JENDELA FISIOTERAPI MAKASSAR

Lambang HIMAFISIO

2009-10-15T15:37:00.001+08:00

Tes-tes neurologi

2009-07-22T10:43:00.007+08:00

1. Tes jari-hidung

Tahan jari anda sepanjang kira-kira satu lengan dari pasien. Instruksikan pasien anda untuk menyentuh jari anda dengan menggunakan jari telunjuk kemudian menyentuh hidungnya kembali. Gerakan ini diulangi beberapa kali. Pasien mungkin saja tidak dapat menyentuh jari anda atauterjadi tremor intensi.

Indikasi: disfungsi serebellar

2. Tes tumit-betis

Biarkan pasien berbaring. Instruksikan pasien untuk meletakkan satu tumit di lutut yang berlawanan kemudian tumit diarahkan mengikuti tulang tibian ke bawah sampai ke pergelangan kaki dan kemudian kembali ke tempat semula. Pasien mungkin saja mengalami tremor, ketidakmampuan menempatkan tumit ke betis atau gerakan yang tidak terkoordinasi.

Indikasi: disfungsi serebellar

3. Tes rasa posisi sendi

Sendi yang di tes adalah sendi yang paling jauh dari tubuh misalnya sendi interpalangeal. Dengan mata pasien yang terbuka, gerakkan sendi tersebut. Kemudian untuk mengujinya, instruksikan pasien untuk menutup matanya. Gerakkan sendi tersebut dengan menggunakan dua jari. Instruksikan pasien untuk menebak ke mana gerakan sendi tersebut. Untuk tes ini, harus dipastikan sendi yang dugerakkan hanya satu dan gerakan tersebut tidak menyentuh jari-jari lainnya sehingga membuat pasien kebingungan. Jika terjadi kelemahan, tes sendi yang lainnya.

Indikasi:kehilangan proprioseptif

4. Tes sentuhan ringan

Gunakan sebuah kain katun yang tipis. Dengan mata pasien yang terbuka, demonstrasikan apa yang akan anda lakukan kepada pasien. Untuk tes ini, instruksikan pasien untuk menutup matanya kemudian eluskan kain tipis ke bagian tubuh yang dipilih dan instruksikan pasien untuk menyebutkan di mana bagian yang dielus dengan kain tersebut.

Indikasi: kelemahan sensasi sentuhan

5. Tes jarum

Tes ini menggunakan alat khusus neurologi berupa jarum jang memiliki salah satu ujung yang tajam dan ujung lainnya tumpul. Dengan mata pasien yang terbuka, demonstrasikan apa yang akan anda lakukan. Untuk melakukan tes ini, instruksikan pasien untuk menutup mata, kemudian gunakan bagian tajam dan tumpul dari jarum tersebut secara bergantian di beberapa bagian tubuh secara acak. Instruksikan pasien untuk menyebut sensasi apa yang dirasakannya.

Indikasi: kelemahan sensasi nyeri

6. Tes babinski

Berikan tekanan yang kuat di sepanjang sisi lateral telapak kaki hingga ke arah jari kaki. Kemudian perhatikan ibu jari kaki. Respon normal terjadi jika ibu jari kaki fleksi. Jika ibu jari kaki ekstensi sedangkan jari lainnya membentang, ini mengindikasikan adanya gejala babinski pada pasien.

Indikasi: gejala babinski mengindikasikan kerusakan di upper motor neuron

7. Tes berganti gerakan dengan cepat

Instruksikan pasien untuk mengangkat telapak tangan dan menahannya. Kemudian tampar tangan yang lainnya dengan menggunakan telapak dan punggung tangan secara bergantian. Jika pasien kurang lancar dan kehilangan irama gerakan, hal ini dapat merujuk pada kelainan yang disebut disdiadokokinesia. Untuk mengetes tubuh bagian bawah, instruksikan pasien untuk menyentakkan salah satu kakinya ke lantai kemudian diganti dengan kaki yang lain.

Indikasi: disfungsi serebellar

8. Tes Romberg

Pasien diinstruksikan untuk berdiri dan membuka mata. Kemudian pasien diinstruksikan untuk menutup mata (pastikan anda dapat menopang pasien jika dia jatuh). Kemudian perhatikan apakah pasien terlalu banyak bergoyang atau kehilangan keseimbangan.

Indikasi: jika pasien menutup mata kemudian jatuh, hal ini mengindikasikan adanya kelemahan pada proprioseptif atau vestibular.

9. Tes sensasi suhu

Tes ini adalah tes yang sangat sederhana dengan menggunakan benda yang dingin misalnya garpu tala. Sentuhkan benda tersebut di beberapa bagian tubuh kemudian instruksikan pasien untuk menyebut sensasi apa yang dirasakannya. Tes lainnya menggunakan dua tabung berisi air hangat dan air dingin. Kemudian instruksikan pasien untuk membedakan kedua sensasi tersebut.

Indikasi: kelemahan sensasi suhu

10. Diskriminasi dua titik

Tes ini membutuhkan alat diskriminasi dua titik. Sejenis alat yang mirip dengan jarum kompas yang memiliki dua ujung yang tumpul. Instruksikan pasien untuk menutup mata, kemudian sentuhkan satu atau dua ujung yang tumpul ke tubuh pasien. Perkecil jarak antara dua sentuhan tersebut hingga pasien tidak bisa membedakan antara satu atau dua sentuhan. Sentuhan ini harus dibedakan berdasarkan ketebalan kulit antarbagian tubuh. Pasien normal dapat membedakan dua sentuhan tersebut dengan jarak kira-kira 5 mm di jari telunjuk dan kira-kira 4 cm di kaki. Bandingkan hasil yang didapatkan antara bagian kanan dan kiri.

Indikasi: kerusakan fungsi sensorik

11. Tes sensasi getar

Tes ini menggunakan garpu tala. Instruksikan pasien untuk menutup mata. Getarkan garpu tala dan dekatkan pada tubuh pasien. Instruksikan pasien untuk menyebut apakah garpu tala bergetar atau tidak. jika pasien merasa ragu, hentikan getaran pada garpu tala dengan menjepitnya dengan dua jari kemudian dekatkan kembali pada tubuh pasien. Instruksikan kembali kepada pasien untuk menyebutkan apakan garpu tala bergetar atau tidak.

Indikasi: kelemahan sensasi getar selengkapnya.....

Table inervasi otot

2009-07-07T11:35:00.006+08:00

Tubuh bagian atas

C1	C2	C3	C4	C5	C6	C7	C8	T1
Inferior dan superior oblique
Rectus capitis posterior major dan minor
Rectus capitis anterior dan lateral
Longus capitis
	Longissimus cervicis
	Longus colli
		Levator scapulae
		Trapezius
		diaphragm
		Splenius capitis
		Scalenius medius
			Rhomboid major
			Rhomboid minor
			Scalenus anterior
			Longissimus capitis
				Biceps brachii
				Brachioradialis
				Deltoideus
				Infraspinatus
				Subscapularis
				Supraspinatus
				Teres minor
				Brachialis
				Coracobrachialis
				Serratus anterior
				Splenius cervicis
				Teres major
				Pectoralis major
				Pectoralis minor
					Extensor carpi radialis longus
					Flexor carpi radialis
					Pronator teres
					Supinator
					Anconeus
					Latissimus dorsi
					Scalenus posterior
					Triceps brachii
						Abductor pollicis longus
						Extensor carpi radialis brevis
						Extensor carpi ulnaris
						Extensor digiti minimi
						Extensor digitorum
						Extensor indicis
						Extensor pollicis brevis
						Extensor pollicis longus
						Flexor pollicis longus
						Palmaris longus
						Pronator quadratus
						Flexor carpi ulnaris
							Abductor digiti minimi
							Abductor pollicis brevis
							Adductor pollicis
							Dorsal interossei
							Flexor digiti minimi brevis
							Flexor digitorum profundus
							Flexor digitorum superficialis
							Flexor pollicis brevis
							Lumbricals
							Opponens digiti minimi
							Opponens pollicis
							Palmar interossei

