Australia Chiropractic Continuing Education

• 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.

Hour 4

• Discuss other nervous system infections including brucellosis, psittacosis, syphilis, tuberculosis, sarcoidosis, rickettsial, protozoan, viral and fungal infections of the nervous system.
• Recognize and act appropriately in cases of suspected Reye syndrome.
• Recite and perform appropriate universal precautions necessary to avoid the transmission of communicable diseases in the chiropractic practice.

• This allows you to purchase all 15 hours of 209 level courses. Please see the educational objectives listed for each individual 209 module