Emilio Aguinaldo College

Emilio Aguinaldo
Emilio Aguinaldo
School
College – Manila Therapy
College Occupational
of Physical and
School of Physical and Occupational Therapy
School of Physical and Occupational Therapy
OSE2 42: Clinical COURSE SYLLABUS
COURSECorrelation
SYLLABUS in Physical Therapy II

VISION
VISION
Emilio Aguinaldo College is an academic community dedicated to the pursuit of TRUTH for the advancement and welfare of humanity.
Emilio Aguinaldo College is an academic community dedicated to the pursuit of TRUTH for the advancement and welfare of humanity.
MISSION
MISSION
COURSE OUTLINE / SCHEDULE
e Mission of Emilio Aguinaldo College is to create an academic environment that will enable the individual to discover and realize his/her full potentials; to offer an inquiry-based, studen
lio Aguinaldo College is to create an academic environment
relevant that will
to the needs enable
of the the
local individual
and to discover and
global community; and to
realize his/her
live the fullofpotentials;
values to offer an inquiry-based,
VIRTUE, EXCELLENCE, and SERVICE .student-centered educat
relevant to the needs of the local and global community; and to live the values of VIRTUE, EXCELLENCE, and SERVICE .
Course Description: This course integrates and correlates knowledge acquired by the students in the basic sciences, medical, and physical
INTENDED PROGRAM OBJECTIVES FOR B.S. PHYSICAL THERAPY
therapy lectures highlighting their clinical
er the deliberation by the faculty members, the following
reasoning.
were the
It competencies
also emphasizes
terminalOBJECTIVES
the different
identified
principles governing effective diagnosis, goal-setting,
to be expected
INTENDED PROGRAM FOR B.S. PHYSICAL THERAPYfrom an EAC-BSPT graduate;
Asses,
on by the
techniques
diagnose,
facultyplan,
members,
and methods
implement
the following
of establishing
intervention, appropriate
andterminal
were the give ward/home & comprehensive
instructions
competencies for to
identified patients physical
with variety
be expected
therapy
from an
assessment
of EAC-BSPT
medical/surgical and management
conditions,
graduate;
of clients/patients with
which include:
a. vascular,
Neurologic pediatric,
conditions cardiopulmonary, and neurologic conditions.
plan, implement intervention, and give ward/home instructions for patients with variety of medical/surgical conditions, which include:
-
c conditions Cerebrovascular Accident (CVA), Traumatic Brain Injury (TBI), Movement disorders, Dystrophies, spinal Cord Injury (SCI), etc.
b. Musculoskeletal
rovascular Accident (CVA), conditions
Traumatic Brain Injury (TBI), Movement disorders, Dystrophies, spinal Cord Injury (SCI), etc.
- Sprains,
Course low back painCompletion
Credits: (LBP), fractures, dislocations,
of this etc. merit 2 units
course will
eletal conditions
c. Cardiopulmonary conditions
s, low back pain (LBP), fractures, dislocations, etc.
- Chronic Obstructive Pulmonary Diseases (COPD), Myocardial Infarction (MI), Pulmonary Tuberculosis (TB),etc.
monary conditions
d. Rheumatologic conditions
ic Obstructive
-
Class Schedule
Pulmonary & Room:
Diseases (COPD),M Myocardial – 1:00 PM;
7:00 AMInfarction E7 810 &Tuberculosis
(MI), Pulmonary
Rheumatoid Arthritis (RA), Osteoarthritis (OA), Gout, Pseudogout, etc.
808 (TB),etc.
logic conditions
e. Integumentary System conditions
matoid- Arthritis (RA),
Physical
Burns, woundOsteoarthritis
Therapy (OA), Gout,
care, etc.Program Pseudogout, etc.
Outcomes:
tary
f. System
Pediatricconditions
conditions
wound- care, etc.1.Palsy,
Cerebral Apply
Downknowledge
Syndrome, etc of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy.
onditions
g. Other conditions2. Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients
ral Palsy,
- Down
Cancer,Syndrome,
geriatric, etc
etc.
across the lifespan within a broad continuum of care.
ditions symptoms that warrant emergency procedures, and perform appropriate procedures for such.
dentify
r, geriatric,
dentify etc. 3.
pertinent Demonstrate
ancillary procedures, consistent competence
and the implications in planning
of their and
results, for implementing
a variety appropriate
of medical/surgical physical therapy interventions for patients/clients
conditions.
Document
ms findings
that warrant uponacross
emergency the lifespan
evaluation
procedures, andand withinofaappropriate
outcomes
perform broad continuum
treatment. procedures offor
care.
such.
Prepare
nt appropriate
ancillary 4. exercise
procedures, Apply
and theprograms for fitness
teaching-learning
implications training
of their results,offor
principles healthy
in individuals,
different
a variety and participate
learning in the formulation and implementation of wellness programs.
environments.
of medical/surgical conditions.
Practice
gs uponproper ethics,
evaluation andand exhibit professionalism
outcomes of treatment. in the various capacities that a physical therapist would practice (i.e. clinics, fitness/wellness training, community based rehabilitation
5. Practice beginning management and leadership skills in various practice settings.
Organize, administrate,
iate exercise direct
programs for and training
fitness supervise of physical therapy services,
healthy individuals, including in
support personnel.and implementation of wellness programs.
Consult,
6. engage
Demonstrate research-related skills inandtheparticipate
application the formulation
of best practice evidence in the performance of various roles in different
ethics, and exhibitand
educate, in critical
professionalism in theinquiry
variousorcapacities
research.that a physical therapist would practice (i.e. clinics, fitness/wellness training, community based rehabilitation, academe, researc
Educate and/or supervise practice settings.
the training of students of Physical Therapy.
istrate, direct and supervise physical therapy services, including support personnel.
7. Promote
e, and engage in critical inquiry orhealth
research.and improved quality of life through the practice of the profession.
8. Actively engage
supervise the training of students of Physical in lifelong
Therapy. learning activities.
9. Work effectively in an inter-professional collaborative setting.
10. Demonstrate proficiency in oral and written communication skills as well as reading and listening.
11. Demonstrate social and professional responsibility grounded upon the core values of Emilio Aguinaldo College.
12. Demonstrate ethical behaviors in multi-cultural settings and scenarios.
13. Maximize the use of innovative technology in the practice of the profession.

