Course Syllabus
Course Number: OTHA 1409
Course Name: Human Structure and Function in OT
Revised: 8-25-2015
Hours: Tuesday and Thursday 1-4:00
Semester Credit Hours: 4
Lecture Hours per week: 2
Lab Hours per week: 4
Contact Hours per Semester: 96
Prerequisites: BIOL 2401, ENGL 1301,PSCY 2301, HUMA 1301,
Co-Requisite: OTHA 1405 & 1415; PSYC 2314 if not already completed
Instructor: Cheri Lambert, MS, OTR
Instructor’s Office Location: HS Room 2104; Phone Number: 903-694-4025
E-mail Address: clambert@panola.edu
COURSE DESCRIPTION:
This course involves the study of the biomechanics of human motion as they relate to occupational
performance. It involves an in depth study of the musculoskeletal system including skeletal structure,
muscles and nerves, and biomechanical assessment procedures as they support or hinder occupational
performance.
PURPOSE AND GOALS OF THE COURSE (Learning Outcomes from WECM)
The student will identify human skeletal structure by bones, bony landmarks, and muscles; analyze
human motion by muscle function, innervation, and kinetics related to functional outcomes; identify
normal and abnormal movement; and evaluate and remediate joint range of motion and muscle strength.
The student will also demonstrate mastery of basic patient transfer skills.
(WECM 2012-2013)
Course’s Relationship to Curriculum:
In this course students learn about the person subsystem and specific client factors that influence
occupational performance. Students must master the clinical reasoning skills required to evaluate muscle
strength and range of motion, identify deficit areas and begin to develop interventions to improve
occupational performance. Students learn about body mechanics required to perform safe and effective
patient transfers. Through role playing, students demonstrate therapeutic use of self, the ability to describe
the unique nature and benefits of OT, and how to manage patient interactions safely. Students learn the
basics of activity analysis and the application and facilitation of therapeutic activity through a service learning
project involving children with special needs in a local school district.
COURSE GRADING:
Assignments
Individual Assignments (55%)
Practical Content Exams
Written Exam I
Written Exam II
Patient Skills Practical Exams
Individual Readiness Assessment Tests
Professional Development
Team Assignments (30%)
Team Readiness Assessment Tests
Team Labs & Application Axs
Team Maintenance (15%)
Team (Peer) Feedback
Weight
Grading Scale
% Score
90-100
80-89
75-79
60-74
Below 60
Letter Grade
A
B
C
D
F
Note 1: No scores will be rounded.
Note 2: All rules and regulations printed in the College catalog, The Pathfinder and the OTA Student
Policy Manual will be reinforced throughout this course.
Note 3: The OTA Program will not tolerate any form of academic dishonesty as defined in The
Pathfinder or unethical behaviors as defined in the OTA Program’s Student Policy Manual. Any student
participating in academic dishonesty or unethical behaviors of any type will receive a zero (0) on the
assignment or exam and may be subject to further disciplinary action.
Note 4: Because technical skills must be mastered in order to function as an OTA, all students must
demonstrate a basic level of proficiency by earning at least a 75% on each skill tested (not achieving this
level of mastery will result in failure of this course). Maximum scores decrease by 10 percent each retake (for example, skill test 1 max score =100%, skills test 2 max score =90%, skill test 3, max score
=80%). Any student not earning at least a 75% on each, separate skills exam will be required to repeat
this course. In this case, the final course grade will reflect the non-passing score.
Student Responsibilities
1. Students are expected to show respect for fellow classmates and instructors by being punctual for
2.
3.
4.
all class periods.
Students should complete all reading assignments and or lab assignments prior to class.
Students are expected to participate actively in class discussions and experiences.
It is the student’s responsibility to consistently monitor the class process through the use of the
online learning management system. Students are expected to print out all course materials prior
to the class date listed on the learning management system. Given this expectation, the student
should maintain access to a reliable computer system to remain in good standing in the course.
Students should notify the instructor in advance if unable to take a scheduled examination. If not,
unexcused absence will result and the student will receive a zero for the exam. A make up test will
not be given in this circumstance.
6. Students are responsible for all materials missed due to absences.
7. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an
absence.
Students are expected to turn in completed assignments on time. The course instructor may
8.
extend the deadline if notified of extenuating circumstances prior to the due date. Students can
expect a 20 point deduction for every day it is late.
9. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an
absence.
10. Students are expected to accept constructive feedback and modify behavior as appropriate.
5.
OTHA 1409 Human Structure and Function in OT – Revised 1-16-2015
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11. When interacting with peers, College staff and faculty, students are expected to be positive,
sensitive, considerate, polite and tolerant.
The
expectations outlined in the OTA Program Student Policy Manual apply to this course. When a
12.
student is out of compliance with a behavior expectation (cell phone rings, tardiness, etc.), it is the
student’s responsibility to discuss the issue with the instructor on the day of occurrence. Failure to
do so may result in a disciplinary ―strike‖.
Attendance:
Any student who does not come to class (all or in part) and does not call Mickie Cash, OTA department
secretary in advance will lose 5 points from his/her overall COURSE grade per occurrence. For
example, if you have a 93% average at the end of the semester and you failed to report one absence or
arrived at class late without reporting, your average will be adjusted to an 88% which would cause you to
earn a ―B‖ for the course. If Mickie does not answer, please leave a message as a last resort. It’s
simple common courtesy—call if you are going to be late or absent. When a student arrives late or
leaves early, for any reason, it is considered a tardy. Three tardies equates to one absence. Because of
the experiential nature of OTA education, attendance is required to master the course objectives. If a
student is absent for more than 11% of the course hours, the instructor may withdraw the student from
the course.
If any student in this class has special classroom or testing needs because of a physical, learning, or
emotional condition, please contact ADA Counselor in the Administration Building, telephone 903-6931123 to make arrangements for any required accommodations within the first seven days of the
semester. Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself, you
will receive an F on your transcript for this course.
After studying the material presented in the texts, lecture, laboratory, Canvas assignments, and other
resources, the student should be able to complete all learning objectives listed below with a minimum
competency of 75%.
Learning Objectives:
1. Demonstrate knowledge and understanding of the structure and function of the body by being able
to: B.1.4
o locate anatomical landmarks/prominences
o identify joint classifications and types
o identify the bones and muscles involved
o identify motions and prime movers
o identify the axis and planes of movement involved
o determine the action of each muscle controlling the joint
2. Apply biomechanical concepts related to joint functions and mechanical forces required to complete
activities and occupation, including muscle length and tension, lever arms, and joint forces. B.1.4
3. Identify and apply biomechanical principles related to patient handling and transferring. B.1.4
4. Analyze dynamic and static positions used during preparatory activities, purposeful activities
and occupations, identifying and describing: B.2.7 (task analysis)
o joint(s) involved in the movement or position
o prime movers and synergists for all joints involved
o the axis and plane associated with each joint motion or position
o the type(s) of muscle contractions required to complete the activity/occupation
o changes in body position and other biomechanical methods of grading the activity
5. Demonstrate the ability to safely perform, estimate, measure, and document joint range of motion of
all upper extremity joints. B.4.1, B.2.8, B.1.4, B.2.3
6. Demonstrate the ability to safely evaluate and document the strength of UE muscle groups. B.4.1,
B.2.8; B.2.3
7. Demonstrate the ability to describe and facilitate activities designed to improve strength.
OTHA 1409 Human Structure and Function in OT – Revised 1-16-2015
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8. Explain the rationale, indications, contraindications and basic principles associated with manual
muscle testing, evaluation of ROM and patient transfers. B.4.1
9. Demonstrate the ability to safely perform the following sit to sit patient transfers at various assistance
levels: B.2.3, B.2.8, B.5.12
o wheelchair to and from tub bench
o wheelchair to and from a mat
o wheelchair to and from bed
10. Safely perform the mechanical lift transfers from wheelchair to and from the bed. B.2.8, B. 5.12
11. Analyze various tasks and determine the joint ROM, muscles and strength, body positions, and
grasp patterns required to complete successfully. B.4.1
12. Review an activity analysis from a 2nd year student and provide direct OT interventions with
supervision. B.5.2
13. Demonstrate the ability to effectively perform a self-analysis and peer analysis of professional work
behaviors. B.9.6, B.9.13
14. Demonstrate cooperative learning, self-directed learning and interpersonal skills required to function
as a productive team member. B.5.20, B.5.21, B.5.25, B.9.10
Methods of Evaluation:
Performance/Learn Method of Measurement
ing Outcome#
1,2,3,4,5,6,7,8,9,
Patient Skills Practical Exams
10,11,12
1,2,3,4,11,12
Quizzes, Exams, iRATs, tRATs, Application and Lab Activities
1,2,3,4,11
Practical Content Exams
12,13, 14
Professional Development
12,14
Team (Peer Feedback)
Basic Skill Competencies
A. i, iii, iv,
B. ii, iii, iv,v
C. I, ii, iii, iv, v
Workplace Competencies
A. i, iii
B. I, ii, v, vi
C. I, ii, iii,iv
D.
