition
• Discuss the roles of the team members and the importance of teamwork in addressing swallowing and nutritional concerns
• Relate ideas for managing different types of feeding problems
• Discuss the psychological and ethical concerns that are present when swallowing problems develop

• Discuss cerebrovascular accidents by describing the major features of strokes affecting the main arteries of the brain
• Discuss at least 3 considerations in the OT evaluation of elders who have had a stroke
• Describe the sequence of facilitating midline alignment while elders are supine, sitting, and standing, and explain the steps to follow when transferring elders from a supine position to the edge of the bed or from a sitting to a standing position
• Explain precautions for handling an elder's hemiplegic upper extremity

• Describe person-centered care and personhood
• Gain awareness and sensitivity to the cognitive, physical, and psychosocial needs of elders with AD
• Describe occupation-focused care and list 5 suggestions to promote wellness through task simpli???cation and modi???cation
• Identify caregiving techniques, approaches, and interventions that can be used to help empower elders who have AD to participate in daily living tasks
• Suggest 3 appropriate communication responses to elders with AD
• Problem solve antecedents and list 3 approaches to refocus unwanted behavioral responses

• Understand the prevalence of mental illness among elders
• Discuss trends in approaches to support well-being, and circumvent the in???uences of diseases of meaning in daily life
• Become acquainted with psychiatric diagnoses common among institutionalized and community dwelling elders
• Describe the importance of considering both mental health and medical conditions when working with elders
• Identify assessments commonly used by OT practitioners with elders who have mental illness
• Describe intervention approaches commonly used with elders who have mental illness

• Identify 3 causes of fractures in the elder population
• Identify terminology related to fractures and their management
• Describe 3 precautions required after a hip pinning and implications of such a procedure relative to occupational performance
• Describe the precautions required after a total hip replacement and the implications of such a procedure relative to occupational performance
• Identify adaptive equipment and modi???ed methods of performance that bene???t elders with hip fractures
• Identify the signs and symptoms of osteoarthritis, rheumatoid arthritis, and gout
• Describe the effects of osteoarthritis, rheumatoid arthritis, and gout on occupational performance
• Explain the principles of joint protection, work simpli???cation, and energy conservation

• Identify the signs and symptoms of cardiac dysfunction
• Describe the phases of cardiac rehabilitation
• Recognize the role of occupational therapy in cardiac rehabilitation
• Describe assessments, intervention techniques, and precautions used with elders who have cardiac conditions
• Describe intervention approaches for elders with cardiac conditions in various treatment settings

• De???ne chronic obstructive pulmonary disease
• Identify common symptoms of chronic obstructive pulmonary disease
• Identify the psychosocial effect of chronic obstructive pulmonary disease on elders
• List conditions that affect the sexual functioning of elders with chronic obstructive pulmonary disease
• Describe assessment and intervention for elders with chronic obstructive pulmonary disease

• Identify 4 common oncological diagnoses associated with aging
• Discuss cancer treatment provided to elders with cancer and the associated side effects
• Describe the role of OT with the elder cancer patient, and list 3 different approaches that might be used with them
• Identify 3common complications that elders receiving cancer treatment often face, and discuss the impact of these on the OT intervention process
• Describe modi???ed approaches to daily occupations that might be used by the COTA when working with an elder who has cancer

• 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

• Provide a brief overview of health care reform and its impact on physical therapy and third-party payers in context of reform environment
• Describe Medicare settings that outpatient services are provided in, as well as the characteristic policies and key compliance elements required by Medicare and other third-party payers
• Outline Medicare guidelines for documenting skilled therapy services
• List the components of documentation for Medicare, including initial evaluations including plan of care, progress notes, session notes, reevaluations, and discharge summaries
• Understand basics of functional limitation reporting, physician quality reporting system and diagnosis coding and CPT coding for billing and payment purposes
• Summarize guidelines for CPT coding that may facilitate payment for services and minimize payment delays and denials

