Effective Fall 2012

UCC/UGC/ECCC

Proposal for Course Change

FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility)

If the changes included in this proposal are significant, attach copies of original and proposed syllabi in approved university format. 1. Course subject and number: PT 550 2. Units: 3 See upper and lower division undergraduate course definitions. 3. College:

Health and Human Services

4. Academic Unit:

Physical Therapy and Athletic Training

5. Current Student Learning Outcomes of the course Upon successful completion of this course, the physical therapy student will: 1. Describe concepts of health/wellness through the life span with considerations for the role of physical therapy in promoting and maintaining health, preventing disease and providing health and wellness for persons with chronic health conditions through the lifespan. 2. Utilize the American Physical Therapy Association Guide to Physical Therapist Practice and World Health Organization’s International Classification of Functioning, Disability, and Health (ICF), and understand the relationship of the pathology (ICD-9 codes) to potential impairments, activity limitations (functional limitations), and participation restrictions (disabilities). 3. Describe the pathogenesis, etiology, pathological characteristics, signs/symptoms, prognosis, and physical therapy considerations for each disease/disorder presented in class, online assignments and assigned readings. 4. Explain how PT treatment may influence specific health conditions, i.e. alleviate signs/symptoms or alter the pathogenesis of a pathological process. 5. Explain basic pathology of the health condition to the patient, patient’s family, and/or health professionals and explore the role of physical therapy in management of individuals with the disease or disorder. 6. Recognize signs/symptoms that may require PT referral to another health care provider. 7. Recall and apply medical terminology to the health conditions presented in this course.

Show the proposed changes in this column (if applicable). Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted. (Resources & Examples for Developing Course Learning Outcomes) Upon successful completion of this course, the physical therapy student will: 1. Describe concepts of health/wellness through the life

span with considerations for the role of physical therapy in promoting and maintaining health, preventing disease and providing health and wellness for persons with chronic health conditions through the lifespan. Assessed by: Exam 1, Exam 3, Discussion Board 3, Assignments 12-13.

2. Utilize the American Physical Therapy Association Guide to Physical Therapist Practice and World Health Organization’s International Classification of Functioning, Disability, and Health (ICF), and understand the relationship of the pathology (ICD-9 codes) to potential impairments, activity limitations (functional limitations), and participation restrictions (disabilities). Assessed by Exam 1, Assignment 1

3. Describe the pathogenesis, etiology, pathological characteristics, signs/symptoms, prognosis, and physical therapy considerations for each disease/disorder presented in class, online assignments and assigned readings. 4. Explain how PT treatment may influence specific health conditions, i.e. alleviate signs/symptoms or alter the pathogenesis of a pathological process. 3. Explain basic pathology of the health condition to the

Effective Fall 2012

patient, patient’s family, and/or health professionals and explore the role of physical therapy in management of individuals with the disease or disorder. Assessed by: Exam, Assignment, and Medical Terminology questions for each organ system.

4. Recognize signs/symptoms that may require PT referral to another health care provider. Assessed by: Exam, Assignment, and Medical Terminology questions for each organ system.

5. Recall and apply medical terminology to the health conditions presented in this course. Assessed by: Medical Terminology quizzes and use of medical terminology in exams and assignments.

6. Distinguish between the general pathophysiologic mechanisms (the “7 I’s”: IMMUNE, INFECTION, INJURY, INFLAMMATION, INHERITED, INAPPROPRIATE/INORDINATE CELL DIVISION, IMBALANCE) by differences in clinical presentation, differences in diagnostic testing strategies/results used to confirm/rule out, and differences in general treatment approaches. Assessed by Assignment 2, Exam 1 and Medical Terminology Quiz 1

7. Given a specific organ system (Integumentary, Musculoskeletal, Neurological, Cardiac, Pulmondary, Blood/Lymph, Digestive, Urinary, Endocrine, Reproductive), describe its normal functions, match the structures and tissues types that perform those functions, and list the associated signs and symptoms consistent with disease/dysfunction within that organ system. Assessed by Medical Terminology quizzes 2-6, Exams 2A-2C, and Written Assignments 3-10

8. Given an organ system, list the most common diagnoses/disorders that affect that organ system from the “7 I’s” and explain how to differentiate between them based upon clinical manifestation, diagnostic tests, and response to treatment. Assessed by Exams 2A-2C, and Written Assignments 3-10

9. Given a specific disorder or disease within an organ system, use the pathophysiologic mechanism to explain the clinical presentation and to provide a biomedical rationale for actions a patient will be asked to take including the purpose of diagnostic testing, the expected effect of a treatment (resolve cause vs. treat symptoms), and risk reduction/prevention. Assessed by Medical Terminology quizzes 2-6, Exams 2A-2C, Discussion Board 2A-2C and Written Assignments 3-11

10. Explain how physical activity, as a legitimate medical intervention prescribed by a Physical Therapist, ameliorates, modifies, and/or prevents the onset of the different pathophysiologic mechanisms of disease and dysfunction across all organ systems and cite supporting evidence that demonstrates the effect. Assessed by Exam 3, Discussion Board 3 and assignments 12-13.

Effective Fall 2012

6. Current title, description and units. Cut and paste, in its entirety, from the current on-line academic catalog* http://catalog.nau.edu/Catalog/. PT 550 PATHOPHYSIOLOGICAL BASIS OF PHYSICAL THERAPY PRACTICE (3) Description: Presents the pathophysiology of tissue injury and repair, emphasizing the musculoskeletal, cardiopulmonary, and neurologic systems. Letter grade only. Units: 3 Prerequisite: Admission to Physical Therapy Program

Show the proposed changes in this column Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted. PT 550 PATHOPHYSIOLOGICAL BASIS OF PHYSICAL THERAPY PRACTICE (3 4) Description: Presents the pathophysiology of tissue injury and repair, emphasizing the musculoskeletal, cardiopulmonary, and neurologic systems Pathophysiology, the study of functional physiologic changes arising from disease processes, is a fundamental prerequisite to safe and effective health care practice. Emphasis on a problem solving approach to distinguish presentations of pathological health conditions and the role of the Physical Therapist in health condition management and health promotion. Letter grade only. Units: 3 4 Prerequisite: Admission to Physical Therapy Program

*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved text from the proposal form into this field. 7. Justification for course change. Course content from PT 580 is being integrated into PT 550 to remove inefficiencies and unnecessary redundancies. Credit hours are increased to 4 to better reflect the workload to be expected from the students as well as to be consistent with the content and credit hours offered for the comparable course on the Phoenix Biomedical Campus PT 545.

