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SUBJECT: SAMPLE OUTCOMES-BASED CURRICULUM FOR THE BACHELOR OF SCIENCE IN

PHYSICAL THERAPY EDUCATION


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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

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b. Educator, using basic teaching-learning principles
c. Manager of his own practice
d. Consumer of research
e. Advocates of physical therapy practice and functional movement
for health
f. Community-based therapist

Allied Fields
5.5.1 Education
5.5.2 Management
5.5.3 Public Health
5.5.4 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) Clinical competence in specific profession


b) Health professional and ethical practice
c) Interprofessional education
d) Communication skills/Educator
e) Lifelong learner (personal/continuing professional development)
f) Leader / manager / systems approach to health care
g) Researcher
h) Social advocate / mobilizer

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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:

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PROGRAM OUTCOMES Horizontal Typology Types
Professional College University
Institution
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
+ 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.

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To distinguish the BS in Physical Therapy curriculum from curricula for post-
baccalaureate, 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

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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 time-
bound 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.

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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

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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 self-
assessment 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

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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

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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.

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Components

a) Outline and total units of General Education (GE) courses:

Language and Humanities 21 units


English 1 (Study and Thinking Skills in English) 3
English 3 (Speech Communication) 3
Filipino 1 (Sining ng Pakikipagtalastasan) 3
Filipino 2 (Pagbasa at Pagsulat sa Iba’t Ibang Disiplina) 3
Humanities (Philosophy, Logic & Literature)
1. Philosophy and Logic 3
2. Literatura 1/Literature 1 (Ang Panitikan ng 3
Filipinas/The Literatures of the Philippines)
3. Literatura 2/Literature 2 (Ang Panitikan ng 3
Mundo/The Literatures of the World)
Mathematics, Natural Science & Information Technology 26 units
Mathematics 1 (Algebra) 3
Mathematics 2 (Trigonometry) 3
Basic Statistics 3
Natural Sciences 14
1. General Chemistry 5
2. Organic Chemistry 3
3. General Physics 3
4. Applied Physics 3
Computer 3
Social Sciences 9 units
General Psychology 3
General Sociology/Anthropology 3
Health Economics with Taxation & Land Reform 3
Biological Sciences 8 units
General Biology 3
Zoology 5
Mandated Subjects 6 units
Rizal 3
Philippine History and Constitution 3
PE 8 units
NSTP 2 semesters 6 units
TOTAL GE UNITS 84 units

b) Outline and total units of Core courses;

Health Care 5 units


Ethics in Physical Therapy 2 units
Basic Sciences 22 units
Anatomy & Physiology 3
Gross and Organ System Anatomy 4
Kinesiology 4
Physiology 5

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Neuroanatomy 3
Human Development 3
Medical Foundation 14 units
General Medical Conditions 3
General Surgical Conditions 3
Neurology 3
Psychiatric Foundations for PT 3
Pathology 2
Organization and Administration 3 units
Research 1 (Intro to Research & Research Proposal 3 units
Writing)
TOTAL CORE UNITS 49 units

c) Outline and total units of Professional courses;

Physical Therapy Foundations 32 units


PT 1 (Intro to PT and Patient Care) 4
PT 2 (Light, Thermal Agents and Hydrotherapy) 4
PT 3 (PT Examination and Evaluation) 5
PT 4 (Electrotherapy) 3
Therapeutic Exercises 1 (Basic Therapeutic Exercise) 4
Therapeutic Exercises 2 (Thera Ex for Medical 4
Conditions)
Therapeutic Exercises 3 (Thera Ex for Surgical, 4
Neurologic, and Developmental Pediatric
Conditions)
Orthotics and Prosthetics 4
Clinical Application 11 units
Clinical Education (CBR) 3
Clinical Education 1 (Intro to Clinics) 2
Clinical Education 2 (Continuation of Intro to Clinics) 2
Seminar 1 (Clinical Correlations for Medical 2
Conditions)
Seminar 2 (Clinical Correlations for Surgical, 2
Neurologic, and Developmental Pediatric
Conditions)
Internship 30 units
Internship 1 15
Internship 2 15
Research 2 (Research Implementation and Presentation) 2 units field work
TOTAL PROFESSIONAL UNITS 75 units incl 2 units
field work

d) Sum total of units of the curriculum.

