LESSON OBJECTIVES:

By the end of this Lesson, the student will be able to:

  1. Identify the most appropriate tests and measures based on intent of measure and the measure’s cost effectiveness, time to complete, setting being performed etc. for clients with Parkinson's Disease.

  2. Classify movement system and/or physical therapy diagnoses for individuals with Parkinson's Disease utilizing appropriate assessments and determine prognosis for physical therapy across ICF domains.

  3. Apply movement and task analysis examination techniques (ICF Activity) to guide appropriate selection of tests and measures to examine impairments (ICF Body Function and Structure) of an individual with Parkinson's Disease.

  4. Predict impairments and movement system dysfunctions of an individual with a neurological condition or injury based on task analysis, knowledge of neuroanatomy and physiology, structures involved, and disease process present.

  5. Differentiate the most appropriate remediation, compensatory, and/or preventative interventions for an individual with Parkinson's Disease based on examination findings at all levels of International Classification of Functioning, Disability and Health (ICF).

  6. Demonstrate ability to determine appropriate need of referral to and/or additional examinations by other health care professionals.

  7. Demonstrate professional and appropriate communication with healthcare team, including demonstration of appropriate delegation to Physical Therapist Assistants.

  8. Appraise recent and relevant literature and discuss how findings can be incorporated into evidence-based physical therapy practice as it relates to individuals with Parkinson's Disease.

  9. Demonstrate ability to write appropriate goals that prioritize problems identified, explicitly connect ICF body structure and body function (impairments) to ICF activities and participation (function), patient/client centered, measureable and include the following components (A)udience (B)ehavior, (C)ondition, (D)egree, (E)xpected time frame.

  10. Discuss appropriate use of maintenance and health, promotion and wellness in physical therapy practice for individuals with Parkinson's Disease.

These online materials (Part 1 and Part 2) are designed to "prime" or prepare the student for active and effective engagement during the small group F2F Clinical Decision-Making (CDM) session.


PART 1 Instruction: Watch these four (4) videos related to Physical Therapist management of Parkinson's Disease. Answer the formative questions embedded throughout each video (these videos will be processed using a technology such as Ed Puzzle so they could be embedded with formative / guiding questions).

Assessment: The instructor can monitor accuracy of student responses to embedded questions for the purpose of formative assessment.

The use of an online platform to deliver this content for individual, asynchronous consumption gives the student the opportunity to self-assess and reflect on gaps in their knowledge. This affords them the opportunity to seek additional knowledge to augment or to fill-in the gaps of what they already know. It actively engages students' prior knowledge before they engage in the small group F2F CDM session.

PART 2 Instruction: Read one of the articles below and type a half page Annotated Bibliography OR create an Infographic OR record a 5-minute Video / Audio reflecting on what you learned from the article., and how it will inform your Clinical Decision-Making. Each person in the group should be assigned a different article.

Assessment: A rubric will be used to assess the student's work-products. Specific rubrics can be designed using the Understanding by Design Rubric as a template (for modification). In addition to the UbD template, SCOPe (Self, Content, Others, Platform) provides a framework by which to systematically assess asynchronous interactions / student online posts. Needing modifications depending on assessment needs, both of these resources are useful "templates" for creating rubrics for specific online and F2F learning activities. Specific rubrics can be constructed for:

  1. evidence / journal article infographic / annotated bibliography / video or audio recording created individually by students

  2. individual reflection on the small group F2F CDM session

  3. exercise prescription (i.e. 3 exercises) individually posted by students together with their group's Initial Examination form

  4. critique of other groups' Initial Examination forms

  5. oral report / completed Initial Examination forms