Department of Kinesiology, PLNU
ATR 387 Assessment of Lower Extremity Pathology
3 Units
Professor:
Offices:
Office Phone:
Cell Phone:
Email:
Nicole Cosby, PhD, ATC
Kinesiology Office #7
(619) 849-2901
(951) 515-3054
nicolecosby@pointloma.edu
PLNU Mission
To Teach ~ To Shape ~ To Send
Point Loma Nazarene University exists to provide higher education in a vital Christian community where
minds are engaged and challenged, character is modeled and formed, and service becomes an expression of
faith. Being of Wesleyan heritage, we aspire to be a learning community where grace is foundational, truth is
pursued, and holiness is a way of life.
Course Aim
This course aims to provide you with in-depth study and eventual mastery of the knowledge and skills you
will need as a health professional to assess injuries to the:
 Foot and Ankle
 Knee
 Pelvis
 Lumbar Spine
 Hip
In the process, you will develop an emerging mastery of the Educational Competencies of the NATA’s
Educational Council (See Appendix D for details on these Competencies in preparation for the Board of
Certification Examination for Athletic Trainers)
To be successful in this course, students must synthesize information presented in the lecture and laboratory and
apply it to the clinical setting. Specifically, this means that studying for quizzes and tests should involve reviewing
and integrating the essential ideas contained in both the lectures and the textbook. Where possible, we will do
activities in class or have study sessions to improve your retention. Graded assignments (e.g., tests, quizzes,
assessment outlines and review of literature paper) will be used to help students identify, recall, synthesize and
apply the key concepts in orthopedic assessment of the upper extremity.
Course Learning Outcomes
Upon completing this course, you should be able to:
o Utilize and master the components of the orthopedic examination process (i.e., perform a thorough History, Inspect,
Palpate, and utilize Special Tests) to determine the presence of physical problems in patients.
o Appreciated the importance of a systematic approach to injury assessment and documentation.
o Discover and execute the process of differential diagnosis, which involves determining which pathology—from among
a variety of possible conditions—is the probable cause of an individual’s symptoms.
 Note: Students will create various algorithms involving specific pathologies, and will edit and refine the work of
their colleagues in this process.
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o Describe and appraise the etiology, symptoms, signs and management of upper extremity injuries.
o Research, summarize and critique contemporary literature on the evaluation and management of potentially
catastrophic injuries to the cervical spine and brain.
o Through laboratory sessions, practice and become proficient in the clinical evaluation of lower extremity posture,
flexibility, neurological status and muscular strength.
o Students will describe the use of diagnostic imaging tests used for assessment of injury and illness when prescribed
by a medical doctor.
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3
Textbooks
Required:
Title
Examination of Orthopedic and Athletic Injuries
Author
Chad Starkey; Sara D. Brown; Jeff Ryan
ISBN
978-0-8036-1720-9
Publisher
F. A. Davis Company
Publication Date
September 1, 2009
Price
$84.95, $43
Title
Special Tests for Orthopedic Examination
Author
Jeff G. Konin; Holly Brader; Jerome A. Isear; Denise L. Wiksten
ISBN
ISBN 978-1-55642-741-1
Publisher
SLACK, Inc
Publication Date
January 28, 2006
Price
$47.95
online
Optional:Hoppenfeld S. Physical Examination of the Spine and Extremities. Norwalk: Connecticut:
Appleton & Lange.
Academic Accommodations
While all students are expected to meet the minimum academic standards for completion of this course
as established by the instructor, students with disabilities may require academic accommodations. At
PLNU, students requesting academic accommodations must file documentation with the Disability
Resource Center, located in the Bond Academic Center. Once the student files documentation, the
Resource Center will contact Dr. Sullivan and provide written recommendations for reasonable and
appropriate accommodations to meet your individual learning needs. Please accomplish all
documentation during the first week of the semester.