Lec Lab Units


Total GE Units 64 6 70
PE 8 8
NSTP 6 6
Total Core Units 43 6 49

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Total Professional Units 25 50 75 incl 2
field work
TOTAL UNITS 146 62 208

Sample Program of Study

FIRST YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
English 1 (Study and 3 3 English 3 (Speech 3 3
Thinking Skills in Communication)
English)
Filipino 1 (Sining ng 3 3 Filipino 2 (Pagbasa at 3 3
Pakikipagtalastasan) Pagsulat sa Iba’t Ibang
Disiplina)
Philippine History and 3 3 General Psychology 3 3
Constitution
Mathematics 1 3 3 Literatura 1/Literature 3 3
(Algebra) 1 (Ang Panitikan ng
Filipinas/The
Literatures of the
Philippines)
Gen. Biology 3 3 Mathematics 2 3 3
(Trigonometry)
Gen. Sociology/ 3 3 General Chemistry 3 2 5
Anthropology
PE 2 2 PE 2 2
NSTP 3 3 NSTP 3 3
TOTAL 23 TOTAL 25

SECOND YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
General Physics 2 1 3 Applied Physics 2 1 3
Zoology 3 2 5 Rizal 3 3
Basic Statistics 3 3 Anatomy & Physiology 3 3
Literatura 2/Literature 3 3 Health Care 3 2 5
2 (Ang Panitikan ng
Mundo/The Literatures
of the World)
Philosophy and Logic 3 3 Health Economics with 3 3
Taxation and Land
Reform
Organic Chemistry 3 3 PE 2 2
PE 2 2 Computer 3 3
TOTAL 22 TOTAL 22

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THIRD YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Gross and Organ 3 1 4 Neuroanatomy 3 3
System Anatomy
Physiology 4 1 5 Kinesiology 3 1 4
Human Development 3 3 Thera Ex 1 (Basic 3 1 4
Therapeutic Exercises)
PT 1 (Intro to PT and 3 1 4 PT 3 (PT Exam and Eval) 3 2 5
Patient Care)
PT 2 (Light, Thermal 3 1 4 Pathology 2 2
Agents and
Hydrotherapy)
Psychiatric Foundations 3 3 Clinical Education (CBR) 2 1 3
for PT
TOTAL 23 TOTAL 21

FOURTH YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Gen Med Conditions 3 3 General Surgical 3 3
Conditions
Neurology 3 3 Thera Ex 3 (Thera Ex for 3 1 4
Surgical, Neurologic
and Developmental
Pediatric Conditions)
Thera Ex 2 (Thera Ex for 3 1 4 Orthotics and 3 1 4
Medical Conditions) Prosthetics
PT 4 (Electrotherapy) 2 1 3 Seminar 2 (Clinical 2 2
Correlations for
Surgical, Neurologic
and Developmental
Pediatric Conditions)
Seminar 1 (Clinical 2 2 Clinical Ed 2 2 2
Correlations for (Continuation of Intro
Medical Conditions) to Clinics)
Clinical Ed 1 (Intro to 2 2 Ethics in PT 2 2
Clinics)
Organization and 3 3 Research 1 (Intro to 2 1 3
Administration in PT Research and Research
Proposal Writing)
TOTAL 20 TOTAL 20

FIFTH YEAR
First Semester Lec Lab Units Second Semester Lec Lab Units
Internship 1 15 15 Internship 2 15 15
Research 2 (Research 2* 2*
Implementation and Field Field
Presentation) work work
TOTAL 17 TOTAL 15

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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

