Physical Medicine
GPS Roll out
Phyllis Johnson and Kechia Seabrooks
January 14, 2010
Roll Call for ETC’s
We are about to get
started…
Please MUTE your
Microphone unless
someone from your
site is speaking
Plan for the Day
Introduction
Physical
Roll out
Medicine
Rationale behind pathway
Pathway development
Georgia Economy
Georgia Center for Innovation
Employment Opportunities
Trends, shortages
Courses in the pathway
Standards in each course
Teaching resources to include websites
Sharing ideas
Assessment
“Linking classroom learning to realworld earning opportunities available
in the state will help the state grow
it’s own highly skilled workforce ,
attract future economic
development, and ensure that every
student is prepared to build a
rewarding future right here in
Georgia.”
Kathy Cox, Georgia Superintendent of Schools
Industry Validation
http://www.salary.com/
http://www.bls.gov/oco/
http://explorer.dol.state.ga.us/default.asp
www.dol.state.ga.us/know_job_market.htm
Long-Term Occupational
Projections
2006-2016
Statewide
Fastest Growing Occupations
Occupation
Physical Therapist
Assistants
Massage Therapists
2006
2016
Total
Percent
Annual
Base
Projected
Change in
Change in
Growth
Employment
Employment
Employment
Rate
Employment
Annual
Annual
Openings
from
Growth
Openings
from
Replmnts
Annual
Openings
1,350
1,870
520
38.7%
3.3%
50
20
70
2,450
3,350
900
36.5%
3.2%
90
30
120
The number of Athletic Trainers employed in Georgia in 2006
Long Term Occupational Employment
Projections or Athletic Trainers
The number of Athletic Trainers employed
in Georgia In 2006 was 277. It is projected
in 2016 there will be 374. This represents
an annual average growth rateof 3.0 percent
faster than 1.3 percent growth rate for all
occupations in Georgia.
Long Term Occupational Employment
Projections for Athletic Trainers
Athletic Trainers
All Occupations
2006 Employment 2016 Projected Total 2006-2016 Annual Avg
Employment Employment
Percent Change
Change
277
374
97
3.0%
4,378,871
4,997,099
618,228
1.3%Source:
Georgia
Department of
Labor
Archived Webinars
10/08/2009
Proposed Guide for CTAE HS Curriculum Phase IV & MS Phase II
Course Numbering Information FY 2010-2011
Course Numbering Pending State Board of Education Approval
Please check the website for updates and SBOE approval status anticipated January 2010.
**CURRENT STATUS:
REPLACED by GPS = The previously existing (old) aligned course has been revised including GPS.
RENAMED = The title for the previously existing (old) aligned course has been changed.
NEW = There is not a previously existing (old) course with which this newly developed course aligns.
Retains Current Course Number = The newly revised course will retain the course number assigned
the aligned “old” course.
RED = There is not a previously existing (old) course with which this newly developed course aligns
the number assigned is new.
TO BE DELETED = Course title and number will be deleted.
APPROVED PHASE I, II or III = Course and number were previously approved.
Program Concentration: HEALTHCARE SCIENCE - Therapeutic Services - Physical Medicine Career
Pathway
**CURRENT STATUS
Old Course
Title
Current Course
Number
Approved
Phase I
25.52100
NONE
NONE
Principles of Physical Medicine
(HS-PPM)
New
Proposed Course Number: 25.58000
NONE
NONE
Concepts of Physical Medicine
(HS-CPM)
New
Proposed Course Number: 25.58100
NONE
NONE
Rehabilitation in Physical
Medicine (HS-RPM)
New
Proposed Course Number: 25.58200
New Course Title with
Performance Standards
Introduction to Healthcare
Science(HS-IHS)
NEW or
Replaced by GPS and/or Renamed
Approved Phase I
Program Concentration: Healthcare Science
Healthcare Science Programs of Study
Therapeutic Services-Physical Medicine Career Pathway
•Introduction to Healthcare Science*
•Principles of Physical Medicine*
•Concepts of Physical Medicine*
•Rehabilitation in Physical Medicine
*Required for Pathway Completion
Physical Medicine Specialty:
Physical medicine is the medical specialty concerned with
evaluating, diagnosing, and treating patients with
physical disabilities affecting the musculoskeletal system
including neck and back pain, sports injuries, or
disabilities resulting from neurological trauma or disease
such as spinal cord injury, head injury, or stroke.
The primary goals of physical medicine are to achieve
maximum restoration of physical, psychological, social,
and vocational function through comprehensive
rehabilitation and effective pain management.
3/17/2016
15
Physical Medicine Subspecialties:
• Hospice and Palliative Medicine - prevent and relieve the suffering
experienced by patients with life-limiting illnesses.
• Neuromuscular Medicine - possesses specialized knowledge in the
science, clinical evaluation and management of these disorders.
• Pain Medicine - provides a high level of care for patients
experiencing problems with acute, chronic or cancer pain.
