SUBJECT:
SAMPLE OUTCOMES-BASED CURRICULUM FOR THE BACHELOR OF SCIENCE IN
PHYSICAL THERAPY EDUCATION
-------------------------------------------------------------------------------------------------------------------------ARTICLE I
PROGRAM SPECIFICATIONS
Program Description
Degree Name
Bachelor of Science in Physical Therapy
Course Code: 50-500802
Nature of the Field of Study
The Bachelor of Science in Physical Therapy is a five-year degree program
consisting of general education and professional courses. The fifth year level
is the internship program that involves assigning students to different CHED
accredited affiliation centers that cater to various patient/client populations
for a minimum of 1500 hours. The intern/student, during the course of the
training, must have exposure to a variety of training opportunities that will
prepare them for the different roles expected of them upon graduation. HEIs
may provide a minimum of 1100 hours of clinical experiences which include
patient/client evaluation and management from different populations,
including but not limited to: neurological, musculoskeletal, pulmonary,
cardiovascular, integumentary, pediatric, geriatrics, well population and
community-based rehabilitation. The remaining 400 hours may be used to
provide training opportunities in a combination of other roles.
Program Goals
The BSPT program aims to produce physical therapists who are competent to
fulfill professional responsibilities in the following areas: patient/client care in
various settings for different populations, education for patients/clients and
physical therapy students in professional courses, administration and
management of physical therapy programs, institutions and facilities, lifelong
learning for the development of the professional, health promotion,
advocacy for the advancement of the profession, community service and
development, and research.
Specific Professions/careers/occupations for graduates
Graduates of BSPT are expected to be able to perform any of the following
roles:
a. Entry-level general clinical practitioner
Page 1 of 41
b.
c.
d.
e.
Educator, using basic teaching-learning principles
Manager of his own practice
Consumer of research
Advocates of physical therapy practice and functional movement
for health
f. Community-based therapist
Allied Fields
5.5.1
5.5.2
5.5.3
5.5.4
Education
Management
Public Health
Occupational Health
Program Outcomes
The minimum standards for the BSPT program are expressed in the following
minimum set of learning outcomes:
Common to all programs in all types of schools
a) The ability to engage in lifelong learning and understanding of the
need to keep abreast of the developments in the specific field of
practice. (PQF level 6 descriptor)
b) the ability to effectively communicate orally and in writing using both
English and Filipino
c) The ability to work effectively and independently in multi-disciplinary
and multi-cultural teams. (PQF level 6 descriptor)
d) A recognition of professional, social, and ethical responsibility
e) An appreciation of “Filipino historical and cultural heritage” (based on
RA 7722)
Common to Health Professions
a)
b)
c)
d)
e)
f)
g)
h)
Clinical competence in specific profession
Health professional and ethical practice
Interprofessional education
Communication skills/Educator
Lifelong learner (personal/continuing professional development)
Leader / manager / systems approach to health care
Researcher
Social advocate / mobilizer
Page 2 of 41
Specific to BSPT
The following program outcomes are specific to BS in Physical Therapy and
integrate the expected outcomes common to all types of HEIs and common to
all health professions:
a) Apply knowledge of physical sciences, social sciences, health sciences
and natural sciences to the practice of physical therapy.
b) Demonstrate consistent competence in conducting a comprehensive
examination, evaluation, and assessment of patients/clients across
the lifespan within a broad continuum of care.
c) Demonstrate consistent competence in planning and implementing
appropriate physical therapy interventions for patients/clients across
the lifespan within a broad continuum of care.
d) Apply teaching-learning principles in different learning environments.
e) Practice beginning management and leadership skills in various
practice settings.
f) Demonstrate research-related skills in the application of best practice
evidence in the performance of various roles in different practice
settings.
g) Promote health and improved quality of life through the practice of
the profession.
h) Actively engage in lifelong learning activities.
i) Work effectively in an inter-professional collaborative setting.
j) Demonstrate proficiency in oral and written communication skills as
well as reading and listening.
k) Demonstrate social and professional responsibility and ethical
behaviors in multi-cultural settings and scenarios.
l) Maximize the use of innovative technology in the practice of the
profession.
Common to a horizontal type as defined in CMO 46 s 2012
For professional institutions: a service orientation in one’s profession
For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly in response
to the needs of the communities one serves
For universities: an ability to participate in the generation of new
knowledge or in research and development projects
To distinguish among HEIs according to horizontal typology types, HEIs are
encouraged to develop BS in Physical Therapy curricula that provide
enhancements in the following program outcomes:
Page 3 of 41
PROGRAM OUTCOMES
1. Apply knowledge of physical sciences, social
sciences, health sciences and natural
sciences to the practice of physical therapy;
2. Demonstrate consistent competence in
conducting a comprehensive examination,
evaluation, and assessment of
patients/clients across the lifespan within a
broad continuum of care
3. Demonstrate consistent competence in
planning and implementing appropriate
physical therapy interventions for
patients/clients across the lifespan within a
broad continuum of care;
4. Apply teaching-learning principles in
different learning environments
5. Practice beginning management and
leadership skills in various practice settings
6. Demonstrate research-related skills in the
application of best practice evidence in the
performance of various roles in different
practice settings
7. Promote health and improved quality of life
through the practice of the profession
8. Actively engage in lifelong learning activities
9. Work effectively in an inter-professional
collaborative setting
10. Demonstrate proficiency in oral and written
communication skills as well as reading and
listening
11. Demonstrate social and professional
responsibility and ethical behaviors in
multi-cultural settings and scenarios
12. Maximize the use of innovative technology
in the practice of the profession
+
+++
Horizontal Typology Types
Professional
College
University
Institution
+
+
+
+++
+++
+++
+++
+++
+++
+
+
+++
+
+
+++
+
+
+++
+++
+++
+++
+
+
+
+
+
+
+
+
+
+
+++
+
+
+
+
Minimum Requirement
Enhancements
Graduates of State Universities and Colleges must, in addition, have the
competencies to support “national, regional and local development plans.”
(RA 7722).
A private HEI, at its option, may adopt mission-related program outcomes
that are not included in the minimum set.
Page 4 of 41
To distinguish the BS in Physical Therapy curriculum from curricula for postbaccalaureate, as well as the doctoral and post-doctoral degrees, based on
the standards of the Philippine Qualifications Framework (PQF) and the Asian
Qualifications Reference Framework (AQRF), progressive advancement of
program outcomes for physical therapy are stipulated in Annex 2.
Minimum Performance Indicators
This section contains a list of minimum performance standards by which to measure the
degree of attainment of each of the identified program outcomes. These performance
standards will be used to evaluate student achievement throughout different points in the
curriculum and will be used to develop course outcomes and learning outcomes.
A. Apply knowledge of physical sciences, social sciences, health sciences and
natural sciences to the practice of physical therapy.
PERFORMANCE INDICATORS:
1. Appreciation of the human condition
2. Knowledge of human behavior and performance, individual
differences in ability, personality and interests, and learning and
motivation
3. Capacity to personally interpret the human experience
4. Ability to view the contemporary world from both Philippine and
global perspective
5. Self-assuredness in knowing and being Filipino
6. Capacity to reflect critically on shared concerns and think of
innovative, creative solutions guided by ethical standards
7. Aptitude in tackling problems methodically and scientifically
8. Ability to appreciate and contribute to artistic beauty
9. Understanding and respect for freedom of religion and belief in God
10. Ability to contribute personally and meaningfully to the country’s
development
B. Demonstrate consistent competence in conducting a comprehensive
examination, evaluation, and assessment of patients/clients across the
lifespan within a broad continuum of care.
PERFORMANCE INDICATORS:
1. Utilize sound clinical reasoning skills in examination, evaluation, and
assessment of patients/clients including determining the prognosis
2. Select and effectively utilize relevant, valid, reliable, and sensitive
measures of health outcomes to determine and screen health status
of patients/clients
3. Formulate a physical therapy diagnosis for the patient/client
4. Accurately and completely document results of examination,
evaluation, and assessment according to accepted standards
Page 5 of 41
5. Communicate results of examination, evaluation, and assessment to
patients/clients and other stakeholders
6. Determine the need for referral to appropriate qualified service
providers
C. Demonstrate consistent competence in planning and implementing
appropriate physical therapy interventions for patients/clients across the
lifespan within a broad continuum of care.