8. Effective BEGINNING of what term and year? Fall 2015 See effective dates calendar.

IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING

CURRENT PROPOSED

Current course subject and number:

Proposed course subject and number:

Current number of units: 3

Proposed number of units: 4

Current short course title:

Proposed short course title (max 30 characters):

Effective Fall 2012

Current long course title:

Proposed long course title (max 100 characters):

Current grading option: letter grade pass/fail or both

Proposed grading option: letter grade pass/fail or both

Current repeat for additional units:

Proposed repeat for additional units:

Current max number of units:

Proposed max number of units:

Current prerequisite: Proposed prerequisite (include rationale in the justification):

Current co-requisite:

Proposed co-requisite (include rationale in the justification):

Current co-convene with: Proposed co-convene with:

Current cross list with: Proposed cross list with:

9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes No If yes, describe the impact. If applicable, include evidence of notification to and/or response from each impacted academic unit. Physical Therapy; D.P.T. 10. Is there a related plan or sub plan change proposal being submitted? Yes No If no, explain. 11. Does this course include combined lecture and lab components? Yes No If yes, include the units specific to each component in the course description above. Answer 12-15 for UCC/ECCC only: 12. Is this course an approved Liberal Studies or Diversity course? Yes No If yes, select all that apply. Liberal Studies Diversity Both 13. Do you want to remove the Liberal Studies or Diversity designation? Yes No If yes, select all that apply. Liberal Studies Diversity Both 14. Is this course listed in the Course Equivalency Guide? Yes No 15. Is this course a Shared Unique Numbering (SUN) course? Yes No FLAGSTAFF MOUNTAIN CAMPUS Scott Galland

1/13/2015

Reviewed by Curriculum Process Associate Date Approvals:

Effective Fall 2012

Department Chair/Unit Head (if appropriate) Date

Chair of college curriculum committee Date

Dean of college Date

For Committee use only:

UCC/UGC Approval Date

Approved as submitted: Yes No Approved as modified: Yes No EXTENDED CAMPUSES

Reviewed by Curriculum Process Associate Date Approvals: Academic Unit Head Date Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Date Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning)

Date

Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning)

Date

Chief Academic Officer; Extended Campuses (or Designee) Date Approved as submitted: Yes No Approved as modified: Yes No

Effective Fall 2012

CURRENT 3 UNIT SYLLABUS

NORTHERN ARIZONA UNIVERSITY PROGRAM IN PHYSICAL THERAPY

DEPARTMENT OF PHYSICAL THERAPY AND ATHLETIC TRAINING PT 550 PATHOPHYSIOLOGY FALL 2013 3 Semester Hours

COURSE DESCRIPTION: Knowledge of pathology is a fundamental prerequisite to safe and effective health care practice. Pathology serves as the foundation of health conditions (such as diseases, disorders and injuries) that lead to impairments in body structure and/or function resulting in activity limitations and participation restrictions affecting individuals whom physical therapists will evaluate and treat. This course is designed to acquaint the physical therapy student with basic principles of health and pathology as well as specific examples of health conditions, diseases, and disorders. Included in this course will be an overview of health and health promotion as well as pathological processes, specific organ system pathology, and multi-system pathology. Emphasis will be placed on health conditions most often encountered by the physical therapist. Key pathological conditions are covered in detail elsewhere in the curriculum and those linked to specific diagnostic and/or laboratory skills will not be covered in this course. INSTRUCTORS: Primary Instructor: Anne Hart, PT, PhD Office: 121D HP Phone: 523-7442 E-Mail: anne.hart@nau.edu Office hours: By appointment Co-Instructor: Dirk de Heer, PhD, MPH Office: 112 HP Phone: 523-1499 Email: Dirk.deheer@nau.edu Office Hours: by appointment Instructors: Mark Cornwall, PT, PhD, CPed Valerie Carter, PT, DPT, NCS CLOCK HOURS: Monday 8:00 am to 9:50 pm Tuesday 10:10 am to 12:00 pm ROOM: HP 120 COURSE PREREQUISITES: Admission to the Physical Therapy Program COURSE OBJECTIVES: Upon successful completion of this course, the physical therapy student will: 1. Describe concepts of health/wellness through the life span with considerations for the role of physical therapy in promoting and maintaining health, preventing disease and providing health and wellness for persons with chronic health conditions through the lifespan. 2. Utilize the American Physical Therapy Association Guide to Physical Therapist Practice and World

