Course Descriptions

Manual Therapy 1: The Past, Present, and Future of OMPT (12 credit hours)

This course exposes the fellow to the rich history of manual therapy – including influential periods that have defined manual therapy practice.  Additionally, associations that support manual therapy practice in physical therapy will be investigated.  Scope of practice information will be attended to and include national and state related topics.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Describe the history of manual physical therapy – including the influential leaders that helped shape modern day manual therapy
2. Investigate the scope of practice for representative states and determine areas of conflict
3. Discuss the threats and opportunities of manual physical therapy
4. Define the role as a fellow in training and a future fellowship-trained PT

Cervicothoracic OMPT Management (34 credit hours)

This course explores the evidence related to examination, evaluation, and intervention for disorders of the lumbopelvic region within an OMPT clinical reasoning framework. In addition to his/her own learning, another role of the fellow is to assist the lead faculty in online and on-site instruction of orthopaedic residents as a component of the concurrent Instructional Methods course. The fellow will be responsible for all course materials presented to orthopaedic residents, but course requirements will differ for the fellow vs what is required of the resident, and some reading assignments will be unique to and tailored to the fellows. Fellows will be required to complete various assignments as outlined in the syllabus – including written case discussions and video demonstration of various examination and intervention techniques.  Fellows will attend the associated weekend labs, where they will utilize the opportunity to refine/practice manual techniques with other fellows and faculty and complete the required technique examinations. In addition, fellows will serve as teaching assistants, and a 5-to-10-minute original presentation will be developed and presented at the associated lab as a component of the concurrent Instructional Methods course.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Effectively facilitate a collaborative online learning approach to facilitate learners’ understanding of management of cervicothoracic disorders
2. Effectively facilitate learning in onsite labs via class assistance, topic presentation, and technique instruction
3. Describe the medical screening procedures associated with the cranial and cervicothoracic region – recognizing the differential features of a medical condition requiring referral versus a musculoskeletal condition that can be managed in an outpatient physical therapy setting
4. Apply evidence-based principles for the diagnosis of cervicothoracic conditions
5. Appraise the literature regarding evidence for manual therapy, exercise, and other interventions directed to the cervicothoracic region
6. Detect which patients are best suited for manual interventions of the cervicothoracic region as well as incorporating a regional interdependence model for those with upper extremity complaints
7. Demonstrate a basic understanding of the hypothetico-deductive reasoning process for diagnosis combined with that of the patient response model to assessment and treatment
8. Demonstrate mastery of manual therapy interventions for the cervicothoracic region

Manual Therapy 2: OMPT Advanced Clinical Reasoning (36 credit hours)

This course expands on Manual Therapy 1, taking a more specific direction toward clinical reasoning framework and development.  The Maitland concept, integrating all elements of the DASP, is utilized to build a foundation that is consistent among all fellows in training.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Describe the hypothesis-based clinical reasoning model
2. Compare and contrast different clinical reasoning models and be able to compile a list of strengths and weaknesses for each approach
3. Describe the rationale for the use of a pain diagram to facilitate the initial hypotheses
4. Self-analyze interviewing and listening skills through the use of video recorded case presentations
5. Integrate the Maitland concept of examination, assessment, clinical reasoning, and treatment selection and progression into patient care

Upper Quarter OMPT Management (34 credit hours)

This course explores the evidence related to examination, evaluation, and intervention for disorders of the upper quarter within an OMPT clinical reasoning framework. In addition to his/her own learning, another role of the fellow is to assist the lead faculty in online and on-site instruction of orthopaedic residents as a component of the concurrent Instructional Methods course. The fellow will be responsible for all course materials presented to orthopaedic residents, but course requirements will differ for the fellow vs what is required of the resident, and some reading assignments will be unique to and tailored to the fellows. Fellows will be required to complete various assignments as outlined in the syllabus – including written case discussions and video demonstration of various examination and intervention techniques.  Fellows will attend the associated weekend labs, where they will utilize the opportunity to refine/practice manual techniques with other fellows and faculty and complete the required technique examinations. In addition, fellows will serve as teaching assistants, and a 5-to-10-minute original presentation will be developed and presented at the associated lab as a component of the concurrent Instructional Methods course.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Effectively facilitate a collaborative online learning approach to facilitate learners’ understanding of management of upper extremity disorders
2. Effectively facilitate learning in onsite labs via class assistance, topic presentation, and technique instruction
3. Describe the medical screening procedures associated with upper extremity dysfunction – recognizing the differential features of a medical condition requiring referral versus a musculoskeletal condition that can be managed in an outpatient physical therapy setting
4. Apply evidence-based principles for the diagnosis of upper extremity related conditions
5. Appraise the literature regarding evidence for manual therapy, exercise, and other interventions directed at the upper extremity region
6. Detect which patients are best suited for manual interventions of the upper extremity as well as incorporating a regional interdependence model and including cervicothoracic techniques
7. Demonstrate a basic understanding of the hypothetico-deductive reasoning process for diagnosis combined with that of the patient response model to assessment and treatment
8. Demonstrate mastery of manual therapy interventions for the upper extremity