• Pediatric Rehabilitation Medicine - prevent, diagnose, treat and
manage congenital and childhood-onset physical impairments.
• Spinal Cord Injury Medicine - addresses the prevention, diagnosis,
treatment and management of traumatic spinal cord injury and
non-traumatic causes of spinal cord dysfunction.
• Sports Medicine - responsible for continuous care related to the
enhancement of health and fitness as well as the prevention of
injury and illness.
3/17/2016
16
Pathway Team
• Lance Kelly, MPT, ATC- Momentum Physical Therapy &
Sports Enhancement
• Lance McNamara, Winder Barrow High School
MS, NREMT-I, ATC
Health Occupations Teacher
• Courtney McQuaker,- Columbus State University- Assistant Athletic
M.Ed, ATC
Director of Operations
• Debbie Vinsant,Lithia Springs High SchoolEd.S, NREMT, ATC
Health Occupations Teacher
• Gina Wilkes, RNOconee County High School
Health Occupations Teacher
• Kechia Seabrooks,Rockdale County Public Schools
M.Ed, ATC
Athletic Coordinator and Athletic Trainer
3/17/2016
17
Therapeutic ServicesPhysical Medicine
•
•
•
•
•
•
•
•
Career Pathway Sequence of Courses:
25.52100 Introduction to Healthcare Science
25.56500 Principal of Physical Medicine
25.58100 Concepts of Physical Medicine
Related courses:
25.58200 Rehabilitation in Physical Medicine
24.56200 Concepts of Emergency Medicine
25.52200 Applications in Therapeutic Medicine
26.07300 Anatomy & Physiology
Some Suggested Basic Support Material
• Physical Therapies in Sport and Exercise, Kolt, SnyderMackler & Hoen
• Exercise in Rehabilitation Medicine, Frontera, Dawson
& Slovik
• Therapeutic Exercise for Musculoskeletal Injuries,
Houglum
• Sports Medicine Essentials: Core Concepts in Athletic
Training and Fitness Instruction, Clover
• Sports Injury Management, Anderson, Hall & Martin
• Manual of Structural Kinesiology, Floyd
3/17/2016
19
Physical Medicine Units Covered:
Anatomy and Physiology
Assessment
Preventative Care
Medical Terminology
Kinesiology
Basic Life Support
3/17/2016
Injury Evaluation and
Classification
Therapeutic Exercise
Therapeutic Modalities
Infection Control
Nutrition
Pharmacology
20
Check these out. CTAE Foundation skills, etc.
Academic Foundations
• HS-PPM-1; HS-CPM-1;HS –RPM-1:
Students will demonstrate knowledge and
understanding of the academic subject
matter required for proficiency within their
area. Academic Standards are integrated
throughout the standard statements within
their discipline areas and documented
immediately following the standard
statement.
CTAE Foundation Skills
• http://www.teampedia.net/wiki/index.ph
p?title=Main_Page
• http://www.teambuildinginc.com/teambu
ilding_services_master_list.htm
• https://www.ctaern.org/portal/Instructio
nalResources.asp?SysId=100&PID=3199&
profile=3199
Principles of Physical Medicine
Standard
• HS-PPM-2: Students will analyze anatomic
positions, directional terms, movements, and
postures as related to the appendicular
skeleton.
3/17/2016
25
Making Anatomy Fun
• Demonstrations
• Hands on Activities
anatomy coloring books
kinesiology experiments
Simon says/Songs
• Web Anatomy Games
• Field Trips
• Classroom competitions & Quiz Bowls
• Invite local Physical Medicine providers as guest speakers
• Collaborate with CTAE teachers, science teachers, Industry
Professionals
• Internships with local Physical Medicine
• Physical Medicine Summer Camps
TEAM NAME
#1 #2
10
Athletic Trainer
Physical
Therapist
Occupational
Therapist
10
10
10
The Massage
Therapist
Orthopedic
Surgeon
10
#3
#4
#5
#6
#7
#8
#9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 TOTALS
Websites that will help
•
http://msjensen.cehd.umn.edu/webanatomy/
•
http://www.neuroexam.com/content.php?p=2
•
http://edheads.org/
•
http://anatomy.uams.edu/anatomyhtml/muscles_alpha.html
•
http://www.lawrenceville.org/mgolden/hsforms-doc/
•
http://teachers.net/lessons/search.html
•
http://academic.missouriwestern.edu/rachow/Inflammation%20and%20Healing.pdf
•
http://www.bownet.org/cchulada/sportsmed.htm
•
http://at.uwa.edu/CurrHome/Default.asp
•
http://www.accessexcellence.org/
•
http://serendip.brynmawr.edu/sci_edu/biosites.html
•
http://www.studysphere.com/Site/Sphere_10278.html
•
http://www.montgomeryschoolsmd.org/SCHOOLS/WJHS/mediactr/scipathfinder/HumanBodySyst/index.htm
#top
•
www.teach-nology.com
•
http://library.thinkquest.org/10348/
Healthcare lesson plans (includes
anatomy lesson plans
http://www.khake.com/page77.html
http://www.instantanatomy.net/headnec
k/areas/overviewofcontents.html
http://www.teach-nology.com/teachers/lesson_plans/science/anatomy
Healthcare Lesson plans http://www.khake.com/page77.h
Elements of Standard HS-PPM-2
a. Identify the anatomy of the skeleton system.