Effective Fall 2012

Health Organization’s International Classification of Functioning, Disability, and Health (ICF), and understand the relationship of the pathology (ICD-9 codes) to potential impairments, activity limitations (functional limitations), and participation restrictions (disabilities). 3. Describe the pathogenesis, etiology, pathological characteristics, signs/symptoms, prognosis, and physical therapy considerations for each disease/disorder presented in class, online assignments and assigned readings. 4. Explain how PT treatment may influence specific health conditions, i.e. alleviate signs/symptoms or alter the pathogenesis of a pathological process. 5. Explain basic pathology of the health condition to the patient, patient’s family, and/or health professionals and explore the role of physical therapy in management of individuals with the disease or disorder. 6. Recognize signs/symptoms that may require PT referral to another health care provider. 7. Recall and apply medical terminology to the health conditions presented in this course. COURSE OUTLINE: The content of this course consists of an overview of the continuum from health to pathological processes, associated medical terminology, an introduction to wellness and health promotion as well as specific organ system pathology and multi-system pathology with emphasis on diseases most often encountered by the physical therapist. Topics covered include: Medical terminology Introduction to health and disease - wellness, health promotion and disease prevention Immune system and immunological disorders Infectious process and diseases Respiratory system & disorders Cardiovascular system & disorders Oncology Endocrine and metabolic systems & disorders Lymphatic system & disorders Gastrointestinal system & disorders Hepatic, pancreatic, biliary systems & disorders Renal and urological systems & disorders Musculoskeletal system disorders Central nervous system disorders TEACHING METHODS & LEARNING EXPERIENCES: The format of this course is a hybrid model using blended learning including class lecture and discussion with assigned readings, assignments and self-study online. Also, the use of a selfinstructional program in medical terminology is part of this course. Patient case studies with application of health conditions important for the physical therapist are used to help reinforce key principles. Lecture slides and outlines, self-study assignments, self-assessments, medical terminology quizzes and additional references will be posted on Bb Learn. EVALUATION METHODS: The following criteria will be used to determine course grade: 1. There will be three exams based on materials presented in class and online including lecture, assignments and required reading materials. The online exams will be available for an approximately 72-hour period as designated in the syllabus. Be sure and check the dates and time period available and mark in your calendar! The third exam will be due during final exam week and will cover only the course materials following the second exam and will be cumulative for medical terminology throughout the course. There will be no makeups exams without proper institutional excuse. 2. There will be six 20-point quizzes on medical terminology (quizzes will be available on Bb Learn

Effective Fall 2012

per the tentative schedule). They will consist of single response multiple-choice questions and matching. Once you begin a quiz, you will have 30 minutes to complete it. These quizzes will cover specific assignments in the medical terminology self-instructional text to correspond with systems and conditions to be covered in class. Because the principles of medical terminology are carried through all the systems, the quizzes are cumulative in nature. All quizzes will be available shortly after the semester begins and you may work ahead if you wish. Due dates for the quizzes are on the schedule. The quiz with the lowest score will be dropped, for a total of 100 points possible for medical terminology. You have plenty of time to take these, so there are no excuses for forgetting to complete a quiz. There will be no makeups without proper institutional excuse. Medical terminology is cumulative. 3. In addition, up to 10% of your grade may be deducted for lack of active classroom participation and/or professional behavior, including but not limited to class attendance and professional interactions with faculty and classmates as described in professional behaviors. Deduction of your grade is based on the instructors’ perception of professional behaviors—characteristics, attributes or behaviors required for success in the profession, such as commitment to learning, communication skills, use of constructive feedback, professionalism and responsibility. Exam 1 100 A = 100-90% Exam 2 100 B = 89.9-80% Exam 3 100 C = 79.9-70% Medical Terminology Quizzes 100 F = Below 70% Professional participation and behavior Up to 10% of your grade may be deducted for unprofessional behaviors such as unexcused absence, classroom or online misconduct, disruptive behavior, or nonparticipation Total 400 REQUIRED TEXT: Goodman CC, Fuller KS. Pathology: Implications for the Physical Therapist, 3rd ed., Saunders, 2008. (This text will be used in other courses in the curriculum) Gylys BA, Wedding ME. Medical Terminology Systems, 7th ed., FA Davis, 2013. Additional readings, assignments, references and recommended articles will be posted on Bb Learn if not available in other formats online. I recommend you use the current edition of the required texts. All readings and assignments will refer to these editions. If you choose to use an earlier edition of the medical terminology text, or a different medical terminology book or medical terminology resource, answers to quiz and exam questions will be based on the material in the current edition of the required textbook. If you choose to use an earlier edition of the Pathology text, you are responsible for determining the appropriate pages corresponding to readings and assignments. Exam questions and accepted answers will be based on the material in the current edition of the required textbook. COURSE POLICIES & STUDENT RESPONSIBILITIES: 1. Class attendance will not be taken, but regular attendance is expected. 2. All sessions will start promptly on time. Timeliness is considered part of professional behavior. Since late entries into the classroom are disruptive to the students and faculty, they should be limited to emergency or uncontrollable events. If you are late, and it is not due to an emergency or uncontrollable event, please wait outside the classroom until there is a break, then you may enter. Please notify your instructor ahead of time if you expect to be late or need to leave class early. Also, please inform your instructor as soon as possible if you miss class. You will be given a short pause during most classes. Leaving and re-entering class is disrupted to students and faculty and should be limited to emergencies only.

Effective Fall 2012

3. Students are expected to “keep up” with all course material. If you need assistance from faculty outside of class time, please see the specific instructor as soon as possible to make an appointment. Do not wait until the day before or day of an exam or while an exam is in progress! 4. Examinations must be completed on the day and time specified unless prior arrangements have been organized with the instructor. No make-up examinations will be given without the proper institutional excuse. 5. Cheating, in any form, will result in a failing grade. Attendance, professional behavior and honesty are, as always, expected of each student. Please respect each other and all instructors’ efforts. Please ask questions in a respectful manner—questions enhance the total learning experience. Students in the professional education program are expected to display maturity, a positive attitude, intellectual curiosity, motivation, initiative, responsibility, and perseverance and, above all, respect for others. The student is expected to show respect to each other as well as all instructors and guests by arriving to class a few minutes before class begins, prepared to start at the scheduled class time, and by carrying on personal conversations outside of the classroom. At all times, each student is expected to interact with classmates, faculty, and guest with the highest professional regard. The instructors are committed to assist and guide students’ learning experiences but knowledge of the material is ultimately each student’s responsibility. Attendance 1. AS A COURTESY TO PEERS AND INSTRUCTORS EXPECTED AS PART OF PROFESSIONAL BEHAVIOR, arrive early and be prepared to begin class on time! 2. Regular attendance is expected. All class sessions will start promptly at the designated time. Attendance and punctuality are considered subjectively in borderline academic or behavioral performance. Each student is responsible for all course material regardless of attendance. 3. While class attendance is required per the policy stated in this syllabus, please avoid attending class if you are feeling ill. Please inform your instructor by phone or email if you are feeling unwell. The course may be “disease of the day” but there is not a practical, experiential component to the course. If you are experiencing flu-like symptoms or other illness, you should NOT attend class; please take precautions to prevent infecting others, and seek medical attention if your symptoms worsen. Professional Behavior The academic portion of the physical therapy curriculum is designed to prepare students to assume the role of a physical therapy professional. Equally as important as academic performance is professional behavior, such as prompt arrival and preparation for class; showing respect for classmates, faculty and guests, and contributing to a professional and productive learning environment. Each student’s participation in this course is a reflection of that individual’s potential to function as a professional physical therapist. Computers, mobile phones, and other distracting electronic devices are very disruptive to the learning environment; their use is not permitted in this course unless specifically needed for a designated assignment in class. If the use of such a device is necessary for a specific accessibility accommodation, NAU Disability Resources must provide appropriate documentation. Refer to NAU Physical Therapy Program Student Handbook for specifics. Use of writing tablets is permitted but only for taking notes, and not for any Internet use, such asemail or Facebook. Mobile Phone Use While in class, cell phones must be COMPLETELY OFF, NOT SET TO VIBRATE. Please do not be