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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 I I I P I I I I I P P P
Sining ng Pakikipagtalastasan I I I P I I I I I P P P
Philippine History and Constitution I - - - I - - I I P P P
Algebra I I I - I I - I I P P P
Gen. Biology I I I - - I - I I P P P
Gen. Sociology/Anthropology I I I - I I I I I P P P
P.E I I I - - - I I I P P P
NSTP I I I P P I I I I P P P
Speech Communication I I I P I - I I I P P P
Pagbasa at Pagsulat sa Iba’t ibang Disiplina I I I P I I I I I P P P
General Psychology I I I I P I - I I P P P
Ang Panitikan ng Filipinas/The Literatures of the Philippines I - - - - - - I I P P P
Trigonometry I I I - - I - I I P P P
General Chemistry I I I - - I - I I P P P
P.E I I I - - - I I I P P P
NSTP I I I P P I I I I P P P

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SECOND YEAR

PROGRAM OUTCOMES A B C D E F G H I J K L
General Physics I I I - I I - I I P P P
Zoology I I I - I I - I I P P P
Basic Statistics P I I - I P - I I P P P
Ang Panitikan ng Mundo/ The Literatures of the World I - - - - - - I I P P P
Philosophy and Logic I I I I I I - I I P P P
Organic Chemistry I I I I I I - I I P P P
P.E I I I I I I I I I P P P
Applied Physics P I I - I I - I I P P P
Rizal I - - - - - - I I P P P
Anatomy & Physiology P I I I I I I I I P P P
Health Care P P P P P P P I P P P P
Health Economics with Taxation and Land Reform I - - I I I - I I P P P
P.E I I I I I I I I I P P P

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THIRD YEAR

PROGRAM OUTCOMES A B C D E F G H I J K L
Gross and Organ System Anatomy P I I P D I I I I P P P
Physiology P P P P P P I I I P P P
Human Development P I I I I I I I I P P P
PT I ( Intro to PT and Patient Care P P P P P P P I I P P P
PT 2 (Light, Thermal Agents and Hydrotherapy P P P P P P P I I P P P
Psychiatric Foundations for PT P I I I I I I I I P P P
Neuroanatomy P I I I I I I I I P P P
Kinesiology P P P P P P I I I P P P
Thera Ex. I (Basic Therapeutic Exercises) P P P P P P P I I P P P
PT 3 (PT Exam and Eval) P P P P P P P I I P P P
Pathology P I I I I I I I I P P P
Clinical Education (CBR) P P P P P P P I P P P P

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FOURTH YEAR

PROGRAM OUTCOMES A B C D E F G H I J K L
General Medical Conditions D I I I I P I P I D D D
Neurology D I I I I P I P I D D D
Thera Ex 2 (Thera. Ex. For Medical Conditions) D P P P P P P P I D D D
PT 4 (Electrotherapy) D P P P P P P P I D D D
Seminar I (Clinical Correlations for Medical Conditions) D P P P P P P P I D D D
Clinical Ed. I (Intro. To Clinics) D P P P P P P I I D D P
Organization and Administration in PT D - - P P P P P P D D D
General Surgical Conditions D P P P I P P P P D D D
Thera. Ex. 3 (Thera Ex for Surgical, Neurologic and Dev. Pedia. Conditions) D P P P P P P P I D D D
Orthotics and Prosthetics D P P P P P P P I D D D
Seminar 2 (Clinical Correlations for Surgical, Neurologic, and Devt. Pedia) D P P P P P P P I D D D
Clinical Ed. 2 (Cont. of Intro to Clinics) D P P P P P P P P D D D
Ethics in PT D P P P I P I P I D D D
Research I (Intro. To Research and Research Proposal Writing) D P P P P P P P I D D D

FIFTH YEAR

PROGRAM OUTCOMES A B C D E F G H I J K L
Internship I D D D D D D D D D D D D
Research 2 (Research Implementation and Presentation D D D D D D D D D D D D
Internship 2 D D D D D D D D D D D D