Tubuh bagian bawah

T12	L1	L2	L3	L4	L5	S1	S2	S3
Quadrates lumborum
	Psoas minor
	Psoas major
		Adductor brevis
		Gracilis
		Iliacus
		Pectineus
		Sartorius
		Adductor longus
		Adductor magnus
		Rectus femoris
		Vastus intermedius
		Vastus lateralis
		Vastus medialis
			Obturator externus
			Gluteus medius
			Gluteus minimus
			Popliteus
				Tibialis anterior
				Tibialis posterior
				Tensor fascia lata
					Extensor hallucis longus
					Extensor digitorum brevis
					Extensor digitorum longus
					Gemellus anterior
					Gemellus superior
					Obturator internus
					Peroneus brevis
					Peroneus longus
					Peroneus tertius
					Quadratus femoris
					Biceps femoris
					Flexor digitorum longus
					Flexor hallucis longus
					Gluteus maximus
					Piriformis
					Semimembranosus
					Semitendinosus
						Abductor hallucis
						Flexor digitorum brevis
						Flexor hallucis brevis
						Gastrocnemius
						Plantaris
						Soleus
						Abductor digiti minimi
						Flexor digitorum accessorius
							Adductor hallucis
							Dorsal interossei
							Flexor digiti minimi brevis
							Lumbricals
							Plantar interossei

Pendaftaran Mahasiswa Baru Prodi (S1) Fisioterapi FK-Unhas

2009-05-28T11:46:00.010+08:00

SELEKSI
- Program A melalui SPMB 2009
- Program B melalui Seleksi Khusus

PERSYARATAN
* Program A sesuai dengan persyaratan SPMB
* Program B :

Foto copy Ijazah AKFIS/D.III/D.IV FT yang telah dilegalisir
Pas foto ukuran 4x6 lembar hitam putih sebanyak 4 lembar
Jika diterima menyusul

Foto copy transkrip nilai yang telah dilegalisir
Surat izin/tugas belajar dari instansi asal calon peserta yang sudah bekerja

PENDAFTARAN

- Program A (SMU) melalui SPMB
- Program B (Seleksi Khusus)

PSIK Gedung Fakultas Kedokteran UNHAS Lantai 4
Kampus UNHAS Tamalanrea
Jalan Perintis Kemerdekaan Km. 10 Makassar
Telp. (0411) 586296, 5040399
Fax. (0411) 586297

Waktu Pendaftaran 01 April 2099 - 24 Juli 2009

PELAKSANAAN UJIAN

Ujian tulis program B
Kamis, 25 Juli 2099
Pukul 08.00 WITA
Wawancara program B
Jumat, 27 Juli 2009
Pukul 08.00 WITA
Tempat : Ruang kuliah FK-UNHAS

Klik untuk lihat gambar brosurnya

Doctor of Physical Therapy (DPT) Degree Frequently Asked Questions

2009-05-19T20:14:00.004+08:00

Note: The term "professional" is used to describe a category of degrees associated with a variety of professions. Consistent with APTA House of Delegates policy, the term is also used to refer to entry-level education for the physical therapist. For clarity, when "professional" is used to refer to physical therapist professional education, the term will be followed by "entry-level" in parentheses.

* What is a "DPT"?

The Doctor of Physical Therapy (DPT) is a postbaccaluareate degree conferred upon successful completion of a doctoral level professional (entry-level) or postprofessional education program. The specific nomenclature "DPT" is not a substitute or alternative for the physical therapist clinical designator "PT."

* I have heard about "professional," "transition," and "advanced clinical science" DPT degrees. What are they, and how are they different?

All three DPT degrees are professional "clinical" doctorates and are primarily intended for those clinicians who elect to practice physical therapy or, depending on the degree, serve as academic or clinical faculty in a physical therapist professional education program. Consistent with the academic precedent, these "professional" degrees are not considered in the category of "academic" degrees such as the MA, MS, or PhD.

The "professional" DPT is the degree conferred upon successful completion of a doctoral level physical therapist professional (entry-level) education program. This program prepares the graduate to enter the practice of physical therapy. (For a professional DPT program list, see "How many professional (entry-level) DPT programs are accredited?", "How many professional (entry-level) MPT programs have decided to make the transition to professional (entry-level) DPT programs?", and "How many institutions have decided to develop a professional (entry-level) DPT program?")

The "transition" DPT is the degree conferred upon successful completion of a postprofessional physical therapist education program. The "transition" DPT is intended for practicing clinicians and typically offers a didactic and, in some cases, a clinical augmentation that is deemed necessary to meet current and future expectations for physical therapy practice. This augmentation (knowledge, skills, and behaviors) is defined by the difference in content between a practicing clinician's entry-level education (whatever the year of graduation) and current entry-level education that has not been otherwise acquired through continuing education or specialization. As of April 2000, Creighton University, University of Southern California, and University of St. Augustine offer postprofessional "transition" DPT programs. Other "transition" DPT programs are in various stages of development.

The "advanced clinical science" DPT is one of several degrees conferred by institutions upon successful completion of a postprofessional physical therapist education program. This program is intended to provide an experienced clinician with advanced knowledge, behaviors, and clinical skills, usually in a specific specialty area. These programs may include specialization, certification, or clinical residencies. Although there are many postprofessional "advanced clinical science" doctoral programs, very few use the "DPT" degree nomenclature; in fact, some postprofessional "advanced clinical science" doctoral programs have dropped the "DPT" nomenclature in favor of less confusing alternatives (eg, DPTSc, DHSc, etc.).

* What is the difference between a professional (entry-level) DPT program and a professional (entry-level) MPT program?

The length of the majority of DPT programs has been extended beyond the traditional two-year masters program. Based on a recent informal survey, accredited and transitioning DPT programs have augmented the breadth and depth of content in a typical two- or three-year professional (entry-level) MPT program. The specific augmented content areas include, among others, differential diagnosis, pharmacology, radiology/imaging, health care management, prevention/wellness/health promotion, histology, and pathology. In addition, the final or culminating clinical education experience is typically extended beyond the average of 15 weeks; some are 1 year in length.

* What is the difference between a professional (entry-level) DPT program and an advanced clinical science DPT program?

The DPT awarded upon completion of a physical therapist professional education program is an entry-level degree, albeit a terminal one. The advanced clinical science DPT is awarded upon completion of a postprofessional education program that signifies and recognizes advanced clinical skills. Many of these programs include specialist certification or a clinical residency.

* What is the difference between a professional (entry-level) DPT program and the "transition" DPT program?

The professional (entry-level) DPT is awarded upon completion of a physical therapist professional education program; the "transition" DPT is awarded to a physical therapist upon completion of a postprofessional education program and signifies augmented knowledge, skills, and behaviors that are equivalent to CURRENT entry-level education standards. This learner-centered augmentation provides the physical therapist with knowledge, skills, and behaviors that have been added to the professional (entry-level) curricula since the learner's year of graduation.

* What is the rationale for having professional (entry-level) DPT programs?

The rationale for awarding the DPT is based on at least four factors, among others: 1) the level of practice inherent to the patient/client management model in the Guide to Physical Therapist Practice requires considerable breadth and depth in educational preparation, a breadth and depth not easily acquired within the time constraints of the typical MPT program; 2) societal expectations that the fully autonomous healthcare practitioner with a scope of practice consistent with the Guide to Physical Therapist Practice be a clinical doctor; 3) the realization of the profession's goals in the coming decades, including direct access, "physician status" for reimbursement purposes, and clinical competence consistent with the preferred outcomes of evidence-based practice, will require that practitioners possess the clinical doctorate (consistent with medicine, osteopathy, dentistry, veterinary medicine, optometry, and podiatry); and 4) many existing professional (entry-level) MPT programs already meet the requirements for the clinical doctorate; in such cases, the graduate of a professional (entry-level) MPT program is denied the degree most appropriate to the program of study.

* Are professional (entry-level) DPT programs accredited?