Effective Fall 2012

RUDE, check your phone at the start of each class. Students should respect the learning process, classmates, faculty and guests by NEVER answering a call, or texting during class. Any student who receives a phone call or texts during class, will have her/his phone collected until class ends, or may be asked to leave. If you are expecting an important or emergency call that must be taken during class time, you must inform the course instructor prior to class. REMEMBER PLEASE – SET CELL PHONES TO OFF, NOT TO VIBRATE. Plagiarism and Academic Dishonesty Plagiarism or cheating in any form will result in an “F” for the assignment and possibly for the course. Plagiarism is any attempt to pass off another person’s work as one’s own and is a form of academic dishonesty (refer to the NAU Student Handbook for the policy on academic dishonesty at this institution - http://nau.edu/Student-Life/Student-Handbook/). Class activities in which students may work together to complete assignments will be specifically announced. Changes to Course Syllabus Changes may be made to the course syllabus at any time. Typically, this change means adjusting reading materials or class meeting schedules. In the event changes are made, the instructors will inform you in a timely manner. The notification may be by email or messages on Bb Learn for this course, so please check your NAU email account and Bb Learn messages for this course regularly. NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS Classroom Management Statement Membership in the academic community places a special obligation on all members to preserve and atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. It is the responsibility of each student to behave in a manner, which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus. At a minimum, students will be warned if the faculty member evaluates their behavior as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion. Membership in the academic community places a special obligation on all members NAU has asked that several policy statements be included on each syllabus. These statements concern Safe Environment Policy, Students with Disabilities, Institutional Review Board, Academic Integrity and Classroom Management. These statements should be read and understood by each student. The site for this information: http://nau.edu/Student-Life/Student-Handbook/ Program in Physical Therapy Policy Statements Professional Behavior Statement

Effective Fall 2012

Entrance into the program of study in physical therapy at Northern Arizona University signifies a commitment to a doctoring profession, which entails a consistent demonstration of specific knowledge, skills and attitudes. Professional behaviors are a defining element of a doctoring profession. Thus, integration of professional behaviors is a key aspect of the professional socialization process that begins in the professional educational program. The following professional behavior (adopted from objectives 1-6 and 8 of the American Physical Therapy Association (APTA) Clinical Performance Instrument (CPI) are expected of all doctoral physical therapy learners: • Practice in a safe manner that minimizes risk to the patient, self and others; • Present yourself in a professional manner; • Demonstrate professional behavior during interactions with others; • Adhere to ethical and legal practice standards; • Communicate in ways that are congruent with situation needs; and • Adapt delivery of physical therapy care to reflect respect for and sensitivity to individual differences.

Effective Fall 2012

Effective Fall 2012

Effective Fall 2012

Effective Fall 2012

PROPOSED 4 UNIT SYLLABUS

COURSE SYLLABUS PT 550 – Pathophysiology Fall, 2015, Flagstaff Campus

4 semester hours

COURSE DESCRIPTION: Pathophysiology, the study of functional physiologic changes arising from disease processes, is a fundamental prerequisite to safe and effective health care practice. Emphasis on a problem solving approach to distinguish presentations of pathological health conditions and the role of the Physical Therapist in health condition management and health promotion.

COURSE APPLICATIONS: The future physical therapist will use the content of this course to: To participate in the collaborative conversations required for shared decision making and

facilitating patient adherence by providing patients and family members with the biomedical information they need about the health condition and the available treatment options in order to make an informed decision about their health.

To fulfill her/his role within the healthcare system as a primary healthcare provider responsible for the physical health of a population by prescribing physical activity that will prevent, modify, and/or ameliorate the pathophysiological causes of disease and dysfunction in all organ systems and to optimize health related quality of life.

To differentially diagnose the causes and consequences of movement dysfunction and disorders that affect physical health and to recognize and accurately communicate signs/symptoms that may require referral to another healthcare provider.

INSTRUCTORS:

Petra Williams PT, PhD, NCS (instructor of record) Office: HP room 113 Phone: 523-7434 E-mail Address: petra.williams@nau.edu Office Hours: by appointment The best way to contact Petra is by email.

Dirk deHeer PhD, MPH Office: HP room 112 Phone: 523-1499 E-Mail Address: dirk.deheer@nau.edu Office Hours: by appointment

CLASS TIMES and LOCATIONS: 4 clock hours per week available for face-2-face. See schedule for specific dates/times for face-2-face meetings. Monday: 10:10am-12:00pm Health Professions Building 66 ROOM 120 Tuesday: 10:10am-12:00pm Health Professions Building 66 ROOM 120

This course uses a “blended format” meaning that we will use a complimentary combination of face-to-face interaction with online activities that reinforce each other in order to meet course objectives. Logistically it means that traditional “time sitting to receive information” is replaced by structured independent engagement with course material that is best delivered in an online and written format (i.e., readings, lecture notes). The course is structured to maximize student interaction with the course content to facilitate learning.