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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 Program Competency Indicators Course Outcomes


Outcome Level
Gross and A P 1,2,3,5,6,7,8,9 Appreciation of differences of
Organ human anatomical structures
System Observe ethical standards in
Anatomy handling human models
B I 1 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.
C I 1 Appreciation of anatomical
body parts in relation to
normal body functions
D P 2,3,4 Apply basic principles of
teaching and learning to
engage peers in discussing
anatomical structures,
relations and functions.
E D 4 Demonstrate effective
leadership skills in group
activities
F I 1 Ask critical questions
regarding anatomy-related
problems
G I 1,2 Appreciate relationship of
normal body functions to
health and wellness
H I 1,2 Engage in self-directed
learning strategies
I I 1,2,3,5,6,7 Show sensitivity and respect
towards members of the
group

Page 20 of 41
Subject Program Competency Indicators Course Outcomes
Outcome Level
J P 1,2,5,6,7,8 Effective communication skills
K P 3,4,5,6,7,8,9 Show ethical behavior in all
course-related undertakings
Follow laws, policies related
to handling of cadavers and
human models
L P 1,2 Adopt existing technology
applied to the study of
anatomy

Third Year Second Semester

Subject Program Competency Indicators Course Outcomes


Outcome Level
Therapeutic A P 1,7,8 Appraise the beauty of human
Exercise 1 anatomy and physiology in
performing different exercises
for the wellbeing of the
patients/clients.
B P 1,2 Utilize sound clinical
reasoning skills in the
examination, evaluation and
assessment of patients/clients
in the development of
therapeutic exercises.
C P 1,2,3,4,5,6,7,8 Produce appropriate, safe,
and effective exercises for the
patients/clients suffering from
various impairment and
functional limitation.
D P 1,2, Develop teaching strategies in
the implementation of
therapeutic exercises.
E P 1,2 Apply leadership and
management skills in the
implementation of
therapeutic exercises by
developing fitness program to
the patients/clients.
F P 1,2,3,4 Search for, select and
appraise any current evidence
or research in developing and
implementation of
therapeutic exercises.

Page 21 of 41
Subject Program Competency Indicators Course Outcomes
Outcome Level
G P 1,2,3,4 Propose a wellness plan for
patients /clients using
exercises as a strategies in
improving the quality of life.
H I 1 Apply lifelong learning
strategies in various PT
practice through applications
of therapeutic exercises.
I I 1,2,3,4,5,6,7 Demonstrate effective
working relationship among
the members of rehabilitation
team and utilized various
exercises regimen for the
betterment of
patients/clients.
J P 1,2,3,4,5,6,7 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.
K P 1,7,8,9 Apply therapeutic exercises
principle to demonstrate
social and professional
responsibility of improving
the quality of life of
patients/clients.
L P 1,2,3 Select appropriate innovative
technology in performing
different exercises.

Fourth Year First Semester

Subject Program Competency Indicators Course Outcomes


Outcome Level
Clinical A D 1,2,3,4,5,6,7,9 Apply clinical reasoning skills
Education and professional attitudes to
1 appropriately respond to the
human health experience.
B P 1,2,3,4,5,6 Demonstrate beginning
competence in comprehensive
examination, evaluation and

Page 22 of 41
Subject Program Competency Indicators Course Outcomes
Outcome Level
assessment of patients with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
C P 1,2,3,4,6,7,8 Demonstrate beginning
competence in planning and
implementing appropriate
physical therapy interventions
for patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
D P 1,2,3,4 Apply principles of teaching
and learning in providing
instructions for patients with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
E P 2,4,5,8 Manage a team to properly
handle a patient with
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
F P 1,2,3,4 Search for, critically appraise,
and apply research evidence
in the management of
patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
G P 1,2,3 Ensure the inclusion of
strategies towards the
promotion of wellness for
better health among patients
with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
H I 2 Use reflective learning
strategies in starting to handle
real patients with orthopedic,
rheumatologic, cardiovascular,
pulmonary and integumentary
conditions.
I I 1,2,3,4,5,6,7 Theoretically delineate one’s

