Published using Google Docs
PTA130 Plan of Intervention_v02.docx
Updated automatically every 5 minutes

PTA 130 - Plan of Intervention

INTRODUCTION

Background

This plan of intervention will cover all 11 weeks of the term for the PTA130 course for physical therapy assistant students at the Pennsylvania Institute of Technology. PTA130 is generally taught by one instruction and contains 15-20 students in a cohort that works through the program together. PTA130 is a required course within the 2-year Physical Therapy Assistant program. It has a prerequisite of BIO145 (according to course catalog); BIO135 (according to course database).

Course Details
PTA130 is a course that is taught during the summer term (July-September). It is an in-person lecture held three days a week, 2 hours each day. There is generally a ten-minute break halfway through the lecture. Previously recorded lectures are available for students on the Canvas course.

WEEK 1 MODULE

Goals

  1. Understand the key concepts of health, illness and disability.
  2. Differentiate between the systemic and local effects of pathology including inflammation, healing, neoplasm, and immunodeficiency.
  3. Correlate risk factors with adverse drug reactions and health outcomes.
  4. Understand the theories and pathologic processes associated with aging.
  5. Grasp the differences between the reversible and irreversible mechanisms of cell.

Objectives

  1. Using the Nagi-Disablement model, students will define the clinical role of therapists at the level of impairment to fulfill the written assessment requirements.
  2. Describe the five types of cognitive deficits related to specific areas of brain damage on a written test.
  3. Identify the time factor differences for acute, subacute, and chronic illness to fulfill the written assessment requirements.
  4. Explain the role of genetics regarding disease on a written exam.
  5. Explain how aging effects on body fat distribution and hydration impact medication distribution on a written assessment
  6. After learning about nonsteroidal anti-inflammatory drugs (NSAIDs) and corticosteroids, students will identify possible systemic and adverse effects for their use on a written quiz.
  7. Describe the potential adverse effects of radiation therapy and chemotherapy that may impact therapy treatment and patient goals on a written exam
  8. Describe the systems that maintain normal pH levels and acid-base balance in the body to fulfill the written assessment requirements
  9. State the necessary components and their role in tissue repair on a written quiz.
  10. Describe the phases of healing to fulfill the written assessment requirements
  11. Identify the stage of healing for chronic inflammation to fulfill the written assessment requirements
  12. List the type and appearance of inflammatory exudates on a written quiz.

Content

The week one module will introduce students to the course that includes a review of the syllabus and an overview of the course long group project.  Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters one, two, and three from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the slide content and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Case Study

After completing the lecture section “Health Promotion & Disease Prevention,” Students will be split into 3-4 small groups by the instructor. Each group will be given a patient description that includes: the patient’s injury, basic medical history, and lifestyle habits including nutrition, smoking, and activity level. Groups will brainstorm the best prescriptive exercise plan to implement during physical therapy for the patient. They must also prepare reasons why their plan of care will be effective. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their patient description, the prescriptive exercise plan they prepared, and the reasoning behind it.

Day 02: Activity 02

Drugs & Reactions
Before starting the section of lecture labeled “Radiation & Chemotherapy,” students will use an online matching game to review drugs and the signs and symptoms of a reaction connected to them. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game link will be posted on Canvas for students.  Students will have 5 minutes to play through the matching game. The instructor will have a timer on the main board as students play. Students should try to complete the game multiple times for repetition until 5 minutes is up.

Day 03: Activity 03
Kahoot Review Game

At the end of lecture three, students will play a Kahoot review game to reinforce the content from the first week of lectures. Students will need either a smart phone or laptop to play. The teacher will have the game displayed on the projector screen in class. Students will open the link and log in using the game specific code. The game will have either five or ten questions per category. Categories include: cell injury; healing; muscular skeletal; chapters’ 1-3 review. At the end of the game, the top 3 student scores are placed on a digital podium.

Student Activities/Duties

Sequence and Module Structure – Week 1

WEEK 2 MODULE

Goals

  1. Differentiate between innate and acquired immunity, with regard to specificity and adaptability.
  2. Distinguish between the different cells of the immune system and their role in the immune response
  3. Describe the role of immunizations in protection from disease, including specific recommendations for healthcare workers
  4. Compare the different types of bacterial, viral, and miscellaneous infections disease
  5. Describe the most commonly encountered infectious diseases with a focus on clinical manifestations and sequelae of each
  6. Know both the staging of cancer and the outcomes of treatment, with respect to the predictive nature of each
  7. Become fluent with the predisposing and modifiable risk factors associated with cancer worldwide