Occasionally, face-2-face class days and times may vary—please see course schedule for changes that have been planned prior to the start of the semester. For changes occurring within 24-hours, students will be notified by email to their NAU account and with announcements posted to the course

Effective Fall 2012

Bb-Learn site. The course schedule will be posted to Bb-Learn and updated throughout the semester as needed in response to student learning needs. COURSE PREREQUISITES: Admission to the NAU DPT program. COURSE OUTLINE: In this course face-2-face time will be spent applying, analyzing, evaluating and problem solving case studies and current clinical issues in pathophysiology. The online component will be used to prepare the students with the knowledge base and general comprehension of pathophysiology necessary to participate in clinical problem solving. The online component will also give students the opportunity to practice clinical problem solving through the use of discussion boards and to develop their medical language knowledge essential for professional communication. This course is divided into 3 modules separated into 5 different 3-week blocks. Module 1 starts with the ICF model from the World Health Organization, the Triple Aim of Healthcare, the

basic principles of medical terminology, and the role of the Physical Therapist in population health. Then we introduce the pathophysiologic problem solving approach using the “7 I’s” a.k.a. the general underlying pathophysiologic causes of disease and dysfunction: Injury, Infectious disease, Inherited, Inflammatory, Immune, Inappropriate/Inordinate cell division, and Imbalances. While the number of diseases are countless, the study of pathophysiology can be simplified by categorizing the general pathophysiologic causes which can be distinguished by their general clinical presentation and medical management.

Module 2 is divided into 3 blocks grouped by organ system. Here we explore the clinical presentation, diagnosis, and management of health conditions caused by the “7 I’s” acting in individual organ systems. Medical terminology specific to each organ system is included.

o 2A: Integumentary, Musculoskeletal, and Nervous Systems o 2B: Cardiac, Pulmonary, and Blood/Lymph Systems o 2C: Digestive, Urinary/Reproductive, and Endocrine Systems

Module 3 addresses the physiologic effects of physical activity, inactivity, stress, nutrition, and aging on the “7 I’s” across all organ systems.

COURSE LEARNING OBJECTIVES: At the completion of the three modules of this course, the student physical therapist will be able to:

Upon successful completion of this course, the physical therapy student will: 1. Describe concepts of health/wellness through the life span with considerations for the role of physical

therapy in promoting and maintaining health, preventing disease and providing health and wellness for persons with chronic health conditions through the lifespan. Assessed by: Exam 1, Exam 3, Discussion Board 3, and Assignments 12-13.

2. Utilize the American Physical Therapy Association Guide to Physical Therapist Practice and World Health Organization’s International Classification of Functioning, Disability, and Health (ICF), and understand the relationship of the pathology (ICD-9 codes) to potential impairments, activity limitations (functional limitations), and participation restrictions (disabilities). Assessed by Exam 1, Assignment 1

3. Explain basic pathology of the health condition to the patient, patient’s family, and/or health professionals and explore the role of physical therapy in management of individuals with the disease or disorder. Assessed by: Exam, Assignment, and Medical Terminology questions for each organ system.

4. Recognize signs/symptoms that may require PT referral to another health care provider. Assessed by: Exam, Assignment, and Medical Terminology questions for each organ system.

5. Recall and apply medical terminology to the health conditions presented in this course. Assessed by: Medical Terminology quizzes and use of medical terminology in exams and assignments.

6. Distinguish between the general pathophysiologic mechanisms (the “7 I’s”: IMMUNE, INFECTION, INJURY, INFLAMMATION, INHERITED, INAPPROPRIATE/INORDINATE CELL DIVISION, IMBALANCE) by differences in clinical presentation, differences in diagnostic testing strategies/results used to confirm/rule out, and differences in general treatment approaches. Assessed by Assignment 2, Exam 1 and Medical Terminology Quiz 1

Effective Fall 2012

7. Given a specific organ system (Integumentary, Musculoskeletal, Neurological, Cardiac, Pulmondary, Blood/Lymph, Digestive, Urinary, Endocrine, Reproductive), describe its normal functions, match the structures and tissues types that perform those functions, and list the associated signs and symptoms consistent with disease/dysfunction within that organ system. Assessed by Medical Terminology quizzes 2-6, Exams 2A-2C, and Written Assignments 3-10

8. Given an organ system, list the most common diagnoses/disorders that affect that organ system from the “7 I’s” and explain how to differentiate between them based upon clinical manifestation, diagnostic tests, and response to treatment. Assessed by Exams 2A-2C, and Written Assignments 3-10

9. Given a specific disorder or disease within an organ system, use the pathophysiologic mechanism to explain the clinical presentation and to provide a biomedical rationale for actions a patient will be asked to take including the purpose of diagnostic testing, the expected effect of a treatment (resolve cause vs. treat symptoms), and risk reduction/prevention. Assessed by Medical Terminology quizzes 2-6, Exams 2A-2C, Discussion Board 2A-2C and Written Assignments 3-11

10. Explain how physical activity, as a legitimate medical intervention prescribed by a Physical Therapist, ameliorates, modifies, and/or prevents the onset of the different pathophysiologic mechanisms of disease and dysfunction across all organ systems and cite supporting evidence that demonstrates the effect. Assessed by Exam 3, Discussion Board 3 and assignments 12-13.

TEACHING METHODS AND LEARNING EXPERIENCES: This blended format course will use a combination of online discussion boards, written assignments, quizzes, readings from course textbooks and web-based resources in combination with face-2-face class sessions that focus on clinical problem solving and tests. The timing between online and face-2-face components is deliberate in order to facilitate student engagement with the material throughout the week and the semester as opposed to the traditional lecture-test-lecture-test format. The purpose of the online component is to build a common knowledge base and general comprehension of the concepts and content of pathophysiology necessary to participate in clinical problem solving as well as the associated medical terminology. Content will be provided through the use of recommended reading and resources to consult both online and from textbooks, instructor lecture notes, and web-based tutorials/streaming videos that the student will complete at her/his own pace. Students then complete quizzes for medical terminology and a written assignment that will set-up the next face-2-face class meeting. The goal is for the student to build the habit of looking for information and evaluating its utility and validity—rather than depending upon the instructor for all sources of information. Face-2-face time will be spent applying, analyzing, evaluating and problem solving case studies and current clinical issues in pathophysiology. Format will include in class analysis of cases, question/answer, small group work and in class problem-solving. The online component will also give students the opportunity to practice clinical problem solving through the use of discussion boards and to develop their medical language knowledge essential for professional communication. EVALUATION METHODS: Evaluation will consist of five components (see table below): 1. WEEKLY ASSIGNMENTS 12 assignments—5 days to complete

Includes reading assignments, online resources to consult, and a written assignment that evaluates knowledge base and comprehension.