• Differentiate between goals and outcomes
• Describe the important aspects of writing goals at the participation, activity, and impairment levels
• Distinguish between short-term and long-term goals
• Describe the essential components of a well-written functional goal Identify poorly written goals and make modifications to goals
• Appropriately document participation and activity goals for a written report

• Identify and describe the components of documentation of the plan of care
• Appropriately document a plan of care as part of an initial evaluation
• Discuss the importance of documenting informed consent

• Describe the laws governing documentation in early intervention and school-based settings in the United States
• Identify commonly used standardized assessments in early intervention and school-based settings
• Document components of early intervention evaluations and session notes, which are family-centered, child-specific, routines-based, and aligned with the natural environment
• Document components of school-based evaluations and session notes, which are child-centered and specific to the school setting
• Create goals for a pediatric client based on best practice standards, including making goals child-centered, context-specific and addressing specific tasks or functional activities

• Describe conceptual framework models that driver rehab specialists use.
• Explain the importance of the International Classification of Functioning, Disability, and Health on driver rehab.
• Describe how technological changes shaped transportation.
• Explore how the automobile has become a predominant form of transportation.
• Discuss why older drivers may not want to stop driving.
• Describe community mobility services.

• Discuss who can benefit from the Adapted Driving Decision Guide
• Recognize the role the clinical evaluation plays in helping to determine a client's readiness to drive
• Describe the risk factors that contribute to driving cessation
• Outline the range of assessment tests to administer during the clinical evaluation
• Explore the role of the driver rehabilitation specialist in assessing drivers with hearing and visual impairments
• Name and describe the six conceptual domains of cognitive functioning
• Identify factors that are useful for predicting accidents.
• Explain why DRS should be familiar with drug categories
• Describe the different classifications of drugs
• Discuss the impact that wheeled mobility and seating evals have on driving
• Compare and contrast the benefits and limitations of driver simulations
• Identify factors contributing to simulator sickness and how to minimize the effects.

• Describe the steps involved for on-road eval and training.
• Increase awareness of issues or potential problems with vehicles in order to help clients select appropriate adaptive equipment and vehicles.
• Recognize what to ask clients when meeting with them for the first time.
• Outline 3 of the broader issues surrounding driving evaluation to adopt a client-centered approach.
• List 5 general principles that should inform on-road evaluations.
• Know which strategies are appropriate in different situations.
• Describe the factors that are required for effective implementation of a driver rehabilitation and training program.

• Outline and define the four basic parts of the eval report.
• List the five steps in interpreting eval results.
• Identify sources of funding for equipment and services.
• Discuss the restrictions of each type of funding.
• Recognize advantages/disadvantages of insurance reimbursement.
• Explain the importance of documentation.

• Explain the universal design principles and application to vehicle design process.
• Identify design considerations for disabled and elderly.
• Identify three principles for voluntary equipment standards.
• Describe principles of occupant protection.
• Explain the importance of intelligent transport systems.
• Discuss the importance of efficient user interface design.
• Compare and contrast a range of vehicles to which adaptations could be made.
• Explain what types of adaptations can be made to enhance motor vehicle usability.
• Compare and contrast behavioral models for understanding the process of driving cessation.
• Recognize options specific to the client's community mobility needs.

• Identify key aspects of a business plan.
• Describe several program delivery models.
• Discuss the importance of proper staffing.
• Identify program implementation steps.
• Explore liability considerations.