b. Identify and understand the terminology used to describe body
part locations, reference positions, anatomical directions, and
planes of motion, with their respective axis of rotation in
relation to human movement.
c. Define and understand the various types of bones and joints in
the human body, and their characteristics.
d. Define demonstrate the joint movement of the skeletal system.
3/17/2016
32
Standard
• HS-PPM-3. Students will utilize correct
terminology, abbreviations, and symbols to
appropriately communicate oral and written
information within the physical medicine
team.
Elements of Standard HS-PPM-3
a. Interpret common terminology, abbreviations, symbols, and
acronyms related to physical medicine.
b. Explain the importance of reporting and recording
information within the physical medicine team.
c. Evaluate a variety of methods for recording patient
information including SOAP notes and special considerations
for electronic information and records.
d. Analyze the legal responsibilities regarding privacy for patient
information (HIPAA regulations).
e. Organize thoughts and information to develop clear and
accurate reports both verbal and written.
Standard
• HS-PPM-4: Students will demonstrate
knowledge and understanding of injury
classifications.
Elements of Standard HS-PPM-4
a. Differentiate between evaluate and diagnose.
b. Differentiate between a sign and a symptom.
c. Compare and contrast injuries based upon the onset and duration of
symptoms.
d. Classify and explain the various degrees of tissue injury both open and
closed.
e. Classify and explain the various injuries to the bone and joint articulations.
f. Classify nerve injuries according to mechanism, severity, signs and
symptoms.
g. Indentify signs and symptoms of skin infections, and other dermatological
conditions, and will be able to outline the proper treatment procedures
for these conditions.
Standard
• HS-PPM-5: Students will demonstrate the
performance of first aid procedures meeting
and/or exceeding all standards of the
American Red Cross (ARC) and/or American
Heart Association’s (AHA) utilizing personal
protection devices and equipment in
compliance with all OSHA regulatory
guidelines. Situations may be used when
necessary.
Elements of Standard HS-PPM-5
a. Demonstrate the assessment of a victim requiring first aid,
identification of the signs and symptoms, and how to locate
the victim’s injuries.
b. Demonstrate the ability to adapt resources at the scene of
injury for the provision of first aid techniques as necessary.
c. Perform basic triage techniques for emergency situations
involving multiple victims.
d. Complete the American Red Cross (ARC) and/or American
Heart Association’s (AHA) First Aid Training.
Standard
• HS-PPM-6: Students will demonstrate
knowledge and understanding of injury
evaluation.
Elements of Standard HS-PPM-6
a. Demonstrate the ability to obtain and document client history,
observation, palpation, and specific tests.
b. Define and demonstrate the Subjective, Objective,
Assessment and Plan (SOAP) that is standard note writing in
patient documentation.
c. Identify and demonstrate appropriate anatomical structures
to palpate during an injury evaluation.
d. Administer active and passive Range of Motion (ROM) tests
using standard goniometric techniques.
e. Demonstrate the use of proper manual muscle testing
techniques.
Standard
• HS-PPM-7: Students will analyze the
anatomy, muscular structure, vascular
structure, Range of Motion (ROM), Manual
Muscle Tests (MMT) and special tests, as well
as prevention and treatment, of the shoulder
joint.
Elements of Standard HS-PPM-7
a. Identify and locate the bones associated with the shoulder joint on either a human
skeleton or subject.
b. Identify and locate the muscle origins and insertions of the shoulder joint on either a
human skeleton or subject.
c. Demonstrate muscle actions associated with the shoulder joint.
d. Identify the primary blood vessels and nerves that innervate the shoulder joint.
e. Administer Passive Range of Motion (PROM) and Active Range of Motion (AROM)
tests special to the shoulder joint
f. Administer MMT specific to the shoulder joint
g. Identify specific type of injuries that occur to the shoulder.
h. Define the proper evaluation procedures and special tests specific to injuries associated
with the shoulder.
i. Identify and demonstrate proper preventative techniques to the shoulder joint
j. Utilize proper treatment techniques specific to the shoulder joint.
k. Participate in mock examinations and practical simulations.
Standard
• HS-PPM-8: Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment of the
elbow joint.