*This policy assists the University in its commitment to full compliance with Section 504 of the Rehabilitation Act of 1973, the Americans
with Disabilities (ADA) Act of 1990, and ADA Amendments Act of 2008, all of which prohibit discrimination against students with disabilities
and guarantees all qualified students equal access to and benefits of PLNU programs and activities.
Course Requirements*
*Please Note: The PLNU Catalog states that 1 semester unit represents an hour of class per week, and 2 hours of
preparation are normal for each hour of class. Therefore, if you spend about 6 hrs per week outside of class in preparation,
you will significantly increase your chances of doing well!
Course Notes and Assignments
Canvas
The major mode of assignment submission and class quizzes will occur via canvas
(www.canvas.pointloma.edu). In addition to assignments and quizzes being posted on canvas,
course PowerPoints will always be posted at least 24 hours before the subsequent lecture. This
allows the students the opportunity to print the course notes prior to coming into class.
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Course Notes and Assignments
Discussion Boards
We will utilize the Discussion Board feature of eclass to expand upon topics raised during class and from your reading of the textbook
and outside journals. You will have the opportunity, via the Discussion Boards, to interact with your fellow students and with me and to
discuss topics of interest to you. You are invited to become engaged with others in this class as you debate issues raised in the
questions, examine and analyze case studies related to the content, and respond to the comments of your classmates.
For each Discussion Board topic, you will be required to post one response of your own and to post one reply to a classmate’s
response. Thus, you must respond at least twice to each Discussion Board topic on eclass. Your response to a classmate’s post may
include one or more of the following:






Ask a probing question
Share an insight from having read your classmate’s post
Offer and provide evidence to support an opinion
Validate a classmate’s idea with reference to your own experiences
Make a suggestion for improvement
Expand on your classmate’s post.
To receive full credit for your participation, your posts MUST also be MADE IN A TIMELY WAY. Specifically, this means that you
must post a response during the week after we first encounter a new chapter or topic. So, for instance, if we first start discussing the
Ankle on March 1st , then you will need to make your posts on the Learning Discussion Board topic(s) by March 8th in order to receive
full credit.
I will review the input that you have given to these Discussion Boards and will award up to 3 points for each Discussion Board posting
that you have made. THE PROVISION OF 3 POINTS FOR YOUR POSTING WILL BE BASED ON THE QUALITY OF YOUR POST.
The maximum points available for Discussion Board participation is 30 POINTS. I will also post these instructions with some ground
rules on eclass.
Special Testing Videos (100 points)
You will be asked to partner with one or two colleagues to produce a tutorial video of Manual Muscle Testing and
Special Tests to evaluate one of the joints below. You will share your video or tutorial with your colleagues via
YouTube for their constructive feedback. You will each also comment on the other tutorials created by your
colleagues via Discussion Board on eclass.
Your tutorial should include and discuss:




At least 10 of the most commonly used special tests to evaluate the joint that you select.
Demonstration of specific direction on patient positioning, direction of testing, S/S of a positive test, and
pathology that each test rules in/out
Wherever possible, comment on the reliability, sensitivity, specificity and predictive ability of the special
tests that you choose (It is critical that your colleagues have a sense about which are the most clinically
useful and valuable tests to choose when conducting a differential evaluation)
IN YOUR EDITING OF THE VIDEO PLEASE DO NOT LET THE MUSIC BE THE FOCUS OF YOUR
ASSIGNMENT. REMEMBER THAT THIS ASSIGNMENT IS TO HELP YOU WITH SPECIAL TESTING
OF THE LOWER EXTREMITY
This is a helpful YouTube channel for your review: http://www.youtube.com/user/bigesor
Also see this link: http://ahn.mnsu.edu/athletictraining/spata/kneemodule/specialtests.html/
Please choose 1 joint below for your tutorial. Remember, you will each also comment on the other
tutorials via Discussion Board on eclass.