Yes. The Commission on Accreditation for Physical Therapy Education (CAPTE) is responsible for the accreditation of DPT and MPT professional (entry-level) education programs. The current standards are contained in the 1998 Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists. Effective January 1, 2002, CAPTE no longer accredited baccalaureate level professional education programs.

* Are there separate accreditation standards for professional (entry-level MPT programs and professional (entry-level) DPT programs? If not, why are programs different?

No. There is only one set of standards for postbaccalaureate level professional (entry-level) education. The 1998 Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists apply to masters and doctoral level physical therapist professional education programs. All accredited programs must meet this quality standard; however, programs can and do regularly exceed the standard in one or more areas.

Differences do exist among accredited masters level programs and between accredited masters level and accredited doctoral level programs. For example, some of the differences are driven by institutional mission and are attributable to compliance with the accreditation standards. Other differences - noteworthy as they can be - are not attributable to compliance with CAPTE's quality standard. Rather, these differences should be attributed to decisions of the host institution and program to enhance the quality and/or outcomes of the program beyond compliance with CAPTE's quality standards. Many of the differences that exist between and among programs are of the latter kind.

* How many professional (entry-level) DPT programs are accredited?

As of September 2004, 111 professional (entry-level) DPT programs are accredited or developing. A listing of the programs can be found at this link.

* How many professional (entry-level) MPT programs have decided to make the transition to professional (entry-level) DPT programs?

As of November 1, 2003, 89 programs are approved to convert, developing, or intending to convert to the DPT.

* Why do programs decide to make the transition from the professional (entry-level) MPT to the professional (entry-level) DPT?

Programs have decided to make the transition from the professional (entry-level) MPT to the professional (entry-level) DPT for several reasons, including among others: 1) The decision to make the transition is the end result of a comprehensive assessment of an MPT program based on current and future expectations and preferences for practice; 2) The decision to make the transition is warranted on the basis of the greater scope, rigor, depth, breadth, and length of a high-quality program; 3) The decision to make the transition is based on the assumption that the program will be better positioned to successfully recruit the most qualified applicants in a highly competitive applicant marketplace; and 4) The decision to make the transition is perceived to be in the best interests of tomorrow's practitioner.

* Are postprofessional DPT programs accredited?

No. Similar to other health care disciplines, there are no specialized accrediting agencies responsible for the accreditation of postprofessional education programs for physical therapists. However, the vast majority of the postprofessional education programs reside in institutions accredited by recognized accrediting agencies.

* Is the professional (entry-level) DPT degree appropriate for physical therapy professional education?

Yes. The professional (entry-level) DPT degree is currently conferred by institutions that are regionally accredited and fully authorized to confer the degree. The fact that some persons may oppose the DPT does not make the degree any less "appropriate" for professional (entry-level) education.

* Is the DPT degree appropriate for physical therapy practice and the profession?

"Appropriateness" for physical therapy practice and the profession involves a subjective judgment; for clarity, the question is often framed in terms of benefits and liabilities. Members of the academic and clinical communities have identified the following benefits and liabilities, among others.
Perceived Benefits:
1. Professional (entry-level) DPT programs more accurately reflect the scope, depth, breadth, and rigor of the high-quality education preparation needed for current and future practice;
0. The professional (entry-level) DPT program offers a sound educational background that should better equip the graduate to enter clinical practice able to examine, evaluate, diagnose, prognose, and intervene in the management of impairments, functional limitations, and disabilities of the cardiopulmonary, musculoskeletal, neuromuscular, and integumentary systems;
0. The DPT degree will better facilitate the consumer's recognition of the physical therapist as a fully autonomous health care practitioner who is a point of entry into the health care system;
0. The DPT degree will better facilitate interactions with medical colleagues on an equal basis;
0. The professional (entry-level) DPT program offers greater knowledge, skills, and behaviors related to the administration and business aspects of physical therapy practice;
0. Assuming an uncertain and unpredictable future, the DPT degree positions the physical therapist to advocate and negotiate more successfully on behalf of high-quality health care, the consumer, and the profession.

Perceived Liabilities:
1. The DPT is nothing more than an unwarranted inflation of professional education;
0. The physical therapy clinical science and its associated body of knowledge does not justify doctoral-level preparation;
0. Other health care providers, including physicians, will not "like" physical therapists being called "doctor";
0. The DPT degree only adds to the confusion of patients, employers, and other health care providers about physical therapists and physical therapy services;
0. The necessary human and financial resources for professional (entry-level) DPT programs are not adequate;
0. The educational costs of the professional (entry-level) DPT are prohibitive.

* Why do some educators object to the DPT degree?

Educators may object to the professional (entry-level) DPT for a variety of reasons, including among others:
1. Doctoral-level professional (entry-level) programs require increased human and financial resources that some programs cannot easily acquire;
0. Some institutions cannot make the transition from the master's to the doctoral level because the state and/or the institution's mission does not allow for the awarding of the DPT;
0. The professional (entry-level) DPT program is longer than the typical professional (entry-level) MPT program and, therefore, more costly to the student;
0. Professional (entry-level) DPT programs do not offer benefits to the profession and physical therapy practice that are not readily available in the MPT graduate;
0. The DPT degree (nomenclature) adds to the current confusion regarding the purpose, meaning, and significance of degrees within the physical therapy profession.

* Why do some clinicians object to the DPT degree?

Clinicians may object to the professional (entry-level) DPT for a variety of reasons, including among others:
1. Physical therapy practice does not require doctoral-level professional (entry-level) education (ie, what physical therapists are "asked to do" does not require a DPT);
0. The professional (entry-level) DPT preparation will not improve the quality of patient care;
0. Professional (entry-level) DPT programs are likely to stretch clinical education resources beyond the "breaking point;"
0. Baccalaureate- and master's-level graduates are fearful that DPT graduates will displace them in the workforce or diminish their relative value in the health care marketplace;
0. The generalized concerns that doctoral-level professional (entry-level) programs run counter to current trends in health care and that other health care providers, employers, and patients will resist, if not resent, the DPT practitioner.

* Will APTA or The Commission on Accreditation in Physical Therapy Education (CAPTE) mandate doctoral-level professional (entry-level) education?

APTA cannot and will not compromise higher education prerogatives or mandate higher education decisions or degrees. The move from baccalaureate- to postbaccaluareate-level professional education took nearly 20 years. CAPTE's 1998 decision to narrow its scope of accreditation activity to include only postbaccaluareate-level programs came after the profession had reached agreement on the scope, breadth, depth, and meaning of professional education and a critical mass of MPT programs had been established (approximately 83%). Before CAPTE would consider narrowing its scope of activity further, the profession would have to agree that the DPT is the preferred degree, a consensus would have to be achieved on all aspects of doctoral-level professional education, a critical mass of professional (entry-level) DPT programs would have to be established, and CAPTE's communities of interest would have to support, at least in principle, a move to doctoral-level professional education. Although such a move is conceivable at some point in the future, it is not imminent.

* Does APTA have a formal position or policy on the DPT degree? Does APTA advocate for the DPT degree?

No and yes. As of October 1, 2000, there is no "formal" APTA policy or position on doctoral-level professional education. However, in June 2000, the House of Delegates endorsed Vision 2020 - a vision statement for the physical therapy profession for the next 20 years. Vision 2020 contains a clear reference to "doctors of physical therapy" and thus reflects support for doctorally-prepared practitioners and the clinical doctorate as the first professional degree.

Apart from the issue of formal policies or positions, some APTA members and leaders are strong advocates for doctoral-level professional education. Consistent with a rationale for the DPT degree (See "What is the rationale for professional (entry-level) DPT programs?"), these persons believe that the DPT will enhance the quality of physical therapy services and patient care, hasten the granting of pervasive direct access and "physician status" for reimbursement, and ensure the profession's continued growth, maturation, and services. Other APTA members and leaders do not advocate for doctoral level professional education (See "Is the DPT degree appropriate for physical therapy practice and the profession?", "Why do some educators object to the DPT degree?", and "Why do some clinicians object to the DPT degree?").

* How does the DPT degree relate to physical therapy licensure?