PERFORMANCE INDICATORS:
1. Identify and prioritize problems that may be addressed by physical
therapy interventions while utilizing sound clinical reasoning skills in
planning and implementing appropriate physical therapy
interventions
2. Formulate specific, measurable, attainable, realistic, and timebound goals for patients/clients
3. Select appropriate and cost-effective interventions for various
patient/client populations and practice settings
4. Effectively implement interventions to address client population
needs
5. Re-evaluate outcomes of interventions given to client populations
and modify intervention plan as needed
6. Determine need for continuance of treatment, discharge from
treatment, or referral to appropriate qualified service providers
7. Communicate results of re-evaluation and plan modification to
patients/clients and other relevant stakeholders
8. Accurately and completely document results of interventions
according to accepted standards
D. Apply teaching-learning principles in different learning environments.
PERFORMANCE INDICATORS:
1. Develop an instructional plan appropriate to identified learners, as
follows:
students, patients (age group, cognitive, and
communication considerations), family and caregivers, general
public (social status, education status, and gender considerations),
peers, and other healthcare providers and professionals
2. Implement effectively appropriate teaching strategies to achieve
learning objectives
3. Evaluate achievement of learning objectives for the target audience
4. Provide feedback to identified learners in order to improve learning
E. Practice beginning management and leadership skills in various practice
settings.
Page 6 of 41
PERFORMANCE INDICATORS:
1. Develop a plan for the attainment of identified goals appropriate to
their practice settings: academe; clinical setting; community;
research; homecare; industry; and wellness
2. Organize the internal structure of the practice environment and
manage resources to ensure attainment of identified goals
3. Determine qualifications of staff necessary to implement the plan
for the achievement of goals and objectives
4. Demonstrate effective managerial and leadership skills to influence
behavior of the team towards the attainment of goals and
objectives
5. Monitor and evaluate the team’s performance based on identified
goals in order to determine success
6. Contribute to the crafting of local policies to strengthen the
institutionalization of physical therapy services
7. Demonstrate capacity to establish an independent professional
practice model while utilizing basic entrepreneurial skills
8. Apply the concepts of customer and personal service, and public
safety and security in the delivery physical therapy services
F.Demonstrate research-related skills in the application of best practice
evidence in the performance of various roles in different practice settings.
PERFORMANCE INDICATORS:
1. Identify relevant practice questions based on a particular context
2. Conduct a systematic search of related research articles (best
available evidence) in libraries and databases using identified
keywords
3. Critically appraise research articles using accepted standards
4. Utilize valid research findings in evidence-based practice (to focus
on extracting the practical and clinical implications of research
findings)
5. Contribute to the development of institutional, local, national, and
international programs and policies that can influence physical
therapy practice, and health in general
6. Demonstrate basic skills in conducting a formal research may
include:
a.Identifying relevant research problems that warrant
investigation;
b. Choosing an appropriate research design and methodology
c. Conducting an ethics-approved research protocol
d. Applying appropriate statistical analysis methods/models for
data collected
e. Documenting results of research according to prescribed
format
Page 7 of 41
7. Effectively communicate findings of the research to an audience
through oral and poster presentations
8. Draft a research report in its publishable form following guidelines
and standards of a chosen journal
9. Apply basic ethical principles and good clinical practice in health
research
10. Exercise integrity in the conduct of research
11. Collaborate with researchers in other areas of specialization to
generate research with broader application or impact
12. Identify and maximize sources of funding to support the conduct of
research
G. Promote health and improved quality of life through the practice of the
profession.
PERFORMANCE INDICATORS:
1. Assess general state of health and quality of life in different client
populations across the lifespan
2. Develop / create / enhance a plan for wellness and health
promotion for different client populations across the lifespan
3. Implement a plan for wellness and health promotion for different
client populations across the lifespan
4. Evaluate the effectiveness of wellness and health promotion
programs in improving quality of life of different client populations
H. Actively engage in lifelong learning activities.
PERFORMANCE INDICATORS:
1. Develop metacognitive skills that will allow for effective selfassessment of levels of competence for performance of tasks in
various practice settings
2. Engage actively in self-directed learning strategies / opportunities
3. Engage actively in formal and informal continuing professional
development activities to remain updated with current trends in
practice
I. Work effectively in an inter-professional collaborative setting.
PERFORMANCE INDICATORS:
1. Understand the role and scope of practice of PT in the healthcare
continuum
2. Understand the role and scope of practice of other healthcare
providers in the healthcare continuum
3. Appreciate the roles of other stakeholders in the care of clients
Page 8 of 41
4. Accommodate other roles to adapt to the needs of the work setting
5. Demonstrate appropriate behavior as a productive member of the
team
6. Show sensitivity and respect the beliefs and values of others that
may be different from one’s own
7. Communicate effectively through verbal, non-verbal, and written
forms when dealing with other stakeholders
J. Demonstrate proficiency in oral and written communication skills as well as
reading and listening.
PERFORMANCE INDICATORS:
1. Express thoughts and ideas effectively and proficiently in verbal and
written forms using English and Filipino and/or any relevant
language in formal and informal venues
2. Demonstrate effective and appropriate use of available technology
in various communication contexts
3. Demonstrate accuracy in documentation in the practice of physical
therapy
4. Observe prescribed guidelines in preparing written documents
5. Complement verbal communication with appropriate non-verbal
signs consistently
6. Demonstrate reading comprehension at all levels
7. Practice active listening
8. Relay information effectively while considering the number and
characteristics of the audience
K. Demonstrate social and professional responsibility and ethical behaviors
in multi-cultural settings and scenarios.
PERFORMANCE INDICATORS:
1. Respond to the needs of the physical therapy profession and other
healthcare professions, as appropriate to one’s level of competence
and resources
2. Respond to the needs of the community at-large, as appropriate to
one’s level of competence and resources
3. Exercise integrity in all undertakings
4. Demonstrate appropriate professional behavior as a productive
member of a team
5. Ensure that any decision and action will benefit others and will not
result to any harm
6. Provide equal opportunities to everyone regardless of gender, race,
religion, political affiliation, economic status, educational
background, and societal position
7. Allow others to make informed decisions for themselves
Page 9 of 41
8. Apply knowledge of laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and any
processes pertinent to the practice of physical therapy
9. Adhere to the physical therapy scope of practice
L. Maximize the use of innovative technology in the practice of the profession.
PERFORMANCE INDICATORS:
1. Access relevant existing innovative technology
2. Adopt existing technology relevant to the practice of the profession
3. Develop new technology to advance effective and efficient practice
of the profession
ARTICLE II
CURRICULUM
Curriculum Description
The curriculum of the BS in Physical Therapy program should be designed in a
manner that will effectively develop the expected institutional outcomes and
program outcomes, appropriate to a HEIs horizontal typology. Higher
education institutions offering Bachelor of Science in Physical Therapy may
exercise flexibility in their curricular offering, but should ensure that minimum
requirements are met.
Sample Curriculum
This section provides the minimum curricular requirements for a degree in
Bachelor of Science in Physical Therapy. The courses indicated herein are
based on the courses in CMO 24, series of 2006 “Policies, Standards and
Guidelines for Physical Therapy and Occupational Therapy Education”,
transitioned to outcomes-based education.
The courses in the curriculum may be enhanced in order to adequately develop
the identified institutional and program outcomes.
The curriculum should
take into consideration the competency level required for each program
outcome as a student progresses from one year level to another.
