Exploring Handheld Dynamometry in Classroom Education

Back by popular demand! If you missed the first webinar, please join us to learn an easier way to teach handheld dynamometry content with our popular ROM, MMT, and Palpation app and our new handheld dynamometer. Join Dr. Tracy Moore, PT, DPT, ONC, Education Lead at PhysioU, to explore the integration of handheld dynamometry in classroom settings, compare traditional manual muscle testing and handheld dynamometry, and see how this content can seamlessly integrate into your course layout. We will also feature comments from industry experts and fellow faculty members.

Learn effective teaching strategies to enhance student engagement and understanding, and see how Dr. Moore and other faculty are already using this with their students. Join us to embrace the future of muscle testing in entry level education. Register now to transform your classroom experience and equip your students with this new innovative technology.

Featured Speaker: Tracy Moore, PT, DPT, ONC Dr. Moore is a physical therapist, faculty member, product manager and educational leader. He completed his Doctorate in Physical Therapy at Azusa Pacific University and later received the Oncology Clinical Specialist certification from the American Board of Physical Therapy Specialties. Following a residency at City of Hope National Medical Center, Dr. Moore began his academic career teaching subjects such as oncology, clinical skills, differential diagnosis, and acute care. He is an active speaker at APTA and CPTA conferences, specializing in oncology and pain science. Dr. Moore has conducted research in chronic pain and oncology, presented internationally on the role of simulations in classroom education, and contributed to PhysioU app development, uniquely bridging the gap between the student experience, clinical expertise, and learning science in order to help faculty and students revolutionize healthcare education in their own classrooms.

00:00 Future of Muscle Testing and Handheld Dynamometry in Education

02:28 Introducing Physio Resource Platform Partnership

08:09 Enhancing Student Learning With Technology

13:18 Handheld Dynamometry Integration in Curriculum

33:32 Mobile Dynamometer Discount and Usage in PT Programs

39:53 Tracy's Classroom Resources and Support Discussion

Helpful Links: Complimentary Educator access | Educator resources | Set up a Demo

Mastering the ICF Model with PhysioU Part II: Orthopaedics Simulations

Continue your journey through the International Classification of Functioning, Disability, and Health (ICF) model with Part II of our series, focusing on the Orthopaedics Simulations provided by PhysioU.

Join Dr. Michael Wong, PT, DPT, OCS, FAAOMPT, while he helps to build on the foundational concepts discussed in Part I and delve deeper into the practical application of the ICF model using patient-based simulations in the classroom. Discover how these simulations can be used to enhance clinical reasoning development and ease the transition from the classroom to the clinic This webinar is perfect for educators of all experience levels.

00:00 Mastering Icf Model With Physio and Innovative Teaching

04:50 Simulations in Curriculum for Clinical Learning

09:23 Asynchronous Learning Strategies for Effective Retention

13:50 SIM Program Structure and Educator Key

15:59 Integrating Outcome Measures and Gamified System

20:33 New Therapy Simulation Tool for Students

28:46 Simulation Tool for Guideline-Based Treatment

Helpful Links: Complimentary Educator access | Educator resources | Set up a Demo

Mastering the ICF Model with PhysioU Part I: Orthopaedics App

Teaching our students to think with the International Classification of Functioning, Disability, and Health (ICF) can be daunting for instructors and students alike. This session, led by Dr. Tracy Moore, PT, DPT, ONC, Education Lead at PhysioU, aims to empower educators to seamlessly incorporate the ICF model into orthopaedic education.

Through the lens of the PhysioU Orthopaedics App, we will explore how this model enhances teaching and improves student comprehension of orthopaedic assessments and interventions. Ideal for both new and seasoned educators, this webinar will provide the tools you need to foster a deeper understanding of the ICF framework in your students.

00:00 Mastering ICF Model in Orthopedics

05:42 Introducing New Orthopedic Education App

12:14 Assessment and Treatment of Chronic Low Back Pain

21:26 Slider Technique for Neurodynamics Improvement

23:26 Student Interventions and Impairment Categorization

28:24 Biopsychosocial Model and Orthopedic Updates

Helpful Links: Complimentary Educator access | Educator resources | Set up a Demo

Dissecting Movement: Which Came First? Associated Impairments vs. Movement Faults

A question recently landed in our inbox from a faculty member, sparked by a student inquiry within the Orthopaedics app. The student, curious and eager to learn, posed the question: Are associated impairments and movement faults the same thing? Let's delve deeper and untangle the cause-and-effect relationship between associated impairments and movement faults. In the realm of orthopaedics, pinpointing the root cause of a patient's limitations is crucial for effective treatment. Our Orthopaedics app tackles this by differentiating these two key concepts.