Lower Leg and Ankle
Foot and Toes
Knee
Hip, Thigh, Pelvis
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Lower Quarter Screening Project (40 Points)
Students will be responsible for creating/designing a video, picture, diagram etc which will help with the memorization of the lower
quarter screen!
For this project students will be required to include the following:
Myotomes and Dermatomes for the lower extremity
Description and the importance of the lower quarter screen in the clinical setting
Please be creative…don’t just draw and color the myotomes! Bring your inner creativity out 
Drawing and Classification of Fx/Peripheral Nerve Injuries (30 Points)
Students will be responsible for drawing and labeling the Salter Harris fractures and types of fractures that can occur to the skeleton.
Students must also provide a sentence or 2 on what life would be like if each of the fractures occurred to a young skeleton. I.e. For
each fracture please briefly discuss the implications.
Labeling and Drawing (20 Points Each)
Students will be given 2 out of class HW assignments which required them to draw, color and label certain anatomical structures.
Handouts will be given 1 week in advance along with instructions.
Learning Audit and Critical Incidents (10 Points)
In-depth class discussion and lab format necessitate thorough pre-class reading and study on the part of professor and students. The
lab component is intended to enhance the student’s psychomotor skills.
Students will assess their learning (Learning Audit) and reflect on the course learning environment (Critical Incidents) via the “LACI
questionnaire” each Thursday at the end of class. The LACI is completed anonymously in duplicate with original provided to the
professor; student retains duplicate. Three times in the semester a summary of a student’s LACI reports is submitted for assessment
by the professor.
Review of Literature Paper: An Experience in Scientific Writing (300 Points)
Requirements:
A formal paper is required based upon a thorough review and critical analysis of the current literature. Expectations are high for this
paper; the finished product should be of such quality as to be eligible for submission to a peer-reviewed journal or to a student-writing
contest (such as the NATA, APTA, or other foundation). You may select one of the following topics on which to write your review (your
title does not have to match these exactly. Be innovative, but please have your professor review your working title.)
1.
2.
3.
4.
5.
Effectiveness of balance training programs on reducing the incidence of ankle sprains in adolescent athletes.
Hamstring vs patellar tendon graft in the treatment of ACL sprains.
Patellofemoral pain syndrome what is the best treatment
Use of orthotics to correct postural abnormalities
Another topic which has been approved by Dr. Cosby
AMA Style (Consult American Medical Association Manual of Style, 9th ed.)
Maximum length: 10 pages, double-spaced
Title page-see Appendix C
Include **Abstract on a separate leaf following title page-see Appendix D
(**Abstracts will be submitted prior to 1st draft)
References page-see Appendix E
Ten references minimum.
References must be from peer-reviewed medical and/or allied health journals (i.e., Am J Sports Med, JAMA, Arch. Phys. Med. Rehab, JAT, JSR,
JOSPT, PT, etc).
At least half of references must be published within the past 5 years.
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Tests and Evaluations
Quizzes
All quizzes for this course will be Equizzes. My expectation is that these quizzes will be closed book. Please remember that
your examinations will be inclass so using a book for the quizzes may help you for the time being but in the long run my hurt
you. Please see course schedule for quiz dates.
Lab Practicals
Lab practicals will occur at the completion of each anatomically specific module to evaluate student mastery of the
psychomotor skills required of the allied health care professional. Students will be required to perform special tests for each
specific joint.
Lecture Exams
1. Unit examinations will be used to formatively measure student mastery of the cognitive and affective aspects of the
course of study.
2. The Final Examination will be comprehensive and summative.
3. No provision is made for early or make-up examinations.
4. Examinations should be regarded as:
a. An assessment of the student’s current comprehension of the cognates of the course and the appreciations and
values that are the affective aspect of being an allied health care professional.
b. A learning experience.
The professor will provide detailed feedback for the student in assessing the student’s performance. The
student should value the feedback as another exposure to the cognates and affective content of the course.
