Pre-Con - CSM 2022 - Education

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

This session will focus on identifying common gait deviations in patients with neurologic disorders. The ICF model will be uses as a foundation for clinical decision-making related to assessment, treatment, and bracing considerations. Evidence-based practice and case examples will be used to facilitate discussion. This course will be applicable for therapists treating patients across the PT continuum of care.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

Neural injury, whether from trauma (stroke, spinal cord injury, traumatic brain injury) or degenerative conditions (Parkinson disease, multiple sclerosis, Huntington disease) is associated with a primary neurologic injury as well as a cascade of secondary neurologic changes that manifest as impairments and functional deficits. Understanding the mechanisms of neurologic damage is critical to understanding these conditions.

Further, over the last two decades, the fields of neurologic physical therapy and neuroscience have advanced our understanding of movement enhanced neural recovery and the neurologic mechanisms that support or hinder recovery. Of interest as well, are possible methods of inducing neural protective mechanisms that may delay the onset of symptoms from degenerative disease or secondary damage from a primary injury. Notably, neural plasticity can be adaptive, providing the basis for recovery, or maladaptive, impeding recovery. Thus, the future of effective physical therapy treatment methods rests in maximizing adaptive neuroplasticity and avoiding activities that might induce maladaptive plasticity. This two-day course will discuss the relative mechanisms of neural injury, adaptive and maladaptive neuroplasticity as well as synthesize the evidence related to treatment approaches that have been found to prevent neural injury, maximize neural recovery or induce maladaptive plasticity. Multiple case studies will provide the basis for discussions of treatment approaches for inducing adaptive plasticity.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

Regenerative medicine is showing new promise in treating pain resulting from orthopedic injuries. The first part of the course will include an in-depth study of the medical options in regenerative medicine including:  an overview of chronic pain from orthopedic injuries, current procedures and advancements in regenerative medicine and the future of regenerative medicine.  The second half of the course will discuss clinical features of acute and chronic pain, including both psychological and physical findings. In addition, the speakers will discuss how many of our typical physical therapy interventions influence nociceptive processing. Finally, the physical therapist role as ‘pain modulator’ will be discussed.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

This session will provide participants with an overview of screening and treatment of vestibular dysfunction for the pediatric population. Case studies will be used to illustrate common signs and symptoms of vestibular dysfunction in this population. Participants will be introduced to common treatment/assessments for vestibular and balance dysfunction while also being introduced to the new technology and equipment available for diagnosis and treatment of this challenging problem

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

Developing effective rehabilitation programs, especially for chronic central nervous system damage is difficult. Each individual with neurologic dysfunction is unique, with varying sequelae and little similarity in functional deficits. Decades of research have focused on neural plasticity as a component of rehabilitation; however, exciting new research reveals that the nervous system’s ability to adapt to experience extends well beyond the synapse. This symposium will provide a summary of experience-dependent neural and myelin plasticity and their roles in motor learning and skill acquisition. We will highlight emerging intervention approaches designed to enhance or preserve plasticity and function in individuals with spinal cord injury, stroke, and Parkinson disease. Training parameters that likely modulate plasticity and function, such as task difficulty, novelty, repetition, intensity, engagement, and others will be considered along with considerations for monitoring effects.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

Falls continue to be a leading cause of injury and death in geriatric patients/clients and those with neurological disorders. One of the most disabling, yet preventable, causes of falls is a fear of falling. Patients/clients report a diminished quality of life when fear of falling is present even without a history of a fall episode. This course will focus on identifying at-risk patients/clients, regardless of the clinical setting, providing strategies to communicate with patients/clients regarding their fear and interventions to incorporate into clinical practice to reduce the fear of falling.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

This is a 2-part course covering both Practice as a Movement System Expert and What are the Criteria for a Movement System Diagnosis? Practice as a Movement System Expert: Physical therapists are often recognized by what we do and not by what we know as professionals. Although public recognition for PT practice methods and outcomes is essential, understanding that outcomes are achieved through clinical reasoning and practice that emanates from a distinct body of knowledge is crucial to our professional identity. PTs need to define and promote the Human Movement System (HMS) as the core construct that integrates this knowledge. Although the scientific literature addresses human movement in multiple broad and detailed configurations, the actual description of the anatomic structures and interrelated physiologic functions of human movement have not yet been described as a system. The first step is to understand the examination of movement.

What are the Criteria for a Movement System Diagnosis? Though physical therapists have been required to make a diagnosis since House of Delegates Actions in 1983, there is still no accepted manual or list of diagnoses. An early attempt to provide guidance in developing diagnosis was the Practice Patterns described in the Guide to Physical Therapist Practice. These Patterns are no longer incorporated in the Guide. As the profession pursues defining and developing the identity of the movement system, this is the optimal time to develop standardized diagnostic terminology. Clearly both the practice and business models are undergoing change and the profession has to clarify that what we do is based on the movement diagnoses we make rather than on diagnoses made by other practitioners. We can no longer be only identified by what we do but more importantly by what we know. Conveying our body of knowledge is going to require labels for the conditions we treat.

The purpose of this presentation is to discuss terminology used when describing diagnosis. For example, screening, review of systems, and differential diagnosis are all terms used in connection with diagnosis yet the use of these terms is not clear or consistent in physical therapy. The purposes of diagnoses and the varying context in which they are developed will also be discussed. The work of the “Diagnosis Dialog” group that has been working toward clarifying and attempting to develop diagnoses to be made by physical therapists will be described. The program will clarify the various factors of making a movement system diagnosis and a movement diagnosis. General categories of pathoanatomic diagnoses, pathokinesiologic, and kinesiopathologic will be presented.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

Implicit associations are subconscious connections made between mental representations of objects and concepts in one’s memory. All conscious human brains make these associations. We form these associations as a result of our experiences, including our background and our exposure to mass media. These associations may foster positive, negative, or ambivalent feelings towards other individuals based on their outward characteristics, but they do not necessarily result in biased behavior.

Importantly, health professionals who are unaware of their biases may unintentionally cause harm to their patients via differences in the delivery of the care they provide. It is important for health professionals to recognize and confront any biases they may have that could become a barrier to providing optimal patient care. Patients commonly discussed in the literature as being the victims of clinicians’ implicit biases are those with Substance Use Disorder (SUD) or from historically-marginalized racial groups.

Confronting one’s implicit biases may afford clinicians an avenue through which to mitigate the negative impact of their biases. This is challenging, however, as traditional discussions of bias in a classroom setting are often intimidating to participants due to fear of judgment. This course will provide an opportunity for participants to address the implicit biases they may have regarding patients with SUD or from historically-marginalized racial groups. Ultimately, this course is designed to allow clinicians to privately reflect upon and acknowledge their implicit biases, with the hope of starting them down the path of conscious, meaningful change to providing more equitable care.

Learning Objectives:

1. Differentiate implicit bias from implicit associations within a personal and clinical context.

2. Acknowledge that racial and clinical biases may be operating in the clinical setting.

3. Recognize the impact of stigma on the care of patients with opioid use disorders.

4. Select appropriate tools to screen patients for substance use disorders and for post-surgical pain risk.

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

WPTA Fall 19 Conference

Course Instructions

1. Click on the Contents tab to watch the course recording.
2. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass and must answer at least 70% of questions correctly.
3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org.