Course Objectives:
At the end of this course, the learners should be able to:
 Integrate knowledge of foundational sciences with principles of rehabilitation in coming up with an assessment and treatment plan
for a given patient (LO 1, 2, 3)
 Demonstrate critical and reflective clinical reasoning skills in assessment and treatment planning (LO 1, 2, 3, 8)
 Formulate a comprehensive and individualized evaluation plan for patients with vascular, cardiac, pulmonary, developmental, and
neurologic cases (LO 1, 2, 10)
o Select pertinent physical therapy assessment procedures for a specific patient
o Interpret the results of assessment tests correctly
o Identify therapy problems based on the results of examination
o Categorize problems into impairments, activity limitations, and participation restrictions
o Prioritize therapy problems according to their importance to the case
o Identify anticipated problems and corresponding predictive criteria for each case/condition
o Formulate a hypothesis-oriented diagnosis
 Create a complete and individualized treatment plan for patients with vascular, cardiac, pulmonary, developmental, and neurologic
cases (LO 1, 3, 4, 10)
o Formulate a prognosis in consideration of the nature of the condition, patient characteristics, and thrust of treatment
o Set SMART long-term and short-term goals for each case
o Design a treatment plan citing strategies and specific tactics that will address the problems identified
o Apply teaching-learning principles in planning for patient/caregiver education
 Integrate evidence-based practice with physical therapy assessment and treatment (LO 6, 8)
  Document evaluation and treatment plans, referrals, and other rehabilitation notes completely, accurately, and in accordance to the
recommended format (LO 2, 3, 10, 12)
 Communicate and interact with other members of the healthcare team appropriately and effectively during assessment and treatment
planning (LO 9, 10, 11, 12)

Schedule Topic Faculty Activities Main Reference

January 15 Class Orientation; GVSanggalang - -
Pre-Evaluation LPQuilantang
Clinical Decision- Lecture-Discussion Rothstein
Making in Physical O’Sullivan
Therapy
January 22 Clinical Decision- GVSanggalang Lecture-Discussion Rothstein
Making; Goal- LPQuilantang Workshop O’Sullivan
Setting Kettenbach
Documentation
January 29 Introduction to GVSanggalang Lecture-Discussion O’Sullivan
Evidence-Based LPQuilantang Small Group
Practice Activity/Workshop
February 5
STUDY BREAK