Elements of Standard HS-PPM-8
a. Identify and locate the bones associated with the elbow joint on either a human
skeleton or subject.
b. Identify and locate the muscle origins and insertions of the elbow joint on either a
human skeleton or subject.
c. Demonstrate muscle actions associated with the elbow joint.
d. Indentify the primary blood vessels and nerves that innervate the elbow joint.
e. Administer PROM and AROM tests special to the elbow joint
f. Administer MMT specific to the elbow joint
g. Identify specific type of injuries that occur to the elbow.
h. Define the proper evaluation procedures and special tests specific to injuries
associated with the elbow.
i. Identify and demonstrate proper preventative techniques to the elbow joint.
j. Utilize proper treatment techniques specific to the elbow joint.
k. Participate in mock examinations and practical simulations.
Standard
• HS-PPM-9: Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment of the
wrist/hand.
Elements of Standard HS-PPM-9
a. Identify and locate the bones associated with the wrist and hand on either a
human skeleton or subject.
b. Identify and locate the muscle origins and insertions of the wrist and hand on
either a human skeleton or subject.
c. Demonstrate muscle actions associated with the wrist and hand.
d. Indentify the primary blood vessels and nerves that innervate the wrist and hand
joint.
e. Administer PROM and AROM tests special to the wrist and hand
f. Administer MMT specific to the wrist and hand.
g. Identify specific type of injuries that occur to the wrist and hand.
h. Define the proper evaluation procedures and special tests specific to injuries
associated with the wrist and hand.
i. Identify and demonstrate proper preventative techniques to the wrist and hand j.
j. Utilize proper treatment techniques specific to the wrist and hand.
k. Participate in mock examinations and practical simulations.
http://www.teach-nology.com/teachers/lesson_plans/science/anatomy/
Hamate Bone
Scaffold Bone (Holding up the Radius)
Sally Left The Party To Take Cathy Home
Standard
• HS-PPM-10: Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment of the hip
joint.
Elements of Standard HS-PPM-10
a. Identify and locate the bones associated with the hip joint on either a human
skeleton or subject.
b. Identify and locate the muscle origins and insertions of the hip joint on either a
human skeleton or subject.
c. Demonstrate muscle actions associated with the hip joint.
d. Indentify the primary blood vessels and nerves that innervate the hip joint.
e. Administer PROM and AROM tests special to the hip joint.
f. Administer MMT specific to the hip joint.
g. Identify specific type of injuries that occur to the hip.
h. Define the proper evaluation procedures and special tests specific to injuries
associated with the hip.
i. Identify and demonstrate proper preventative techniques to the hip joint.
j. Utilize proper treatment techniques specific to the hip joint.
k. Participate in mock examinations and practical simulations.
Standard
• HS-PPM-11: Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment of the knee
joint.
Elements of Standard HS-PPM-11
a. Identify and locate the bones associated with the knee joint on either a human
skeleton or subject.
b. Identify and locate the muscle origins and insertions of the knee joint on either a
human skeleton or subject.
c. Demonstrate muscle actions associated with the knee joint.
d. The student will indentify the primary blood vessels and nerves that innervate the
knee joint.
e. Administer PROM and AROM tests special to the knee joint.
f. Administer MMT specific to the knee joint.
g. Identify specific type of injuries that occur to the knee.
h. Define the proper evaluation procedures and special tests specific to injuries
associated with the knee.
i. Identify and demonstrate proper preventative techniques to the knee joint.
j. Utilize proper treatment techniques specific to the knee joint.
k. Participate in mock examinations and practical simulations.
Standard
• HS-PPM-12: Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment of the
ankle joint.
Elements of Standard HS-PPM-12
a. Identify and locate the bones associated with the ankle joint on either a human
skeleton or subject.
b. Identify and locate the muscle origins and insertions of the foot and ankle joint on
either a human skeleton or subject.
c. Demonstrate muscle actions associated with the foot and ankle joint.
d. Indentify the primary blood vessels and nerves that innervate the foot and ankle
joint.
e. Administer PROM and AROM tests special to the foot and ankle joint.
f. Administer MMT specific to the foot and ankle joint.
g. Identify specific type of injuries that occur to the foot and ankle.
h. Define the proper evaluation procedures and special tests specific to injuries
associated with the foot and ankle.
i. Identify and demonstrate proper preventative techniques to the foot and ankle
joint.
j. Utilize proper treatment techniques specific to the foot and ankle joint.
k. Participate in mock examinations and practical simulations.
Suggested Equipment Needs
• Anatomical Models
(Shoulder, elbow, hand,
wrist, hip, knee, ankle)
• Skeletal Muscle Chart
• Goniometer
• Ace Bandages
• Taping Supplies (Athletic
Tape, Prewrap, medirip,
coban, leukotape)
• Measuring Tape
•
•
•
•
•
CPR Items
Gauze
Biohazard Bags
Foam/Felt Padding
Splinting Devices (SAM
Splint, Vacuum Splints)
• Various Braces/Immobilizers
(Ankle, knee, walking boot,
sling, crutches)
Anatomical Models
Concepts of Physical Medicine
Standard
• HS-CPM-2. Students will be able to analyze
the anatomy, muscular structure, vascular
structure, and describe the mechanisms signs
and symptoms and potential complications
associated with head and facial injuries.