Page 23 of 41
Subject Program Competency Indicators Course Outcomes
Outcome Level
role from those of other
health professionals when
dealing with patients
orthopedic, rheumatologic,
cardiovascular, pulmonary and
integumentary conditions.
J D 1,2,3,4,5,6,7,8 Demonstrate effective oral
and written communication
skills required in direct patient
care.
K D 1,2,3,4,5,6,7,8,9 Demonstrate appropriate
ethical behaviors in multi-
cultural settings and
scenarios.
L P 1,2 Maximize the use of
innovative technology, such as
treatment modalities, in the
practice of physical therapy

Fourth Year Second Semester

Subject Program Competency Indicators Course Outcomes


Outcome Level
General A D 1,3,6,7 Apply critical thinking skills in
Surgical understanding the human
Conditions experience after undergoing a
surgical procedure referred for
PT management.
B P 1,2,5 Utilize clinical reasoning skills
in identifying important
examination, evaluation, and
assessment PT procedures
relevant to health outcomes
for patients with surgical
conditions.
C P 1,2,3,5,6 Select appropriate and cost-
effective interventions for
identified problems and goals
for patients with surgical
conditions, from the point of
admission up to discharge.
D P 1,2 Effectively teach peers
regarding approach to patients
with a specific surgical

Page 24 of 41
condition.
E I 8 Consider patient safety and
satisfaction when developing a
management plan for a patient
with a surgical condition.
F P 1,2,3,4 Search for, critically appraise,
and apply current evidence in
determining appropriate
interventions for patients with
surgical conditions.
G P 1,2 Propose a wellness plan for
patients who underwent
surgical procedure.
H P 2 Effectively engage in learner-
centered strategies (e.g.,
problem-based learning, small
group discussions) for
developing management plans
for patients with surgical
conditions.
I P 1,2,3,6,7 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.
J D 1,2,5,6,7,8 Demonstrate effective oral and
written communication skills
when expressing ideas about
the management of patients
with surgical conditions.
K D 1,3,4,5,7,9 Demonstrate appropriate
ethical and professional
behaviors when developing
management plans for patients
with surgical conditions in
multi-cultural settings.
L D 1,2 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 Course Outcomes Learning (Session)
(Competency Level) Outcomes

At the end of the BSPT At the end of the course At the end of the session on
program, the student should Gross and Organ System Shoulder:
be able to: Anatomy, the student
should be able to:
Demonstrate consistent Given a hypothetical patient Given a hypothetical patient
competence in conducting a presenting with symptoms presenting with shoulder
comprehensive examination, involving a region of the pain, distinguish among
evaluation, and assessment body, distinguish among anatomical structures that
of patients/clients across the anatomical structures that may be affected and its
lifespan within a broad may be affected and its effect on function, in relation
continuum of care (I) effect on function, in relation to examination, evaluation
to examination, evaluation and assessment of
and assessment of patients/clients.
patients/clients.
Apply teaching-learning Apply basic principles ofApply basic principles of
principles in different teaching and learning toteaching and learning to
learning environments (P) engage peers in discussing
engage peers in discussing
anatomical structures,
anatomical structures,
relations and functions.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 Course Outcomes Learning (Session)
(Competency Level) Outcomes

At the end of the BSPT At the end of the course At the end of the session on
program, the student should Clined 1, the student should UE Orthopedic Conditions:
be able to: be able to:
Demonstrate consistent Demonstrate beginning Demonstrate beginning
competence in conducting a competence in competence in
comprehensive examination, comprehensive examination, comprehensive examination,
evaluation, and assessment evaluation and assessment evaluation and assessment
of patients/clients across the of patients with orthopedic, of patients with UE
lifespan within a broad rheumatologic, orthopedic conditions.