• Describe the basis of the American legal system
• Compare and contrast constitutional, statutory, common and administrative law
• List the differences between criminal and civil law
• Explain the civil litigation explosion
• Summarize tort reform

• Differentiate morals and ethics
• Explain the purpose of professional codes of ethics
• Compare and contrast legal and professional health care ethics
• Define situational ethics
• Identify the four principles of biomedical ethics

• List the external and internal factors affecting the exposure to malpractice liability
• Describe the legal basis for imposing malpractice liability of a patient injury
• Define the concept of abandonment
• Outline the four elements needed to prove malpractice
• Compare and contrast ordinary negligence versus professional negligence
• Explain vicarious liability
• Summarize defenses to malpractice actions
• Describe the importance of patient care documentation

• Describe the concept of intentional torts
• Differentiate assault and battery
• Define defamation, slander and libel
• Summarize the mandatory reporting requirements for health care professionals
• Outline the four principle forms of invasion of privacy
• Classify the types of criminal activity 
• Describe the steps in a criminal prosecution
• Explain the classifications of homicide

• Differentiate employment at will versus employment under contract
• Summarize the history of federal regulation of labor – management relations
• Describe the five major sections of the Americans with Disabilities Act of 1990
• Recognize sexual harassment in the workplace
• Define “ordinary reasonable person” as it pertains to sexual harassment
• Differentiate the vicarious liability of an employer relative to employees and independent contractors
• Explain the considerations in writing a letter of recommendation
• Outline the requirements for an enforceable restrictive covenant

• Summarize the antitrust laws
• Discuss the importance of the attorney – heath care professional client relationship
• Define the elements of a binding contract
• Explain breach of contract and possible contractual remedies
• Describe the various forms of business organization
• Outline the good Samaritan laws
• Recognize the requirements for HIPAA compliance
• Assess the necessity and limitations of professional liability insurance

• Summarize the major federal statutes regulating education
• Discuss federal education law derived from constitutional protections
• Outline a risk management strategy for academic discipline in health professional educational programs
• Assess liability for student conduct in the clinical setting
• Outline procedures to minimize liability when incorporating students in the clinical setting

• Explain patient informed consent to intervention
• List the requirements of sufficient informed consent
• Describe pertinent considerations in life and death decision making including euthanasia
• Recognize issues of nondiscrimination against participants in health care delivery
• Explain pro bono health care services
• Outline professional practice issues of financial responsibility and gifts
• Summarize the ethical issues of impaired providers and intra and inter-professional relations
• Define the ethical issues in research and the informed consent process

• Define morality and ethics and distinguish between the two
• Describe three moralities that health professionals must integrate into their own moral life
• Identify some major sources of moral beliefs in Western societies
• Distinguish between an ethical issue and ethical problem
• List three ways that ethics is useful in everyday professional practice
• Describe what material cooperation entails
• Identify some mechanisms available to protect the personal moral convictions of health professionals

• Identify the goal of professional ethics activity.
• Describe the basic idea of a caring response and some ways this response in a professional relationship is distinguished from expressions of care in other types of relationships.
• Identify three component parts of any ethical problem.
• Describe what an agent is and, more importantly, what it is to be a moral agent.
• Name the three prototypical ethical problems.
• Describe the role of emotions in ethical distress.
• Distinguish between two varieties of ethical distress.
• Compare the fundamental difference between ethical distress and an ethical dilemma.
• Define ethical paternalism or parentalism.
• Describe a type of ethical dilemma that challenges a professionals desire (and duty) to treat everyone fairly and equitably.
• Identify the fundamental difference between distress or dilemma problems and locus of authority problems.
• Identify four criteria that will assist you in deciding who should assume authority for a specific ethical decision to achieve a caring response.
• Become familiar with AOTA and APTA Code of Ethics
• Become familiar with the Guide to Professional Conduct for PT
• Indiana PTs - become familiar with the IN PT Rules and Practice Act
• Texas PTs - become familiar with the TX PT Rules and Practice Act
• Utah PTs - become familiar with the UT PT Rules and Practice Act