Licensure requires graduation from an accredited physical therapist professional education program and a passing score on a state licensure examination. There are no degree-specific requirements; the BSPT, the MPT, and the DPT are all appropriate degrees for licensure.

* Is the graduate of a professional (entry-level) DPT program more competent than the graduate of a professional (entry-level) BSPT or MPT program?

Some APTA members believe that this may be the case because of the augmented didactic component and the extended, more mentored clinical education experience. However, there are insufficient data to demonstrate any correlation between the DPT and higher levels of clinical competence or improved treatment outcomes. Moreover, it would appear that there are no major economic advantages to the DPT.

In the absence of compelling data, perhaps the more important question for any physical therapist should be: "How can the physical therapy profession position itself to accommodate the changing expectations for practice and the changing health care environment in a future that is entirely uncertain?" The answer for some physical therapists will include acquiring a "transition" DPT; for others, the DPT will not offer sufficient benefit.

* What implications does the DPT degree have for the workplace and employability?

None for certain, though there may be individual exceptions. In the current health care environment, and depending on the employer, the DPT graduate will not necessarily be favored over the MPT or BSPT graduate. Since licensure to practice does not distinguish among degrees; the BSPT, MPT, and DPT are all permissible. As more professional (entry-level) programs make the transition to or develop at the doctoral level, the overall number of graduates will offer a credible basis for the collection of data regarding employability and performance of the DPT graduate. For now, the implications of the DPT degree for the workplace and employability are unclear.

* Are DPT graduates paid more than BSPT or MPT graduates?

The transition to postbaccalaureate professional (entry-level) education gave rise to the fear that a practitioner with a professional master's degree would be paid more than one with a baccalaureate degree. In retrospect, it appears that those fears were unfounded. Although there may be instances where a DPT graduate is paid more than a BSPT or MPT graduate, there are no data to support a correlation between the DPT and higher levels of compensation. Data collected in the future may or may not demonstrate such a correlation.

* If I have a professional (entry-level) BSPT or MPT degree, will I have to acquire the DPT degree in order to practice in the future?

No. Again, licensure to practice physical therapy does not include degree-specific requirements, only graduation from an accredited program.

* If not required for practice, why would an MPT or BSPT graduate want to acquire a postprofessional "transition" DPT?

Regardless of any specialization, a physical therapist might wish to acquire new knowledge that was not a part of his/her professional (entry-level) education. Depending on the learner's career goals, practice setting, and need to demonstrate continued competence, a "transition" DPT would signify and recognize the acquisition of knowledge that could more strongly position the graduate in the current practice environment and in the future health care marketplace.

* How will I be able to acquire a "transition" DPT?

Almost every institution with a professional (entry-level) DPT program will have reason to consider, if not implement, a postprofessional "transition" DPT for potential applicants within its various communities of interest, including alumni. These programs will probably vary in terms of: purpose/outcome; scope, depth and breadth of content; accessibility and delivery; length; and cost. As of April 2000, several postprofessional "transition" DPT programs are available. Also, postprofessional "transition" DPT programs will be available only as long as demand for the "transition" DPT degree exists.

Admission criteria for these programs will also vary; however, the great majority of them will be learner-centered so as to recognize experience and competence and accommodate a learner's unique professional and educational needs.

* If I choose to acquire a postprofessional "transition" DPT, what mechanism would be used to recognize competence, experience, and achievement since graduation from a baccalaureate- or master's-level program?

Any postprofessional "transition" DPT program will need an assessment process/tool that will document a practitioner's knowledge, skills, and behaviors. Results from the assessment could lead to the "waiving" of coursework, the substitution of electives for otherwise required coursework, or the reduction of the normal credit hours required for the degree.

APTA is currently exploring a variety of mechanisms to: 1) help ensure consistency across and among postprofessional "transition" clinical doctorate programs (eg, consensus-based competencies), 2) provide a consistent mechanism for evaluating the knowledge, skills, and behaviors of the experienced physical therapist (eg, valid and reliable evaluation tool), 3) encourage the development of accessible and affordable "transition" clinical doctorate programs that are fully analogous to current professional doctoral programs, and 4) facilitate the physical therapy profession's overall transition to doctoral level professional education.

* Why can't the profession just use "DPT" as a clinical designator, like "PT"?

At some point in the future, it may be possible to successfully argue that "DPT" should be an additional clinical designator for the licensed physical therapist. One requirement for such a decision would be the existence of a "critical mass" of DPT graduates in physical therapist practice. Of course, such a decision would involve changes in state practice acts; authority would rest with state boards of licensure and state legislatures. It is not inconceivable that an acceptable clinical designator would be DPT.

* Does the professional (entry-level) DPT qualify a graduate to teach in a physical therapist professional program?

Yes and no. The professional (entry-level) DPT would not qualify a graduate to be a member of the academic or clinical faculty immediately upon graduation. However, if the professional development of DPT graduates, within the years following graduation, prepared them to meet the qualifications for appointment as academic and clinical faculty, there would be no reason to exclude these individuals merely because they possessed an "entry-level" clinical doctorate, rather than an "advanced" clinical doctorate or the academic PhD.

* Does a professional (entry-level) DPT program prepare a graduate to contribute to the profession's body of knowledge and/or to clinical research in support of evidence-based practice?

There is no agreement within the academic or clinical communities regarding the scope, purpose, and appropriateness of a research component in the curriculum of a professional (entry-level) education. For that reason alone, there will continue to be considerable variance in the degree level to which a DPT graduate is prepared to be a contributor to, not just a consumer of, the profession's body of knowledge and/or clinical research in support of evidence-based practice.

* What are the implications of the professional (entry-level) DPT for clinical education?

Professional (entry-level) education programs may provide both incentives and opportunities to design and implement alternative models that provide for more expansive clinical education experiences. These models would offer increased depth and breadth (eg, 1-year internship), stronger clinical mentorship, and strengthened, more efficient and effective academic/clinical partnerships.

The configuration of clinical education in a professional (entry-level) DPT program will depend upon the mission of the institution, the program vision and setting, and the preferred educational outcome for program graduates. If the current configuration of clinical education cannot achieve the desired practice expectations for graduates at the level of competency desired by the profession, employer, consumer, and payer, then a DPT program will need to consider other possible models that can achieve what is necessary

THE INTERPLAY OF STATIC AND DYNAMIC POSTURAL FACTORS IN NECK PAIN

2009-05-13T20:07:00.000+08:00

Research Report Hong Kong Physiother J 2008;26:9–17

Peter Osmotherly,1 BSc, Grad Dip Phty, MMedSci; John Attia,2,3 MD, PhD, FRCPC

Abstract: The objectives of this study were to compare published methods of measuring cervical posture and to determine whether these measures were associated with clinical endpoints such as pain and disability levels, and postural muscle performance in the upper quarter. A cross-sectional study design was used, and the study was conducted at two call centres in Newcastle,

New South Wales. The participants comprised 34 call centre operators with no history of neck trauma, using visual display terminals for a minimum of 4 hours per day. The main outcome measurements were correlations between angular measurements of posture, and correlations of postural measures with Northwick Park neck pain questionnaire, deep cervical flexor muscle performance, global neck flexor muscle and shoulder girdle endurance, and demographic factors. Moderate correlations of craniovertebral angle with cervical inclination (r = 0.61) and lower cervical angle (r = 0.47) existed. Moderate correlation existed between upper thoracic inclination and lower cervical angle (r = 0.55). Neck pain questionnaire scores were significantly associated with craniovertebral angle (p = 0.01). No postural muscle performance measures were associated with postural measures. Stratification by sex revealed trends between posture and demographic and muscle performance measures, with systematic reversal of correlations between sexes. Three postural measures indicated forward head posture with some agreement. Contradictory findings between sexes are systematic and indicate that sexes should be analysed separately.