Texts, Materials, and Supplies:
REQUIRED TEXTBOOKS:
Lippert, Lynn. (2011). Clinical Kinesiology and Anatomy (Fifth Edition). Philadelphia, PA: F.A. Davis Co.
Early, M.B. (2012). Physical Dysfunction Practice Skills for the Occupational Therapy for the
Occupational Therapy Assistant (Third Edition). Philadelphia, PA: Mosby, Inc.
*Both books will be used throughout the curriculum.
Evaluation/Assignment Descriptions:
Students will be graded on practical content exams (timed, station exams), written exams, quizzes (both
individual and team), and team lab assignments. Patient skills exams are used to evaluate mastery of
evaluation of joint motion, strength, strength building and patient transfers. Grading criteria for all patient
skills exams are included in this syllabus. Students will perform a self evaluation of work behaviors
required in the OT profession. Students will perform (and receive) peer evaluations related to skills
necessary for effectively working as a member of a team.
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OTHA 1409
Human Structure and Function in OT
Manual Muscle Test Grading Criteria
Criteria for Manual Muscle Test Exam
Student demonstrates professional behaviors (including dress) throughout
the entire exam. If not, a score of zero is given, the test is ended and a
second attempt is scheduled.
Clearly demonstrates correct motion to be tested to instructor (30 points)
Instructor’s
comments:
Introduces self and briefly describes the unique nature of OT services and
how occupation supports performance/participation/well being. (10 points)
Uses therapeutic use of self to put patient at ease. Asks questions related
to occupational performance. (5 points)
Clearly explains why this procedure/technique is important in supporting
occupational performance. (10 pts)
Gives clear, accurate instructions/demonstrations (no jargon) (5 points)
Appropriately responds to patient comments, concerns or other non-verbal
expressions. (10 points)
Begins with a logical sequence of testing (i.e. starts by testing for ―F‖ (20
pts)
Able to quickly reposition for antigravity if below ―F‖ (10 pts)
Correct application of resistance when above ―F‖ (20 pts)
Demonstrates gentle handling (no bruising!!!) (5 points)
Able to arrive at the correct muscle grade (50 pts)
Correctly documents muscle grade (10 pts)
Demonstrates safety awareness of self (including body mechanics) of self
and others throughout the process. (5)
Additional questions – 5 points, max worth one point for each possible
answer
What are the prime movers involved in making the motion tested?
What positions will stretch the muscles identified?
TOTAL out of 195 points =
OTHA 1409 Human Structure and Function in OT – Revised 1-16-2015
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OTHA 1409
Human Structure and Function in OT
Goniometry Grading Criteria
Student Name: _____________________________
Date: ________________
Criteria for Measuring Range of Motion
Student demonstrates professional behaviors throughout the entire
exam (including dress). If not, a score of zero is given, the test is
ended and a second attempt is scheduled.
Clearly demonstrates correct motion to be tested (30 points)
Instructor’s Comments
Introduces self and briefly describes the unique nature of OT
services and how occupation supports performance/participation/well
being. (10 points)
Uses therapeutic use of self to put patient at ease. Asks questions
related to occupational performance. (10 points)
Clearly explains why this procedure is important in supporting
occupational performance. (10 pts)
Gives clear, accurate instructions/demonstrations (no jargon) (5
points)
Correctly positions subject (5 points)
Stabilizes correctly if needed, recognizing compensation or
substitution (5 points)
Appropriately responds to patient comments, concerns or other nonverbal expressions. (5 points)
Demonstrates correct goniometer stationary arm placement and
movement (50 points)
Correctly reads goniometer and documents results (50 points)
Demonstrates safety awareness of self (including body mechanics)
of self and others throughout the process. (5)
Effectively wraps up the intervention session. (5 pts)
TOTAL out of 190 points =
OTHA 1409 Human Structure and Function in OT – Revised 1-16-2015
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Criteria for Performing PROM and AAROM
Instructor’s Comments
Student demonstrates professional behaviors (including dress)
throughout the entire exam. If not, the test is ended and a re-test
is scheduled.