Elements of Standard HS-CPM-2
a. Identify and locate the bones associated with the head and face on either a
human skeleton or subject.
b. Identify and locate the muscle origins and insertions of the head and face on
either a human skeleton or subject.
c. Perform a complete examination of the cranial nerves.
d. Identify specific type of injuries that occur to the head and face.
e. Differentiate among signs and symptoms of concussions, skull fractures and
intracranial hemorrhage.
f. Discuss the potential consequences and delayed symptoms of head and facial
trauma.
g. Utilize proper treatment specific to head and facial injuries.
h. Perform an on-site examination of potential head or facial injuries, including
special tests for cognition, balance and coordination to include the criteria for
medical referral.
•
•
•
•
•
•
•
•
•
•
•
On
Olympus’
Towering
Tops
A
Finn
And
German
Viewed
Some
Hops
Standard
• HS-CPM-3. Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment, of the
cervical spine and upper thoracic spine.
Elements of Standard HS-CPM-3
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Identify and locate the bones associated with the cervical spine and upper thoracic spine on either
a human skeleton or subject.
Identify and locate the muscle origins and insertions of the cervical spine and upper thoracic spine
on either a human skeleton or subject.
Demonstrate muscle actions associated with the cervical spine and upper thoracic spine.
Perform a functional assessment of myotomes, dermatomes, reflexes and vascularity of the cervical
spine and upper thoracic spine.
Interpret the causes of neuropathy in the upper extremity relative to cervical pathology.
Administer Passive Range of Motion (PROM) and Active Range of Motion (AROM) tests special to
the cervical spine and upper thoracic spine.
Administer MMT specific to the cervical spine and upper thoracic spine.
Identify specific type of injuries that occur to the cervical spine and upper thoracic spine.
Define the proper evaluation procedures and special tests specific to injuries associated with the
cervical spine and upper thoracic spine.
Identify and demonstrate proper preventative techniques to the cervical spine and upper thoracic
spine.
Utilize proper treatment techniques specific to the cervical spine and upper thoracic spine.
Participate in mock examinations and practical simulations.
Standards
• HS-CPM-4. Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, MMT and special tests, as
well as prevention and treatment, of the
lower thoracic spine and lumbar spine.
Elements of Standard HS-CPM-4
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Identify and locate the bones associated with the lower thoracic spine and lumbar spine on either a
human skeleton or subject.
Identify and locate the muscle origins and insertions of the lower thoracic spine and lumbar spine
on either a human skeleton or subject.
Demonstrate muscle actions associated with the lower thoracic spine and cervical spine.
Perform a functional assessment of myotomes, dermatomes, reflexes and vascularity of the lower
thoracic spine and lumbar spine.
Interpret the causes of neuropathy in the upper and lower extremity relative to lumbar pathology.
Administer Passive Range of Motion (PROM) and Active Range of Motion (AROM) tests special to
the lower thoracic spine and lumbar spine.
Administer MMT specific to the lower thoracic spine and lumbar spine.
Identify specific type of injuries that occur to the lower thoracic spine and lumbar spine.
Define the proper evaluation procedures and special tests specific to injuries associated with the
lower thoracic spine and lumbar spine.
Identify and demonstrate proper preventative techniques to the lower thoracic spine and lumbar
spine.
Utilize proper treatment techniques specific to the lower thoracic spine and lumbar spine.
Participate in mock examinations and practical simulations.
Standard
• HS-CPM-5. Students will analyze the
anatomy, muscular structure, vascular
structure, ROM, and special tests, as well as
prevention and treatment, of the thoracic
and abdomen.
Elements of Standard HS-CPM-5
a. Identify and locate the bones associated with the thoracic region on
either a human skeleton or subject.
b. Identify and locate the muscle origins and insertions of the thoracic
region on either a human skeleton or subject.
c. Identify specific type of injuries that occur to the thoracic region
and abdomen.
d. Identify the potential consequences and signs and symptoms from
direct or indirect trauma to the abdomen.
e. Utilize proper treatment specific to thoracic and abdominal injuries.
f. Perform an on-site examination of potential thoracic and abdominal
injuries, indicating criteria for medical referral.
Standard
• HS-CPM-6. Students will analyze the
anatomy, muscular structure, vascular
structure, as well as prevention and
treatment, of cardiorespiratory and visceral
region conditions.
Elements of Standard HS-CPM-6
a. Identify the function and anatomy of the
cardiorespiratory system and visceral region.
b. Identify specific type of injuries that occur to the
cardiorespiratory system and visceral region.
c. Define the signs and symptoms relative to the
cardiorespiratory system that may be encountered.
d. Perform an on-site examination of potential
cardiorespiratory system and visceral region injuries, for
emergent or non-emergent medical referral.
Standard
• HS-CPM-7.Students will identify and describe
pathogens commonly encountered in
physical medicine and will demonstrate
knowledge of infection control principles.