Pain Science in OMPT Practice: An Overview of Modern Pain Concepts and their Clinical Implications for the Orthopaedic Manual Physical Therapist (36 credit hours)

The purpose of this course is to investigate pain sciences from an evidence informed approach with emerging research as the basis of the material.  The biopsychosocial model is utilized as a platform for development. Fellows will develop a deeper understanding of pain, will learn how to implement pain neuroscience education (PNE), and will be introduced to the concepts of graded motor imagery (GMI). This course is intended to complement the Manual Therapy series, as a modern understanding of pain sciences will at times necessitate modification to our approach in applying manual therapy models or overall patient care models in practice.

Objectives: At the conclusion of this course, the fellow will:

1. Possess an understanding of both traditional and modern theories on pain mechanisms.
2. Be able to incorporate a modern biopsychosocial approach to manual therapy and physical therapist management based on a healthy understanding of the pain neuromatrix model.
3. Be able to identify variables that identify when central vs peripheral vs neuropathic pain mechanisms are at play.
4. Be able to select targeted manual therapy interventions in consideration of the mechanism(s) present in clinical practice.
5. Possess an understanding of the evidence for pain neuroscience education and be able to implement its concepts into clinical practice.

Lumbopelvic OMPT Management (34 credit hours)

This course explores the evidence related to examination, evaluation, and intervention for disorders of the lumbopelvic region within an OMPT clinical reasoning framework. In addition to his/her own learning, another role of the fellow is to assist the lead faculty in online and on-site instruction of orthopaedic residents as a component of the concurrent Instructional Methods course. The fellow will be responsible for all course materials presented to orthopaedic residents, but course requirements will differ for the fellow vs what is required of the resident, and some reading assignments will be unique to and tailored to the fellows. Fellows will be required to complete various assignments as outlined in the syllabus – including written case discussions and video demonstration of various examination and intervention techniques.  Fellows will attend the associated weekend labs, where they will utilize the opportunity to refine/practice manual techniques with other fellows and faculty and complete the required technique examinations. In addition, fellows will serve as teaching assistants, and a 5-to-10-minute original presentation will be developed and presented at the associated lab as a component of the concurrent Instructional Methods course.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Effectively facilitate a collaborative online learning approach to facilitate learners’ understanding of management of lumbopelvic disorders
2. Effectively facilitate learning in onsite labs via class assistance, topic presentation, and technique instruction
3. Describe the medical screening procedures associated with the lumbopelvic region – recognizing the differential features of a medical condition requiring referral versus a musculoskeletal condition that can be managed in an outpatient physical therapy setting
4. Apply evidence-based principles for the diagnosis of lumbopelvic conditions
5. Appraise the literature regarding evidence for manual therapy, exercise, and other interventions directed to the lumbopelvic region
6. Detect which patients are best suited for manual interventions of the lumbopelvic region as well as incorporating a regional interdependence model for those with thoracic or lower extremity complaints
7. Demonstrate a sound understanding of the hypothetico-deductive reasoning process for diagnosis combined with that of the patient response model to assessment and treatment
8. Demonstrate mastery of manual therapy interventions for the lumbopelvic region

Lower Quarter OMPT Management (34 credit hours)