Prepares the area. (5 pts)
Introduces self and briefly describes the unique nature of OT
services and how occupation supports
performance/participation/well being. (10 points)
Assists pt to supine position on mat or bed. (5 pts)
Clearly explains why this procedure/technique is important in
supporting occupational performance. (10 pts)
Establishes rapport and demonstrates therapeutic use of self
throughout procedure. Asks questions related to occupational
performance. (5 pts)
Demonstrates safety awareness of self and client throughout
process. (5 pts)
Gives clear, accurate instructions/demonstrations (no jargon) (5
points)
Demonstrates correct, gentle hand placement and stabilization. (5
pts)
Performs smooth movements in all available motions at the
following joints x 10, in this order. (35 pts)
a. scapulothoracic
c. elbow
e. wrist, fingers
b. shoulder
d. forearm
f. thumb
Encourages patient to engage throughout PROM and AAROM
procedures. (5 pts)
Demonstrates effective AAROM facilitation using concentric,
isometric and eccentric techniques at the following joints (40 pts)
a. scapulothoracic c. elbow
b. shoulder
d. wrist
Maintains good body mechanics throughout entire procedure. (5
pts)
Acknowledges and responds to patients verbal and non-verbal
gestures related to the intervention. (5 pts)
Effectively wraps up the intervention session. (5 pts)
Additional demonstrations – 5 points max, one point for each
possible answer.
Where would electrodes/vibration/tapping be applied to facilitate
(insert joint motion here)
TOTAL out of 150 points =
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OTHA 1409 ; Human Structure and Function in OT ; TRANSFER GRADING CRITERIA
Above Expectations
Performance Meets
Expectations
Performance Below
Expectations
Failure to Perform or
Complete Step
3
2
1
0
If a student scores more than one ―1‖ or below on items related to patient or caregiver safety (highlighted or bold
areas), the exam will end and the student will schedule a re-take. See course syllabus for procedure.
Student demonstrates professional behaviors (including dress) throughout the entire exam. If
not, a score of zero is earned, the test is ended and a second attempt is scheduled.
Introduces self and briefly describes the unique nature of OT services and how occupation
supports performance/participation/well being.
Clearly explains why this procedure is important in supporting occupational performance.
Effectively demonstrates therapeutic use of self.
Clearly reviews the transfer procedure with the patient (no medical jargon)
Ensures that the patient helps as much as possible, as early as possible
Gives clear (no jargon), accurate instructions/demonstrations to patient and others.
Correctly applies the gait belt (and loosens when finished)
Effectively assists patient to/from supine or sitting
Removes both leg rests out of transfer path and area
Correctly positions chair (close to transfer surface at appropriate angle)
Locks w/c
Scoots patient to the edge of the surface
Removes the correct arm rest and puts safely within reach
Properly positions sliding board, if applicable
Correctly positions patient’s feet under knees
Again, reviews with the pt. the sequence and transfer procedure, reminding them about
the type of transfer: sit to sit, stand/pivot, sliding board, etc.
Blocks the appropriate knee or knees (if applicable)
Encourages the patient to LEAN FORWARD and positions their body and the patient’s
body in a way that facilitates forward leaning
Transfer is smooth (not rushed) and lowering phase is controlled
Student demonstrates proper body mechanics throughout the transfer
Properly adjusts patient’s position for comfort once transfer is complete
Listens to and observes the patient’s nonverbal and verbal cues
Other*****
Total/numerical grade
*Depending on the type of transfer, some criteria may not apply
*****Because the above is not an all inclusive list, the instructor may cite one or more safety concerns not listed.
Ratings will include narrative feedback.
OTHA 1409
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Human Structure and Function in OT
Mechanical Lift
TRANSFER GRADING CRITERIA
Performance on each criterion is rated 1-5 on the following scale:
Above Expectations Performance Meets
Performance Below
Failure to Perform or
Expectations
Expectations
Complete Step
3
2
1
0
If a student scores more than one ―1‖ or below on items related to patient or caregiver safety (highlighted
or bold areas), the exam will end and the student will schedule a re-take. See course syllabus for
procedure.
