Occupational Therapy for Physical Dysfunction 生理疾病職能治療

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Fu-Jen Catholic University Department of Occupational Therapy

Occupational Therapy for Physical Dysfunction 生理疾病職能治療

^{Fall 2007}

Course Credits: Lecture: 2 credits, Practice: 1 credit

Instructors: 劉倩秀老師 Liu, Chien-hsiou, MS, OTR, 0910-105-103, kuhnlee@ms72.hinet.net

葉蘭蓀老師 Yeh, Lan-suen, MA, OTR,

2708-2121 轉 3735, lansuenyeh@yahoo.com.tw Location: TBA

Time: Thursdays, 8:00am-12:00pm

Course Description:

This course is intended for students who aim to have a current and well-rounded view of the field—from theoretical rationale to evaluation, treatment, and follow-up. Emphasis of the course will be placed on the conceptual foundation of practice. The role of occupational therapy, frames of reference, and treatment planning process with the physically disabled population will be introduced first. Then the course will be focusing on evaluation and treatment for each performance component, including neuromuscular, sensory, perceptual, cognitive, and psychological function. The latter part of the course will be focusing on OT’s intervention with different diagnoses, including stroke, traumatic brain injury, spinal cord injury, neurodegenerative diseases, musculoskeletal problems, arthritis, etc. The related topics such as documentations as well as common modalities in physical OT will be also introduced. Both lectures and practice of evaluation and treatment techniques will be included. The class will include discussions, guest speakers, peer presentations, lectures, and group activities.

Course Objectives:

Upon successful completion of this course, the student will be able to:

1. Adequately describe the impact of routinely delivered care on clients’ lives.

2. Establish an accurate and reliable basis for clinical decision-making.

3. Choose proper activities to remediate the deficit of each performance component 4. Promote occupational function of clients with different diagnostic categories

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5. Evaluate the effectiveness of care and identify opportunities for improvement.

Content of Course:

Date Topic Lecturer Readings

96.9.20 Conceptual foundation for practice, treatment planning process, framework for therapy, clinical reasoning, evidence-based practice

葉蘭蓀老師劉倩秀老師

Chap. 1-3, 12

96.9.27 Professional procedures for neuromuscular dysfunction: range of motion, strength, and endurance

劉倩秀老師葉蘭蓀老師

Chap. 5, 21

96.10.4 Assessing abilities and capacities: Motor behavior Assessing context: Personal, social, and culture;

Home, community, and workplace access

Chap. 6, 10, 11

96.10.11 Optimizing motor behavior: Task-oriented, task- related, Bobath, and Brunnstrom approach

Chap. 22-25, 31

96.10.18 Professional procedures for sensory dysfunction 葉蘭蓀老師劉倩秀老師

Chap. 7, 27 96.10.25 Professional procedures for perceptual dysfunction 葉蘭蓀老師

劉倩秀老師

Chap. 8, 28 96.11.1 Professional procedures for cognitive dysfunction 劉倩秀老師

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Chap. 9, 29

96.11.8 Mid-term exam 劉倩秀老師

葉蘭蓀老師 96.11.15 Therapeutic modalities in physical OT 葉蘭蓀老師劉倩秀老師

Chap. 20 96.11.22 Restoring competence: leisure pursuits,

homemaker, parent, and worker roles Optimizing personal and social adaptation

Chap. 32-35

96.11.29 Occupation as therapy: Analysis, selection, gradation, and adaptation

Learning and therapeutic rapport

Chap. 13-15

96.12.6 OT for stroke (1 hr lecture and group presentation) 葉蘭蓀老師劉倩秀老師

Chap. 38, 16- 19

96.12.13 OT for TBI (1 hr lecture and group presentation) 劉倩秀老師葉蘭蓀老師

Chap. 39, 16- 19

96.12.20 OT for neurodegenerative diseases (1 hr lecture and group presentation)

Chap. 40, 16- 19

96.12.27 OT for SCI (1 hr lecture and group presentation) 劉倩秀老師葉蘭蓀老師

Chap. 42, 16- 19

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97.1.3 OT for orthopedic conditions and hand impairments 劉倩秀老師葉蘭蓀老師

Chap. 41, 42 16-19

97.1.10 OT for arthritic populations and cumulative trauma disorders

Chap. 44, 16- 19

97.1.17 Final Exam 葉蘭蓀老師

劉倩秀老師 Textbooks:

Required: Radomski, M. V., & Trombly, C. A. (Eds.). (2007). Occupational therapy for physical dysfunction (6th ed.). Lippincott Williams & Wilkins.

Recommended: Pendleton, H., & Schultz-krohn, W. (Eds.). (2006). Pedretti’s occupational therapy: Practice skills for physical dysfunction (6th ed.). Mosby.

van Deusen, J., & Brunt, D. (Eds.). (1997). Assessment in occupational therapy and physical therapy. W. B. Saunders.

Crepeau, E. B., Cohn, E. S., Schell, B. A. B. (Eds.). (2003). Willard &

Spackman’s occupational therapy (10th ed.). Philadelphia: Lippincott Williams & Wilkins.

Additional reading materials will be distributed in class or on reserve at 系辦 Course requirements:

Readings, class participation/involvement, group presentation, written summary of the case study, mini tests, mid-term exam, and final exam

Readings: Readings assigned above must be done prior to the dates indicated. You do not have to read them word by word. Instead, try to capture the key points by examining the headings, figures and tables first, and by linking to the best memory of what you have learned in other classes. Emphasize on the evidence tables which summarizing the evidence supporting each intervention and on the assessment tables which summarizing the pros and cons of key assessment tools.

Class participation/involvement: Attendance, punctuality, participation in group discussion and practice, questioning, etc.

Group presentation: The group presentation will be a case study. A case of stroke, TBI, SCI, or neurodegenerative disease will be assigned to each group.

Further details will be given. Present the study in class on date 12, 13, 14, or15. Distribute the handout to each class member. Each group has

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20-30 minutes to present your study, with role-playing, oral presentation, or any other creative styles.

Written summary of the case study: Six page maximum. At least three references should be included in the analysis. Follow the APA format. It should be handed in at the end of the 11^th week.

Mini-tests: 10 min test at the beginning of each class on date 2-7, and 9-12.

Grading:

Lecture: 10% class participation/involvement 10% mini-tests

40% mid-term exam 40% final exam

Practice: 20% class participation/involvement 40% group presentation

40% written summary of the case study

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