Page 10 of 41
Components
a) Outline and total units of General Education (GE) courses:
Language and Humanities
English 1 (Study and Thinking Skills in English)
English 3 (Speech Communication)
Filipino 1 (Sining ng Pakikipagtalastasan)
Filipino 2 (Pagbasa at Pagsulat sa Iba’t Ibang Disiplina)
Humanities (Philosophy, Logic & Literature)
1. Philosophy and Logic
2. Literatura 1/Literature 1 (Ang Panitikan ng
Filipinas/The Literatures of the Philippines)
3. Literatura 2/Literature 2 (Ang Panitikan ng
Mundo/The Literatures of the World)
Mathematics, Natural Science & Information Technology
Mathematics 1 (Algebra)
Mathematics 2 (Trigonometry)
Basic Statistics
Natural Sciences
1. General Chemistry
2. Organic Chemistry
3. General Physics
4. Applied Physics
Computer
Social Sciences
General Psychology
General Sociology/Anthropology
Health Economics with Taxation & Land Reform
Biological Sciences
General Biology
Zoology
Mandated Subjects
Rizal
Philippine History and Constitution
PE
NSTP 2 semesters
TOTAL GE UNITS
21 units
3
3
3
3
3
3
3
26 units
3
3
3
14
5
3
3
3
3
9 units
3
3
3
8 units
3
5
6 units
3
3
8 units
6 units
84 units
b) Outline and total units of Core courses;
Health Care
Ethics in Physical Therapy
Basic Sciences
Anatomy & Physiology
Gross and Organ System Anatomy
Kinesiology
Physiology
5 units
2 units
22 units
3
4
4
5
Page 11 of 41
Neuroanatomy
Human Development
Medical Foundation
General Medical Conditions
General Surgical Conditions
Neurology
Psychiatric Foundations for PT
Pathology
Organization and Administration
Research 1 (Intro to Research & Research Proposal
Writing)
TOTAL CORE UNITS
3
3
14 units
3
3
3
3
2
3 units
3 units
49 units
c) Outline and total units of Professional courses;
Physical Therapy Foundations
PT 1 (Intro to PT and Patient Care)
PT 2 (Light, Thermal Agents and Hydrotherapy)
PT 3 (PT Examination and Evaluation)
PT 4 (Electrotherapy)
Therapeutic Exercises 1 (Basic Therapeutic Exercise)
Therapeutic Exercises 2 (Thera Ex for Medical
Conditions)
Therapeutic Exercises 3 (Thera Ex for Surgical,
Neurologic,
and
Developmental
Pediatric
Conditions)
Orthotics and Prosthetics
Clinical Application
Clinical Education (CBR)
Clinical Education 1 (Intro to Clinics)
Clinical Education 2 (Continuation of Intro to Clinics)
Seminar 1 (Clinical Correlations for Medical
Conditions)
Seminar 2 (Clinical Correlations for Surgical,
Neurologic,
and
Developmental
Pediatric
Conditions)
Internship
Internship 1
Internship 2
Research 2 (Research Implementation and Presentation)
TOTAL PROFESSIONAL UNITS
32 units
4
4
5
3
4
4
4
4
11 units
3
2
2
2
2
30 units
15
15
2 units field work
75 units incl 2 units
field work
d) Sum total of units of the curriculum.
Total GE Units
PE
NSTP
Total Core Units
Lec
64
8
6
43
Lab
6
6
Units
70
8
6
49
Page 12 of 41
Total Professional Units
TOTAL UNITS
25
50
146
62
75 incl 2
field work
208
Sample Program of Study
First Semester
English 1 (Study and
Thinking Skills in
English)
Filipino 1 (Sining ng
Pakikipagtalastasan)
Lec
3
Lab
FIRST YEAR
Units
Second Semester
3
English 3 (Speech
Communication)
3
3
Philippine History and
Constitution
Mathematics 1
(Algebra)
3
3
3
3
Gen. Biology
3
3
Gen. Sociology/
Anthropology
PE
NSTP
TOTAL
3
3
2
3
2
3
23
First Semester
General Physics
Zoology
Basic Statistics
Literatura 2/Literature
2 (Ang Panitikan ng
Mundo/The Literatures
of the World)
Philosophy and Logic
Organic Chemistry
PE
TOTAL
Lec
2
3
3
3
Lab
1
2
3
3
2
3
2
22
Lab
Units
3
Filipino 2 (Pagbasa at
Pagsulat sa Iba’t Ibang
Disiplina)
General Psychology
3
3
3
3
Literatura 1/Literature
1 (Ang Panitikan ng
Filipinas/The
Literatures of the
Philippines)
Mathematics 2
(Trigonometry)
General Chemistry
3
3
3
3
PE
NSTP
2
3
3
2
Health Economics with
Taxation and Land
Reform
PE
Computer
TOTAL
Lec
2
3
3
3
5
2
3
25
TOTAL
SECOND YEAR
Units
Second Semester
3
Applied Physics
5
Rizal
3
Anatomy & Physiology
3
Health Care
3
Lec
3
Lab
1
2
Units
3
3
3
5
3
3
2
3
2
3
22
Page 13 of 41
First Semester
Gross and Organ
System Anatomy
Physiology
Human Development
PT 1 (Intro to PT and
Patient Care)
PT 2 (Light, Thermal
Agents and
Hydrotherapy)
Psychiatric Foundations
for PT
TOTAL
First Semester
Gen Med Conditions
Lab
1
4
3
1
5
3
3
1
3
1
3
Lec
3
Lab
Neurology
3
Thera Ex 2 (Thera Ex for
Medical Conditions)
PT 4 (Electrotherapy)
3
1
2
1
Seminar 1 (Clinical
Correlations for
Medical Conditions)
Clinical Ed 1 (Intro to
Clinics)
Organization and
Administration in PT
2
2
3
Lec
3
Lab
Units
3
3
3
1
1
4
4
4
Kinesiology
Thera Ex 1 (Basic
Therapeutic Exercises)
PT 3 (PT Exam and Eval)
3
2
5
4
Pathology
2
3
Clinical Education (CBR)
2
23
TOTAL
FOURTH YEAR
Units
Second Semester
3
General Surgical
Conditions
3
Thera Ex 3 (Thera Ex for
Surgical, Neurologic
and Developmental
Pediatric Conditions)
4
Orthotics and
Prosthetics
3
Seminar 2 (Clinical
Correlations for
Surgical, Neurologic
and Developmental
Pediatric Conditions)
2
Clinical Ed 2
(Continuation of Intro
to Clinics)
2
Ethics in PT
3
TOTAL
First Semester
Internship 1
Research 2 (Research
Implementation and
Presentation)
TOTAL
THIRD YEAR
Units
Second Semester
4
Neuroanatomy
Lec
3
20
Lec
Lab
15
2*
Field
work
Research 1 (Intro to
Research and Research
Proposal Writing)
TOTAL
FIFTH YEAR
Units
Second Semester
15
Internship 2
2*
Field
work
17
TOTAL
2
1
3
21
Lec
3
Lab
Units
3
3
1
4
3
1
4
2
2
2
2
2
2
2
1
3
20
Lec
Lab
15
Units
15
15
Page 14 of 41
Sample Curriculum Map
This section provides an example of how to thread the identified program outcomes
through the different courses in the curriculum. This should guide the development of the
expected outcomes at different points within the program to ensure that the HEI is on-track
in achieving the expected program outcomes.
Similarly, the HEI should be able to thread the institutional outcomes across relevant
courses in the curriculum. The HEIs should not be limited to the competency levels
indicated in this sample curriculum map, but are highly encouraged to determine the
competency levels appropriate to their institutional outcomes and capacities.