Element of Standard HS-CPM-7
a. Describe the components of the chain of infection and methods for
interrupting the chain
b. Explain and demonstrate the use of standard precautions as described in
the rules and regulations set forth by the Occupational Safety and Health
Administration (OSHA)
c. Practice aseptic techniques in the physical medicine setting
d. Compare the different levels of aseptic control and their uses in physical
medicine
e. Demonstrate proper disposal of hazardous waste
f. Utilize appropriate PPE whenever there is a risk for contact with bodily
fluids
g. Evaluate the role of the immune system in physical medicine.
Safety
• http://www.osha.gov/SLTC/teenworkers/
teenworkers.html
• http://www.cdc.gov/niosh/talkingsafety/states/g
a/ NIOSH is pleased to present Youth@Work: Talking Safety, a foundation curriculum in
occupational safety and health. This curriculum is the culmination of many years’ work by a
consortium of partners dedicated to reducing occupational injuries and illnesses among youth. This
curriculum is meant to be used in a classroom or other group training setting.The entire curriculum
includes instructions for teachers and a step by step guide for presenting the material.
QUICK LINKS
Entire Booklet ,Overheads ,Teacher PowerPoint Presentation , Handouts , Certificates
Appendices , Video
Infection Control
• http://cdc.gov/
• http://www.osha.gov/SLTC/etools/hos
pital/hazards/infection/infection.html
• http://www.glogerm.com/ Glo Germ
Standard
• HS-CPM-8. Students will participate in
research and self-assessment to identify their
choice of careers in the area of physical
medicine.
Elements of Standard HS-CPM-8
a. Plan and evaluate a variety of careers in physical medicine and explain the
educational requirements for each
b. Identify a variety of employment settings within physical medicine
c. Identify the personal characteristics for a career in physical medicine
d. Explain certification, accreditation, registration and licensure as it applies to
disciplines within physical medicine
e. Identify primary and secondary members of the physical medicine team and
evaluate the roles and responsibilities of each member
f. Identify and discuss the professional organizations and associations related to
physical medicine and evaluate the benefits of membership in these
organizations
h. Develop a career plan and set long and short term goals that will enable them
to be successful members of the physical medicine team.
Standard
• HS-CPM-9.Students will evaluate the
importance of nutrition in physical medicine.
Elements of Standard HS-CPM-9
a.
b.
c.
d.
e.
f.
g.
h.
Identify the six classes of nutrients and describe the functions of each
Identify the five food groups and list several food sources for each group
Asses the nutritional status of patients in physical medicine
Define calorie and explain the role of calories in weight maintenance,
weight loss, and weight gain
Distinguish between the signs, symptoms, and treatment of various eating
disorders
Analyze the importance of water and describe signs of dehydration
Compare and contrast different methods of fluid replacement for the
physically active person
Describe the components of a pre-event meal.
Standard
• HS-CPM-10: Students will demonstrate the
process for basic assessment (i.e. vital signs,
height, weight, etc…), monitoring,
reporting/recording patient/client’s health
status.
Elements of Standard HS-CPM-10
a. Perform all “beginning and ending” procedures utilized in a clinical setting (i.e.
b.
c.
d.
e.
f.
wash your hands, gather equipment, provide for privacy, etc…)
Evaluate factors that may affect temperature, pulse, respirations, blood pressure,
height and weight including normal and abnormal values.
Demonstrate the ability to utilize and accurately read manual and electronic
equipment to measure vital signs, height and weight using aseptic technique as
well as use other assessment instruments and equipment according to
manufacturer’s guidelines and accepted safety practices.
Utilize manual and electronic equipment to measure vital signs, height and weight.
Report and record temperature, pulse, respirations, blood pressure, height and
weight manually on graphic/flow sheets and/or electronically on mobile charts
(when available) within designated time frame.
Apply mathematical concepts and perform mathematical calculations appropriate
to clinical expectations and/or work-based learning site.
Standard
• HS-CPM-11. Students will demonstrate
knowledge and understanding of the
environmental conditions such as heat,
humidity, moisture, and cold that can impair
the body’s ability to function properly.
Elements of Standard HS-CPM-11
a. Define and correctly spell each of the key terms associated with
environmental issues
b. Identify the signs and symptoms of conditions caused by exposure to
extreme environments
c. Describe methods to prevent or minimize the effects of environmental
conditions
d. Describe methods of handling emergencies associated with extreme
environmental conditions
e. Identify the stresses of exercise in the heat and cold conditions in both the
trained and untrained state
f. Identify the adaptations that occur as a result of acclimatization to heat
and cold conditions
g. Describe precautions that should be taken in a lightning storm
h. List the problems that air pollution presents and how they can be avoided
Standard
• HS-CPM-12. Students will demonstrate the
steps of Basic Life Support (BLS).
