Category Archives: Uncategorized

How We Learn

5857112597_eb3787e9c1_zBack when I started clinical teaching for St. Kate’s, I took the APTA’s Clinical Instructor credentialing course, which I would highly recommend if you are clinical faculty or a clinical instructor.  I’m glad I kept the course book, as I found it a helpful refresher for me about learning in the psychomotor domain.

UOP has a great resource for faculty – the Teaching and Learning Center.  Besides presentations on topics related to teaching and learning, feedback on teaching observations, and assisting with problems encountered in the classroom, they also have a Teaching and Learning book club.  The one for October caught my eye so I signed up – Teach Students How to Learn – Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation, by Saundra Yancy McGuire with Stephanie McGuire (note: I do not get anything if you click and buy – just putting the hyperlink there if you are interested).  PT students are motivated, so why take the course?  Well, the part about presenting “evidence-based strategies to boost student success in your courses and beyond” caught my eye.  I’m a good clinical educator, and I’ve given inservices and CEU presentations, but I can always improve.  It has given me good food for thought during my my first semester here.  I’ve found it helpful to review how we learn and apply facts, and learn and apply movements, and I’ve tried to adjust my teaching style and the class accordingly.

I also did a midterm feedback form for Patient Care Skills, and gleaned information from it and from the official end-of-semester feedback.  As I’ve written before in the blog, students can be great teachers.  There are some things that are not negotiable in teaching, either because it is required by the course or it is included for a purpose (pedagogy or teaching philosophy), but there are other things students observe that are helpful.  I’ll be honest, I was hesitant in reading them – I’ve read that reviews can be brutal as it is anonymous and some students unload, but these two cohorts are professional and overall it was helpful for next semester and the next time I teach PCS and help with ACP.

Photo credit: New Blooms Pyramid by Andrea Hernandez

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One more week to go-time!

I’ve been prepping for classes and working on a draft of my semester research plan.  For Patient Care Skills I have a co-instructor and I have a teaching mentor – I’m excited about this one as it reminds me of having St. Kate’s first-year ICE students.  For Advanced Clinical Problems I’ll be a co-instructor with another faculty leading and another co-instructor from the PT community.  The students have recently finished their first clinical experience; again, it reminds me of St. Kate’s and also being able to take them from the beginnings of their clinical experience and building upon that with a bit of freedom with guidance to increase clinical reasoning.  While it will be a full semester, I’m looking forward to what lies ahead!

I still need to meet with my scholarly activity mentor, but I’ve written a draft of my plan so I can keep on top of it (while trying not to bite off too much!).  As I’ve written before I’m interested in adherence to exercise, and in hip fracture rehab. I’m trying to find out what I can glean from CMS in their data sets – it is pricey but if I can find the info needed it might help.  This article from January 2016 PTJ about more therapy after a hip fracture improves outcomes most of the time (my phrase) is interesting and hopefully I can find data to help find answers and drive more questions.  Did you know that hip fracture mobility recovery appears to follow a sequence?  For a HEP, you might want to consider giving them functional exercises.  Interested in blood flow restriction training (BFR)?  See how it works. California has looked at mortality after a hip fracture which I found interesting (at least the key findings).

Changes ahead

We moved from MN to CA in June, and I am transitioning into academia next month.  How it happened is for another post, but I gave up a really sweet position with St. Therese and St. Kate’s (a great company and setting, with a wonderful partner for clinical education as Clinical Faculty and Clinical Instructor) for an unexpected opportunity I could not pass up.  I will be teaching (Patient handling skills, Ther Ex, Geriatrics, and Advanced Clinical Problems – a pro bono clinic of sorts) and doing research at University of the Pacific in Stockton, CA.  I am honored and excited by the opportunity.

So what does that mean for the blog?  Well, it will still be primarily about older adults, but will also include a bit more about teaching and research.  I’ve been off the blog and most of SM as we transitioned from the Twin Cities to Stockton; I plan to pick it up after we get settled at home and I get in the groove of things at UofP and find clinic work on the side.  Stay tuned!

“Responding to the Reluctant Patient”

How do you respond to a patient that doesn’t want to participate in therapy?  This is a paper from the August 2016 PTJ, but I only read it just recently.  I had my current student read it, and would highly recommend anyone in the SNF/TCU or acute care (or even HH) read it.  It really opened my eyes to how better interact with the reluctant patient.

Delany C, Anderson L.  From Persuasion to Coercion: Responding to the Reluctant Patient in Rehabilitation.  Phys Ther (2016) 96 (8): 1234-1240.