Key Legends for Competency Levels:
I – Introduced: Basic concepts are merely introduced; concepts, beginning skills
taught (skills laboratory)
P – Practiced: The concepts and principles are presented with applications; actual
case, skills lab, actual exposure (with supervision)
D – Demonstrated: I + P with skills acquisition; actual patient care including clinical
scenarios, with minimal or no supervision
Page 15 of 41
MAPPING OF PHYSICAL THERAPY PROGRAM OUTCOMES
FIRST YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
Study and Thinking Skills in English
Sining ng Pakikipagtalastasan
Philippine History and Constitution
Algebra
Gen. Biology
Gen. Sociology/Anthropology
P.E
NSTP
Speech Communication
Pagbasa at Pagsulat sa Iba’t ibang Disiplina
General Psychology
Ang Panitikan ng Filipinas/The Literatures of the Philippines
Trigonometry
General Chemistry
P.E
NSTP
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
P
P
P
P
P
I
P
I
I
I
I
I
P
I
I
P
P
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
Page 16 of 41
SECOND YEAR
PROGRAM OUTCOMES
General Physics
Zoology
Basic Statistics
Ang Panitikan ng Mundo/ The Literatures of the World
Philosophy and Logic
Organic Chemistry
P.E
Applied Physics
Rizal
Anatomy & Physiology
Health Care
Health Economics with Taxation and Land Reform
P.E
A
B
C
D
E
F
G
H
I
J
K
L
I
I
P
I
I
I
I
P
I
P
P
I
I
I
I
I
I
I
I
I
I
P
I
I
I
I
I
I
I
I
I
P
I
I
I
I
I
P
I
I
I
I
I
I
I
I
I
I
P
I
I
I
I
P
I
I
I
I
I
P
I
I
I
I
P
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
P
I
I
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
Page 17 of 41
THIRD YEAR
PROGRAM OUTCOMES
Gross and Organ System Anatomy
Physiology
Human Development
PT I ( Intro to PT and Patient Care
PT 2 (Light, Thermal Agents and Hydrotherapy
Psychiatric Foundations for PT
Neuroanatomy
Kinesiology
Thera Ex. I (Basic Therapeutic Exercises)
PT 3 (PT Exam and Eval)
Pathology
Clinical Education (CBR)
A
B
C
D
E
F
G
H
I
J
K
L
P
P
P
P
P
P
P
P
P
P
P
P
I
P
I
P
P
I
I
P
P
P
I
P
I
P
I
P
P
I
I
P
P
P
I
P
P
P
I
P
P
I
I
P
P
P
I
P
D
P
I
P
P
I
I
P
P
P
I
P
I
P
I
P
P
I
I
P
P
P
I
P
I
I
I
P
P
I
I
I
P
P
I
P
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
Page 18 of 41
FOURTH YEAR
PROGRAM OUTCOMES
A
B
C
D
E
F
G
H
I
J
K
L
General Medical Conditions
Neurology
Thera Ex 2 (Thera. Ex. For Medical Conditions)
PT 4 (Electrotherapy)
Seminar I (Clinical Correlations for Medical Conditions)
Clinical Ed. I (Intro. To Clinics)
Organization and Administration in PT
General Surgical Conditions
Thera. Ex. 3 (Thera Ex for Surgical, Neurologic and Dev. Pedia. Conditions)
Orthotics and Prosthetics
Seminar 2 (Clinical Correlations for Surgical, Neurologic, and Devt. Pedia)
Clinical Ed. 2 (Cont. of Intro to Clinics)
Ethics in PT
Research I (Intro. To Research and Research Proposal Writing)
D
D
D
D
D
D
D
D
D
D
D
D
D
D
I
I
P
P
P
P
P
P
P
P
P
P
P
I
I
P
P
P
P
P
P
P
P
P
P
P
I
I
P
P
P
P
P
P
P
P
P
P
P
P
I
I
P
P
P
P
P
I
P
P
P
P
I
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
I
I
P
P
P
P
P
P
P
P
P
P
I
P
P
P
P
P
P
I
P
P
P
P
P
P
P
P
I
I
I
I
I
I
P
P
I
I
I
P
I
I
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
P
D
D
D
D
D
D
D
D
A
B
C
D
E
F
G
H
I
J
K
L
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
FIFTH YEAR
PROGRAM OUTCOMES
Internship I
Research 2 (Research Implementation and Presentation
Internship 2
Page 19 of 41
Sample Course Outcomes
This section provides examples of course outcomes appropriate to the competency levels
required to develop the program outcome in that specific year and semester. The process
of developing course outcomes should be iterative to curriculum mapping in order to
validate the appropriate competency levels.
Third Year First Semester
Subject
Gross and
Organ
System
Anatomy
Program
Outcome
A
Competency
Level
P
Indicators
Course Outcomes
1,2,3,5,6,7,8,9
B
I
1
C
I
1
D
P
2,3,4
E
D
4
F
I
1
G
I
1,2
H
I
1,2
I
I
1,2,3,5,6,7
Appreciation of differences of
human anatomical structures
Observe ethical standards in
handling human models
Given a hypothetical patient
presenting with symptoms
involving a region of the body,
distinguish among anatomical
structures that may be
affected and its effect on
function, in relation to
examination, evaluation and
assessment of
patients/clients.
Appreciation of anatomical
body parts in relation to
normal body functions
Apply basic principles of
teaching and learning to
engage peers in discussing
anatomical structures,
relations and functions.
Demonstrate effective
leadership skills in group
activities
Ask critical questions
regarding anatomy-related
problems
Appreciate relationship of
normal body functions to
health and wellness
Engage in self-directed
learning strategies
Show sensitivity and respect
towards members of the
group
Page 20 of 41
Subject
Program
Outcome
J
K
Competency
Level
P
P
Indicators
Course Outcomes
1,2,5,6,7,8
3,4,5,6,7,8,9
L
P
1,2
Effective communication skills
Show ethical behavior in all
course-related undertakings
Follow laws, policies related
to handling of cadavers and
human models
Adopt existing technology
applied to the study of
anatomy
Program
Outcome
A
Competency
Level
P
Indicators
B
P
1,2
C
P
1,2,3,4,5,6,7,8
D
P
1,2,
E
P
1,2
F
P
1,2,3,4
Third Year Second Semester
Subject
Therapeutic
Exercise 1
1,7,8
Course Outcomes
Appraise the beauty of human
anatomy and physiology in
performing different exercises
for the wellbeing of the
patients/clients.
Utilize sound clinical
reasoning skills in the
examination, evaluation and
assessment of patients/clients
in the development of
therapeutic exercises.
Produce appropriate, safe,
and effective exercises for the
patients/clients suffering from
various impairment and
functional limitation.
Develop teaching strategies in
the implementation of
therapeutic exercises.
Apply leadership and
management skills in the
implementation of
therapeutic exercises by
developing fitness program to
the patients/clients.
Search for, select and
appraise any current evidence
or research in developing and
implementation of
therapeutic exercises.
Page 21 of 41
Subject
Program
Outcome
G
Competency
Level
P
Indicators
H
I
1
I
I
1,2,3,4,5,6,7
J
P
1,2,3,4,5,6,7
K
P
1,7,8,9
L
P
1,2,3
Program
Outcome
A
Competency
Level
D
Indicators
Course Outcomes
1,2,3,4,5,6,7,9
B
P
1,2,3,4,5,6
Apply clinical reasoning skills
and professional attitudes to
appropriately respond to the
human health experience.
Demonstrate beginning
competence in comprehensive
examination, evaluation and
1,2,3,4
Course Outcomes
Propose a wellness plan for
patients /clients using
exercises as a strategies in
improving the quality of life.
Apply lifelong learning
strategies in various PT
practice through applications
of therapeutic exercises.
Demonstrate effective
working relationship among
the members of rehabilitation
team and utilized various
exercises regimen for the
betterment of
patients/clients.
Demonstrate effective oral
and written communication
skills when expressing ideas
about the health conditions of
the patients/clients using
exercises as a management
tool for the their
improvement.
Apply therapeutic exercises
principle to demonstrate
social and professional
responsibility of improving
the quality of life of
patients/clients.
Select appropriate innovative
technology in performing
different exercises.
Fourth Year First Semester
Subject
Clinical
Education
1
Page 22 of 41
Subject
Program
Outcome
Competency
Level
Indicators
C
P
1,2,3,4,6,7,8
D
P
1,2,3,4
E
P
2,4,5,8
F
P
1,2,3,4
G
P
1,2,3
H
I
2
I
I
1,2,3,4,5,6,7
Course Outcomes
assessment of patients with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
Demonstrate beginning
competence in planning and
implementing appropriate
physical therapy interventions
for patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
Apply principles of teaching
and learning in providing
instructions for patients with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
Manage a team to properly
handle a patient with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
Search for, critically appraise,
and apply research evidence
in the management of
patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
Ensure the inclusion of
strategies towards the
promotion of wellness for
better health among patients
with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
Use reflective learning
strategies in starting to handle
real patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
Theoretically delineate one’s
Page 23 of 41
Subject
Program
Outcome
Competency
Level
J
D
K
D
L
P
Indicators
Course Outcomes
role from those of other
health professionals when
dealing with patients
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
1,2,3,4,5,6,7,8 Demonstrate effective oral
and written communication
skills required in direct patient
care.