Element of Standard HS-CPM-12
a. Demonstrate cardiopulmonary resuscitation on
an infant; child and an adult (simulate using
manikins).
b. Utilize personal protection devices and the use of
standard precautions for disease prevention.
c. Identify when cardiopulmonary resuscitation may
be discontinued once it has been initiated.
d. Demonstrate the application, operation, and
maintenance of an automated external
defibrillator trainer.
Suggested Equipment Needs
• Skeleton
• Cervical Spine Anatomical
Model
• Thoracic/Lumbar
Anatomical Model
• Skeletal Muscle Charts
• Gloves
• BP Cuffs (Manual and
Automatic)
• Stethoscopes
• Weight Scale with Height
Rod
• Goniometer
• Measuring Tape
• Textbook
• Gauzes
• Biohazard bags
• Ace Bandages
• CPR Items
Rehabilitation in Physical medicine
Standard
• HS-RPM-2. Students will analyze and
describe the basic principles and concepts of
healing.
Elements of Standard HS-RPM-2
a. Define and understand the terminology
associated with wound healing.
b. Distinguish between primary and secondary
healing.
c. Classify and explain the phases of healing.
d. Identify the chronology of wound and common
growth factors in healing.
e. Describe the healing characteristics of specific
tissues.
f. Discuss factors that affect healing.
Standard
• HS-RPM-3. Students will analyze and
describe the basic principles and concepts of
rehabilitation.
Elements of Standard HS-RPM-3
a. Identify the basic guidelines, components , objectives and phases
of rehabilitation.
b. Identify different modalities utilized in rehabilitation.
c. Describe the relationship among goals, progression and
examination.
d. Outline the importance of outcomes-based rehabilitation.
e. Identify and describe goals and objectives of rehabilitation
programs.
f. Evaluate and outline a patient’s progress in rehabilitation and
return-to-competition criteria .
g. Identify the stages of grief and the rehabilitation clinician’s role in
assisting the patient through these stages.
Standard
• HS-RPM-4. Students will analyze and
describe the principles of reconditioning and
exercise physiology.
Elements of Standard HS-RPM-4
a. Distinguish between the difference between anaerobic and aerobic exercise.
b. Explain the difference between the energy systems to include the immediate,
oxidative, and nonoxidative energy systems.
c. Identify and describe the nutritional considerations for physical activity.
d. Define pathologies of common diseases that affect physical activity ability.
e. Describe muscle fiber types and the proper use of each during activity.
f. Identify and demonstrate types of isotonic, isometric, and isokinetic exercises.
g. Identify and demonstrate the difference between concentric and eccentric muscle
contractions.
h. Distinguish between open and closed kinetic chain activity.
i. Identify the various grades of manual muscle testing.
j. List the Proprioceptive Neuromuscular Facilitation (PNF) techniques commonly
used in rehabilitation.
Standard
• HS-RPM-5. Students will analyze and describe
neurological considerations in physical
medicine.
Elements of Standard HS-RPM-5
a. Identify the function of the central and peripheral nervous systems.
b. Describe pathologies of the nervous systems to include muscular sclerosis,
stroke, and cerebral palsy.
c. Identify and describe neuromuscular involvement.
d. Distinguish between myotomes and dermatomes.
e. Name and perform an assessment of the cranial nerves.
f. Identify and list the afferent receptors involved in proprioception.
g. Identify the Central Nervous System sites that relay proprioceptive
information to the motor system.
h. List the ABC’s of proprioception.
i. Identify the systems that control balance and components of coordination.
j. Demonstrate the progression of proprioceptive exercises for lower and
upper extremities.
Standard
• HS- RPM-6. Students will demonstrate
knowledge and understanding of functional
exercise.
Elements of Standard HS- RPM-6
a. Explain the difference between functional exercise and
functional testing.
b. Identify functional exercises that are key to any therapeutic
exercise program.
c. Outline the progression from basic to advanced functional
activities.
d. Identify precautions that must be followed in functional
exercises.
e. List factors that can be altered with a progression of
functional activities.
f. Outline a functional exercise program for both the upper and
lower extremities.
Standard
• HS- RPM-7. Students will analyze and
describe the phases of gait mechanics.
Elements of Standard HS- RPM-7
a. Identify the components of proper alignment in standing
from an anterior, posterior, and side view.
b. List common postural faults and describe their causes.
c. Outline corrective exercises for common postural faults.
d. List the basic principles of good body mechanics.
e. Explain the importance of good posture and body
mechanics.
Standard
• HS-RPM-8. Students will analyze and
describe the phases of gait mechanics
Elements of Standard HS-RPM-8
a. Identify the phases of gait mechanics to include
stance, mid-stance, terminal stance, and swing
phase.
b. Describe the proper body alignment during
phases of gait mechanics.
c. Illustrate proper body alignment during these
phases using assisted gait devices such as a cane,
walker, or crutches.
d. Explain the actions of major muscle groups
during the different phases of gait mechanics.