This course explores the evidence related to examination, evaluation, and intervention for disorders of the lower quarter within an OMPT clinical reasoning framework. In addition to his/her own learning, another role of the fellow is to assist the lead faculty in online and on-site instruction of orthopaedic residents as a component of the concurrent Instructional Methods course. The fellow will be responsible for all course materials presented to orthopaedic residents, but course requirements will differ for the fellow vs what is required of the resident, and some reading assignments will be unique to and tailored to the fellows. Fellows will be required to complete various assignments as outlined in the syllabus – including written case discussions and video demonstration of various examination and intervention techniques.  Fellows will attend the associated weekend labs, where they will utilize the opportunity to refine/practice manual techniques with other fellows and faculty and complete the required technique examinations. In addition, fellows will serve as teaching assistants, and a 5-to-10-minute original presentation will be developed and presented at the associated lab as a component of the concurrent Instructional Methods course.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Effectively facilitate a collaborative online learning approach to facilitate learners’ understanding of management of lower extremity disorders
2. Effectively facilitate learning in onsite labs via class assistance, topic presentation, and technique instruction
3. Describe the medical screening procedures associated with lower extremity dysfunction – recognizing the differential features of a medical condition requiring referral versus a musculoskeletal condition that can be managed in an outpatient physical therapy setting
4. Apply evidence-based principles for the diagnosis of lower extremity related conditions
5. Appraise the literature regarding evidence for manual therapy, exercise, and other interventions directed at the lower extremity region
6. Detect which patients are best suited for manual interventions of the lower extremity as well as incorporating a regional interdependence model and including lumbopelvic techniques
7. Demonstrate a basic understanding of the hypothetico-deductive reasoning process for diagnosis combined with that of the patient response model to assessment and treatment
8. Demonstrate mastery of manual therapy interventions for the lower extremity

Clinical Leadership (12 credit hours)

This course focuses on the best practices for leadership skill development as an elite professional and as a leader within the company, profession, and society at large.  Topics will include leadership principles, defining the differences between management and leadership, the characteristics of highly effective people and clinical excellence as it relates to patient management, customer service and professionalism. As the APTA vision for the autonomous practitioner progresses, there is a growing need for increased awareness of leadership in the circle of healthcare professionals. Highly skilled therapists do not necessarily want to be managed but they are wanting guidance. The drive for personal excellence and success at work makes professional improvement and developmental discussions highly valued for young professionals. Young professionals often focus on the technical side of their job at the expense of the behavioral development. Therefore, guidance from leaders and experienced colleagues can be beneficial to deal with the social and political problems that arise in team-based, task-oriented environments.

Objectives: At the conclusion of this course, the fellow will:

1. Demonstrate knowledge and understanding of leadership foundational theories and models and demonstrate the ability to use theories in the practice of leadership.
2. Exhibit a sense of self-awareness through identifying a leadership vision, mission, style and values by identifying their personal values, expressing how to lead with integrity , and recognize that leadership is a lifelong learning process
3. Exhibit knowledge and awareness of diversity around identities, cultures, and society by expanding knowledge of human differences, develop an appreciation and sensitivity to human differences, and how to lead with an understanding of human difference.
4. Demonstrate communication skills and the ability to interrelate with others through demonstrate an understanding of group dynamics and effective teamwork,  Illustrating effective verbal and written communication skills, distinguish ways to adjust one’s leadership style appropriate to the situation and by displaying the critical thinking skills and abilities to lead others toward common goals.
5. Exhibit enhanced awareness and commitment towards effective citizenship and social responsibility by developing a commitment to service and an understanding of the importance of taking responsibility for their actions.

Manual Therapy 3 (48 credit hours)

This is the final course in the manual therapy series and builds on Manual Therapy 2.  The Maitland model of clinical reasoning is further reinforced, but along with integration of modern pain science concepts. The core of this course is that it serves as a platform for clinical reasoning / decision-making by utilizing recorded live patient cases that the fellow will be required to present and defend with other fellows and faculty via weekly tutorial sessions.    Lastly, this course primes the fellow for the expectations of and level of performance required for fellow-level clinical reasoning and performance.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Demonstrate high level clinical reasoning skills through the use of video-recorded cases to facilitate self-reflection and colleague and faculty feedback
2. Enhance interview strategies through the use of video-based technology and multiple faculty member feedback
3. Provide appropriate and efficient musculoskeletal examination that is rooted in hypothesis-based reasoning with a focus on medical screening and differential diagnosis
4. Accurately provide the appropriate intervention efficiently and effectively – properly assessing the overall management approach
5. Provide professional and practice enhancing feedback to fellowship colleagues to push others toward a high level of clinical practice
6. Effectively utilize constructive criticism for growth, with the intent to develop the highest level of clinical practice

Instructional Methods (10 credit hours)

This course explores the development and facilitation of post-professional clinical education. The requirements of the course are met throughout the fellowship program, and components include various aspects of online and onsite instruction.

Objectives: At the conclusion of this course, the fellow will be able to:

1. Analyze how different learning environments impact learning and instruction delivery
2. Demonstrate appropriate use of technology to provide effective instruction
3. Demonstrate use of Bloom’s taxonomy to develop objectives for a presentation
4. Exhibit skill in online educational facilitation via live webinar format and discussion board format.
5. Exhibit skill in onsite educational facilitation via live presentation and lab instruction