Page 26 of 41
continuum of care (P) cardiovascular, pulmonary
and integumentary
conditions.
Apply teaching-learning Apply principles of teaching Apply principles of teaching
principles in different and learning in providing and learning in providing
learning environments (P) instructions for patients with instructions for patients with
orthopedic, rheumatologic, UE orthopedic conditions.
cardiovascular, pulmonary
and integumentary
conditions.
Practice beginning Manage a team to properly Demonstrate effective
management and leadership handle a patient with leadership skills during team
skills in various practice orthopedic, rheumatologic, meetings to determine
settings (P) cardiovascular, pulmonary appropriate management for
and integumentary patients with UE orthopedic
conditions. 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 Topic
1 1. Orientation
2. Rules & Regulations
3. Definition of Terms
2 1. Orientation
2. Cell Structure
3. Types of epithelium
4. Types of gland
5. Muscular tissue
6. Nervous tissue
7. Connective tissue
8. Cartilage and bone tissue
3-4 1. Embryonic development
2. Tissue
a. epithelial
b. connective
c. muscular
d. nervous
3. Skin
4. Skin Appendages
5 The Skeletal System
1. Bones & Joint
2. Axial Skeleton
Appendicular Skeleton
6 Preliminary Examination
7 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
8 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
9 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
10 1. Small muscles of the hand
2. Small muscles of the thumb
3. Blood vessels of the hand

Page 28 of 41
4. Short muscles of the little finger
5. Nerve supply of the hand
11 1. Anatomy of the thoracic wall
2. Anatomy of the abdominal wall and inguinal area
12 Semi-final Examination
13 1. Bones of the pelvis and lower extremity
2. Surface anatomy
3. Muscles of the gluteus
Neurovascular structures of the gluteus
14 1. Superficial and deep vessels and nerves of the thigh
2. Femoral sheath and fascia of the thigh
3. Femoral triangle and the adductor canal
4. Anatomy of the hip joint
15 1. Superficial, deep vessels and nerves of the leg and branches
2. Fascial compartments of the leg and its contents
3. Anatomy of the popliteal fossa
4. Anatomy of the knee joint
5. Clinical notes on sport injuries
16 1. Ankle retinaculum and structures passing thru it
2. Muscles of the 4 layers of the sole of the foot
3. Tarsal bones and bones of the foot
4. Superficial structures of the dorsum of the foot
5. Anatomy of the ankle joint
17 1. Foot as a weight bearer and lever
2. DVT, varicose veins, peripheral vascular diseases
3. Tendon reflexes of the lower limb
4. Foot drop
5. Clinical notes on the hip and knee joint – Trendelenberg test Drawers test
6. Plantar fasciitis
18 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 30%
Practical Examinations 20%
Portfolio 20%
Group Participation 20%
Laboratory Manual 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 Topics Methodology Resources Assessment


(Session)
Outcomes
Given a Anatomical Case discussion Anatomical Participation in
hypothetical structures of the in small groups models group discussion
patient shoulder & Jigsaw Manila paper (peer evaluation
presenting with pectoral region Colored Markers & self-
shoulder pain, Functions of evaluation)
distinguish structures of the Diagram (group

Page 30 of 41
among shoulder & output)
anatomical pectoral region Evaluation of
structures that presentation of
may be affected output
and its effect on
function, in
relation to
examination,
evaluation and
assessment of
patients/clients.
Given a Anatomical Large Group LCD Recitation
hypothetical structures of the Discussion Powerpoint Formative Quiz
patient neck & back presentation
presenting with Functions of Anatomical
neck and/ or structures of the model
back pain, neck & back
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 OIA and Game LCD Score in the
structure innervation of (Jeopardy) Powerpoint game (group)
affected in the the muscles of Scoring guide
given scenarios the shoulder,
pectoral region,
neck & back