Standard
• HS-RPM-9. Students will analyze and describe
the different phases and principles of each
phase of rehabilitation, as well as return to
activity.
Elements of Standard HS-RPM-9
a. Distinguish between the phases of rehabilitation including the acute
phase, sub-acute phase, and the return to function.
b. Describe the inflammatory response, Range of Motion (ROM) and
restoring ROM, soft tissue healing response, and proper therapeutic
exercises for injuries in the acute phase.
c. Describe the inflammatory response, Range of Motion (ROM) and
restoring ROM, soft tissue healing response, and proper therapeutic
exercises for injuries in the sub-acute phase.
d. Describe the inflammatory response, Range of Motion (ROM) and
restoring ROM, soft tissue healing response, proper therapeutic
exercises, proper functional testing, concepts and application of
plyometrics, and cardiovascular demands for return to activity.
Standard
• HS- RPM -10. Students will develop
therapeutic exercise programs for each body
segment.
Elements of Standard HS-RPM-10
a. Outline and demonstrate a therapeutic exercise program relative to
the neck and back.
b. Outline and demonstrate a therapeutic exercise program relative to
the shoulder.
c. Outline and demonstrate a therapeutic exercise program relative to
the elbow.
d. Outline and demonstrate a therapeutic exercise program relative to
the wrist and hand.
e. Outline and demonstrate a therapeutic exercise program relative to
the knee.
f. Outline and demonstrate a therapeutic exercise program relative to
the ankle.
g. Outline and demonstrate a therapeutic exercise program relative to
the foot.
Standard
• HS-RPM-11. Students will analyze and
describe the principles of pharmacology.
Elements of Standard HS-RPM-11
a. Define common over-the-counter (OTC) medications.
b. Describe the contraindications and indications of common
OTCs.
c. Define legal and illegal supplements and their side affects.
d. Identify specific prescription medications commonly used
after sustaining an injury.
e. Identify specific prescription medications commonly used
as treatment or prevention of common pathologies such as
diabetes or heart conditions.
Standard
• HS-RPM-12. Students will analyze and
describe the appropriate use of therapeutic
modalities.
Elements of Standard HS-RPM-12
a. Describe the physiological effects and
considerations in the use of cold and hot
therapies.
b. Describe the physiological effects and
considerations in the use of ultrasound therapy.
c. Describe the physiological effects and
considerations in the use of electrotherapy.
d. Describe the physiological effects and
considerations in the use of massage therapy.
Suggested Equipment Needs
• Modality Charts
• Theraband
• Various
Braces/Immobilizers
(Ankle, knee, walking
boot, sling, crutches)
• E-stim/US or TENS unit
Suggested Equipment Needs
• Modality Charts
• Theraband
• Various
Braces/Immobilizers
(Ankle, knee, walking
boot, sling, crutches)
• E-stim/US or TENS unit
Go to: www.georgiahosa.org under events and
conferences tab hit competitive events – scroll
down to competitive event guidelines.
HOSA Contests
• http://www.hosa.org/n
atorg/sectb/catii/sm.pdf
Check www.georgiahosa.org
• Other contests might
also be appropriate for
students in this
pathway
• Examples:
• Medical Terminology
• Creative Problem
Solving
• CPR and First Aid
• Interview skills
• Community Awareness
“Assessment should provide
“feedback” or it is not truly
assessment. Any assessment
should supply the ‘performer’
– the student – with usable
information about how the
performance fared, and how
performance might be
improved.” - Grant Wiggins
http://webquest.sdsu.edu/rubrics/
weblessons.htm
• The Rubric is an authentic
assessment tool which is particularly
useful in assessing criteria which are
complex and subjective. Authentic
assessment is geared toward
assessment methods which
correspond as closely as possible to
real world experience.
The rubric is a formative type of assessment
because it becomes an ongoing part of the
whole teaching and learning process.
Students themselves are involved in the
assessment process through both peer and
self-assessment.
As students become familiar with rubrics,
they can assist in the rubric design process.
This involvement empowers the students and
as a result, their learning becomes more
focused and self-directed.
Authentic assessment, therefore, blurs the
lines between teaching, learning, and
assessment.
The advantages of using rubrics in
assessment are that they:
allow assessment to be more objective and
consistent
focus the teacher to clarify his/her criteria in
specific terms
clearly show the student how their work will be
evaluated
and what is expected
promote student awareness of about the criteria
to use in assessing peer performance
provide useful feedback regarding the
effectiveness of the instruction
provide benchmarks against which to measure
and document progress
Rubrics can be created in a variety of forms
and levels of complexity, however, they all
contain common features which:
focus on measuring a stated objective
(performance, behavior, or quality)
use a range to rate performance
contain specific performance
characteristics arranged in levels indicating
the degree to which a standard has been
met
Phyllis Johnson
Program Specialist - Healthcare,
Cosmetology, and Public Safety
Georgia Department of Education
404-463-6404
pjohnson@doe.k12.ga.us