1,2,3,4,5,6,7,8,9 Demonstrate appropriate
ethical behaviors in multicultural settings and
scenarios.
1,2
Maximize the use of
innovative technology, such as
treatment modalities, in the
practice of physical therapy
Fourth Year Second Semester
Subject
General
Surgical
Conditions
Program
Outcome
A
Competency
Level
D
Indicators
Course Outcomes
1,3,6,7
B
P
1,2,5
C
P
1,2,3,5,6
D
P
1,2
Apply critical thinking skills in
understanding the human
experience after undergoing a
surgical procedure referred for
PT management.
Utilize clinical reasoning skills
in identifying important
examination, evaluation, and
assessment PT procedures
relevant to health outcomes
for patients with surgical
conditions.
Select appropriate and costeffective interventions for
identified problems and goals
for patients with surgical
conditions, from the point of
admission up to discharge.
Effectively teach peers
regarding approach to patients
with a specific surgical
Page 24 of 41
E
I
8
F
P
1,2,3,4
G
P
1,2
H
P
2
I
P
1,2,3,6,7
J
D
1,2,5,6,7,8
K
D
1,3,4,5,7,9
L
D
1,2
condition.
Consider patient safety and
satisfaction when developing a
management plan for a patient
with a surgical condition.
Search for, critically appraise,
and apply current evidence in
determining appropriate
interventions for patients with
surgical conditions.
Propose a wellness plan for
patients who underwent
surgical procedure.
Effectively engage in learnercentered strategies (e.g.,
problem-based learning, small
group discussions) for
developing management plans
for patients with surgical
conditions.
Develop management plans for
patients with surgical
conditions, taking into
consideration the physical
therapy scope of practice and
the scope of practice of other
members of the healthcare
team.
Demonstrate effective oral and
written communication skills
when expressing ideas about
the management of patients
with surgical conditions.
Demonstrate appropriate
ethical and professional
behaviors when developing
management plans for patients
with surgical conditions in
multi-cultural settings.
Select appropriate innovative
technology/modality
applicable to the physical
therapy management of
patients with surgical
conditions.
Page 25 of 41
Sample Threading of Program Outcomes, Course Outcomes, and Learning (Session)
Outcomes
GROSS AND ORGAN SYSTEM ANATOMY
Program Outcomes
(Competency Level)
Course Outcomes
At the end of the BSPT At the end of the course
program, the student should Gross and Organ System
be able to:
Anatomy,
the
student
should be able to:
Demonstrate
consistent Given a hypothetical patient
competence in conducting a presenting with symptoms
comprehensive examination, involving a region of the
evaluation, and assessment body, distinguish among
of patients/clients across the anatomical structures that
lifespan within a broad may be affected and its
continuum of care (I)
effect on function, in relation
to examination, evaluation
and
assessment
of
patients/clients.
Apply
teaching-learning Apply basic principles of
principles
in
different teaching and learning to
learning environments (P)
engage peers in discussing
anatomical
structures,
relations and functions.
Learning (Session)
Outcomes
At the end of the session on
Shoulder:
Given a hypothetical patient
presenting with shoulder
pain, distinguish among
anatomical structures that
may be affected and its
effect on function, in relation
to examination, evaluation
and
assessment
of
patients/clients.
Apply basic principles of
teaching and learning to
engage peers in discussing
anatomical
structures,
relations and functions of
the shoulder.
Practice
beginning Demonstrate
effective Demonstrate
effective
management and leadership leadership skills in group leadership
skills
during
skills in various practice activities
dissection of the shoulder
settings (D)
CLINICAL EDUCATION 1
Program Outcomes
(Competency Level)
Course Outcomes
Learning (Session)
Outcomes
At the end of the BSPT
program, the student should
be able to:
Demonstrate
consistent
competence in conducting a
comprehensive examination,
evaluation, and assessment
of patients/clients across the
lifespan within a broad
At the end of the course
Clined 1, the student should
be able to:
Demonstrate
beginning
competence
in
comprehensive examination,
evaluation and assessment
of patients with orthopedic,
rheumatologic,
At the end of the session on
UE Orthopedic Conditions:
Demonstrate
beginning
competence
in
comprehensive examination,
evaluation and assessment
of
patients
with
UE
orthopedic conditions.
Page 26 of 41
continuum of care (P)
Apply
teaching-learning
principles
in
different
learning environments (P)
Practice
beginning
management and leadership
skills in various practice
settings (P)
cardiovascular, pulmonary
and
integumentary
conditions.
Apply principles of teaching
and learning in providing
instructions for patients with
orthopedic, rheumatologic,
cardiovascular, pulmonary
and
integumentary
conditions.
Manage a team to properly
handle a patient with
orthopedic, rheumatologic,
cardiovascular, pulmonary
and
integumentary
conditions.
Apply principles of teaching
and learning in providing
instructions for patients with
UE orthopedic conditions.
Demonstrate
effective
leadership skills during team
meetings
to
determine
appropriate management for
patients with UE orthopedic
conditions.
Sample Syllabi for Selected Core Courses
This section contains a sample syllabus for a selected core course and a sample instructional
plan for a teaching session within the course. The HEI may choose to have its own format
for the syllabus and the instructional plan, with at least the following critical elements.
Course Title: GROSS AND ORGAN SYSTEM ANATOMY
Name of Faculty: Prof. Procopia Sistema
Course Description: Basic human and organ system anatomy
Course Outcomes:
1. Appreciation of differences of human anatomical structures
2. Observe ethical standards in handling human models
3. Given a hypothetical patient presenting with symptoms involving a region of the body,
distinguish among anatomical structures that may be affected and its effect on function,
in relation to examination, evaluation and assessment of patients/clients.
4. Appreciation of anatomical body parts in relation to normal body functions
5. Apply basic principles of teaching and learning to engage peers in discussing anatomical
structures, relations and functions.
6. Demonstrate effective leadership skills in group activities
7. Ask critical questions regarding anatomy-related problems
8. Appreciate relationship of normal body functions to health and wellness
9. Engaging in self-directed learning strategies
10. Show sensitivity and respect towards members of the group
11. Demonstrate effective communication skills in non-verbal, oral, and written form
12. Show ethical behavior in all course-related undertakings
13. Follow laws, policies related to handling of cadavers and human models
14. Adopt existing technology applied to the study of anatomy
Page 27 of 41
Course Outline and Timeframe:
Week
1
2
3-4
5
6
7
8
9
10
Topic
1.
2.
3.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
Orientation
Rules & Regulations
Definition of Terms
Orientation
Cell Structure
Types of epithelium
Types of gland
Muscular tissue
Nervous tissue
Connective tissue
Cartilage and bone tissue
Embryonic development
Tissue
a. epithelial
b. connective
c. muscular
d. nervous
3. Skin
4. Skin Appendages
The Skeletal System
1. Bones & Joint
2. Axial Skeleton
Appendicular Skeleton
Preliminary Examination
1. Surface anatomy of the shoulder and pectoral region, and neck and back
2. Superficial and deep muscles of the shoulder and pectoral region, and neck
and back
3. OIA and innervation of all muscles
4. Clinical notes on neck pain, low back pain, shoulder pain
1. The axilla and contents
2. The Brachial plexus
3. Muscles of the arm: anterior and posterior compartment
4. Nerves and vessels of the arm
5. The elbow joint
6. Clinical notes on humeral fractures and brachial nerve palsy
1. Muscles of the anterior, lateral and posterior compartment
2. Neurovascular structures of the forearm
3. Cubital fossa and contents
4. Retinaculum, wrist joint and anatomical snuff box
5. Clinical notes
1. Small muscles of the hand
2. Small muscles of the thumb
3. Blood vessels of the hand
Page 28 of 41
11
12
13
14
15
16
17
18
4.