Procedure
Rating
Student demonstrates professional behaviors (including dress). If not, a score of zero is
earned, the test is ended and a second attempt is scheduled.
Introduces self and briefly describes the unique nature of OT services and how occupation
supports performance/participation/well being.
Clearly explains why this procedure is important in supporting occupational performance.
Uses therapeutic use of self to connect with and engage patient and caregivers.
Gives clear (no jargon), accurate instructions/demonstrations to patient and others.
Takes charge of the transfer, acquires the appropriate # of people to assist and gives
very clear directions to helpers throughout transfer
Correctly applies Hoyer sling (rolls patient and positions sling correctly)
Ensures to and from surfaces are ready and stable.
Talks to the patient, constantly, updating them on the process (no sudden movements).
Ensures Hoyer lift base of support is at its widest while patient is being moved.
Ensures patient is parallel to the lift’s base of support as much as possible.
Patient is lifted smoothly.
Observes helpers, making sure that everyone demonstrates proper body mechanics
throughout the transfer.
Patient is lowered slowly, assisted to comfortable and proper position on target surface.
Ensures stabilizer bar doesn’t touch patient during transfer.
Listens to, observes and responds to the patient’s nonverbal and verbal cues. Positions
themselves appropriately when talking to the patient.
Before leaving, ensures patient is positioned comfortably, in proper alignment and is safe
(bed rails up, call light available, etc.)
Demonstrates professional behavior throughout the transfer (demonstrates a high degree of
responsibility & is very aware of patient safety AT ALL TIMES).
*Other* - example – passing sharp/heavy objects over pt’s body
*Because the above is not an all inclusive list, the instructor may cite one or more safety concerns not
listed. Instructors will include narrative feedback.
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TEAM-BASED LEARNING
PEER FEEDBACK
Team:
Date: ___________________
Colleague you are evaluating:
__________
Your name (evaluator): ____________________________________________
PART ONE: QUANTITATIVE ASSESSMENT (CHECK ONLY ONE BOX FOR EACH OF THESE 12 ITEMS)
COOPERATIVE LEARNING SKILLS:
Arrives on time and remains with team during activities
Demonstrates a good balance of active listening &
participation
Asks useful or probing questions
Shares information and personal understanding
RARELY
SOMETIMES
OFTEN
SELF-DIRECTED LEARNING:
Is well prepared for team activities
Shows appropriate depth of knowledge
Identifies limits of personal knowledge
Is clear when explaining things to others
RARELY
SOMETIMES
OFTEN
INTERPERSONAL SKILLS:
Gives useful feedback to others
Accepts useful feedback from others
Is able to listen and understand what others are saying
Shows respect for the opinions and feelings of others
RARELY
SOMETIMES
OFTEN
PART TWO: QUALITATIVE ASSESSMENT (FOR EACH ITEM, WRITE AT LEAST TWO SENTENCES, BUT
NOT MORE THAN FOUR SENTENCES)
1) What is the single most valuable contribution this person makes to your team?
2) What is the single most important way this person could alter their behavior to
more effectively help your team?
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TBL Peer Feedback, Grading Criteria & Formula
Part One, Quantitative Assessment of Teammates
Each team member receives 12 specific ratings from each person in their group
―often‖ box checked:
―sometimes‖ box checked:
―rarely‖ box checked:
3 points
2 points
1 points
For each assessment, 36 points are possible (12 ratings x 3 points/rating = 36)
Grading: (mean points per evaluation / 36) x (0.6) = quantitative score (0 – 0.60)
Part Two, Qualitative Assessment of Teammates
Each team member provides written feedback to all members of their team, answering
two questions about each of their teammates. You will be able to verbally share your
feedback with your peer per instructor’s time line.