Objectives

  1. Describe the role of exercise on immune function to fulfill the written assessment requirements
  2. Identify the differences in exercise prescription recommended for HIV/aids, fibromyalgia, and chronic fatigue syndrome on a written exam
  3. Compare the criteria used for diagnosis for fibromyalgia, HIV/AIDS, and chronic fatigue syndrome on a written exam
  4. Explain the importance of transmission prevention for those with immunodeficiency disease to fulfill the written assessment requirements
  5. Name the modes of disease transmission on a written quiz.
  6. After naming the modes of disease transmission, students will cite examples for each on a written quiz.
  7. Identify the CDC recommendation to control disease transmission to fulfill the written assessment requirements
  8. Define tumor, including its classification as primary or secondary, benign or malignant on a written exam
  9. Correlate the most common metastases with symptoms based on site on a written exam
  10. Based on the involved organs, tissues, and structures, students will discuss cancer pain and referral patterns to fulfill the written assessment requirements
  11. Discuss indications, precautions, and contraindications of exercise and modalities in cancer treatment and prevention on a written exam

Content

The week two module will include a short review of key concepts from the previous week. After this, students will complete quiz #1.  In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters four, five, and six from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

eLearning Scenario

After completing the chapter 4 lecture, students will have until the class wrap up to work through an eLearning scenario to create an exercise plan for an HIV patient. Students will need to have a laptop or smart phone available to complete the assignment. An assignment with the link will be posted on Canvas for students.  In the scenario, students must choose either an early stage or advanced/chronic HIV patient. Next, students will choose exercises from the options that would work best for their patient. If an appropriate exercise is chosen, the scenario will move on to continue creating the plan. If an inappropriate exercise is chosen, the scenario will explain why and the student will have the opportunity to pick a new exercise from the options. Students will choose exercises until a 3 exercise plan is complete.

Day 02: Activity 02

Review Cards
After completing the chapter 5 lecture, students will be split into small groups (3-4 students) to practice identifying specific infections/diseases.  Students will break apart into groups containing 3-4 students. Each group will receive a pack of cards containing 8 descriptions and answers. For each round, 1 student will read the symptoms of either an infectious disease, bacterial infection, or viral infection. Students must buzz in by saying their own name to answer. The student with the most points at the end of the activity wins. Students will have 10 minutes to complete this activity.

Day 03: Activity 03
Small Group Jigsaw-Cancers

After completing the chapter 6 lecture, students will research about a specific cancer by applying content taught in the class. In 5 groups, students will have 10-15 minutes to research and add their information in slides that will be shared with all students to be used as a resource going forward. Each group will be assigned one of the cancer classifications: Carcinoma; sarcoma; astrocytoma; lymphoma; hematopoietic. Groups must find the following information:

All information will be typed into the appropriate slides and sections. Once the jigsaw is completed, the instructor will share the slide deck as a resource for students in Canvas.

Student Activities/Duties

Sequence and Module Structure – Week 2

WEEK 3 MODULE

Goals

  1. Understand the effects of aging on the integumentary system including intrinsic factors vs. cumulative effects, structural and functional changes
  2. Understand the specific endocrine disorders associated with each of the endocrine glands, the cause(s), and clinical manifestations of each

Objectives

  1. Recall the elements and clinical presentations of the most common bacterial, viral, fungal, and parasitic skin infections to fulfill the written assessment requirements
  2. List recommendations for careful handing to avoid contamination and spread of skin infections on a written exam
  3. State the most common benign, premalignant, and malignant skin cancer conditions and tumors on a written quiz
  4. Describe characteristics and manifestations of skin disorders associated with immune dysfunction on a written exam
  5. State the clinical manifestations, treatment implications, and medical management implications of diabetes mellitus to fulfill the written assessment requirements
  6. Identify possible complications of insulin therapy connected with exercising on a written exam
  7. Explain patient education for diabetes, including neuropathic implications and the importance of diligent foot care on a written exam

Content

The week three module will include short review of key concepts from the previous week. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters seven and eight from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Skin Structure-Terminology Review

Before starting the section of lecture labeled “Skin Infections,” students will complete a fill in the blank style assignment to review the layers and parts of the skin. Students will be given a hard copy of paragraphs that discuss the skin with terms missing. A word bank will be available on the assignment for students to use as a reference when filling in answers. Students will have five minutes to complete the review activity.

Day 02: Activity 02

Endocrine System-Matching Review Game

After complete the section of lecture labeled “Specific Endocrine Disorders,” students will use an online matching games to review different parts of the endocrine system. Three different versions will be available for students to work through. Version one focuses on each gland and its description. Version two is each gland and the hormone associated with it. Versions three reviews each gland and disorders associated with it. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game links will be posted on Canvas for students.  Students will have 5-10 minutes to play through the matching games. The instructor will have a timer on the main board as students play. Students should try to complete all three versions of the activity during the time allotted.