Key words: correlation, female, male, neck pain, posture

Penasaran dengan isi lengkapnya, download saja disini

Faktor-Faktor Yang Berhubungan Dengan Kejadian Skoliosis Pada Anak Sekolah Dasar Di SD Inpres Bung Makassar Tahun 2007

2009-05-13T12:17:00.005+08:00

TIAR ERAWAN,

Skoliosis atau pembengkokan tulang belakang ke samping kiri maupun kanan banyak ditemukan pada murid sekolah dasar dan akan menghambat pertumbuhan dan perkembangan anak, akibat lebih lanjut akan menyebabkan distorsi costae, berpengaruh terhadap pencernaan, hormonal, otot , cardio respiratory, tulang dan saraf. Tujuan penelitian adalah untuk mengetahui faktor-faktor apa saja yang berhubungan dengan kejadian skoliosis pada anak sekolah dasar di SD Inpres Bung Makassar.

Penelitian ini menggunakan jenis penelitian observasional analitik dengan disain Cross sectonal study, yaitu variabel bebas dan terikat diukur secara bersamaan. Subjek penelitian adalah murid sekolah dasar sebanyak 266 orang, dengan teknik pengambilan sampel secara total sampling.
Setelah dianalisis menggunakan Chi-Square Tests memperlihatkan hasil ; Tidak terdapat hubungan yang bermakna antara jenis kelamin dengan kejadian skoliosis nilai p hitung = 0,157 > 0,05. Terdapat hubungan yang bermakna antara cara membawa tas yang digunakan dengan kejadian skoliosis nilai p hitung = 0,000 < hitung =" 0,000" hitung =" 0,716">0,05. Tidak terdapat hubungan yang bermakna antara Indeks Massa Tubuh terhadap kejadian skoliosis nilai p hitung = 0,140 > 0,05.
Masih diperlukan penelitian lanjutan yang lebih mendetail sehingga tingkat validitasnya lebih baik. Perlu penyuluhan kesehatan bagi murid, orang tua serta guru sekolah dasar mengenai beban tas dan cara membawa tas yang dipakai anak sekolah dampaknya terhadap kesehatan fisik serta pentingnya mengkonsumsi gizi yang baik berhubung banyak terdapat status gizi yang kurang.

Untuk tahu isi riset selengkapnya, silahkan download disini

UPGRADING ANAK HIMAFISIO

2009-05-12T16:29:00.007+08:00

Eh, ada kabar terbaru nih..!!!!

Anak-anak Himafisio sedang mengikuti upgrading selama 2 hari mulai dari tanggal 2 – 3 Mei 2009. Upgrading ini bertujuan sebagai pendidikan dasar dalam mengatur kepengurusan organisasi Himafisio.

Oh iya hampir lupa, yang mengajar anak-anak Himafisio dalam upgrading ini tuh orang-orang yang udah berpengalaman dan ahli di bidangnya loh (pokoknya huebat n keren…deh). So tidak salah kalo anak-anak Himafisio senang and semangat’45 gituu. Walaupun disibukkan oleh kegiatan kuliah yang padat, mereka masih menyempatkan diri untuk ikut upgrading ini.

Materi-materi yang diberikan yang notabene very..very..important..pokoknya yang berhubungan mengenai dasar-dasar pengembangan diri dalam organisasi dan materi mengenai persuratan yang mengajarkan mengenai pembuatan dan pengaturan surat-surat untuk program-program yang akan dilaksanakan serta penyimpanan dokumen-dokumen penting.

Nah, di hari ke-2 anak-anak Himafisio mendapat materi mengenai pengembangan mind setting dari kak Indra dan kak Rahman, seorang motivator dan juga seorang aktivis, yang memberikan pengajaran untuk menjadi seorang pemimpin dan menjadi manusia yang tidak berhenti untuk berusaha mengembangkan diri khususnya dan organisasi Himafisio tentunya. (Pokoknya keren dan tidak membosankan…)

Itu saja untuk sementara ini, nantikan info-info menarik lainnya, ya ^_^

Ini nih foto anak-anak himafisio yang lagi ikutan up grading.

Doctor of Physical Therapy - Course Description

2009-05-04T12:59:00.007+08:00

Hi guys!! still here with us...
What’s up in the campus ???
Yup, now we have a little bit info about DPT course description in one of university in USA. We want to share about it with you all who see this blog.
This is gotten from NYU Steindhardt website.
Get enjoy it. ^_^

Doctor of Physical Therapy

Course Descriptions
First Year
Summer:

Histology/General Pathology - E44.2004
This course enables the student to know the microanatomical structure from the perspective of cells, tissues, organs, and organ systems; the basic tissue types, including epithelial, connective, muscular, and nervous tissues; and the basic concepts of cell and tissue injury and disease, including acute and chronic inflammation and the immune and autoimmune responses.

CPR/First Aid/Advanced Emergency Techniques - E44.2030
This course provides the student with all of the skills necessary to take appropriate action in an emergency in any practice setting. Basic life support, advanced cardiac life support, and first aid and emergency preparedness are the content areas of this course. The course is designed to provide knowledge and skill in emergency techniques and in the application of appropriate action necessary to take care of the patient/client.

Gross Human Anatomy - E44.2120
This course provides the student with an overview of human anatomy of the muscular, skeletal, nervous, and circulatory systems. Anatomical models, computer programs, and cadaver specimens complement didactic classroom activities.

Professional Behavior - E44.2281
This course provides the student with a history of the profession, the professional association (American Physical Therapy Association), professionalism, and individual and cultural differences. The student demonstrates professional behavior in all interactions with patients, clients, families, caregivers, and other health care providers.
Semester 1:

The Physical Therapist as an Educator/Communicator - E44.2020
This course enables the student to provide patient-related instruction; educate others using a variety of teaching methods that are commensurate with the needs and unique characteristics of the learner; provide consultative services using the physical therapist’s skills to individuals, businesses, schools, government agencies, or other organizations; expressively and receptively communicate with patients, clients, family, caregivers, practitioners, consumers, payers, and policymakers; and take responsibility for communication or discussion of diagnoses or clinical impressions with other practitioners.

Applied Anatomy and Physiology of the Cardiovascular and Pulmonary Systems - E44.2024
This course provides the student with knowledge of human anatomy and the principles of regulation of function of the cardiac, vascular, and pulmonary systems as they pertain to the physical therapy profession. Anatomical models and specimens complement didactic classroom activities.

Lifespan Development - E44.2209
This course provides the student with an in-depth knowledge of human development throughout the life cycle. The student is given the foundation upon which typical and atypical behavior may be compared.

Physical Agents and Mechanical Modalities - E44.2215
This course provides the student with an understanding of electromagnetic and acoustic energy in commonly used physical agents including: hot packs, cold packs, paraffin, infrared, ultraviolet, hydrotherapy, diathermy, and ultrasound and mechanical principles of spinal traction, compression therapy, and standing tables. The basic principles of physics and the physiological effects of each modality are presented. The student will practice application of these modalities in supervised laboratory sessions. This course will also cover the fundamentals of aseptic techniques, infection control, and standard precautions. A problem solving approach will be utilized throughout this course.

Exercise Physiology - E44.2225
This course provides the student with knowledge of the physiological principles for understanding the response of the human body to exercise. The pulmonary, cardiovascular, musculoskeletal, neuromuscular, and metabolic responses to exercise and their implications in physical therapy intervention are explored. Energy delivery, utilization, and regulation of the major physiological systems during rest and exercise are discussed. Normal and abnormal responses to exercise, and the effects of exercise training on body composition, deconditioning, and health status are explored. Appropriate measurements of physiological functions are incorporated in the course in the form of laboratory experiences.

Applied Anatomy and Physiology of the Musculoskeletal System - E44.2230
This course provides the student with knowledge of human anatomy and the principles of regulation of function of the muscular and skeletal systems as they pertain to the physical therapy profession. Anatomical models and specimens complement didactic classroom activities.
Semester 2:

Manual Techniques - E44.2008
This course provides the student with an in-depth understanding and hands on experience of commonly used manual techniques (including massage, passive range of motion, mobilization, and manipulation), to modulate pain, increase joint range of motion, reduce soft tissue inflammation, induce relaxation, improve contractile and noncontractile tissue extensibility, and improve pulmonary function. The course also provides the student with an introduction to goniometry.