5.
1.
2.
1.
2.
3.
1.
2.
3.
4.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
Short muscles of the little finger
Nerve supply of the hand
Anatomy of the thoracic wall
Anatomy of the abdominal wall and inguinal area
Semi-final Examination
Bones of the pelvis and lower extremity
Surface anatomy
Muscles of the gluteus
Neurovascular structures of the gluteus
Superficial and deep vessels and nerves of the thigh
Femoral sheath and fascia of the thigh
Femoral triangle and the adductor canal
Anatomy of the hip joint
Superficial, deep vessels and nerves of the leg and branches
Fascial compartments of the leg and its contents
Anatomy of the popliteal fossa
Anatomy of the knee joint
Clinical notes on sport injuries
Ankle retinaculum and structures passing thru it
Muscles of the 4 layers of the sole of the foot
Tarsal bones and bones of the foot
Superficial structures of the dorsum of the foot
Anatomy of the ankle joint
Foot as a weight bearer and lever
DVT, varicose veins, peripheral vascular diseases
Tendon reflexes of the lower limb
Foot drop
Clinical notes on the hip and knee joint – Trendelenberg test Drawers test
Plantar fasciitis
Final Examination
Required Readings:
Clinical Anatomy for Medical Students 8th Edition by Richard Snell
Suggested Readings and References:
a. Colour Atlas of the Human Body by McMinn
b. Clinical Anatomy by Regions by Richard Snell, latest edition
c. Related Websites
www.med.umich.edu/lrc/coursepages/Ml/anatomy/html/home.html
www.grahamazaon.com
www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/cross_section
www.meddean.luc.edu/lumen/MedEd/GrossAnatomy
www.netanatomy.com
Course Requirements:
Attendance
Accomplished Laboratory Manual
Page 29 of 41
Complete Group Outputs
Grading System:
Written Examinations
Practical Examinations
Portfolio
Group Participation
Laboratory Manual
30%
20%
20%
20%
10%
100%
Classroom Policies:
1.
Attendance is mandatory and checked within the first 5 mins of the designated class
schedule. A student with a total absences of more than 20% of the total class hours will be
dropped from the roll.
2.
Maximum participation is expected in all classroom and laboratory activities.
3.
In all instances, respect for classmates and instructors are expected.
4.
Come in proper lecture or laboratory uniform.
5.
Place all bags and other materials not related to the course in the lockers provided.
6.
Use of cellphones, tablets, and other gadgets for social and other purposes not
related to the learning material are strictly prohibited during class. Doing so may lead to
confiscation of the said gadget.
7.
Strictly no eating and drinking inside the classroom and laboratory at all times.
8.
Anyone violating these policies will be sent to the Dean’s Office for disciplinary
action.
9.
All general policies of the College will also be implemented as part of the policies for
this course.
Consultation Hours:
Mon-Wed 3:00-6:00pm at the PT Faculty Room
Sample Instructional Plan
Week 7: Shoulder, Pectoral Region, Neck and Back
1. Surface anatomy of the shoulder and pectoral region, and neck and back
2. Superficial and deep muscles of the shoulder and pectoral region, and neck and back
3. OIA and innervation of all muscles
4. Clinical notes on neck pain, low back pain, shoulder pain
Learning
(Session)
Outcomes
Given
a
hypothetical
patient
presenting with
shoulder pain,
distinguish
Topics
Methodology
Anatomical
Case discussion
structures of the in small groups
shoulder
& Jigsaw
pectoral region
Functions
of
structures of the
Resources
Assessment
Anatomical
models
Manila paper
Colored Markers
Participation in
group discussion
(peer evaluation
&
selfevaluation)
Diagram (group
Page 30 of 41
among
anatomical
structures that
may be affected
and its effect on
function,
in
relation
to
examination,
evaluation and
assessment of
patients/clients.
Given
a
hypothetical
patient
presenting with
neck and/ or
back
pain,
distinguish
among
anatomical
structures that
may be affected
and its effect on
function,
in
relation
to
examination,
evaluation and
assessment of
patients/clients.
Analyze
the
structure
affected in the
given scenarios
shoulder
&
pectoral region
output)
Evaluation
of
presentation of
output
Anatomical
Large
Group
structures of the Discussion
neck & back
Functions
of
structures of the
neck & back
LCD
Powerpoint
presentation
Anatomical
model
Recitation
Formative Quiz
OIA and
innervation of
the muscles of
the shoulder,
pectoral region,
neck & back
LCD
Powerpoint
Scoring guide
Score in the
game (group)
Game
(Jeopardy)
Course Title: CLINICAL EDUCATION 1
Name of Faculty: Prof. Antonio Reyes
Course Description: Integration of assessment, treatment and documentation skills for
patients with orthopedic, rheumatologic, cardiovascular, pulmonary, and integumentary
conditions, from referral to re-evaluation, discharge and community integration.
Course Outcomes:
1. Apply clinical reasoning skills and professional attitudes to appropriately respond to the
human health experience.
Page 31 of 41
2. Demonstrate beginning competence in comprehensive examination, evaluation and
assessment of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and
integumentary conditions.
3. Demonstrate beginning competence in planning and implementing appropriate
physical therapy interventions for patients with orthopedic, rheumatologic,
cardiovascular, pulmonary and integumentary conditions.
4. Apply principles of teaching and learning in providing instructions for patients with
orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions.
5. Manage a team to properly handle a patient with orthopedic, rheumatologic,
cardiovascular, pulmonary and integumentary conditions.
6. Search for, critically appraise, and apply research evidence in the management of
patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary
conditions.
7. Ensure the inclusion of strategies towards the promotion of wellness for better health
among patients with orthopedic, rheumatologic, cardiovascular, pulmonary and
integumentary conditions.
8. Use reflective learning strategies in starting to handle real patients with orthopedic,
rheumatologic, cardiovascular, pulmonary and integumentary conditions.
9. Theoretically delineate one’s role from those of other health professionals when
dealing with patients orthopedic, rheumatologic, cardiovascular, pulmonary and
integumentary conditions.
10. Demonstrate effective oral and written communication skills required in direct patient
care.
