Department of Kinesiology
ATR 387 Assessment of Lower Extremity Pathology
Spring 2012
Professor:
Offices:
Office Phone:
Cell Phone:
Email:
Nicole Cosby, PhD, ATC
P.E. Office #7
(619) 849-2901
(951) 515-3054
nicolecosby@pointloma.edu
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.
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.
2
Textbooks
Required:
Title
Examination of Orthopedic and Athletic Injuries
Author
ISBN
Publisher
Publication Date
Chad Starkey; Sara D. Brown; Jeff Ryan
978-0-8036-1720-9
F. A. Davis Company
September 1, 2009
Price
$84.95, $43 online
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
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 Am ericans
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 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.
3
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.
Polling Questions During Class
During each week of class, I will present polling questions. Most often, we will use questions to review previous lecture content or
current content on-the-fly. I will also build in conceptual and application review questions into the online sessions. These questions
and your answers will help us to know if you are learning the material. These questions will also give you a good sense of the sorts of
multiple choice items that will appear on the tests.
For the purposes of your course grade, you will be able to receive a maximum of 20 points for participation in response to polling
questions (2 points for each of 20 polling questions randomly selected by the instructor). If you miss class, you forfeit your points for
that day.
Tutorials
1. Complete the following 4 sections of Manuel Muscle Testing: An Interactive Tutorial online:
http://www.slackinteractive.com/ Password: 8888000002637528
Complete prior to the class sessions devoted to the following anatomic regions:
a. MMT Basics
b. Foot/Ankle
c. Knee
d. Hip
2. Complete the following sections of Injury Evaluation: An Interactive Approach CD ROM in the student office of the AT
Clinic.
a. Foot/Ankle
b. Knee
c. Hip
4
Differential Injury Assessment Outlines (IAO)
These outlines require you to demonstrate the differential diagnosis process for various joints. The process refines your ability
to determine (“rule in”) an injury from which a patient is suffering while excluding (“ruling out”) conditions that the examination
findings do not support.
1. Utilizing a spreadsheet format, outline the History, Inspection, Palpation, and Special Tests (indlucing Functional,
Ligamentous, and Neurological tests) used to assess pathologies in the following regions:
Foot/Toes
Ankle/Lower leg
Knee
Thigh/Hip/Pelvis
2.
Outlines are due at the completion of each of the anatomically specific units.
 Utilize and reference at least two sources in addition to your textbook.
 For History section: after listing question, provide specific rationale for asking that question (i.e., what are you
attempting to rule out when you ask this question?).
 For Special Tests section: provide the specific pathology ruled-out with each test (e.g., Straight Leg Raise =
Sciatica).
Learning Audit and Critical Incidents
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
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. Professor has resources if needed.
5
Tests and Evaluations
Quizzes
Formative evaluation will be accomplished through various forms of quizzing (announced, partner, oral, mid-class session)
and through take-home assignments.
Lab Practicals
Lab practicals will occur at the completion of each anatomically specific unit to evaluate student mastery of the psychomotor
skills required of the allied health care professional.
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. The final examination is 5/2, 8-10 am.
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 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 they are due will immediately be docked 20%. If the assignment is two weeks late or more the
grade will be docked 40%.
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.
6
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.