The quality of feedback that you write is evaluated using these guidelines:
a) Are specific behaviors described? (vs. non-specific generalizations )
b) Are those behaviors described clearly, so I recognize what I’ve done to help my team,
and what I can adjust or change to improve my team’s performance?
c) Are content and tone constructive and helpful? (vs. petty, mean, antagonistic)
d) Is the feedback descriptive (―I feel our team would benefit if you gave us your opinion
earlier in the discussion.‖) rather than evaluative? (―You treated us unfairly by keeping
quiet during our discussions.‖)
Each feedback you write is evaluated by faculty and assigned a value of 0-4 points,
using these criteria:
4 points: very useful to receiver of feedback
3 points: fairly useful to receiver of feedback
2 points: marginally useful to receiver of feedback
1 point: feedback is written, but not useful at all to receiver
0 points: feedback not written
Grading: (mean points assigned per feedback / 4) x (0.4) = qual. score (0- 0.40)
Summary:
Your overall peer feedback score is composed of 2 components:
Quantitative score (0.00 – 0.60) + qualitative score (0.00 – 0.40) X 100 = _____
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Professional Development Assignment
Student Name:
Part I: Each student will complete a professional development assessment electronically. For each
professional behavior, review the descriptors and rate your performance in the ―score‖ column.
Part II: You must narratively address any area in which you scored yourself a 2 or below PLUS the 16
specified number of criteria in each section. Each criteria addressed is worth 5 points for a total of 80
points. To earn all five points you must give tangible examples that demonstrate your assertions.
For example, you can’t just say, ―I feel that I am very good at regulating my emotions‖. You would need
to give an example of when you remained calm under a stressful situation and what strategy(ies) you
used. Your PDA grade is determined by the quality of your responses on the 16 (or more) criteria.
Rating Scale:
4 – exceeds standards – rare rating that must be clearly justified
3 – meets standards
2 – needs improvement, requires a written action plan upon submission (conference optional)
1 – unsatisfactory, below standard and requires a conference with an instructor and a written action plan
1. Work Ethic - including but not limited to: (comment on at least 3)
Score Criteria
a. Attendance and punctuality.
b. Hands in assignments and papers when due.
c. Follows through with other commitments and responsibilities.
d. Takes responsibility for keeping classroom and clinic area clean and organized.
e. Independently follows the OTA program dress code when engaging in educational
tasks.
f. Submits neat written assignments with correct grammar and spelling.
Comments:
2. Attitude and enthusiasm - including but not limited to:
(comment on “g” and at least 2 others)
Score Criteria
a. Uses body postures and gestures that convey attentiveness.
b. Expresses concerns or frustrations in a solution-focused manner.
c. Actively engages in classroom and virtual discussions.
d. Behaviors are consistent with the Program’s Code of Ethics
e. Displays behaviors which are positive, respectful, considerate, polite and tolerant
toward others.
f. Takes initiative by recognizing what needs to be done and responding appropriately.
g. Demonstrates professional advocacy by participating in organizations or agencies
promoting the OT profession. (identify and briefly describe).
Comments:
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3. Time Management - including but not limited to: (comment on at least one)
Score Criteria
a. Uses a planner, calendar (electronic or manual) or other method to effectively meet
program requirements
b. Prepares for class by completing reading assignments and bringing handouts and
other educational supplies.
Comments:
4. Emotional Intelligence - including but not limited to: (comment on at least 2)
Score Criteria
a. Invites connection with others through eye contact, affect and body postures.
b. Demonstrates good manners and social skills.
c. Recognizes personality traits of self and others and adapts to foster cooperation and
group cohesiveness.
d. Able to regulate emotions to foster positive outcomes.
e. Responds effectively to the emotions of other people.
Comments:
5. Communication – including but not limited to: (comment on at least 2)
Score Criteria
a. Shares perceptions and opinions with clarity and quality of content (includes word
choice, tone, etc.).
b. Interprets contextual clues to maintain and/or suspend conversation.
c. Effectively provides feedback using the sandwich method.
Comments:
6. Critical thinking - including but not limited to: (comment on at least 2)
Score Criteria
a. Asks open-ended, thoughtful questions.
b. Analyzes and generates possible solutions using a variety of resources.
c. Demonstrates the ability to identify or select activities which support occupation based
intervention concepts.
d. Reflects on outcomes and analyzes results.
Comments:
7. Mentorship - including but not limited to: (comment on at least 3)
Score Criteria
a. Able to recognize strengths and areas of growth.
b. Seeks guidance from those having more experience.
c. Responds appropriately to constructive feedback
d. Modifies performance in response to feedback.
e. Demonstrates awareness of boundaries related to student roles.
Comments:
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Additional Comments:
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