Clinical Sciences/Pathology/Imaging/Pharmacology of the Cardiovascular and Pulmonary Systems - E44.2026
This course provides the student with an analysis of the etiology, pathology, and clinical sciences of cardiac, circulatory, and pulmonary diseases, disorders, and conditions. Clinical/laboratory assessment techniques, medical management, surgical management, imaging techniques, and pharmacological interventions are presented.

Kinesiology/Biomechanics/Ergonomics - E44.2220
This course provides the student with knowledge of normal and abnormal human motion, including gait and posture. Macrophysiological, biomechanical, and ergonomic principles are defined and applied to static and dynamic movement. Once developed, basic concepts are applied to specific joints, the extremities, the trunk, and spine. This course also provides instruction in patient/client ambulatory care and transfers.

Principles of Exercise - E44.2227
This course enables the student to know and to analyze the underlying principles of therapeutic exercise: motor training or retraining; flexibility; strength, including active, assistive, active resistive, manual resistive, plyometrics; breathing exercises, including ventilatory muscle training; aerobic capacity/endurance conditioning activities, using cycles, treadmills, steppers; aquatic exercises; posture; complementary techniques (Yogi, Tai Chi); relaxation exercises; and conditioning and reconditioning. The course also includes all types of exercise equipment, including free weights, weight training machines, elastic bands and tubes, stability balls, medicine balls, BAPTS, BOSU, foam rollers, slide boards, trampolines, pulleys, body blades, jump ropes, and aquatic equipment. The course also enables the student to provide exercise/programs for patients/clients across the lifespan.

Fitness Theory and Practice - E44.2229
This course enables the student: to understand and analyze of the theoretical and practical aspects of physical fitness; to evaluate, design, and implement fitness and conditioning programs; to understand health, safety, and injury prevention; to understand the importance of incorporating an active lifestyle as a health behavior; and to analyze the role of physical activity in preventing cardiovascular disease and promoting health and wellness. The course includes analysis of treadmills, bicycles, elliptical machines, steppers and climbers, upper extremity ergometers, and rowers. The student will participate in fitness classes, aquatic classes, weight training classes, and aerobic conditioning activities.

Critical Inquiry and Clinical Decision Making I - E44.2286
This course enables the student to utilize critical inquiry by applying the principles of scientific method to read and interpret professional literature. Students apply the principles of clinical decision making in the delivery of patient or client care to include identification of the problem; collection and interpretation of date; formulation of hypothesis; acceptance or rejection of hypothesis; determination of clinical decision; deliberate action; and reevaluation of actions. The final outcome of this course is a review of the literature.
Summer:

Clinical Affiliation I - E44.2450 (Full Time/6 Weeks)
This clinical experience presents the student with the opportunity to: participate in clinical affiliations; enhance knowledge, values, and skills as a practitioner; and integrate and apply course work in the clinical setting.
Second Year
Semester 3:

Clinical Sciences/Pathology/Imaging/Pharmacology of the Musculoskeletal Systems - E44.2231
This course provides the student with an analysis of the etiology, pathology, and clinical sciences of muscular and skeletal diseases, disorders, and conditions. Clinical/laboratory assessment techniques, medical management, surgical management, imaging techniques, and pharmacological interventions are presented.

Applied Anatomy and Physiology of the Neuromuscular System - E44.2232
This course provides the student with knowledge of human anatomy and the principles of regulation of function of the central, peripheral, and autonomic nervous systems and their relationship to the muscular system as they pertain to the physical therapy profession. Anatomical models and specimens complement didactic classroom activities.

Physical Therapy Examination of the Cardiovascular and Pulmonary Systems - E44.2250
This course enables the student to independently examine and reexamine a patient or client with cardiovascular and pulmonary problems by obtaining a pertinent history from the patient or client and from other relevant sources, by performing relevant systems review, and by selecting appropriate age-related tests and measures. The student will be able to synthesize examination data to complete the physical therapy evaluation and engage in the diagnostic process.

Physical Therapy Examination of the Musculoskeletal System - E44.2251
This course enables the student to independently examine and reexamine a patient or client with musculoskeletal problems by obtaining a pertinent history from the patient or client and from other relevant sources, by performing relevant systems review, and by selecting appropriate age-related tests and measures. The student will be able to synthesize examination data to complete the physical therapy evaluation and engage in the diagnostic process.

Critical Inquiry and Clinical Decision Making II - E44.2287
This course provides the student with an appropriate understanding of the design and implementation of decision-making guidelines in order to utilize outcome effectiveness and efficiency studies to establish, implement, and evaluate the effectiveness of patient or client protocols. The student will use a case report as a vehicle for identifying clinical problems, assessing measuring devices, and collecting and interpreting data to aid in clinical decision-making.

Clinical Observation I - E44.2455 (1 Day/Week)
This experience enables the student to observe a master clinician for the purpose of seeing and analyzing excellent clinical performance skills (cardiovascular/pulmonary and musculoskeletal) of an experienced practitioner in a specialized clinical setting. Students observe master clinicians in small groups that enable collaborative learning amongst the participants.
Semester 4:

Electrotherapeutic Modalities - E44.2218
This course provides the student with an in-depth knowledge of electrotherapeutic modalities, including alternating, direct, and pulsed current (e.g. high voltage pulsed current stimulation, interferential current); neuromuscular electrical stimulation (NMES); functional electrical stimulation (FES); transcutaneous electrical nerve stimulation (TENS); iontophoresis; electrical muscle stimulation; and biofeedback. This course is designed to prepare students to select, apply, integrate, and critically evaluate the uses, limitations, indications, and contraindications of electrotherapeutic modalities and electrophysiological tests.

Prescription, Application, and as Appropriate, Fabrication of Assistive, Adaptive, Orthotic, Protective, Supportive, and Prosthetic Devices and Equipment - E44.2219
This course enables the student: to understand the physical properties and biomechanical principles of devices and equipment; to prescribe, apply, and fabricate as appropriate adaptive, orthotic, protective, supportive, and prosthetic devices and equipment for ADL and IADL; to analyze their use during ADL and IADL; and to evaluate the limitations and indications/contra indications of devices and equipment. The course enables the student to practice fabricating adaptive, supportive, and protective devices.

Clinical Sciences/Pathology/Imaging/Pharmacology of the Neuromuscular System - E44.2242
This course provides the student with an analysis of the etiology, pathology, and clinical sciences of neuromuscular diseases, disorders, and conditions. Clinical/laboratory assessment techniques, medical management, surgical management, imaging techniques, and pharmacological interventions are presented.

Physical Therapy Interventions/ Prevention Programs/ Wellness Programs for the Cardiovascular and Pulmonary Systems - E44.2260
This course enables the student to establish for patients/clients with cardiovascular/pulmonary diseases, disorders, or conditions: a safe and effective plan of care; goals and functional outcomes that specify expected times and duration; achievable patient or client outcomes within available resources; and means of monitoring and adjusting the plan of care in response to patient/client status. The course also enables the student to: provide direct physical therapy interventions to achieve patient/client outcomes based on the examination and the impairments, functional limitations, and disabilities; promote optimal health by providing information on prevention, wellness, and fitness; know the health risks related to age, gender, culture, and lifestyle; and provide primary, secondary, or tertiary care to patients in collaboration with other practitioners in settings supportive of comprehensive and complex services.

Physical Therapy Interventions/Prevention Programs/Wellness Programs for the Musculoskeletal System - E44.2261
This course enables the student to establish for patients/clients with musculoskeletal diseases, disorders, or conditions: a safe and effective plan of care; goals and functional outcomes that specify expected times and duration; achievable patient or client outcomes within available resources; and means of monitoring and adjusting the plan of care in response to patient/client status. The course also enables the student to: provide direct physical therapy interventions to achieve patient/client outcomes based on the examination and the impairments, functional limitations, and disabilities; promote optimal health by providing information on prevention, wellness, and fitness; know the health risks related to age, gender, culture, and lifestyle; and provide primary, secondary, or tertiary care to patients in collaboration with other practitioners in settings supportive of comprehensive and complex services.