February 12 Vascular Conditions GVSanggalang Discussion O’Sullivan

LPQuilantang Sample Case Presentation Braddom
Seatwork

February
19-23 PRELIM EXAM (Clinical Decision-Making to Vascular Conditions)

Feb 19: Multiple Choice Exam

Feb 23 (7:00 AM) : Case Exam

February 26 Cardiac & GVSanggalang Discussion American College of Sports

Pulmonary LPQuilantang Workshop Medicine
Conditions Seatwork O’Sullivan
Braddom
Kisner
Hillegass
March 5 Pediatric Upper GVSanggalang Discussion Campbell
Motor and Lower LPQuilantang Workshop Levitt
Motor Neuron Seatwork Molnar
Lesions Tecklin
Umphred
March 12 Growth and GVSanggalang Lecture-Discussion Campbell
Development, and LPQuilantang Molnar
Motor Learning in Small Group Tecklin
Children Activity/Workshop
Seatwork
March 19 Wellness Promotion GVSanggalang Lecture-Discussion American College of Sports
& Prevention of LPQuilantang Medicine
Diseases Small Group
Activity/Workshop
Seatwork
March 26
Case Presentation (Cardiopulmonary & Pediatric Conditions)

April 2-6
MIDTERM EXAM (Cardiac & Pulmonary Conditions to Wellness Promotion & Prevention of Diseases)

April 2: Multiple Choice Exam

April 6 (AM): Case Exam
 April 16 Adult Upper Motor GVSanggalang Discussion O’Sullivan
and Lower Motor LPQuilantang Workshop Braddom
Neuron Lesions Seatwork Umphred

April 23 Motor Control and GVSanggalang Lecture-Discussion

Motor Learning in LPQuilantang Seatwork
Adults

April 30 Interprofessional GVSanggalang Lecture-Discussion Dean

Rehabilitation LPQuilantang Seatwork
MLBumanglag
JPJasme

May 7
Case Presentation (Adult Neurologic Conditions)
May 8, 10,
12 Sem 2 & CE 2 Fieldwork

May 11 – 18
FINAL EXAMS (Adult Neurologic Conditions)
May 11 (PM): OSCE
May 14 (AM): Case Exam
May 14 (PM): Oral Revalida
May 18 (AM): Multiple Choice Exam

Correspondence:
• The PT department bulletin board will be the official site for announcement of examination results, schedule changes in learning
activities, and other essential course updates. It is IMPERATIVE that you check the bulletin board on a REGULAR BASIS.
• All students are also required to join the Edmodo.com group (group code: m7y2k4) for Clinical Correlation in PT 2 and
Introduction to Clinics 2
• You may communicate your concerns, questions or suggestions to the faculty, either personally or through EAC’s lines at (02) 521-
2710 local 5509. You may also opt to send an e-mail to the course coordinators through these addresses:
glenda.sanggalang@eac.edu.ph.
• Setting an appointment for consultation regarding academic performance with the concerned faculty member is strongly
advised.

Class Policies:

Attendance
 Students will be given a 15-minute grace period at the start of every class. Students arriving beyond this grace period will be
marked ABSENT, but may still sit in for the class, participate in the activities and submit graded outputs.
 A student who incurs absences greater than 20% of the total number of sessions will automatically be given an Unofficial
Withdrawal (UW) mark.
 Absences are considered excused if:
o Cause of absence is medical and the student will be able to present a medical certificate and/or certificate of confinement
(duly validated by the school physician) within 1 week upon return to class.
o Cause of absence is due to legal reasons (e.g. court appearance, summons, etc) and the student is able to present court
subpoena and/or other legal documents.
o Cause of absence is due to death of an immediate family member and the student is able to present a copy of father’s,
mother’s, or sibling’s death certificate.
  All other absences including those mentioned above, without appropriate documentation, are considered unexcused.
 Documents pertaining to the absence must be submitted to the faculty-in-charge within one (1) week upon return to class.