Professor and student must strive together to accomplish greater understanding and acumen based upon the
feedback rendered by the whole examination experience.
c. An opportunity to be accountable for one’s own learning
Course Grading
GRADE
POINT VALUE
A
AB+
B
BC+
C
CD+
D
DF
94-100
90-93
88-89
84-87
80-83
78-79
74-77
70-73
68-69
64-67
60-63
0-59
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Course Rules/Guidelines
Class Attendance and Participation
Class experiences contain information that you will need in order to do well in this course. A pattern of missing classes will cause your
grade to be lowered or you may be “de-enrolled” (Six misses, total from all sections, will qualify you for de-enrollment). Each
student is required to be ON TIME in every class meeting without fail. Responsible attendance and promptness are essential to gain
the maximum benefits from this class. There are no allowed or excused absences. (Exceptions: When necessitated by certain
college-sponsored activities and are approved in writing by the Academic Dean.)
Excused absences for emergencies are accepted with notification ASAP. Role will be taken and students missing more than
6 classes will be de-enrolled from the class. If an eclass quiz is due on the day a student misses class the student will
receive a 0 on that quiz whether it was completed or not.
Late Work
Assignments not turned in the day and time they are due will automatically be given a zero.
Make-Ups
Make up exams/quizzes will be given only if the professor is notified of the excused absence prior to the missed class or if the student
has a legitimate emergency. No make-up labs will be allowed.
Email
Email will be the MAIN form of communication used by the professor outside of class. Students are expected to check their email at
least ONCE A DAY. If you know of issues with your @pointloma.edu account please notify the professor immediately.
Acceptable behavior
 Make sure cell phones are turned off and put away (no texting or making/receiving calls during class).
 Even if you don’t always agree, you will have respect for each others’ opinions as to what is being discussed in
class.
 Everyone learns at a different rate; at no time should you make other’s feel inadequate.
Course Format
Active Learning
The overall format for this class is likely to be different from most other courses that you have taken throughout your educational
career. Extensive data has effectively demonstrated that students learn better by taking part in the learning process, a process called
‘active learning’. “Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and
reflect on the content, ideas, issues, and concerns of an academic subject.” (Meyers and Jones, Promoting active learning; strategies
for the college classroom. San Franscisco: Jossey-Bass). In addition, with the technology available today, science is becoming less
and less about memorizing certain facts, and more and more about learning to think, analyze, and evaluate information scientifically.
Although content and memorization will always be an important aspect of science, it is becoming more important to know what
information you need, and how to use that information. To this end, this course will incorporate several active learning techniques, a
few of which are referred to as ‘Jigsaw’ and ‘peer teaching’.
Classroom participation/ jigsaw learning/ peer teaching
Students will be in charge of learning a portion of each unit on their own and then teaching that portion to the other members of a
group who were assigned different portions of the unit content to learn. The information obtained by the group as a whole will be
used to answer various questions and solve different problems both in and out of class. The goals of this type of learning process
include:
1) Becoming a self-driven student (access and understand information)
2) Gaining foundational knowledge about cell biology
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3) Learning to effectively work, learn, and teach within a group setting amongst scientists
4) Integrating different topics, knowledge, and ideas to solve single goals
5) Applying knowledge to similar, but distinct tasks related to learned content
Jigsaw / Peer teaching format:
Students will be assigned to one of 3 different groups. For each unit, different groups will be assigned portions of the content (rotating
throughout the course)
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Tentative Lower Extremity Evaluation Outline **Subject to Change**
Modules
1. Foundations of
Examination
Date
1-14-14 (T)
1-15-15 (W)
1-20-14 (M)
1-22-14 (W)
2. Foot, Toes, Ankle
and Lower Leg
1-27-14 (M)
Injury Nomenclature:
Neuromusculoskeletal pathologies
Lab – Lower Quarter Screen
1-29-14 (W)
2-3-14 (M)
Lab – Pre Participation Examination
Jigsaw Activity #1 – Imaging Techniques
2-5-14 (W)
Differential Diagnosis/ EBP in Diagnosis
2-10-14 (M)
2-12-14 (W)
Postural assessment: influence of
deformities on lower ext. inj
Foot/Toes Lecture
2-17-14 (M)
Foot/Toes Lecture
2-19-13 (W)
Foot/Toes Lab: Lab Class Please Dress
Appropriate
Ankle/Lower Leg Lecture
Ankle/Lower Leg Lecture
2-24-14 (M)
2-26-14 (W)
3-3-14 (M)
3-5-14 (W)
3-10 – 3-14
3-17-14 (M)
3. Knee Joint
3-19-14 (W)
3-24-14 (M)
3-26-14 (W)
3-31-14 (M)
4-2-14 (W)
4-7-14 (M)
4-9-14 (W)
4-14-14 (W)
4. Thigh, Hip &
Pelvis
Topic
Course introduction/ Injury Eval Process
Roles of health care professionals; Inj.