• Identify six steps in the analysis of ethical problems encountered in everyday professional life and how each plays a part in arriving at a caring response.
• Describe the central role of narrative and virtue theories in gathering relevant information for a caring response.
• List four areas of inquiry that will be useful when gathering relevant information to make sure you have the story straight.
• Describe the role of conduct-related ethical theories and approaches in arriving at a caring response.
• Describe why imagination is an essential aspect of seeking out the practical alternatives in an ethically challenging situation.
• Discuss how courage assists you in a caring response.
• Identify two benefits of taking time to reflect on and evaluate the action afterward.
• Become familiar with AOTA and APTA Code of Ethics
• Become familiar with the Guide to Professional Conduct for PT's

• Define the terms confidential information and confidentiality.
• Identify the relationship of a patient's legal right to privacy with his reasonable expectations regarding confidential information.
• Describe how the telling and keeping of secrets is relevant to understanding the importance of confidentiality.
• Discuss the ethical norms involved in keeping and breaking professional confidences.
• Name five general legal exceptions to the professional standard of practice that confidences should not be broken.
• Consider practical options that a professional can take when faced with the possibility of breaking a confidence.
• Discuss some important aspects of documentation that affect confidentiality.
• Compare ethical issues of confidentiality traditionally conceived with those that have arisen because of computerized medical records and patient care information systems.
• Describe the key ethical strengths and challenges of the recent U.S. federal regulations related to privacy considerations (Health Insurance Portability and Accountability Act of 1996).
• Become familiar with AOTA and APTA Code of Ethics
• Review and become familiar with the TX PT Rules
• Read case scenarios illustrating ethical decision making

• Describe three basic legal concepts that led to the doctrine of informed consent.
• Describe three approaches to determining the disclosure standard for judging that a patient or client has been informed.
• Discuss three major aspects of the process of obtaining informed consent.
• Distinguish "general consent" from "special consent" documents.
• Differentiate between the never-competent and once-competent patient or client and the challenges posed by each in regard to informed consent.
• Compare informed consent as it is used in health care practice and in human studies research.
• Describe some considerations one must always take into account to be sure one is being culturally competent and honoring cultural difference when informed consent is the standard.

• Give 1 definition of ethics as it is related to the field of OT.
• Define the difference between an ethical dilemma and ethical distress.
• When presented with or confronted with a specific ethical problem, identify the ethical principle that must be considered in practice and that relate to AOTA and/of NBCOT Principles of Ethics.
• List and explain at 4 professional behaviors that reflect the issues that members of AOTA frequently raise.
• Following the process of ethical decision making, determine how to handle a particular situation with consideration of the principles of the Code of Ethics.
• Become familiar with the general rules governing the practice of OT

• Define 5 factors that influence feeding, eating, and mealtime occupations.
• Outline the sequence of typical feeding and self-feeding skills.
• Describe how feeding contributes to and reflects the parent-child relationship.
• Analyze how a disability can interfere with feeding interactions.
• Explain the evaluation of and intervention for oral sensory and motor impairments as they affect feeding skills of children.
• Define and describe swallowing disorders and intervention for swallowing problems.

• Review different bodywork approaches in the treatment of fibromyalgia
• Compare and contrast 3 patterns of dysfunction seen in patients with fibromyalgia
• Examine the soft tissue stress response sequence
• Differentiate responses between postural and phasic muscles
• Discuss important tests involved in the assessment and treatment of patients with fibromyalgia
• Examine the neuromuscular technique
• Describe 3 Muscle Energy Techniques
• Analyze positional release variations and rules of treatment
• Become familiar with respiratory function assessments and responses
• Outline a summary of soft tissue approaches to treat fibromyalgia

• Discuss the treatment of fibromyalgia and myofascial pain syndrome
• Become familiar with differential diagnosis for fibromyalgia
• Outline and describe the epidemiology and clinical presentation of fibromyalgia
• Describe the pharmacological management of fibromyalgia
• Describe 5 functional outcomes in chronic muscle pain

• Examine the impact of sexual boundaries on the health care relationship
• Recognize the most common misconceptions about sexual boundaries
• Distinguish between sexual misconduct and sexual harassment
• Demonstrate the need for providing safety for patients
• Identify the inherent dangers of being in a power position

