Physiotherapy for Pediatrics (RHS 326 course)

RHS 326

 

Institution, College/Department	King Saud University, College of Applied Medical Sciences Rehabilitation Sciences Department - Physical Therapy
A.    Course Identification and General Information
1.  Course title and code	Physiotherapy for Pediatrics (RHS 326)
2.  Credit hours	2 Theories + 1 Practical Total Time Commitment: Students will need to allow time for self-directed learning. The following hours are given as minimum requirements: 2 hour pre/post reading for lectures, 2 hours per hour of tutorial sessions and 2 hours extra per week for practical classes.
3.  Program(s) in which the course is offered	Physical Therapy program
4.  Name of faculty member responsible for the course	Dr. Adel Alhusaini
5.  Level/year at which the course is offered	6th Level / 3rd year
6.  Pre-requisites for this course	Students must be currently enrolled in the Bachelor of Physiotherapy to undertake this subject.
7. Co-requisites for this course	RHS 336
8.  Location if not on main campus	N/A

 

B. Aims and Objectives

1.  Summary of main learning outcomes for students enrolled in the course:

This subject aims to:

1. introduce a theoretical framework for paediatric rehabilitation
2. provide descriptions of common disorders in children in relation to paediatric rehabilitation
3. introduce a selection of neurological assessment techniques including observational analysis, and specific impairment and activity limitation evaluation
4. introduce selected physiotherapeutic interventions commonly used in paediatric rehabilitation
5. Provide opportunities to perform assessments with other students, using videotaped examples.
6. Introduce design and application of appropriate physiotherapy management at a basic or introductory level and encourage critical evaluation of these programs.

At the end of this course students are expected to:
1.       Identify the normal pediatric development and growth markers, including understanding of prematurity, the differences between premature and term babies, and understanding of the potential adverse neurodevelopmental sequelae of prematurity and neonatal encephalopathy.
2.       Identify the common diseases affecting the children in each system.
3.       Identify neurodevelopmental physiotherapy role in each disease or system understudy.
4.       Knowledge and understanding of common orthopaedic neonatal conditions and the current physiotherapy management (e.g. torticollis, foot deformities)
5.       Evaluate children with movement disorders, identify their problems and implement the proper physical therapy modality and/ or technique.

2.  Course development plans

1.      Continuous updating of the information, knowledge and skills included in the course through continuous search for new knowledge and skills available in recent publications (references, books, researches, magazines, internet….).
2.      Verifying the information resources.
3.      Continuous evaluation of the course content, student level, and develop plans accordingly.
4.      Students Feedback.

C. Course Description

This course consists of two parts: theoretical and practical one. For the theoretical part, the student will attend two hours class lesson per week for the whole semester. Regarding the practical one, students are to spend 2 hours in practice per week. Students will practice in lab.
This course introduces the students to the basic knowledge of normal and abnormal growth and development of the children, and its clinical application from infancy to adolescence.
This subject focuses on the theoretical component of pediatric rehabilitation and prepares students for the clinical application. It introduces a framework for clinical reasoning in the assessment and treatment of children with neurological, orthopedic and other conditions.
The emphasis of this subject is development of clinical reasoning in the assessment of children with motor disabilities including the confirmation of likely contributing factors to activity limitations and participation restrictions, and the establishment of prioritized patient-centered problem lists and treatment goals.
 Physiotherapy management to address identified problems and treatment goals in neurological patients will be devised and applied at a basic level using theories of motor control, motor learning, task specific training and facilitation with consideration of the patients' social and cultural situation and the team management plan for the patient.

1.  Topics to be Covered

 

1. Topics to be  Covered	No. of Weeks	Contact Hours
		lecture	Practical
Orientation to the Course.	1	2	-
Evaluation in pediatrics.	1	2	1
Normal growth and development.	1	2	1
Cerebral palsy: Introduction, evaluation and treatment.	3	6	3
Spina bifida: Evaluation and treatment.	1	2	1
1st Midterm Examination.	1	2	1
Peripheral nerve injuries: Facial nerve lesions and brachial nerve lesions (evaluation and treatment).	2	4	2
Muscle disease.	1	2	1
Poliomyelitis.	1	2	1
Orthopedic Disorders: Congenital hip dislocation, foot deformities and muscular torticollis.	2	4	2
2nd Midterm Examination	1	2	1
Genetic disorders.	1	2	1
Total  Hours with Assessment:	16	32	15

 
 

2.  Course Components (total contact hours per semester):             

 

Lecture:   32

Practical:  15

3.  Additional Private Study or Learning Hours expected for students per week.

Students should spend a minimum of 4 hours per week.

4.  Development of Learning Outcomes in Domains of Learning

a. Knowledge

(i) Knowledge to be acquired

Developing students’ knowledge of pediatric evaluation, growth and development, neuro-pediatric disorders, orthopaedic disorders in pediatrics and genetic disorders.