recog/assess/diagnosis
Pre-participation examination
4-16-14 (W)
4-17 – 4-21
4-23-14 (W)
Ankle/Lower Leg Lab - Lab Class Please
Dress Appropriate
Exam # 2 Foot, Toes, Ankle, Lower Leg
Lab Practical#1: Foot/Toes/ Ankle/Lower
Leg
Knee Lecture
Knee Lecture/Lab Class – Please Dress
Appropriate
Knee Lab Class – Please Dress
Appropriate
Patellofemoral Joint Lecture
Patellofemoral Joint Lecture
Patellofemoral Joint Lab Please Dress
Appropriate
Exam #3: Knee and Patellofemoral Joint
Lab Practical#3: Knee and
Patellofemoral Joint
Assignments Due
Online Lecture: Injury Evaluation
Selection of a literature review topic, Please
sign up using Google doc in Canvas
Labs
No class MLK DAY
HW #1 Drawing and Classification of
Fractures/Peripheral Nerve Injuries
HW #2 Dermatomes and Myotomes (pp. 2530)
Online Lecture
Annotated Bibliography of at least 10 articles
you plan to use for literature review (must be
peer reviewed articles)
Online Exam#1 (Have until 7pm to complete)
L.A.C.I #1 Due see eclass
Foot and Toes Special Testing Video posted
on Eclass DB (Jay and Elisha)
Outline of Literature Review Due
Ankle/Lower Leg Special Testing Video
posted on Eclass DB (Shannon and Liz)
HW #3 Compartment Drawing and Labeling
Clinical Relevance of Literature Review Topic
and Introductory Paragraphs Due (must be at
least 4-5 paragraphs)
X
X
L.A.C.I #2 Due see eclass
Spring Break
Knee Special Testing Video posted on Eclass
DB (Sean, Delaney and Nathan)
Body of Literature Review Due
HW #4 Drawing of Anatomical Patellar Positions
X
X
Abstract and Conclusion of Literature Review
Due
1st Draft of Literature Review Due
X
Hip, Thigh & Pelvis Special Testing Video
posted on Eclass DB (Paul, Jalen)
L.A.C.I #3 Due see eclass
Thigh, Hip, Pelvis Lecture
Easter Break
Thigh, Hip, Pelvis Lab Please Dress
Appropriate
4-28-14 (M)
5. Gait Analysis
4-15-13 (M)
4-17-13 (W)
4-22-13 (M)
4-24-13 (W)
5-5-14 (M)
Gait Analysis Lecture
Gait Analysis Lecture
Gait Analysis Lab
Final Draft of Literature Review Due
X
Exam #3 and Lab Practical #3
Final Examination 7:30-10:30
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Appendices
A. L.A.C.I. Form
B. Literature Review Format
11
Appendix A.