Open on Monday at 5pm and are due on Friday at midnight.

2. MEDICAL TERMINOLOGY QUIZZES 6 quizzes—12-18 days to complete

Window opens on Monday’s at 5pm and stays open and closes 2 or 3 weeks later at midnight on Friday’s.

LATE WORK WILL NOT BE ACCEPTED.

15% TOTAL

4. ENGAGEMENT

Participation in discussions in face-2-face meetings and B-blearn discussion boards.

Minimum criteria to receive 3.5%: Post/ask one question and respond to one question per module.

5% TOTAL

Effective Fall 2012

You may have one late assignment. After that, LATE WORK WILL NOT BE ACCEPTED.

24% TOTAL (2% PER ASSIGNMENT)

Specific criteria per assignment and instructions for submitting found on BbLearn.

(3% PER QUIZ, Best scores of 5 of 6 quizzes)

Specific instructions for quiz completion and submission found on BbLearn

See criteria for question/answer format on BbLearn

3. MODULE TESTS 5 tests—1 per module.

Tests will build on each other such that module 1 info will be addressed in Module 2-3 etc.

50% TOTAL (10% PER MODULE TEST)

See schedule for dates.

5. SELF EVALUATION/ REFLECTION ON LEARNING

Complete self-evaluation of learning strategies after module tests and generate learning plan.

4% TOTAL

Instructions available on Bb-learn.

Grades are calculated from the percentages of total class points weighted across the items in the chart. A: 89.5-100% B:79.5-89.49% C:69.5-79.49% <69.45%: do not pass class REQUIRED TEXT, READINGS AND ONLINE RESOURCES: • Gylys BA & Wedding ME. ©2013 Medical Terminology Systems: A Body Systems Approach, 7th ed. FA Davis

Company. ISBN: 978-0-8036-2954-7 • Goodman CC & Fuller KS. ©2009 Pathology: Implications for the Physical Therapist. Saunders Elsevier. ISBN: 978-1-

4160-3118-5

• BbLearn: All course materials—assignments, handouts, quizzes, and tests— will be found on BbLearn.

• Face-2-Face tools: Clickers or Learning Catalytics online platform: The instructors may elect to use these classroom tools during face-2-face class sessions.

ADDITIONAL OR RECOMMENDED TEXTS AND READINGS: • FROM FOUNDATIONS PT510: Fruth SJ. ©2014 Fundamentals of the Physical Therapy Examination: Patient

Interview and Tests & Measures. Jones & Barlett Learning. ISBN:978-1-4496-5268-5 • FROM CLINICAL ANATOMY 1 PT525: Moore KL & Dalley AF Clinically Oriented Anatomy

COURSE POLICIES and STUDENT RESPONSIBILITIES: BbLearn Website and NAU Email accounts: Accessed from NAU home page “Quick Links” menu. BbLearn will be used to post all course materials including objectives, readings, assignments, quizzes, grades, course announcements, and send email. Students are advised to check the BbLearn site daily. The student’s NAU ID and password will grant access to the course. Instructors will use the NAU email address available through the registrar. Students are expected to use their NAU email address or have NAU email forwarded to their preferred address. Attendance: Learning in this course will depend upon active student participation in face-2-face and online components. As this is a professional program, attendance is expected and viewed as a direct measure of a student’s commitment to learning and to the profession; however, unanticipated events can be a part of life: • In the case of an absence on a regularly scheduled face-2-face session, students are still responsible for missed

content.

Effective Fall 2012

• Extensions on due dates will not be granted for written assignments and med-term quizzes. Late work will not be accepted. Deadlines will be listed on the assignment instructions.

• In the case of face-2-face tests, regardless of the circumstance, students must inform the instructors (P Williams and D DeHeer) and receive some form of written or verbal confirmation of receipt of communication from the instructor prior to the test. For a rescheduled (“make-up”) exam to be a possibility, the student must notify the Instructor by or before the exam. Failure to take a face-2-face test when it is given will typically result in a zero unless the student can provide medical documentation of illness, or direct conflict due to religious observance or death in the immediate family. The procedure for handling a missed exam will be determined on an individual basis by the Instructors.

Professional Behavior Statement: Program in Physical Therapy: Entrance into the program of study in physical therapy at Northern Arizona University signifies a commitment to a doctoring profession, which entails a consistent demonstration of specific knowledge, skills and attitudes. Professional behaviors are a defining element of a doctoring profession. Thus, integration of professional behaviors is a key aspect of the professional socialization process, which begins in the educational program. The following professional behavior (adopted from objectives 1-6, and 8 of the APTA Clinical Performance Instrument) are expected of all doctoral physical therapy learners:

• Practice in a safe manner that minimizes risk to the patient, self, and others; • Present themselves in a professional manner; • Demonstrate professional behavior during interactions with others; • Adhere to ethical and legal practice standards; • Communicate in ways that are congruent with situational needs; and • Adapt delivery of physical therapy care to reflect respect for and sensitivity to individual differences.

o Policies as described in the Handbook for Doctor of Physical Therapy program students at NAU apply:

https://cmswork.nau.edu/CHHS/Physical-Therapy/Student-Resources/

UPDATED NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS effective summer 2014: http://nau.edu/OCLDAA/_Forms/UCC/SyllabusPolicyStmts2-2014/ Includes: Safe Environment Policy, Students with Disabilities, Academic Contact Hour Policy, Academic Integrity, Research Integrity, Sensitive Course Materials, Classroom Disruption Policy