(ii) Teaching strategies to be used to develop that knowledge:

-      Lectures
-      Class and  group discussion
-      Practical sessions
-      Online materials and students’ presentations

(iii) Methods of assessmentof knowledge acquired:

- Assignments, exams,quizzes, as well as practical procedures evaluation.

(b) Cognitive Skills

(i) Cognitive skills to be developed

The course is intended to develop some aspects of cognitive skills that are used in the process of acquiring knowledge; these mental skills include reasoning, perception, and intuition. So, students need to be trained to judge the correctness of their actions. Students prefer learning from examples rather than learning from other forms of instruction. Sometimes, the instruction consists only of examples, and students must infer the general principles themselves. Students need to be able to think critically in order to use the appropriate knowledge and skilled judgments in delivering patient care. Skills of critical thinking in physiotherapy consist of analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge.

(ii) Teaching strategies to be used to develop these cognitive skills:

-       Students are enhanced to undertaking assignments or small projects. Assignment tasks include some open ended tasks designed to apply predictive, analytical and problem solving skills (e.g. What would happen if……..?, How could………?)
-       In practical session student will encourage to enhance their cognitive skills through interaction or work in small group to apply specific treatment technique and give a reason why use it or how to improve it ... etc.
-       Explanations and examples are given in lectures and practiced under teacher supervision in lab.  

(iii) Methods of assessmentof students' cognitive skills:

Students are assessed through their assignments, written examinations and practical exams.

(i) Skills to be developed

 
-   Identify the role of better communication with patients.

(ii) Teaching strategiesto be used to develop these skills and abilities

Case studies will be utilized to give examples how important is the interpersonal skills for a physical therapist.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

By using the case studies method, students will be asked to comment on what should be done and should not be done by a physical therapist in terms of interpersonal skills dealing with an a patient with a trauma.

(d) Communication  Information Technology and Numerical Skills

(i) Skills to be developedin this domain:

 How to search and use the internet to cope with the course demand

(ii) Teaching strategies to be used to develop students’ numerical and communication skills.

 Student essay assignments require proper style and referencing format as specified in Harvard style.

(iii) Methods of assessmentof students numerical and communication skills:

 Students are assessed on clear effective communication in written assignments and examinations, as well as in oral presentations.
-       Assessment of group assignment includes component for individual contribution. 

 

6.  Schedule of Assessment Tasks for Students During the Semester

 

Assessment	Asses sment task	Proportion of Final Assessment
Students must pass the combined theoretical and practical components of the assessment in order to pass the subject.	A. 1st  Midterm exam + 1st Practical exam	15% + 10% = 25%
	B. 2nd Midterm exam +  2nd Practical exam	15% + 10% = 25%
	C. Assignment with presentation	5%
	D. quizzes	5%
	E. Final exam	40%
	TOTAL	100%

 

D. Student Support
1. Arrangements  for availability of faculty for individual student consultations and academic advice:	Eight hours per week will be committed for office hours to meet the students and discuss their needs.

 

E Learning Resources
1. Required Texts	-          Pountney, T. and T. Pountney (2007). Physiotherapy for children, Butterworth-Heinemann/Elsevier.   or -          Tecklin, J. (2008). Pediatric physical therapy, Lippincott Williams & Wilkins.
2.Essential References	-          Fiorentino M (1990): Reflex Testing Methods for Evaluating C.N.S Development. U.S.A. Charles C Thomas Publisher.
3. Recommended Books and Reference Material	-          Dodd, K., C. Imms, et al. (2010). Physiotherapy and Occupational Therapy for People with Cerebral Palsy: A Problem-Based Approach to Assessment and Management, John Wiley & Sons. -          Haywood, K. and N. Getchell (2008). Life Span Motor Development, Human Kinetics. -          Levitt, S. (2010). Treatment of Cerebral Palsy and Motor Delay, John Wiley & Sons. -          Martin, S. (2006). Teaching motor skills to children with cerebral palsy and similar movement disorders: a guide for parents and professionals, Woodbine House. -          Meggitt, C. (2006). Child Development: An Illustrated Guide, Heinemann. -          Miller, F. and E. Browne (2005). Cerebral palsy, Springer. -          Piek, J. (2006). Infant motor development, Human Kinetics.
4.  Electronic Materials	website

 

F. Facilities Required
1.  Accommodation (Lecture rooms, laboratories, etc.):	Forty seats are required at least. Twenty plinths (bed) are required for practical sessions.
2.  Computing resources	One is required with audiovisual materials.
3.  Other Resources

 

G.  Course Evaluation and Improvement Processes
1.  Strategies for Obtaining Student Feedback on Effectiveness of Teaching	-  Students evaluation in each semester -   Meeting with students -   e- suggestions -  Open door policy
2.  Other Strategies for Evaluation of Teaching	- Self evaluation
3.  Processes for Improvement of  Teaching	Studying reports
4.  Processes for Verifying Standards of Student Achievement
5.  Action Planning for Improvement	Collecting all reports and evaluations at the end of the semester for a reviewing purpose.