Examinations
 A student who misses an exam due to an excused absence will be given a make-up exam. IT IS THE STUDENT’S
RESPONSIBILITY TO APPROACH THE FACULTY IN CHARGE TO SCHEDULE THE MAKE-UP EXAM. If you fail
to set a schedule and take the missed exam prior to the submission of grades of the finals period, you will automatically get a grade
of 0 for that missed exam.
 A student who misses an exam due to an unexcused absence will be given a make-up exam BUT WITH A 10% DEDUCTION. IT
IS THE STUDENT’S RESPONSIBILITY TO APPROACH THE FACULTY IN CHARGE TO SCHEDULE THE MAKE-
UP EXAM. If you fail to set a schedule and take the missed exam prior to the submission of grades of the finals period, you will
automatically get a grade of 0 for that missed exam.
 A student may NOT be allowed to take any major exam (prelims, midterms, finals) if the student shows up with incomplete
uniform on exam day. Please refer to the student handbook for guidelines on prescribed uniforms.

Grading System

Laboratory Class Standing 55%

Attendance (5%)
Seatwork/modules/homework (30%)
Quizzes (30%)
Recitation/report/projects (35%)
Major Examinations 45%
Selection exam (multiple choice, true or false, matching type, etc.) (40%)
Essay exam (written case, other supply tests) (60%)
TOTAL 100%

Intellectual Honesty
 Emilio Aguinaldo College upholds the virtue of intellectual honesty. Cheating, plagiarism, and other forms of intellectual
dishonesty will be sanctioned accordingly.
 Collusion or copying your classmates’ documentation and passing it as your own also constitute intellectual dishonesty.

Textbooks:
 American College of Sports Medicine. (2008). ACSM's health-related physical fitness assessment manual (2nd ed.). Baltimore:
Lippincott Williams & Wilkins.
 Braddom, R. L. (2011). Physical medicine and rehabilitation (4th ed). PA: Saunders, Elsevier Inc
 Campbell, S. K. (2012). Physical therapy for children (4th ed.). Missouri: Elsevier.
 Dean, S. G. (2012). Interprofessional rehabilitation: A person-centered approach. West Sussex: Wiley-Blackwell
 Kettenbach, G. (2009). Writing patient/client notes: Ensuring accuracy in documentation (4 th ed.). USA: F. A. Davis Company.
 Kisner, C. & Colby, L. (2013) Therapeutic exercises: Foundations and techniques (6th ed). Philadelphia: F.A. Davis Co.
 Levitt, S. (2010) Treatment of cerebral Palsy and motor Delay (5th ed.). United Kingdom: Blackwell Publishing
 O’Sullivan, S., Schmitz, T., & Fulk, G. (2014). Physical rehabilitation (6th ed.). Philadelphia: F.A. Davis Co.
 Shumway-Cook, A. (2012). Motor control: Translating research into practice (4th ed). Philadelphia; Lippincott Williams & Wilkins.
 Tecklin, J. (2015) Pediatric physical Therapy (5th ed.). Baltimore, Lippincott Williams & Wilkins.
 Umphred, D. (2013). Neurologic rehabilitation (6th ed.). Missouri: Elsevier Mosby.

Supplementary References:
 American College of Sports Medicine. (2009). ACSM’s guidelines for exercise testing and prescription (8th ed.). Baltimore:
Lippincott Williams & Wilkins.
 Carr, J.H. & Shepherd, R.B. (2003). Stroke rehabilitation: Guidelines for exercise and training to optimize motor skill. Edinburgh;
Butterworth-Heinemann.
 Ciccone, C. (2007). Pharmacology in rehabilitation. Marcus Media.
 De Lisa, J.A. & Frontera, W.R. (2010). DeLisa’s rehabilitation medicine: Principles and practice (5th ed.): Vol. 1. Philadelphia, PA:
Lippincott Williams & Wilkins
 Dutton, M. (2012). Orthopaedic examination, evaluation and intervention (3rd ed.). USA: McGraw-Hill Companies, Inc.
 Goodman, C. & Snyder, T. (2013) Differential diagnosis for physical therapists: Screening for referral (5th ed). W.B. Saunders &
Elsevier, Inc.
 Hillegass, E. A., & Sadowsky, H. S. (2001). Essentials of cardiopulmonary physical therapy (2 nd ed.). Philadelphia: W. B. Saunders.
 Molnar, G.E. (1999), Pediatric rehabilitation. Baltimore: Williams and Wilkins.
 Sackett, D. & Haynes, B. (2000). Clinical research agenda for physical therapy. Phys Ter 80: 499-513.
  Sadock, B.J. & Sadock, V.A. (2015). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.).
 Shepard, K.F. & Jensen, G.M. (2007). Handbook of teaching for physical therapists. Boston: Betterworth-Heinemann.
 Videbeck, S.L. (2011). Psychiatric-mental health nursing (4th ed.).
 Wolf, S. (1985) Clinical decision-making in physical therapy. Philadelphia: F.A. Davis Co.