Course_______________________
Date_________________________
Learning Audit & Critical Incidents
(L.A.C.I.)
Students will assess their learning (Learning Audit) and reflect on the course environment (Critical Incidents) via the “LACI
questionnaire” at the end of each anatomical topic. Complete the items that are germane to your week of course
involvement. Each summary is a weighted course requirement calculated in the course grade.
Learning Audit
What do I know now that I did not know this time last week?
What can I do now that I could not do this time last week?
What could I teach others to know or do that I could not teach them last week?
Critical Incidents
The moment in class this week that I felt most engaged with what was happening was…
The moment in class this week that I felt most distanced from what was happening was…
What action that anyone (prof or student) took this week that you found affirming or helpful?
What action that anyone (prof or student) took this week that you found most puzzling or confusing?
What about the class this week surprised you the most? (This could be about your own performance/reactions/attitudes
or those of the prof or your peers.)
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Appendix B
ATR 387 Literature Review papers
Format:
All papers should contain the following, organized in the order listed below, with each section beginning
on a separate page:
1. Title Page
2. Abstract of your narrative (1st numbered page). This should be a “stand-alone document”, able to
succinctly explain the purpose and summarize the major themes of your paper
3. Text (The body of your manuscript)
 Introduction
 Body of the Literature Review (Contains the Evidence)/Discussion
 Summary/Conclusions (What did the evidence say and what are your recommendations?)
4. References page
1. Use superscript numbers in the body of the paper to cite a reference.3
2. Create a separate page entitled References to list citations by number. References should be
listed in the numerical sequence in which they appeared in the paper.
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Tips for Effective Scholarly Writing
1. Construct, order, and connect paragraphs to guide your reader from one topic to the next, along a logical
train of thought.
 Present main idea in first sentence of each paragraph
 Provide supporting evidence to amplify idea.
2. Provide a strong and precise thesis statement.
 Referred to as the ‘problem statement’ in scholarly writing.
 Outline the reason for the paper and follow with details to stimulate reader’s interest. (Why are you
writing this paper? Explain knowledge gap.)
3. Support your thesis/problem statement throughout the paper with details and examples.
4. Avoid conversational tone.
5. Use active voice (Each subject lifted 100 lbs vs. The weight was lifted by the subject.)
6. Avoid superlatives (extremely, very). Keep language simple, concise, clear.
 Evidence speaks for itself
7. Avoid empty clauses (due to the fact that…the simple fact is… the reality is….)
 State the point, provide evidence to support.
8. Synthesize the work of others concisely; then interpret, don’t copy.
9. Always cite your source when using another’s idea.
 Directly quote someone only when you cannot word things another way.
10. Emphasize facts, not who wrote them
When you think you’re finished
1.
2.
3.
4.
Proofread, then proofread again, then have your roommate proofread, etc.
The Tutorial Center is ready and willing to help.
There should be <3 grammatical, structural, or punctual errors (3 total!)
Check to see that your language/ideas flow together, are logical, and are consistent with your thesis
statement.
5. Be coherent: tie paragraphs together with appropriate transitional sentences.
6. Always seek to answer the “so what?” question.
Knight KL, Ingersoll CD. Optimizing Scholarly Communication: 30 Tips for Writing Clearly. J Athl Train,
1996; 209-213.
http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1318505&blobtype=pdf
Guidelines for Writing:
http://www.nata.org/jat/authors/authors_guide.pdf
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XXXXXXXXX XXXXX XXXXX
XXXXX
XXXXX XXXX XXXXX
By
Jonathan L. Student
A Research Paper
as partial fulfillment of the requirements for
KPE 387
Assessment of Lower Extremity Pathology
Point Loma Nazarene University
April, 2012
15
(To follow the title page of the research paper)
A REVIEW OF OPEN VERSUS ARTHROSCOPIC MANAGEMENT OF
ANTERIOR GLENOHUMERAL INSTABILITY.