Clinical Observation II - E44.2456 (1 Day/Week)
This experience enables the student to observe a master clinician for the purpose of observing excellent clinical performance skills (cardiovascular/pulmonary and musculoskeletal) of an experienced practitioner in a specialized clinical setting. Students observe master clinicians in small groups that enable collaborative learning amongst the participants.
Summer:

Clinical Affiliation II - E44.2451 (Full Time/8 Weeks)
This clinical experience presents students with the opportunity to: participate in clinical affiliations; enhance knowledge, values, and skills as a practitioner; and integrate and apply course work in the clinical setting.

Third Year
Semester 5:

Applied Anatomy and Physiology of the Genito-urinary, Integumentary, Endocrine, Immune, and Gastrointestinal Systems - E44.2233
This course provides the student with knowledge of human anatomy and the principles of regulation of function of the genito-urinary, integumentary, endocrine, immune, and gastrointestinal systems as they pertain to the physical therapy profession. Anatomical models and specimens complement didactic classroom activities.

Clinical Sciences/Pathology/Imaging/Pharmacology of the Genito-urinary, Integumentary, Endocrine, Immune, and Gastrointestinal Systems - E44.2243
This course provides the student with an analysis of the etiology, pathology, and clinical sciences of genito-urinary, integumentary, endocrine, immune, and gastrointestinal (herein other systems) diseases, disorders, and conditions. Clinical/laboratory assessment techniques, medical management, surgical management, imaging techniques, and pharmacological interventions are presented.

Physical Therapy Examination of the Neuromuscular System - E44.2252
This course enables the student to independently examine and reexamine a patient or client with neuromuscular problems by obtaining a pertinent history from the patient or client and from other relevant sources, by performing relevant systems review, and by selecting appropriate age-related tests and measures. The student will be able to synthesize examination data to complete the physical therapy evaluation and engage in the diagnostic process.

Physical Therapy Examination of the Genito-urinary, Integumentary, Endocrine, Immune, and Gastrointestinal and Systems - E44.2253
This course enables the student to independently examine and reexamine a patient or client with genito-urinary, integumentary, endocrine, immune, and gastrointestinal problems by obtaining a pertinent history from the patient or client and from other relevant sources, by performing relevant systems review, and by selecting appropriate age-related tests and measures. The student will be able to synthesize examination data to complete the physical therapy evaluation and engage in the diagnostic process.

Critical Inquiry and Clinical Decision Making II - E44.2287
This course provides the student with an appropriate understanding of the design and implementation of decision-making guidelines in order to utilize outcome effectiveness and efficiency studies to establish, implement, and evaluate the effectiveness of patient or client protocols. The student will use a case report as a vehicle for identifying clinical problems, assessing measuring devices, and collecting and interpreting data to aid in clinical decision-making.

Clinical Observation III - E44.2457 (1 Day/Week)
This experience enables the student to observe a master clinician for the purpose of observing excellent clinical performance skills (neuromuscular, genito-urinary, integumentary, endocrine, immune, and gastrointestinal) of an experienced practitioner in a specialized clinical setting. Students observe master clinicians in small groups that enable collaborative learning amongst the participants.
Semester 6:

The Physical Therapist as an Administrator, Delegator, Manager, Consultant - E44.2019
This course provides the student with: an understanding of the management of human and material resources and services to provide quality, efficient, and cost-effective physical therapy services based on patient’s or client’s goals; the ability to interact with patients, clients, family members, other health care providers, and community-based organizations for the purpose of coordinating activities to facilitate efficient and effective patient or client care; an understanding of how to delegate physical therapy-related services to appropriate human resources; an understanding of how to supervise and manage support personnel to whom tasks have been delegated; and the ability to participate in management, budgeting, billing, and reimbursement activities.

Physical Therapy Interventions/Prevention Programs/Wellness Programs for the Neuromuscular System - E44.2262
This course enables the student to establish for patients/clients with neuromuscular diseases, disorders, or conditions: a safe and effective plan of care; goals and functional outcomes that specify expected times and duration; achievable patient or client outcomes within available resources; and means of monitoring and adjusting the plan of care in response to patient/client status. The course also enables the student to: provide direct physical therapy interventions to achieve patient/client outcomes based on the examination and the impairments, functional limitations, and disabilities; promote optimal health by providing information on prevention, wellness, and fitness; know the health risks related to age, gender, culture, and lifestyle; and provide primary, secondary, or tertiary care to patients in collaboration with other practitioners in settings supportive of comprehensive and complex services.

Physical Therapy Interventions/Prevention Programs/Wellness Programs for the Genito-urinary, Integumentary, Endocrine, Immune, and Gastrointestinal Systems - E44.2263
This course enables the student to establish for patients/clients with genito-urinary, integumentary, endocrine, immune, and gastrointestinal (herein referred to as other) diseases, disorders, or conditions: a safe and effective plan of care; goals and functional outcomes that specify expected times and duration; achievable patient or client outcomes within available resources; and means of monitoring and adjusting the plan of care in response to patient/client status. The course also enables the student to: provide direct physical therapy interventions to achieve patient/client outcomes based on the examination and the impairments, functional limitations, and disabilities; promote optimal health by providing information on prevention, wellness, and fitness; know the health risks related to age, gender, culture, and lifestyle; and provide primary, secondary, or tertiary care to patients in collaboration with other practitioners in settings supportive of comprehensive and complex services.

Business Practices, Reimbursement, Marketing, Technology, and Management of Care Delivery Systems - E44.2295
This course enables the student to: implement marketing plans and related public relations activities; understand major reimbursement guidelines; know how to reflect patient or client care activities in all billing; apply time management principles to patient or client treatment scheduling; understand and exhibit responsibility for practicing within the guidelines of third-party payers; understand medical delivery systems, healthcare policy, and legislation in the United States; and understand the on-going requirements of running a professional business including accounting, billing, coding, accounts payable, and risk management. The course also provides the student with an in-depth knowledge of the impact of case management, quality assurance, productivity, and the use of computer information and technology systems as they relate to managing a business or practice.

Critical Inquiry and Clinical Decision Making III - E44.2288
This course enables the student to integrate knowledge in physical therapy with statistics and research design to critically analyze current physical therapy literature. Each student will develop a research plan with a given topic.

Clinical Observation IV - E44.2458 (1 Day/Week)
This experience enables the student to observe a master clinician for the purpose of learning excellent clinical performance skills (neuromuscular, genito-urinary, integumentary, endocrine, immune, and gastrointestinal) of an experienced practitioner in a specialized clinical setting. Students observe master clinicians in small groups that enables collaborative learning amongst the participants.
Summer:

Clinical Affiliation III - E44.2452
This clinical experience presents students with the opportunity to: participate in clinical affiliations; enhance knowledge, values, and skills as a practitioner; and integrate and apply course work in the clinical setting.

If you want to know about this university completely, please link here. TQ

INGATAN

2009-05-04T12:44:00.003+08:00

Peran fasilitasi sinaptik dan inhibisi sinaptik
Secara fisiologis, ingatan tersimpan dalam otak dengan mengubah sensitivitas dasar penjalaran sinaptik di antara neuron-neuron sebagai akibat aktivitas neural sebelumnya. Jaras yang baru atau yang terfasilitasi disebut jejak-jejak ingatan (memory traces). Jaras-jaras ini penting karena bila menetap (ada) akan diaktifkan secara selektif oleh benak pikiran untuk menimbulkan kembali ingatan yang telah ada.
Ingatan jangka pendek
Ingatan jangka pendek dicirikan oleh ingatan seseorang mengenai 7-10 angka dalam nomor telepon (7-10 fakta jelas lainnya) selama beberapa detik sampai beberapa menit pada saat tersebut, tetapi hanya akan berlangsung selama seseorang terus-menerus memikirkan angka-angka atau fakta-fakta tersebut.