Journal Articles/ Electronic Sources:

 Rothstein, J.M., Echternach, J.L., & Riddle, D.L. (2003). The hypothesis-oriented algorithm for Clinicians II (HOAC II): A guide for
patient management. Physical Therapy, 83 (5): 455-470.
 Palisano, R. J., Walter, S. D., Russell, D. J., Rosenbaum, P. L., Gemus, M., et al. (2001). A collaborative model of service delivery for
children with movement disorders: A framework for evidence-based decision-making. Arch Phys Med Rehabil, 82: 494-500.
 Riddle, D. L., Rothstein, J. M., Echternach, J. L. (2003). Application of the HOAC II: An episode of care of a patient with low back pain.
Physical Therapy, 83 (5): 471-85.
 Rosenbaum, P. L., Walter, S. D., Steven, H. E., Palisano, R. J., Russell, D. J., et al. (2008). Prognosis for gross motor function in cerebral
palsy: Creation of motor development curves. JAMA, 288 (11): 1357-1363.
 Steiner, W. A., Ryser, L., Huber, E., Uebelhart, M., Aeschimann, A., et al. (2002). Use of the ICF model as a clinical problem-solving
tool in physical therapy and rehabilitation medicine. Physical Therapy, 82: 1098-1107.
 Stroke Society of the Philippines. (2011). Guidelines for the prevention, treatment and rehabilitation of stroke, (5th ed.). [electronic
version] Retrieved August 5, 2017 from strokesocietyphil.org.
 Van Peppen, R., Hendriks, H., van Meeteren, N., Helders, P., & Kwakkel, G. (2007). The development of a clinical practice stroke
guideline for physiotherapists in The Netherlands: A systematic review of available evidence. Disability and Rehabilitation, 29 (10):
767 – 783.
 Veerbeek, J. M., van Wegen, E., van Peppen, R., van der Wees, P., Hendriks, E., Rietberg, M., & Kwakkel, G. (2014). What is the
evidence for physical therapy poststroke? A systematic review and meta-analysis. PLOS One, 9 (2).

Faculty-in-charge: Noted by:

______________________________________ ______________________________________
Glenda V. Sanggalang, PTRP Ms. Ma. Eliza C. Mangaliman, PTRP
Acting College Secretary, School of PT/OT/RT

______________________________________ ______________________________________
Leonard P. Quilantang, PTRP Ms. Vanessa L. Sardan, PTRP, MSPH
Dean, School of PT/OT/RT
 CONFORME

I, _______________________________________, have attended the orientation to the subject Sem II: Clinical Correlation in PT II. I
acknowledge receipt of a copy of the course outline with class policies for the said subject.

I have read, fully understood, and agree to abide by the contents of the course outline, more importantly the grading system and class policies,
as discussed by the faculty in charge of the course during the orientation.

__________________________________________
Signature Over Printed Name

__________________________________________
Date Signed

(student’s copy)

CONFORME

I, _______________________________________, have attended the orientation to the subject Sem II: Clinical Correlation in PT II. I
acknowledge receipt of a copy of the course outline with class policies for the said subject.

I have read, fully understood, and agree to abide by the contents of the course outline, more importantly the grading system and class policies,
as discussed by the faculty in charge of the course during the orientation.

__________________________________________
Signature Over Printed Name

__________________________________________
Date Signed

(faculty copy)