Day 03: Activity 03

Endocrine & Metabolic System: Case Study (2 options)
After completing the “Endocrine & Metabolic Systems” lecture, students will be split into 3-4 small groups by the instructor. Each group will be given a patient description that includes: the patient’s injuries, basic medical history, level of movement function, and PT evaluation. Groups will answer questions related to their patient in either a Canvas assignment or on a hard copy. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their answers with the class. All groups will submit their work to the instructor after the activity.

Student Activities/Duties

Sequence and Module Structure – Week 3

WEEK 4 MODULE

Goals

Objectives

Content

The week four module will include students completing quiz #2. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters nine and eleven from the Goodman, Fuller, & O’Shea textbook. Topics include:

 Finally, the instructor will go through the midterm study guide and provide the take home exam to students.

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 02: Activity 01

Guess Who (The Cardiovascular System)

After completing “The Cardiovascular System” lecture, students will be split into pairs to play the “Guess Who” style activity. Each student will be given a game board with the image and/or name of diseases discussed in the chapter lecture. The student will also pick a card that has the name of the disease they will represent for the game. Students will take turns asking one question about the disease their partner has. Questions could relate to symptoms, characteristics, treatments, ect. The student will get one guess when they think they know the answer.  If the student answers correctly, they win the game. If the student answers incorrectly, the student loses and the game is over. *Could be completed with a digital board on a shared Google slides or PowerPoint presentation.*

Day 03: Activity 02

Compare & Contrast (Obstructive vs. Restrictive disease)

After completing the section of lecture labeled “Restrictive Disease,” students will complete a compare and contrast assignment on Canvas. This assignment can be assigned as independent work or with partners.  The student will be assigned one obstructive and one restrictive respiratory disease to research. Information that will be researched and typed in the assignment include:

When finished, students will submit the assignment in Canvas.

Student Activities/Duties

Sequence and Module Structure – Week 4

WEEK 5 MODULE

Goals

Objectives

Content

The week five module will include students completing discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Students will complete the midterm exam.  After the midterm, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters ten and thirteen from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 02: Activity 01

Organizing Diseases & Disorders (Hematologic System)

After completing “The Hematologic System” lecture, students will be split into 4 teams to complete the timed activity. Each team will be given a different card pack. Each card pack contains main topics (ie: Leukocyte Disorders) and specific diseases and disorders. Once the timer is started, students must work together to put each disease/disorder under its proper topic. When done the group will raise their hands to get answers checked by the instructor. The team that is the quickest with all answers correct wins the round. Other groups will continue working on their cards until answers are checked by the instructor and correct. At the end of each round, groups will shuffle the cards into a deck and pass to the next group to start the next round. The team with the most points after 4 rounds wins. (*instructors choice: prize or no prize for winners)

 

Day 3 Activity 02

Case Studies (Musculoskeletal System)

After completing “The Musculoskeletal System” lecture, the class will be split into 3-4 groups. Each group will be given a patient description from two possible options. Groups will answer questions related to their patient in either a Canvas assignment or on a hard copy. Groups will have 10 minutes to complete this task. At the end of the 10 minutes, each group will share their answers with the class. All groups will submit their work to the instructor after the activity.

Student Activities/Duties

Sequence and Module Structure – Week 5

WEEK 6 MODULE

Goals

Objectives

Content
During the week six module, pharmacology projects will be submitted.  Students will continue to complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Also, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters fourteen and sixteen from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 02: Activity 01

Diagnose the Image

After completing the “Genetic & Developmental Disorders” lecture, students will diagnose the genetic or developmental disorder presented. Students will be given a white board and dry erase marker. The instructor will show the image of a patient on the projector screen. Based on the physical characteristics/observed manifestations, students will write on the board the disorder the patient has. Students will hold up boards at the same time for the instructor to check answers. The instructor will call on students to share the observed characteristic that reinforced their answer. (*Activity could also be completed as an independent canvas assignment)

Day 03: Activity 02

21 Questions

After completing the “Musculoskeletal Neoplasms” lecture, students will play a 21 questions style game to identify the type of tumor that is on the card. Students will split into groups of two or three. Each round will have one student as a group leader. The group leader will select the card and answer questions to guide others towards guessing the correct answer. Each round, 1 student can ask 10 yes or no questions to try and figure out if the tumor is benign neoplasm, malignant neoplasm, bone tumor, or soft tissue tumor. Each guess counts as a question as well. Once the correct answer is given, the number of questions the student has left equals the number of points earned.

