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INTRODUCTION

In Part 2, we are privileged to bring together a group of outstanding clinicians from across the country to contribute case studies in both written (Part 2) and visual (videos online at www.fadavis.com) format. The contributing therapists demonstrate an exceptional commitment to student learning. Their collective expertise is reflected in the presentation of the cases, the guiding questions posed, and critical decisions required as students progress through the cases.

The overriding goals of Part 2 are to provide the student an opportunity to interact with the content and to promote clinical decision-making skills by evaluating the examination data to determine diagnosis, prognosis, and plan of care. These case studies present diagnoses familiar to the rehabilitation setting, with an overriding emphasis on improving activities and skills that are meaningful to the patient and typically contribute to improved functional outcomes and quality of life. The cases are guided by the conceptual framework and practice patterns presented in the Guide to Physical Therapist Practice.

We present 17 unique case studies in both written and video formats. The written case content is further divided into (1) examination and (2) evaluation, diagnosis and prognosis, and plan of care categories. Student evaluation of the physical therapy examination data (history, systems review, and specific tests and measures) provides the needed information on which to base decisions in determining the diagnosis, predicting the optimal levels of recovery and time frame in which this will occur as well as selecting and sequencing appropriate interventions to progress the patient toward functional outcomes. Challenges to student decision-making are introduced through guiding questions addressing specific considerations of the case example.

An effective collaborative team approach to patient care is an important component in achieving optimum functional outcomes. As members of the rehabilitation team, physical therapists and physical therapist assistants are required to effectively communicate with each other as well as with the rest of the interdisciplinary team. To foster this skill set, interprofessional and role play guiding questions are included at the end of each case study. Working through these questions will provide students with an opportunity to enhance clinical decision making and communication skills in preparation for collaborating with the rehabilitation team members.

Note: Supervision requirements for physical therapist assistants vary and are influenced by state practice acts, third-party payer policies, and the practice setting where care is provided. These requirements should be explored and considered in responding to the guiding questions.

The videos presented online (www.fadavis.com) consist of a 6-minute visual segment distributed among sample components of the initial examination, sample interventions, and functional outcomes. The three segments include a planned time-lapse between episodes of filming to depict patient progress toward, or achievement of, functional outcomes. Most of the case studies were filmed over a 4- to 6-week period. Following is a brief description of each ...

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