11. Demonstrate appropriate ethical behaviors in multi-cultural settings and scenarios.
12. Maximize the use of innovative technology, such as treatment modalities, in the
practice of physical therapy
Course Outline and Timeframe:
Week
1
2
3
4
Topic
Documentation in Physical Therapy
1. Purpose of Documentation
2. S.O.A.P. Documentation
3. Different types of patients’ notes
Observation of clinical patient encounters
UE orthopedic conditions
1. Relevant basic and medical surgical background for common UE orthopedic
conditions
2. Examination, evaluation and assessment for common UE orthopedic
conditions
3. Treatment planning and wellness interventions for common UE orthopedic
conditions
4. Documentation of patient management
Cervical spine conditions
1. Relevant basic and medical surgical background for common cervical spine
conditions
2. Examination, evaluation and assessment for common cervical spine
Page 32 of 41
Week
5
6
7
8
9
10
11
12
13
Topic
conditions
3. Treatment planning and wellness interventions for common cervical spine
conditions
4. Documentation of patient management
Simulation session on management of patients with UE and cervical spine
orthopedic conditions
Preliminary Examinations
Thoracolumbar spine conditions
1. Relevant basic and medical surgical background for common
thoracolumbar spine conditions
2. Examination, evaluation and assessment for common thoracolumbar spine
conditions
3. Treatment planning and wellness interventions for common thoracolumbar
spine conditions
4. Documentation of patient management
LE orthopedic conditions
1. Relevant basic and medical surgical background for common LE orthopedic
conditions
2. Examination, evaluation and assessment for common LE orthopedic
conditions
3. Treatment planning and wellness interventions for common LE orthopedic
conditions
4. Documentation of patient management
Rheumatologic conditions
1. Relevant basic and medical surgical background for common LE orthopedic
conditions
2. Examination, evaluation and assessment for common LE orthopedic
conditions
3. Treatment planning and wellness interventions for common LE orthopedic
conditions
4. Documentation of patient management
Peripheral vascular diseases and amputation
1. Relevant basic and medical surgical background for peripheral vascular
diseases and amputation
2. Examination, evaluation and assessment for peripheral vascular diseases
and amputation
3. Treatment planning and wellness interventions for peripheral vascular
diseases and amputation
4. Documentation of patient management
Simulation session on management of patients with thoracolumbar spine, LE,
peripheral vascular disease and amputation conditions
Clinical Visit
Cardiovascular conditions
1. Relevant basic and medical surgical background for cardiovascular
conditions
2. Examination, evaluation and assessment for cardiovascular conditions
Page 33 of 41
Week
14
15
16
17
18
Topic
3. Treatment planning and wellness interventions for cardiovascular
conditions
4. Documentation of patient management
Pulmonary conditions
1. Relevant basic and medical surgical background for pulmonary conditions
2. Examination, evaluation and assessment for pulmonary conditions
3. Treatment planning and wellness interventions for pulmonary conditions
4. Documentation of patient management
Peripheral neuropathic conditions
1. Relevant basic and medical surgical background for peripheral neuropathic
conditions
2. Examination, evaluation and assessment for peripheral neuropathic
conditions
3. Treatment planning and wellness interventions for peripheral neuropathic
conditions
4. Documentation of patient management
Burns and integumentary conditions
1. Relevant basic and medical surgical background for burns and
integumentary conditions
2. Examination, evaluation and assessment for burns and integumentary
conditions
3. Treatment planning and wellness interventions for burns and
integumentary conditions
4. Documentation of patient management
Simulation session on management of patients with cardiovascular,
pulmonary, peripheral neuropathic, burns and integumentary conditions
Final examinations
Required Readings:
a. O'Sullivan, SB and Schmitz, TJ. Physical Rehabilitation Assessment and
Treatment. 5th Ed. Philadelphia: F. A. Davis Company, 2007.
b. WCPT Guideline for Physical Therapist Entry Level Education.
Suggested Readings and References:
a. Bickley, L and Hoekelman, R. Bates' Guide to Physical Examination and History
Taking. 9th Ed. Philadelphia: Lippincott Williams & Wilkins, 2007.
b. Kettenbach, G. Writing patient/client notes: ensuring accuracy in documentation.
4th ed. Philadelphia: F.A. Davis Company, 2009.
c. Magee, DJ. Orthopaedic Physical Assessment. 5th Ed. Philadelphia: W.B.
Saunders Company, 2008.
d.
Cameron MH and Monroe LG. Physical Rehabilitation: Evidence-Based
Examination, Evaluation, and Intervention. Saunders Elsevier: Canada, 2007.
e.
Related Websites
http://www.wcpt.org/node/29661#comprehensive
http://accessphysiotherapy.mhmedical.com
www.nice.org.uk
Page 34 of 41
Course Requirements:
Portfolio of documentation of patient management
Reflection papers
EBP briefs applied to hypothetical or real cases
Examinations
Grading System:
Written Examinations
Practical Examinations
Portfolio
Group Participation
EBP briefs
TOTAL
20%
30%
20%
10%
20%
100%
Classroom Policies:
1. Attendance is mandatory and checked within the first 5 mins of the designated class
schedule. A student with total absences of more than 20% of the total class hours will
be dropped from the roll.
2. Maximum participation is expected in all classroom, laboratory and clinical activities.
3. In all instances, respect for classmates and instructors are expected.
4. Come in proper lecture or laboratory uniform.
5. Place all bags and other materials not related to the course in the lockers provided.
6. Use of cellphones, tablets, and other gadgets for social and other purposes not related
to the learning material are strictly prohibited during class. Doing so may lead to
confiscation of the said gadget.
7. Strictly no eating and drinking inside the classroom and laboratory at all times.
8. Anyone violating these policies will be sent to the Dean’s Office for disciplinary action.
9. All general policies of the College will also be implemented as part of the policies for this
course.
Consultation Hours:
Wed-Fri 1:00-3:00pm at the PT Faculty Room
Sample Instructional Plan
Week 3: UE orthopedic conditions
1. Relevant basic and medical surgical background for common UE orthopedic
conditions
2. Examination, evaluation and assessment for common UE orthopedic conditions
3. Treatment planning and wellness interventions for common UE orthopedic
conditions
4. Documentation of patient management
Page 35 of 41
Learning
(Session)
Outcomes
Apply
clinical
reasoning skills
and professional
attitudes
to
appropriately
respond to the
human health
experience.
Demonstrate
beginning
competence in
comprehensive
examination,
evaluation and
assessment of
patients with UE
orthopedic
conditions.
Demonstrate
beginning
competence in
planning
and
implementing
appropriate
physical therapy
interventions
for patients with
UE orthopedic
conditions.
Apply principles
of teaching and
learning
in
providing
instructions for
patients
UE
orthopedic
conditions.
Manage a team
to
properly
handle a patient
with
UE
orthopedic
conditions.
Topics
1. Relevant basic
and medical
surgical
background for
common UE
orthopedic
conditions
2. Examination,
evaluation and
assessment for
common UE
orthopedic
conditions
3. Treatment
planning and
wellness
interventions
for common UE
orthopedic
conditions
4. Documentation
of patient
management
Methodology
Resources
Assessment
Small
group Sample cases
discussions
Selfevaluation
Role-play
Peer
evaluation
Clinical
exposure
Interactive
lectures
Demonstration
Role-playing
Clinical
exposure
Interactive
lectures
Demonstration
Role-playing
Clinical
exposure
Role playing
Observation
checklist
Written
exams
LCD
Laptop
Exam
tools
(goniometer,
Practical
tape measure, exams
etc.)
Plinths
Observation
checklist
Clinical
placement with
patients
LCD
Written
Laptop
exams
Treatment
interventions
Practical
(weights,
exams
modalities, etc.)
Plinths
Observation
checklist
Clinical
placement with
patients
Sample cases
Practical
exams
Small
group Sample cases
discussions
Selfevaluation
Peer
evaluation
Page 36 of 41
Learning
(Session)
Outcomes
Search
for,
critically
appraise,
and
apply research
evidence in the
management of
patients with UE
orthopedic
conditions.
Ensure
the
inclusion
of
strategies
towards
the
promotion
of
wellness
for
better
health
among patients
with
UE
orthopedic
conditions.
Use reflective
learning
strategies
in
starting
to
handle
real
patients with UE
orthopedic
conditions.
Theoretically
delineate one’s
role from those
of other health
professionals
when
dealing
with
UE
orthopedic
conditions.
Demonstrate
effective
oral
and
written
communication
skills required in
direct
patient
care.
Topics
Methodology
Resources
Assessment
Case-based
exercises
Sample cases
Rubrics for
checking
EBP briefs
Interactive
lectures
Sample cases
Written
exam
Small
group
discussions
Selfevaluation
Peer
evaluation
One-minute
essays
Sample cases
Small
group Sample cases
discussions
Rubrics for
portfolio
assessment
Selfevaluation
Peer
evaluation
Writing
activities
Role-playing
Sample cases
Written
exams
Practical
exams
Rubrics
for
Page 37 of 41
Learning
(Session)
Outcomes
Topics
Demonstrate
appropriate
ethical
behaviors
in
multi-cultural
settings
and
scenarios.
Maximize
the
use
of
innovative
technology,
such
as
treatment
modalities, for
patients with UE
orthopedic
conditions.
Methodology
Resources
Role-playing
Sample cases
Clinical
exposure
Clinical
placement with
patients
Case-based
exercises
Sample cases
Assessment
portfolio
assessment
Observation
checklist
Rubrics for
portfolio
assessment
HEIs should note that the teaching methodologies to be utilized in outcomes-based
education should be learner-centered, and the assessment methods should adequately
measure the performance indicators reflected in the course outcomes. Suggested further
readings in outcomes-based strategies and assessment can be found in Biggs and Tang
(2007) and Killen (2007).