Student Activities/Duties

Sequence and Module Structure – Week 6

WEEK 7 MODULE

Goals

Objectives

Content

The week seven module will include students completing quiz #3. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapters seventeen and eighteen from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Diagnose The Disease (Metabolic bone diseases)

Before starting the lecture section “Heterotopic Ossification,” students will be presented data to diagnose metabolic bone diseases. This activity will only take 3-5 minutes and could be completed in partners or as a class.  One at a time, the student will be presented with either an image of a bone scan, description of the disease, or a test measurement that is within range for the specific disease. The student has one chance to guess the disease.

Day 03: Activity 02

Jeopardy (Central Nervous System)

After completing the “Central Nervous System Disorders” lecture, students will play a 1 round Jeopardy style review game. The class will be split into 3 teams. 1 player from each team will have the chance to answer 2 questions before switching out. To buzz in and answer a question, the student will say their name. The instructor will keep score on a visible white board. The Jeopardy board will be visible on the projector screen. Categories is the round include:

The team with the most points at the end of the round wins.

Student Activities/Duties

Sequence and Module Structure – Week 7

WEEK 8 MODULE

Goals

Objectives

Content

The week eight module will include students completing discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. In addition, learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The weekly lectures cover material within chapter nineteen from the Goodman, Fuller, & O’Shea textbook. Topics include:

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Dig Deeper ( Meningitis)

After finishing the lecture section “Meningitis,” students will complete a Canvas assignment focused on the types of meningitis. Students will need a laptop or smart phone to complete the assignment. In Canvas, students will be assigned either viral or bacterial meningitis. Student must research and add to the assignment the causes, manifestations, and treatments for the specific disease. Students will have 10-15 minutes to complete and turn in the assignment.

Student Activities/Duties

Sequence and Module Structure – Week 8

WEEK 9 MODULE

Goals

Objectives

Content

The week nine module will include students completing quiz #4. In addition, students will complete discussion questions on Canvas that focus on applying course concepts and fostering class-wide participation. Learning activities will be implemented throughout or after lectures each class period to encourage student engagement. The week nine module lecture covers material within chapter twenty one from the Goodman, Fuller, & O’Shea textbook. Topics include:

Finally, group presentations of the pharmacology project will begin.

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Stroke Syndromes (Drag & Drop)

Before starting the section of lectured labeled “Management & Treatment,” students will use an online matching game to review cerebral syndromes and where they manifest in the brain. Students will need to have a laptop or smart phone available to complete the activity. An assignment with the Flippity game link will be posted on Canvas for students.  Students will have 5 minutes to play through the matching game. The instructor will have a timer on the main board as students play. Students should try to complete the game multiple times for repetition until 5 minutes.

Student Activities/Duties

Sequence and Module Structure – Week 9

WEEK 10 MODULE

Goals

Objectives

Content

The week ten module will introduce the last two chapters of the term. Lectures will cover material within chapters twenty two and twenty three from the Goodman, Fuller, & O’Shea textbook. Topics include:

All pharmacology presentations will completed by the end of the week. Lastly, the final exam study guide will be reviewed and the take home exam will be distributed.

Active Learning

To break up the course instruction and keep the students engaged in the material, the instructor will implement at least one learning activity per class.

Day 01: Activity 01

Diagnose the Patient (Levels of Consciousness)

Before starting the section of lecture labeled “Traumatic Brain Injury in Children,” students will identify levels of consciousness for a coma patient. This activity can be completed independently or with a partner. Students will be provided a hard copy of a patient description using terminology from the Glasgow Coma Scale. Students must use the proper formula to add all scores together to decide the consciousness level.  Students will share their answer with the instructor before turning in the assignment.  If desired, the instructor can provide multiple patient descriptions for the students to analyze using the Glasgow Coma Scale.

Day 02: Activity 02

Signs & Symptoms (Incomplete Spinal Cord Lesions)

After completing the section of lecture labeled “Incomplete Spinal Cord Lesions,” students will identify what type of syndrome the patient has based on the signs and symptoms provided.  Students will need either a laptop or smart phone to complete the assignment in Canvas. There will be six possible versions of this assignment. Students will open their assignment in Canvas.  The assignment will provide symptoms and an image related to the syndrome. Students will identify the incomplete spinal cord lesion syndrome based on the information provided. Students will turn in the assignment when done.

Student Activities/Duties

Sequence and Module Structure – Week 10

WEEK 11 MODULE

Goals

Objectives

Content

The week eleven module will focus on the final exam. The class will have a review session to prepare. After this, students will complete and turn in the final exam. Finally, any course loose ends will be addressed to wrap up the term.

Active Learning

Student Activities/Duties

Sequence and Module Structure – Week 11