Jonathan L. Student*
*
Department of Kinesiology, Point Loma Nazarene University, San Diego, CA. 92106.
ABSTRACT
Over the past few decades, considerable advances have been made in the surgical
management of anterior glenohumeral instability. Although arthroscopic approaches
initially resulted in high failure rates compared with open approaches, the most current
results indicate that outcomes between the two procedures are comparable, and may even
be equivalent, if the surgical procedure is chosen on the basis of specific pathoanatomy
involved with the instability. Innovative arthroscopic techniques such as thermal
capsulorrhaphy and suture anchors are being increasingly used during arthroscopy and
are effective in addressing coexisting pathology such as a Bankart lesion and associated
capsular attenuation. Further, these techniques are becoming popular because they are
associated with decreased surgical morbidity, decreased surgical time, and lower levels of
post-surgical pain. However, long-term data on their efficacy and safety are necessary
before these techniques can be considered enduring successes. This review paper
discusses and evaluates three prevalent techniques for the management of the unstable
shoulder. Functional outcomes following these stabilization procedures are examined to
to aid clinicians in the selection of appropriate surgical procedures for managing patients
with anterior shoulder instability.
Key Words: glenohumeral joint, thermal capsulorrhaphy, Bankart, arthroscopic
surgery
16
(Citations in the body of the paper need only a superscript #)
References
1. Grace K. Treatment method for patellofemoral pain and clinical implications. Med
Sci Sports Exerc. 1997;29:S1395.
2. Cherf J, Paulos LE. Bracing for patellar stability. Clin Sports Med.1990;9:813-821.
3. Brown SM, Bradley WG. Kinematic magnetic resonance imaging of the knee. MRI
Clin North Am. 1994;2:441-449.
4. Fox JM, Del Pizzo W, eds. The Patellofemoral Joint. New York, NY: McGraw-Hill;
1993.
17
REVIEW OF LITERATURE PAPER: EVALUATIVE CRITERIA, GRADING, AND REVIEW
This grading sheet and your first draft must be submitted with your final draft in order to receive a final
grade for this paper!!
Name:_____________________________
Grade: ________
First draft= ______ of 100 = _____%
Topic: _____________________________
Grade: ________
Final draft= ______ of 100 = _____%
RATING SCALE:
5 = Superior
4 = Above average
3 = Average
2 = Below Average
1 = Poor
0 = Missing
OVERALL CONTENT
OVERALL PRESENTATION
5
5
4
4
3
3
2
2
1
1
0
0
CONTENT:
5 4 3 2 1 0
RELEVANCE (circle rating and indicate deficiencies with a checkmark below)
_____ Relevance of topic is not clearly stated
_____ Material is too basic for the reader of the selected journal
_____ Material is too advanced for the reader of the selected journal (e.g., unnecessary details)
5 4 3 2 1 0
ORIGINALITY (circle rating and indicate deficiencies with a checkmark below)
_____ Topic was not approached in an original way (reliance on other’s words)
PRESENTATION:
5 4 3 2 1 0
_____
_____
_____
_____
_____
LOGICAL PRESENTATION (circle rating and indicate deficiencies)
Presentation is not clear and concise
Manuscript does not flow logically from one idea to another
Number of subheadings is insufficient
Conclusions are not accurate
Length of manuscript is inadequate ___too short ___too long
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PRESENTATION--continued:
5 4 3 2 1 0
_____
_____
_____
_____
_____
WRITING FORM AND STYLE (circle rating and indicate deficiencies)
Tense is inconsistent and incorrect.
Paragraphs contain more than one idea.
Sentence structure was not varied.
Numerous ____spelling and _____punctuation errors
Numerous grammatical errors
5 4 3 2 1 0
ABSTRACT (circle rating and indicate deficiencies)
_____
Inadequately summarizes and condenses entire manuscript (Does it stand alone?)