• Define sex abuse
• Identify the characteristics of an abused individual
• Appraise the effects of abuse on the health care relationship
• Create an individualized Patient Protection Protocol
• Develop office procedures and policies that will create a safe and comfortable environment for all patients

• Outline the pattern of drug use in older adults
• List 5 common adverse drug reactions in older adults
• Define and differentiate drug classes commonly used in older adults and their impact on therapy
• Become familiar with drugs used for treatment of pain, cardiac conditions, respiratory and gastrointestinal drugs
• Outline strategies for coordinating therapy with drug treatment

• Outline and describe the role of physical activity for older adults
• Outline the physical stress theory
• Outline and define 5 elements of an exercise prescription
• Become familiar with 5 types of exercises for older adults including aquatics, Tai Chi, stretching, strengthening and plyometrics

• Analyze 3 reasons for the importance of the chart review in the evaluation of the acute and medically complex patient
• List 5 causes and clinical signs of electrolyte abnormality
• Review and describe 5 causes and signs of acid-base imbalances
• Outline the process of completing a systems review of the patient
• Become familiar with signs and symptoms of nutrional deficiency
• Outline signs associated with coronary artery disease and heart failure
• Outline signs associated with sepsis, vertigo, dehydration and metabolic syndrome

• Define 3 factors that influence aerobic capacity in older adults
• Describe the physiology of aerobic capacity and exercise
• List tests and measures to assess aerobic capacity and endurance
• Describe commonly used scales including angina, dyspnea, claudication and perceived exertion scales
• Review and outline 3 methods for evaluation, diagnosis and prognosis of older adults with aerobic impairment
• List and describe 5 interventions used with older adults with aerobic impairment

• Outline changes in muscle structure and function associated with aging
• Outline changes in metabolic function associated with aging
• Become familiar with evidence-supported suggestions for resistance training
• Describe adaptations in muscle power, strength, size and composition with resistance exercise
• Discuss nutritional intake as a countermeasure for sarcopenia

• Define and differentiate common motor control impairments including paresis, abnormal tone, fractionated movement deficits, ataxia, hypokinesia, somatosensory loss, and perceptual deficits
• Outline and explain at least 5 tests to assess motor control impairment
• Become familiar with diagnosis and prognosis of motor control impairments
• Compare and contrast 3 movement system diagnostic categories for motor control impairments
• Discuss current evidence underlying impaired motor control interventions

• Differentiate normal and abnormal postures
• List and define 5 age-related changes that influence spinal alignment
• Explain common spinal conditions such as osteoporosis, spinal osteoarthritis and spinal stenosis
• Outline and describe the role of therapy in managing patients with postural dysfunctions
• Become familiar with evaluation, diagnosis, prognosis and developing plan of care with patients with postural dysfunction
• Examine external supports used with patients with postural dysfunction

• Explain characteristics of gait and changes that occur with aging
• Outline and define pathologic gait changes
• Define speed, distance and general requirements for functional ambulation
• Outline components involved with examining and evaluating gait
• Become familiar with interventions and develop plan of care for patients with gait changes

• Outline and describe the seriousness of the problem of falling
• List 5 risk factors for falling
• Outline the balance and postural control centers of the body
• Examine 5 evaluation techniques for assessing balance and risk of falls
• Outline 3 tests and measures for balance and falls
• Describe the importance of neuromuscular testing in balance and falls
• Define and differentiate 5 functional balance measures
• Become familiar with balance training and exercise interventions

• Explain the mechanism of continence
• Outline the pathophysiology of incontinence
• List 3 risk factors for urinary incontinence
• Become familiar with 3 interventions for incontinence including pelvic floor muscle exercises, biofeedback, electrical stimulation, behavioral interventions, weight loss, fluid management, pharmacologic interventions and more
• Describe the physical exam in regards to incontinence
• Become familiar with 5 outcome measures for urinary incontinence