Effective Fall 2012

MODULE summary

MONDAY 10AM-12PM

TUESDAY 10AM-12PM WED THURSDAY FRIDAY

MODULE 1 Med term QUIZ 1 Ch 1-4, 9 Open Monday 9.1.14 to Monday 9.15.14 (16 days) 6 Face-2-Face sessions: 8.25.14 Monday 8.26.14 Tuesday 9.2.14 Tuesday 9.8.14 Monday 9.9.14 Monday 9.15.14 Monday 2 assignments due at midnight on Friday ICF 8.29 and Saturday 7I’s 9.6.14 Face-2-Face test for Module 1 on Thursday 9.18.14

8.25 Face-2-Face OVERVIEW of PT550, ICF, & INTRO 7 I’S STRUCTURE Williams, DeHeer

ICF Assignment OPENS 7:00pm

8.26 Face-2-Face POPULATION HEALTH, TRIPLE AIM DeHeer, Williams

8.27 8.28 8.29

ICF Assignment DUE midnight

9.1 LABOR DAY

7I’s assignment OPENS 7:00pm

Medical Terminology QUIZ 1 OPEN at 7:00pm

9.2 Face-2-Face INJURY, INFLAMMATION IMMUNE 1 Williams

9.3 9.4 9.5 9.6 SATURDAY

7I’s Assignment DUE SATURDAY MIDNIGHT

9.8 Face-2-Face IMMUNE 2, INFECTION, IMBALANCE Williams

9.9 Face-2-Face INHERITED, INORDINATE/ INAPPROP CELL DIVISION DeHeer

9.10 9.11 9.12

Medical Terminology

QUIZ 2 OPENS 7PM

9.15.14 Face-2-Face MODULE 1 questions/case studies

Medical Terminology QUIZ 1 CLOSES at midnight

9.16 10-12 PT525 ANATOMY trade class times

9.17 9.18 1-3PM Face-2-Face Module 1 Test Discussion Board 1 closes

9.19 Integumentary

System assignment Due at midnight

Integumentary Assignment Opens 7pm

MODULE 2A Med term QUIZ 2 Ch 5, 10 Open from Monday 9.8.14 to Friday 9.26.14 (19 days) QUIZ 3 Ch 15, 16 Open from Monday

9.22 Face-2-Face INTEGUMENTARY Williams

9.23 9.24 9.25 9.26.14 Medical

Terminology QUIZ 2 CLOSES AT MIDNIGHT

Musculoskeletal System assignment due at midnight

Musculoskeletal Assignment Opens 7pm

Effective Fall 2012

9.29.14 to Friday 10.10.14 (12 days) 3 Face-2-Face sessions on Mondays: 9.22.14 Integ 9.29.14 Musculo 10.6.14 Neuro 3 assignments due at midnight on Fridays: 9.19.14 Integ 9.26.14 Musculo Saturday 10.4.14 Neuro Face-2-Face test for Module 2A on Tuesday 10.14.14

9.29 Face-2-Face MUSCULOSKELETAL Williams

9.30 10.1 10.2 AZPTa FALL MTG.

10.3 AZPTa FALL MTG.

SATURDAY 10.4.14:

Nervous System assignment due at midnight

Medical Terminology

QUIZ 3 OPENS 7PM

Nervous System Assignment Opens 7pm

10.6 Face-2-Face NERVOUS SYSTEM Williams

10.7 10.8 10.9 10.10

Medical Terminology QUIZ 3 CLOSES AT MIDNIGHT

Medical Terminology QUIZ 4 OPENS 7PM

Cardiovascular system assignment opens 7pm

Cardio-vascular

System assignment due at midnight

MODULE 2B Med term QUIZ 4 Ch 7, 8 Open from Monday 10.6.14 to Friday 10.31.14 (26 days) 3 Face-2-Face sessions on Mondays: 10.13.14 Cardiac 10.20.14 Pulmo 10.27.14 blood/ lymph 3 assignments due at midnight on: 10.10.14 Cardiac 10.17.14 Pulmo 10.24.14 Blood/ lymph Face-2-Face test for Module 2B on Thursday 11.6.14 1-3pm

10.13 Face-2-Face CARDIAC DeHeer

10.14 Face-2-Face Module 2A Test 10AM-12PM Discussion Board 2A closes

10.15 10.16 10.17

Pulmonary System assignment due at midnight

Pulmonary assignment opens 7pm 10.20 Face-2-Face PULMONARY DeHeer

10.21

10.22 10.23

10.24

Blood/Lymphatic System assignment due at midnight Blood/Lymphatic

assignment opens 7pm 10.27 Face-2-Face BLOOD/LYMPH Williams

10.28

10.29 10.30 10.31 BOO!

Medical Terminology QUIZ 4 CLOSES AT MIDNIGHT

Effective Fall 2012

Medical Terminology

QUIZ 5 OPENS 7PM

Urinary/Reproductive Systems assignment opens 7pm

Urinary/Reprodu

ctive systems assignment due at midnight

MODULE 2C Med term QUIZ 5: Ch 11-13 Open from Monday 10.27.14 to Friday 11.7.14 (12 days) QUIZ 6: Ch 6, 14 Open from Monday 11.10.14 to Friday 11.21.14 (12 days) 3 Face-2-Face sessions on: Monday 11.3.14 Urinary Monday 11.17.14 Digestive Tuesday 11.18.14 Endocrine 3 assignments due at midnight on Fridays: 10.31.14 Urinary 11.14.14 Digestive & Endocrine Face-2-Face test for Module 2C on Tuesday 11.25.14

11.3 Face-2-Face URINARY/ REPRODUCTIVE SYSTEMS Williams

11.4 Face-2-Face Module 2B Test 1-3pm Discussion Board 2B closes

11.5 11.6

11.7

Medical Terminology QUIZ 5 CLOSES AT MIDNIGHT

Digestive System assignment due at midnight

Digestive System assignment opens 7pm

11.10 Face-2-Face GI/DIGESTIVE SYSTEM Williams

Endocrine assignment opens 7pm

Medical Terminology QUIZ 6 OPENS 7PM

11.11 Veterans Day

11.12 11.13 11.14

Endocrine system assignment due at midnight

11.17 Face-2-Face ENDOCRINE SYSTEM Williams

11.18

11.19 11.20 11.21

Medical Terminology QUIZ 6 CLOSES AT MIDNIGHT

Activity assignment opens 7pm

Activity

assignment due at midnight.