_____ Purpose of paper was not clearly stated
_____ Significance of the chosen topic was not clearly stated
5 4 3 2 1 0
_____
_____
_____
_____
INTRODUCTION (circle rating and indicate deficiencies)
Main ideas were not presented in the first 1-2 paragraphs
Purpose of the paper / need for manuscript not clearly stated
Current and relevant literature was not cited
Introduction section was: ___not included ___too long ___ too short
5 4 3 2 1 0
_____
_____
_____
_____
BODY OF MANUSCRIPT (circle rating and indicate deficiencies)
Main ideas were not adequately developed
Paper was not organized into subsections
Serial listing of results of other papers rather than an integrative analysis
No effort to synthesize the collective literature into a summary/conclusion
5 4 3 2 1 0
_____
_____
_____
_____
REFERENCES (circle rating and indicate deficiencies)
Inadequate number of references to properly address this topic
Too many secondary reference sources, e.g., textbooks
References were not cited in style of the selected journal
All references were not cited in the manuscript
General comments and feedback:
19
ATR 387: Assessment of Lower Extremity Pathology Nicole Cosby, PhD, ATC.
Code
RM-C3
RM-C11
RM-C18
PA-C5
DI-C6
DI-C7
DI-C8
DI-C9
DI-C10
DI-C11
AC-C6
DI-C12
DI-C13
Competency/Proficiency
Identify and explain the epidemiology data related to the risk of injury and illness related to participation in
physical activity.
Explain the importance and use of standard tests, test equipment, and testing protocol for the measurement of
cardiovascular and respiratory fitness, body composition, posture, flexibility, muscular strength, power, and
endurance
Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of
orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the
need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the
orthosis or splint.
Describe the etiology, pathogenesis, pathomechanics, signs, symptoms, and epidemiology of common
orthopedic injuries, illnesses and diseases to the body’s systems.
Describe common techniques and procedures for evaluating common injuries including taking a history,
inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and
circulatory tests.
Explain the relationship of injury assessment to the systematic observation of the person as a whole.
Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and
peripheral nerves using myotomes, dermatomes, and reflexes.
Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and
circulatory status.
Explain the roles of special tests in injury assessment.
Explain the role of postural examination in injury assessment including gait analysis.
Differentiate the components of a secondary assessment to determine the type and severity of the injury or
illness sustained.
Describe strength assessment using resistive range of motion, break tests, and manual muscle testing.
Describe the use of diagnostic tests and imaging techniques based on their applicability in the assessment of an
injury when prescribed by a physician.
DI-C15
DI-C16
Describe and identify postural deformities.
Explain medical terminology and abbreviations necessary to communicate with physicians and other health
professionals
DI-C17
Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS).
DI-P3
Perform inspection/observation of postural, structural, and biomechanical abnormalities.
DI-P4
Palpate the bones and soft tissues to determine normal or pathological characteristics.
DI-P5
DI-P6
Measure the active and passive joint range of motion using commonly accepted techniques, including the use of
a goniometer and inclinometer.
Grade the resisted joint range of motion/manual muscle testing and break tests.
DI-P7
Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures.
DI-P8
Apply appropriate special tests for injuries to the specific areas of the body as listed above.
DI-P9
Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and
circulatory status.
DI-P10
Document the results of the assessment including the diagnosis.
MC-P2
MC-P3
AC-C16
Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including
deformity, edema/swelling, discoloration, and skin abnormalities.
Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics.
Describe the injuries and illnesses that require medical referral.
AC-C33
Describe home care and self-treatment plans of acute injuries and illnesses.
AC-P4h
Acute musculoskeletal injuries (i.e. sprains, strains, fractures, dislocations)
AD-C20
Differentiate the roles and responsibilities of the athletic trainer from those of other medical and allied health
personnel who provide care to patients involved in physical activity and describe the necessary communication
skills for effectively interacting with these professionals.
Demonstrate the ability to access medical and health care information through electronic media.
AD-P4