7
Tentative Therapeutic Modality/Pharmacology Outline **Subject to Change**
Date
1-10-12 (T)
1-11-12 (W)
1-16-12 (M)
1-18-12 (W)
1-20-12 (F)
1-23-12 (M)
Topic
Assignments Due
Course introduction
Injury Eval Process
Required Reading/Labs
Chapter 1
NO CLASS
Injury Eval Process
Injury Nomenclature: Neuromusculoskeletal pathologies
Assessment of the nervous system
Cranial, spinal, peripheral n; Derma & Myotomes/reflexes
Chapter 4
Chapter 1
Lab: History taking;
Neurological exam; R.O.M.’s
Chapter 1
Lab: Joint play, postural exam,
MMT, postural assessment
1-25-12 (W)
Assessment of the nervous system
Cranial, spinal, peripheral n; Derma & Myotomes/reflexes
1-30-12 (M)
Differential Diagnosis
2-1-12 (W)
2-6-12 (M)
Roles of health care professionals; Inj. recog/assess/diagnosis
Pre-participation examination; Imaging techniques
Postural assessment: influence of deformities on lower ext. inj
2-8-12 (W)
EBP in Diagnosis
Chapter 3
2-13-12 (M)
EBP in Diagnosis
http://www.ncbi.nlm.nih.gov/pubmed/18345345
http://www.ncbi.nlm.nih.gov/pubmed?term=denegar%20likeliho
od%20ratios
Exam#1
Foot/Toes (Ryan Nokes – TA)
Tutorial Report “Manuel
Muscle Testing
Foot/Ankle”
Foot/Toes
Foot/Toes Injury
Assessment Outline
Ankle/Lower Leg
L.A.C.I #1 Due see eclass
Ankle/Lower Leg
ECLASS Quiz
Ankle/Lower Leg
Spring Break
Ankle/Lower Leg
Ankle/Lower Leg Injury
Assessment Outline
Lab Practical#1: Foot/Toes/ Ankle/Lower Leg
L.A.C.I #2 Due
Exam#2
Knee
Knee
Tutorial Report “Manuel
Muscle Testing Knee”
Knee
Knee Injury Assessment
Outline
Patellofemoral Joint
Patellofemoral Joint
Chapter 3
2-15-12 (W)
2-20-12 (M)
2-22-12 (W)
2-27-12 (M)
2-29-12 (W)
3-5 – 3-9
3-12-12 (M)
3-14-12 (W)
3-19-12 (M)
3-21-12 (W)
3-26-12 (M)
3-28-12 (W)
4-2-12 (M)
4-4-12 (W)
4-5 – 4-9
4-11-12 (W)
4-13-12 (F)
4-16-12 (M)
4-18-12 (W)
Thigh, Hip, Pelvis
Thigh, Hip, Pelvis
4-20-12 (F)
Gait
4-23-12 (M)
Gait
4-25-12 (W)
Gait
4-27-12 (F)
5-2-2011
Tutorial Report #1
Manual Muscle Testing
“basics”
Chapter 2
Lab: Lower ¼ Screening
Chapter 6
Chapter 8
Chapter 8
Lab: Foot/Toes
Chapter 9
Chapter 9
Chapter 9
Lab: Ankle/Lower Leg
Chapter 10
Chapter 10
Lab: Knee
Chapter 10
Lab: Knee
Chapter 11
Chapter 11
Lab: Patellofemoral Jt
Easter Break
Lab Practical#2: Knee and Patellofemoral Joint
L.A.C.I #3 Due
Exam #3
Tutorial Report “Manuel
Muscle Testing Hip”
Due: Thigh, Hip, Pelvis
Injury Assessment
Outline
Chapter 12
Chapter 12
Chapter 7
Chapter 7
Lab: Gait Abnormalities
Chapter 7
Lab: Gait Abnormalities
Exam #4
Final Exam 8:00am-10am
8
Appendices
A. L.A.C.I. Form
B. Tutorial Report Form
C. Literature Review Format
9
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.)
10
Appendix B.
Name_________________________
Tutorial Report Form
Title of tutorial __________________________________
Date(s) of completion of tutorial_____________________
Overview of Tutorial Content:
New content that benefited you or was provocative
Appendix C
11
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 (1 st 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
Discussion
4. Summary/Conclusions: 1 paragraph or list of conclusions that adequately summarizes your paper.
5. 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.
12
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
13
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
14
(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
15
(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.
16
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
17
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:
18
ATR 387: Assessment of Lower Extremity Pathology Nicole Cosby, PhD, ATC.
Code
RM-C3
RM-C11
RM-C18
PA-C5
DI-C6
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.
DI-C7
DI-C8
DI-C9
DI-C10
DI-C11
AC-C6
DI-C12
DI-C13
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).
Perform inspection/observation of postural, structural, and biomechanical
abnormalities.
DI-P3
DI-P4
Palpate the bones and soft tissues to determine normal or pathological
characteristics.
DI-P5
Measure the active and passive joint range of motion using commonly
accepted techniques, including the use of a goniometer and inclinometer.
DI-P6
DI-P7
DI-P8
DI-P9
DI-P10
MC-P2
MC-P3
19
Grade the resisted joint range of motion/manual muscle testing and break
tests.
Apply appropriate stress tests for ligamentous or capsular stability, soft tissue
and muscle, and fractures.
Apply appropriate special tests for injuries to the specific areas of the body as
listed above.
Assess neurological status, including cranial nerve function, myotomes,
dermatomes and reflexes, and circulatory status.
Document the results of the assessment including the diagnosis.
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.
AC-C16
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