Associated Impairment:

• Definition: An associated impairment is a measurable limitation in a physiological system, such as weakness, stiffness, or balance deficits. 

• Think of it as: A consequence of the injury/pathology or a preexisting impairment or set of impairments that may be contributing to the cause or maintenance of non-optimal movements, leading to tissue stress and production of symptoms. It's the "what" - the measurable dysfunction.

• Example: A patient with a knee ligament injury might demonstrate quadriceps weakness (associated impairment) on a strength test, or a patient with uncoordinated or weak scapular muscles contributing to the onset of shoulder impingement during shoulder abduction during a tennis serve.

Movement Fault:

• Definition: A movement fault is an observable deviation from optimal movement patterns during functional activities. 

• Think of it as:  A faulty "how" - the way the body compensates for the impairment or moves as a result of impairments. This could be due to pain avoidance, limitations in mobility or improper movement coordination.

• Example: A patient with a weak gluteus medius might exhibit adduction of the femur and excessive valgus collapse (inward knee buckling) during squats. These movement faults may result in significant tissue stress over time, resulting in patient complaints of pain and loss of function.

Squat with femoral internal rotation and corrections

The Chicken 🐔 or the Egg 🥚?

The question of which comes first - the impairment or the fault - is often complex. Here's a breakdown:

• Injury often leads to impairment: The initial injury (e.g., ligament tear) directly causes the impairment (e.g., quad weakness).

• Impairment can lead to faulty movement: To compensate for the weakness, the patient might adopt a faulty squat pattern (movement fault).

Importance of the Distinction:

Understanding the difference is critical for treatment planning:

• Addressing impairments: Techniques like strengthening exercises can target the quad weakness (impairment).

• Correcting faulty movement: Movement re-education can address the faulty femoral adduction squat pattern (movement fault).

By effectively differentiating between associated impairments and movement faults, your students can develop a more holistic approach to patient care.

Bonus Tip: The Orthopaedics app can be a valuable tool for students to practice identifying these concepts in real-world scenarios.

Miller's Pyramid: Building Clinical Reasoning in Physical Therapy Students

Physical therapists rely on strong clinical reasoning skills to effectively assess and treat patients. Miller's Pyramid of Clinical Competence (1990) provides a framework for developing these skills by going beyond rote memorization of knowledge.

Here's a look at Miller's Pyramid and how it can be applied in physical therapy education:

• Knows (Knowledge): This is the foundation of the pyramid, encompassing the factual knowledge base of physical therapy. For example, knowledge of anatomy, physiology, pathology, and therapeutic interventions.

• Knows How (Competence): Here, students develop the ability to apply their knowledge to solve problems. This involves clinical scenarios, case studies, simulations, and other problem-based learning exercises.

• Shows How (Performance):  Next, students demonstrate their competence in simulated settings. Learning experiences like practicing techniques in a lab or role-playing patient interactions are appropriate at this stage.

• Does (Action): The pinnacle involves applying knowledge and skills in real-world situations during supervised clinical placements. Students become proficient and autonomous practitioners capable of making sound clinical judgments independently.

Pyramid graphic from Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.

How to use Miller's Pyramid of Clinical Competence with PhysioU to build clinical reasoning:

• Build the “Knows” level through video-based lectures/handouts and assess factual recall through MicroLearning.

• Elevate students to “Knows How” with Case Studies and other problem-solving activities.

• Allow students to “Show” their knowledge through clinical simulations found in MiniSIMS using standardized patients.

• Provide the crucial “Does” experience through MacroSIMS to augment students’ supervised clinical placements.

By integrating Miller's Pyramid into physical therapy education, educators can create structured learning experiences that gradually build students' clinical reasoning skills from foundational knowledge (“Knows”) to advanced clinical practice (“Does”). This approach fosters a deep understanding of clinical concepts and prepares students to excel as competent and confident physical therapists.

Ready to transform your classroom? Schedule a meeting with our Education Lead, Dr. Tracy Moore, PT, DPT, ONC.

References:

1. Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9 Suppl), S63-67.

2. Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.