MODULE 3 2 Face-2-Face sessions on Mondays: 11.24.14 Activity 12.1.14 Stress 2 assignments due at midnight: Friday 11.21.14

11.24 ACTIVITY & NUTRITION DeHeer, Williams

11.25 Face-2-Face Module 2C Test 10am-12pm Discussion Board 2C Closes

11.26 11.27

Thanks

11.28 giving

11.29 SATURDAY

Stress assignment due at midnight

Stress & Aging assignment opens 7pm 12.1 Face-2-Face

12.2 12.3 12. 4 12.5

Effective Fall 2012

The following pages list the face-2-face meetings, assignment due dates, medical terminology quiz deadlines, test dates, discussion board dates, and learning reflection deadlines by category. Date Monday 10am-12pm Topic Instructor 1

8.25.14 Intro, ICF, & 7 I’s Williams, DeHeer 8.26.14 Tuesday 10-12 Population Health and the Triple Aim DeHeer, Williams 9.2.14 Tuesday 10-12 Injury, Inflammation, Immune 1 Williams 9.8.14 Immune 2, Infection, Imbalances Williams 9.9.14 Tuesday 10-12 Inherited, Inordinate/Inappropriate cell division DeHeer 9.15.14 Module 1 Cases and Questions Williams

2A 9.22.14 Integumentary Williams 9.29.14 Musculoskeletal Williams 10.6.14 Nervous System Williams

2B 10.13.14 Cardiovascular DeHeer 10.20.14 Pulmonary DeHeer 10.27.14 Blood/Lymph Williams

2C 11.3.14 Urinary, Female/Male Reproductive Williams 11.10.14 Digestive Williams 11.17.14 Endocrine Williams

3 11.24.14 Activity & Nutrition Williams, DeHeer 12.1.14 Stress & Aging Williams, DeHeer

Online Assignments: Open Mondays 7pm and Due Fridays midnight unless otherwise specified. Total: 13 Assignment topic Open Monday 7PM Due Friday midnight* Instructor 1 1 ICF 8.25.14 8.29.14 Williams 2 7i’s 9.1.14 *9.6.14 Saturday Williams 2A

3 Integumentary 9.15.14 9.19.14 Williams 4 Musculoskeletal 9.22.14 9.26.14 Williams 5 Nervous System 9.29.14 *10.4.14 Saturday Williams

2B

6 Cardiovascular 10.6.14 10.10.14 DeHeer 7 Pulmonary 10.13.14 10.17.14 DeHeer 8 Blood/Lymph 10.20.14 10.24.14 Williams

2C

9 Urinary/Female/Male Reproductive 10.27.14 10.31.14 Williams 10 Digestive 11.3.14 11.7.14 Williams 11 Endocrine 11.10.14 11.14.14 Williams

3

12 Activity & Nutrition 11.17.14 11.21.14 DeHeer 13 Stress & Aging 11.24.14 *11.29.14 Saturday Williams

Activity Saturday 11.29.14 Stress Face-2-Face test for Module 3 on Monday 12.8.14

STRESS & AGING Williams, DeHeer

Learning Reflection posted to BbLearn 7:00pm

Learning Reflection Due Midnight to BbLearn.

12.8 Face-2-Face Module 3 Test 1-3pm Discussion Board 3 Closes

Effective Fall 2012

*Due date differs from Friday at midnight Medical Terminology Windows: Open Mondays 7pm and close Fridays midnight ALL MED TERMS QUIZES COMPLETE: 11.21.14 Quiz Topics and (Chapters from Medical Terminology Systems: A

Body Systems Approach, 7th ed ) Open Monday 7pm

Close Friday Midnight

Quiz 1 Introduction to med terms (1-4) and Blood/Lymph/immune cells (9)

9.1.14 9.15.14 Monday

Quiz 2 Integumentary (5) Musculoskeletal (10) 9.8.14 9.26.14 Quiz 3 Nervous system (15) special senses (16) 9.29.14 10.10.14 Quiz 4 Cardiovascular (7) Pulmonary (8) 10.6.14 10.31.14 BOO! Quiz 5 Urinary, Reproductive systems (11, 12, 13) 10.27.14 11.7.14 Quiz 6 Digestive system (6), Endocrine (14) 11.10.14 11.21.14 Module Tests: face-2-face Module Topics Test Date/Time 1: Intro, 7I’s Thursday, 9.18.14 1-3pm 2A: Integumentary, Musculoskeletal, Nervous System Tuesday, 10.14.14 10-12 2B: Cardiovascular, Pulmonary, Blood/Lymph Tuesday, 11.4.14 10-12 2C: Urinary, Reproductive, Digestive, Endocrine Tuesday, 11.25.14 10-12 3: Activity, Stress, Aging Nutrition Monday, 12.8.14 1-3pm Finals Week Discussion Boards: on BbLearn Module Topics Discussion Board session—1 post per session 1: Intro, 7I’s Opens 8.25.14 Closes 9.18.14 2A: Integumentary, Musculoskeletal, Nervous System Opens 9.15.14 Closes 10.14.14 2B: Cardiovascular, Pulmonary, Blood/Lymph Opens 10.6.14 Closes 11.4.14 2C: Urinary, Reproductive, Digestive, Endocrine Opens 10.27.14 Closes 11.25.14 3: Activity, Stress, Aging Nutrition Opens 11.17.14 Closes 12.8.14 Learning Reflection: Available Monday, December 1 on BbLearn and Due Friday, December 5th at midnight to BbLearn.