Banyak ahli fisiologi telah memperkirakan bahwa ingatan jangka pendek ini disebabkan oleh aktifitas saraf yang berkesinambungan yang merupakan hasil dari sinyal-sinyal saraf yang terus berjalan berkeliling pada jejak ingatan sementara di dalam suatu sirkuit neuron reverberasi. Teori ini masih belum dapat dibuktikan. Kemungkinan penjelasan lain mengenai ingatan jangka pendek ini adalah fasilitasi atau inhibisi presinaptik. Hal ini terjadi pada sinap-sinap yang terletak pada fibril-fibril saraf terminal segera sebelum fibril-fibril tersebut bersinap dengan neuron-neuron berikutnya. Bahan-bahan kimiawi neurotransmitter yang disekresikan pada terminal seperti itu sering kali menyebabkan fasilitasi atau inhibisi yang berlangsung selama beberapa menit. Lintasan jenis seperti ini dapat menimbulkan ingatan jangka pendek.
Ingatan jangka menengah
Ingatan jangka menengah berlangsung bermenit-menit bahkan berminggu-minggu. Ingatan ini kadang-kadang akan hilang, kecuali jika jejak ingatan memperoleh aktivasi secukupnya sehingga menjadi lebih permanen yang kemudian diklasifikasikan sebagai ingatan jangka panjang. Percobaan pada hewan primitif telah menunjukkan bahwa ingatan jenis jangka menengah ini dapat merupakan hasil dari perubahan fisik atau kimiawi yang bersifat sementara atau keduanya baik pada terminal presinaps atau pada membrane postsinaps, perubahan ini dapat menetap selama bermenit-menit sampai beberapa minggu. Mekanisme ini bersifat sangat penting sehingga layak dideskripsikan secara khusus.
Mekanisme molekular pada ingatan menengah
Mekanisme habituasi. Pada tingkatan molekular, walaupun penyebab tak seluruhnya diketahui, efek habituasi pada terminal sensorik terjadi akibat penutupan secara progresif kanal-kanal kalsium melalui membran terminal. Meskipun demikian, penutupan kanal kalsium tersebut tidak sepenuhnya dimengerti. Ion kalsium dapat berdifusi ke dalam terminal terhabituasi ini lebih sedikit daripada jumlah normal sehingga akan semakin sedikit transmitter sensorik terminal yang dilepaskan karena pemasukan ion kalsium merupakan stimulus utama bagi pelepasan transmitter.
Mekanisme fasilitasi. Pada kasus fasilitasi, mekanisme molekular dianggap berlaku sebagai berikut :
1. Perangsangan terminal fasilitator presinaptik pada saat yang sama dengan perangsangan sensorik menyebabkan pelepasan serotonin pada sinaps fasilitator di permukaan terminal sensorik.
2. Serotonin bekerja pada reseptor serotonin di membran terminal sensorik dan serotonin ini mengaktifkan enzim adenililsiklase di dalam membran. Akhirnya, adenil siklase tersebut menyebabkan terbentuknya enzim adenosine monofosfatb siklik (cAMP) juga di dalam terminal presinaptik sensorik.
3. AMP siklik mengaktifkan protein kinase yang menyebabkan fosforilasi protein yang merupakan bagian dari kanal kalium di membran terminal sinaptik sensorik itu sendiri. Keadaan ini selanjutnya menghambat penjalaran kalium pada kanal. Penghambatan ini dapat berlangsung selama beberapa menit sampai beberapa minggu.
4. Berkurangnya penjalaran kalium menyebabkan timbulnya potensial aksi yang semakin lama pada terminal presinaps karena untuk pemulihan cepat dari potensial aksi diperlukan aliran keluar ion kalium terminal.
5. Potensial aksi yang lama menyebabkan aktivasi yang semakin lama pada kanal-kanal kalsium sehingga banyak sekali ion kalsium memasuki terminal sinaptik sensoris. Ion kalsium ini selanjutnya menyebabkan peningkatan pelepasan transmitter oleh sinaps-sinaps sehingga mengakibatkan fasilitasi penjalaran sinaps secara bermakna ke neuron selanjutnya.
Jadi, dengan cara yang tidak langsung efek asosiasi terminal fasilitator yang terangsang pada saat bersamaan dengan terangsangnya terminal sensorik menyebabkan peningkatan sensitivitas perangsangan yang lama pada terminal sensorik. Hal inilah yang menyebabkan adanya jejak ingatan.
Ingatan jangka panjang
Tidak ada batasan yang jelas antara jenis ingatan jangka menengah yang lebih lama, dan ingatan jangka panjang yang sesungguhnya. Namun, ingatan jangka panjang pada umumnya diyakini sebagai hasil perubahan struktural pada saat ini, bukan hanya perubahan kimiawi pada sinaps-sinaps.
Perubahan struktur yang terjadi di sinaps-sinaps selama terbentuknya ingatan jangka panjang. Gambaran mikroskopik elektron yang diambil dari hewan invertebrata telah menunjukkan banyak perubahan gambaran fisik pada banyak sinaps selama terbentuknya jejak ingatan jangka panjang. Perubahan struktural tidak akan terjadi jika hewan tersebut diberikan obat yang menghambat stimulasi DNA pada replikasi protein neuron di presinaptik. Dengan demikian, tidak terbentuk jejak ingatan yang permanen. Oleh karena itu, kelihatannya pembentukan ingatan jangka panjang yang sebenarnya bergantung pada restrukturisasi sinaps-sinaps itu sendiri secara fisik dalam cara-cara tertentu yang mengubah sensitivitasnya dalam menjalarkan sinyal-sinyal saraf.
Perubahan struktur fisik paling penting yang terjadi :
1. Peningkatan tempat-tempat pelepasan vesikel untuk menyekresikan bahan-bahan transmitter.
2. Peningkatan jumlah vesikel-vesikel transmitter yang dilepaskan.
3. Peningkatan jumlah terminal presinaptik.
4. Perubahan pada struktur spina dendritik yang membolehkan terjadinya transmisi sinyal yang lebih kuat.
Jadi, dalam beberapa hal yang berbeda, kemampuan struktural dari sinaps-sinaps untuk menjalarkan sinyal tampaknya menjadi meningkat selama adanya jejak ingatan jangka panjang yang sebenarnya. Jumlah neuron dan sambungannya sering berubah secara bermakna selama proses belajar.
Selama beberapa minggu, beberapa bulan, bahkan pada tahun-tahun pertama kehidupan atau waktu-waktu selanjutnya, banyak bagian otak menghasilkan neuron dalam jumlah yang sangat banyak dan neuron-neuron ini menjulurkan sejumlah cabang akson untuk membentuk sambungan dengan neuron-neuron lainnya. Jika akson yang baru gagal bersambungan dengan neuron selanjutnya yang sesuai, dengan sel-sel otot, ataupun sel-sel kelenjar, akson-akson yang baru itu sendiri akan musnah dalam waktu beberapa minggu. Jadi, jumlah sambungan ditentukan oleh faktor pertumbuhan saraf yang spesifik yang dilepaskan secara retrograde oleh sel-sel yang terangsang. Selanjutnya, bila terjadi hubungan yang tidak cocok, seluruh neuron yang menjulurkan cabang-cabang akson akan lenyap.
Oleh karena itu, segera setelah manusia lahir, terdapat prinsip “gunakan itu atau hilangkan itu” yang menentukan jumlah akhir neuron dan sambungannya pada sistem saraf manusia yang terwakili. Ini adalah suatu jenis proses belajar. Sebagai contoh, jika satu mata dari hewan yang baru lahir ditutup selama beberapa minggu setelah lahir, neuron-neuron yang terdapat di garis-garis alternatif dari korteks serebri penglihatan—neuron-neuron yang normalnya berhubungan dengan mata yang ditutup—akan berdegenerasi sehingga mata yang tertutup itu secara sebagian atau secara total akan buta selama sisa hidupnya. Sampai sekarang, dipercaya bahwa sangat sedikit “proses belajar” yang diperoleh manusia dewasa dan hewan dengan cara modifikasi jumlah neuron pada sirkuit ingatan. Namun demikian, penelitian terbaru menyatakan bahwa bahkan orang dewasa menggunakan mekanisme tersebut setidaknya pada beberapa hal.