If you are thinking of working in a SNF/TCU…

I’ve had some students recently ask me about searching for work in the TCU.  I love the TCU setting – the medical complexity, the rehabilitation for all different diagnoses (ortho, cardiopulm, neuro), getting people back home.  If you are looking at TCU’s, these are some of the things I’ve considered when looking for work:

  1. The Medicare rating – 4 and 5 stars is a good starting point; I’ve worked at a 3 and where I was at until July was a 1 for a while (upgraded to a 2 currently) and I would still willingly work there, so I wouldn’t automatically cross one off your list because of this. [edit 5/2: my Dad is now in a TCU in Tennessee – tough searching from a distance.  Consider looking at the ratings also for health inspections and for outcomes – the ones I looked at I’d rather have a higher outcomes rating than a health rating as it looked like the health ratings were issues with documentation, food temp, etc and tended to be isolated incidents vs percent of residents with pressure sores, not returning to prior functional level, etc).]
  2. In-house vs contract therapy:
    1. Productivity will probably differ; from my observation in-house productivity is relatively lower (see my blog post https://geriatricpt.wordpress.com/2016/01/28/thoughts-on-productivity/ ).   Find out what their productivity expectations are, and what they might have to help you achieve it.
    2. Employee satisfaction: I work at a place with low turn-over – we could get more pay elsewhere possibly, but at what cost?  What is employee satisfaction like? (ask current employees away from the interview time – if you know any prior grads at a TCU ask what they think of their company, or go to a PT Pub Night, or ask classmates what companies and locations they interned at and what they thought about the corporate culture).
  3. Will you be at one site, floating as needed between sites, or doing HH as needed?
  4. Get a sense of how important rehab is to the facility – if they put money into the rehab dept (as it is where a facility makes its money) it makes a real difference.  If the gym is in the basement with no windows and little equipment, it may be depressing to you and to the patients.
  5. What is the con-ed budget?  Companies may offer CEU’s through ACP (the modalities company) or Medbridge and have less of a discretionary con-ed budget.
  6. Mentoring – is there a PT you can turn to as a new grad if you have questions or need help?  Ideally an official mentor, but that doesn’t happen really in this setting (or rarely).
  7. Will you be all alone as a new grad?
  8. Will you be responsible for a PTA (or two???) as a new grad?
  9. What is the typical day like – treatment times, diagnoses generally seen, etc.
  10. How much is TCU vs LTC vs OP?  (I have been in a combined setting most of my career thus far).
  11. Holidays and weekend – how many do you have to work, or are you on call, etc?
  12. Dress code?
  13. Weekend pay differential if you are required to work weekends?
  14. Do they reimburse licensure? (pretty rare in TCU)
  15. What is the nursing: patient ratio (and the NAR: patient ratio)

Compendium for teaching professional level PT content (neuro focus)

From an email I received earlier this month.  If you are an instructor this is a great resource for neuro-related coursework ideas.

*************************************************

The Academy of Neurologic Physical Therapy is pleased to announce the
release of the updated *“Compendium for Teaching Professional Level
Physical Therapy Content, v. 2016”*. This compendium is an update of the
previous compendium published in 2000 and edited by Margaret Schenkman PhD,
PT and Kathleen Gill-Body, MS, PT, NCS.

The purpose of the Compendium is to provide examples of high quality
teaching and learning strategies that have been developed and refined by
the contributors. Some activities include detailed patient cases and/or
grading rubrics, which can be difficult and time-consuming to write. These
will be useful for novice faculty who are seeking innovative ways to
deliver content. In addition, experienced educators will find new ideas
and alternative teaching strategies.

The compendium is online, and open access
http://www.neuropt.org/education/compendium. Activities may be searched by
elements of the patient management model, by pathology, or by type of
teaching activity. *Activities can be downloaded individually, and
educators may freely adapt or adopt the learning activities while providing
recognition to the Academy and the original authors*.

The Compendium co-chairs would like to recognize the hard work of authors,
editors, and Academy leaders in developing this resource. We hope you find
it useful in planning your curriculum!

*Jody Cormack, PT, DPT, MS Ed, NCS*
* Sue Perry, PT, DPT, MS*
Compendium v.2016 Co-chairs

I have a bias toward therapy

I’m on a flight to go visit my father in the hospital. He had significant SOB, had a TEE which showed significant mitral regurgitation. We’ve had end of life discussions so know his wishes, and he wanted to have a valve clipping done (given his age and PMH it was recommended he not have open heart surgery, and this was the other option given to him). This is a relatively new procedure and I do have some questions I want to ask (including why no palliative care consult yet, will this reduce readmissions, change mortality, it drastically improve quality of life, and what are the complication rates).
I personally am questioning how much impact will this procedure have on dad’s life – cost benefit or risk assessment I guess; given that I work with sick people, have read Being Mortal, and have seen sad cases, I’m a little hesitant about surgery for him. I don’t want to see my Dad suffer either way. How do surgeons decide when to counsel conservative management, something other than what they are trained to do? ( His previous cardiologist knew of this problem and had recommended managing symptoms, but my parents just moved last month and had to reestablish health care providers, so this is definitely a different take on the situation).

Better yet, do I do any better? As PT’s we hear and agree #getPTfirst or #choosePT – we know we can make a great impact on people’s function and quality of life We talk about avoiding surgery if you can and avoid opioids. I want to bring hope. I hate it when I have to admit that i can’t restore function, return the patient home, etc. Most of the time it is easy – yes or no. But in the gray area, how long do you spend working at it? The patient with a CVA. The patient who has poor motor planning that isn’t responding to everything you can think of to help with mobility. The patient with pain you can’t really touch no matter what you do. These are the things you want to know as a student, and even as a practitioner there are ones that stick in your mind – did I do everything? Would a bit more, or something different help? I want to give hope, and I hate it when I have to say I’ve done all i can and we need to stop. Even therapy can’t fix everything. To a man with a hammer everything looks like a nail – i have a bias toward therapy and I need be aware of that for the sake of my patients, their families, and even myself.

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