• Become familiar with the prevalence, challenges and costs of pain management in older adults
• Describe the biophysical model of persistent pain
• List age-related changes associated with pain
• Outline methods of examination and evaluation of the patient with pain
• Outline a plan of care and list 5 interventions for patients with pain
• Review case studies that highlight clinical management of pain

• Summarize the importance of wellness for the aging adult
• Identify and describe 3 domains of wellness
• Outline methods of screening for physical activity and wellness programs
• Review baseline measure for physical activity and exercise focused wellness programs
• List the importance of strength training and aerobic training and the enhancement of mobility

• Define and describe the concept of a "good death"
• Outline and describe the physiological process of dying
• Examine 3 progressive changes that occur in the final months or terminal phase
• List 5 physiologic signs of approaching death
• List 5 psychosocial and spiritual signs, symptoms and interventions for the actively dying
• Become familiar with hospice and palliative care
• Review models of physical therapy practice in hospice and palliative care

• Define and differentiate static vs dynamic balance
• Outline and describe the role of balance in ADL’s
• Define and differentiate intrinsic vs. extrinsic risk factors for falls and provide 3 examples of each
• List and describe 3 different evidence-based fall prevention programs recommended for patients, including; AMOB, Tai Ji Juan, Otago
• Describe the role of clinicians in fall prevention strategies

• Describe the evidence for Pilates based exercise to enhance balance for seniors 
• Name the global/local core stabilizers and their function 
• Describe 2 Pilates based seated exercises and their goals 
• Describe 2 Pilates based standing exercises and their goals 
• Name 3 Pilates principles Describe the 3 systems integral to balance

• Breakdown the biomechanical processes of spinal degeneration
• Explain the biochemical processes that occur in the geriatric population in 
• Differentiate between various diagnosis of structural and chemical conditions seen in geriatric patients
• Analyze the radiological findings and how they influence clinical decisions
• Explain Syndrome X and how it affects physiology
• Differentiate trauma and its late effects on the body

• List 3 changes in the vascular structure that occur with age
• Discuss the endothelial function in aging
• Outline 5 effects of aging on the structure of the heart
• Describe the response of the aging heart on exercise
• Describe and analyze myocardial function in the aging heart at rest

• Outline 3 functions of the musculoskeletal system
• List 5 changes that occur with aging in articular cartilage
• List 5 changes that occur with aging in the skeleton including structural and metabolic changes
• List 3 changes that occur with aging in soft tissue
• Examine and list 5 consequences of bone and joint aging

• Describe attention and processing speed as it relates to aging
• Describe age-related changes that occur in short term and long term memory
• Become familiar with 1 method for evaluating executive functions
• List lifestyle factors associated with aging and describe how they may be affected
• Compare and describe how social activities and health factors are effected by cognitive aging

• Describe the clinical manifestations of CAD
• Outline and describe 5 techniques for diagnosis CAD
• List 5 risk factors for CAD
• Outline the protocol for therapy for stable angina
• Become familiar with acute coronary syndromes

• Become familiar with the epidemiology of hypertension
• Describe the pathogenesis associated with hypertension
• List 5 risk factors for hypertension
• Outline 5 complications of hypertension
• Describe the management and treatment of hypertension

• Become familiar with the incidence and epidemiology of COPD in the elderly
• Describe the pathogenesis of COPD
• Become familiar with medications used to treat asthma
• Outline management techniques for the treatment of asthma
• Examine and compare differential diagnosis of asthma and COPD

• Review and define definitions of dementia
• List 3 risk factors for dementia
• Become familiar with other disorders associated with dementia
• Describe clinical features in differential diagnosis of dementia
• Identify 3 key points of dementia