ARTICLE III
CALENDAR OF IMPLEMENTATION
This section provides the proposed schedule of implementation and compliance reporting
for this CMO which provides a transition to outcomes-based education. This also proposes a
timeline for the anticipated development and implementation of a new CMO aligned with
outcomes-based education after K-12.
5
4
3
2
1
YEAR 1
15-16
YEAR 2
16-17
YEAR 3
17-18
YEAR 4
18-19
YEAR 5
19-20
YEAR 6
20-21
TransOBE
TransOBE
TransOBE
TransOBE
TransOBE
TransOBE
TransOBE
TransOBE
TransOBE
NewOBE
TransOBE
TransOBE
TransOBE
NewOBE
NewOBE
TransOBE
TransOBE
NewOBE
NewOBE
NewOBE
TransOBE
NewOBE
NewOBE
NewOBE
NewOBE
NewOBE
NewOBE
NewOBE
NewOBE
Page 38 of 41
ANNEX
DISTINCTION OF PROGRAM OUTCOMES FOR PHYSICAL THERAPY
ACROSS LEVELS ON THE PQF AND AQRF
KSA
are specialised
technical and
theoretical, involving
critical and analytical
thinking
LEVEL 6
BACCALAUREATTE
Applications
are complex and
changing
LEVEL 7
POST-BACCALAUREATTE
Applications
Independence
KSA
minimal guidance and
demonstrated initiative,
adaptability and self
direction
involve mastery of a body
of knowledge at the
forefront of a field,
involving critical and
independent thinking as
the basis for research to
extend or redefine
knowledge or practice
LEVEL 8
DOCTORAL AND POST-DOCTORAL
Applications
Independence
Independence
KSA
are complex and
unpredictable
demonstrated substantial
initiative, adaptability,
self direction and
guidance to others
are at the most advanced
and specialised level and
at the frontier of a field;
involving independent
and original thinking and
research, resulting in the
creation of new
knowledge or practice
involve the
development and
testing of innovative
solutions to resolve
abstract and emergent
issues
expert judgement, with
significant responsibility
for professional
knowledge and practice;
management, evaluation
and improvement of
activities
Professional work that
requires leadership and
management in a
specialized or
multidisciplinary
professional work,
research and/or for
further study
Independent and or in
teams of multidisciplinary
field with very minimal
supervision that involves
exercise of leadership
and initiative
are highly specialised
and complex
demonstrated high
level initiative,
adaptability, and self
direction and
leadership to others
involve the
development and
testing of new theories
to resolve complex,
abstract and emergent
issues
authoritative and
expert judgment, with
sustained commitment
to management of
research and significant
responsibility for
extending professional
knowledge and practice
and creation of new
ideas and or processes
Highly specialized or
complex
multidisciplinary field
of professional work,
research and/or further
study that require
management expertise,
innovation and
leadership
Independent and/or in
teams of multidisciplinary and
complex setting with
significant level of
expertise-based
autonomy and
accountability
AQRF
PQF
Broad and coherent
knowledge and skills in
their field of study for
professional work and
lifelong learning
involve the
development of
solutions to resolve
complex and abstract
issues
defensible judgement
and significant planning,
coordination, evaluation
and improvement of
activities
Professional work or
research in a specialized
field of discipline and/or
for further study
Independent and /or in
teams of related field
with minimal supervision
guided by set procedures
that frequently require
judgment
Advanced knowledge and
skills in specialized or
multidisciplinary field of
study for professional
practice or self-directed
research
Highly advanced
systematic knowledge
and skills in very
specialized or complex
multidisciplinary field of
learning for multifaceted
research or professional
practice or for the
advancement of learning
PROGRAM OUTCOMES
1.
2.
3.
4.
Apply knowledge of physical sciences, social sciences, health
sciences and natural sciences to the practice of physical therapy;
Demonstrate consistent competence in conducting a
comprehensive examination, evaluation, and assessment of
patients/clients across the lifespan within a broad continuum of
care
Demonstrate consistent competence in planning and
implementing appropriate physical therapy interventions for
patients/clients across the lifespan within a broad continuum of
care;
Apply teaching-learning principles in different learning
environments
Demonstrates highly proficient comprehensive examination,
evaluation, and assessment of patients/clients in a specific area of
practice, across the lifespan, within a broad continuum of care
Demonstrates highly specialized comprehensive examination,
evaluation, and assessment of patients/clients in a specific area of
practice, across the lifespan, within a broad continuum of care
Demonstrates highly proficient planning and implementing
appropriate physical therapy interventions for patients/clients in a
specific area of practice, across the lifespan, within a broad
continuum of care
Implements innovative teaching-learning practices, demonstrating
capabilities for beginning mentorship skills
Demonstrates highly specialized planning and implementing
appropriate physical therapy interventions for patients/clients in a
specific area of practice, across the lifespan, within a broad
continuum of care
Demonstrates highly advanced and systematic mentorship skills
enabling the development of protégés in their area of practice
Page 39 of 41
5.
6.
7.
8.
LEVEL 6
BACCALAUREATTE
KSA
Applications
Independence
Practice beginning management and leadership skills in various
practice settings
Demonstrate research-related skills in the application of best
practice evidence in the performance of various roles in different
practice settings
Promote health and improved quality of life through the practice
of the profession
Actively engage in lifelong learning activities
9.
10.
Work effectively in an inter-professional collaborative setting
Demonstrate proficiency in oral and written communication skills
as well as reading and listening
11.
Demonstrate social and professional responsibility and ethical
behaviors in multi-cultural settings and scenarios
12.
Maximize the use of innovative technology in the practice of the
profession
LEVEL 7
POST-BACCALAUREATTE
KSA
Applications
Independence
Demonstrates effective and efficient management and leadership
skills in a multi-disciplinary team, with a sensitive discernment of
when to yield to the leadership of others.
Conducts self-directed research that extend or redefine practice
Demonstrates expert initiatives to lead the community in advocacies
for health and quality of life
Demonstrates an internally driven responsibility for professional
knowledge and practice
Exhibits highly proficient purposive written and oral communications
skills in multi-disciplinary settings
Demonstrates highly tolerant, culturally sensitive, flexible and
adaptable ethical behaviors in multi-disciplinary, multi-cultural
settings
Consistently develops and tests innovative solutions to problems in
multi-disciplinary settings
LEVEL 8
DOCTORAL AND POST-DOCTORAL
KSA
Applications
Independence
Exhibits systematic leadership of a highly specialized, complex
multi-disciplinary team, with a sensitive discernment of when to
yield to the leadership of others.
Consistently undertakes generation of new knowledge through
independent and original thinking in very specialized or complex
multi-disciplinary settings
Leads multi-disciplinary teams in engaging in policy-making for
health and improved quality of life
Exudes a sustained commitment to create new ideas and practices
that influence others to engage in lifelong learning
Exhibits highly adaptable purposive written and oral
communication skills, appropriate to specialized multi-disciplinary
settings
Demonstrates self-actualization of ethical behaviors in highly
specialized multi-disciplinary, multi-cultural settings
Initiates the creation of new theories or innovative technology to
solve problems in highly specialized multi-disciplinary settings.
Page 40 of 41
ANNEX 3
CONTINUOUS QUALITY IMPROVEMENT (CQI)
There must be a continuous quality improvement (CQI) program to meet the demands
of global equivalency of quality standards in the BSPT program.
The following steps are necessary to implement CQI:
1.
PLAN
Collect data and establish a baseline.
Identify the problem and the possible causes and prioritize corrective actions
2.
DO
Make changes designed to correct or improve the situation.
3.
CHECK or STUDY
Study the effect of these changes on the situation. Collect data on the new
process and compare to the baseline. Show the effects of changes on a process
over time. Evaluate the results and then replicate the change or abandon it and
try something different
4.
ACT
If the result is successful, standardize the changes and then work on further
improvements or the next prioritized problem. If the outcome is not yet
successful, look for other ways to change the process or identify different
causes for the problem.
Page 41 of 41