• 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

• Describe the pathology and mechanisms of Alzheimer's
• Describe the genetics of Alzheimer's
• Outline clinical criteria for the diagnosis of Alzheimer's
• Describe components of a clinical evaluation for Alzheimer's
• Review treatment for Alzheimer's
• List behavioral symptoms in Alzheimer's

• Outline and describe the classification of movement disorders
• List and describe the clinical features of Parkinson's Disease
• List 10 causes of Parkinson's Disease
• Describe the neuropathology of Parkinson's Disease
• List 5 drugs used to treat motor impairments in Parkinson's Disease
• Become familiar with hyperkinetic movement disorders

• Outline and describe the classification of movement disorders
• List and describe the clinical features of Parkinson's Disease
• List 10 causes of Parkinson's Disease
• Describe the neuropathology of Parkinson's Disease
• List 5 drugs used to treat motor impairments in Parkinson's Disease
• Become familiar with hyperkinetic movement disorders
• Outline  features of neuromuscular disorders according to location
• Outline  features of peripheral neuropathies including diabetic neuropathy
• Become familiar with neurogenic claudication and spinal stenosis
• Describe inflammatory myopathy
• Review and differentiate endocrine and metabolic myopathies

• Outline  features of neuromuscular disorders according to location
• Outline  features of peripheral neuropathies including diabetic neuropathy
• Become familiar with neurogenic claudication and spinal stenosis
• Describe inflammatory myopathy
• Review and differentiate endocrine and metabolic myopathies

• This contains all courses with the educational objectives listed from Geriatrics 237 through Geriatrics 240

• Become familiar with imaging techniques of the DRUJ
• Describe radiography for the DRUJ
• Describe scintigraphy for the DRUJ
• Compare and contrast CT scan and MRI of the DRUJ
• Outline procedures for postoperative imaging of the DRUJ

• Become familiar with arthroscopic and open repair techniques of the TFCC
• Describe the diagnosis of a TFCC injury
• Outline the classification of a TFCC injury
• Outline and describe examination techniques for a TFCC injury
• List treatment techniques for a TFCC injury
• Become familiar with the technique for arthroscopic debridement
• Outline the technique of an arthroscopic TFCC repair
• Outline the technique of an open TFCC repair

• Become familiar with ulnar impaction syndrome
• Describe the biomechanics of the ulnar side of the wrist
• Describe the examination and diagnosis of ulnar impaction syndrome
• Outline treatment techniques for ulnar impaction syndrome
• Describe the procedure for an ulnar-shortening osteotomy
• Outline the Wafer procedure for the treatment of ulnar impaction syndrome

• Describe the historical perspective on the etiology of RA
• Recite evidence of RA in literature and art
• Describe paleopathological evidence of RA
• Become familiar with contemporary research of RA
• Outline current hypotheses of RA

• Become familiar with advances in the medical treatment of RA
• Describe  articular and systemic effects of RA
• List 3 cardiovascular, bone and airway manifestations of RA
• Outline pharmaceutical options for the treatment of RA
• List 5 complications of medical treatment of RA
• Describe perioperative management of RA

• Outline controversies in the surgical treatment of RA
• Define the principles of surgical intervention of RA
• List 3 essential concepts in the surgical treatment of RA
• Describe 3 situations that are an indication for immediate surgery in the treatment of RA
• Become familiar with orthopedic procedures in the treatment of RA
• Describe the efficacy and indication of surgical treatment for RA including synovectomies, tenosynovectomies, wrist procedures, arthroplasties and procedures on IP joints

• Review normal elbow anatomy
• Describe pathophysiology of the rheumatoid elbow
• Discuss the clinical presentation of the rheumatoid elbow
• Outline management techniques including intraarticular injection, synovectomy, radial head excision
• Describe the role of arthroscopy in the treatment of the rheumatiod elbow
• Describe total arthroplasty in the treatment of the rheumatoid elbow
• Review 5 case studies highlighting the management of the rheumatoid elbow