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 Topic
1 Documentation in Physical Therapy
1. Purpose of Documentation
2. S.O.A.P. Documentation
3. Different types of patients’ notes
2 Observation of clinical patient encounters
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
4 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 Topic
conditions
3. Treatment planning and wellness interventions for common cervical spine
conditions
4. Documentation of patient management
5 Simulation session on management of patients with UE and cervical spine
orthopedic conditions
6 Preliminary Examinations
7 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
8 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
9 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
10 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
11 Simulation session on management of patients with thoracolumbar spine, LE,
peripheral vascular disease and amputation conditions
12 Clinical Visit
13 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 Topic
3. Treatment planning and wellness interventions for cardiovascular
conditions
4. Documentation of patient management
14 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
15 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
16 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
17 Simulation session on management of patients with cardiovascular,
pulmonary, peripheral neuropathic, burns and integumentary conditions
18 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 20%
Practical Examinations 30%
Portfolio 20%
Group Participation 10%
EBP briefs 20%
TOTAL 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 Topics Methodology Resources Assessment
(Session)
Outcomes
Apply clinical 1. Relevant basic Small group Sample cases Self-
reasoning skills and medical discussions evaluation
and professional surgical
attitudes to background for Role-play Peer
appropriately common UE evaluation
respond to the orthopedic Clinical
human health conditions exposure Observation
experience. 2. Examination, checklist
Demonstrate evaluation and Interactive LCD Written
beginning assessment for lectures Laptop exams
competence in common UE Exam tools
comprehensive orthopedic Demonstration (goniometer, Practical
examination, conditions tape measure, exams
evaluation and 3. Treatment Role-playing etc.)
assessment of planning and Plinths Observation
patients with UE wellness Clinical checklist
orthopedic interventions exposure Clinical
conditions. for common UE placement with
orthopedic patients
Demonstrate conditions Interactive LCD Written
beginning 4. Documentation lectures Laptop exams
competence in of patient Treatment
planning and management Demonstration interventions Practical
implementing (weights, exams
appropriate Role-playing modalities, etc.)
physical therapy Plinths Observation
interventions Clinical checklist
for patients with exposure Clinical
UE orthopedic placement with
conditions. patients
Apply principles Role playing Sample cases Practical
of teaching and exams
learning in
providing
instructions for
patients UE
orthopedic
conditions.
Manage a team Small group Sample cases Self-
to properly discussions evaluation
handle a patient
with UE Peer
orthopedic evaluation
conditions.

Page 36 of 41
Learning Topics Methodology Resources Assessment
(Session)
Outcomes
Search for, Case-based Sample cases Rubrics for
critically exercises checking
appraise, and EBP briefs
apply research
evidence in the
management of
patients with UE
orthopedic
conditions.
Ensure the Interactive Sample cases Written
inclusion of lectures exam
strategies
towards the Small group Self-
promotion of discussions evaluation
wellness for
better health Peer
among patients evaluation
with UE
orthopedic
conditions.
Use reflective One-minute Sample cases Rubrics for
learning essays portfolio
strategies in assessment
starting to
handle real
patients with UE
orthopedic
conditions.
Theoretically Small group Sample cases Self-
delineate one’s discussions evaluation
role from those
of other health Peer
professionals evaluation
when dealing
with UE
orthopedic
conditions.
Demonstrate Writing Sample cases Written
effective oral activities exams
and written
communication Role-playing Practical
skills required in exams
direct patient
care. Rubrics for

Page 37 of 41
Learning Topics Methodology Resources Assessment
(Session)
Outcomes
portfolio
assessment
Demonstrate Role-playing Sample cases Observation
appropriate checklist
ethical Clinical Clinical
behaviors in exposure placement with
multi-cultural patients
settings and
scenarios.
Maximize the Case-based Sample cases Rubrics for
use of exercises portfolio
innovative assessment
technology,
such as
treatment
modalities, for
patients with UE
orthopedic
conditions.

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.

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6


15-16 16-17 17-18 18-19 19-20 20-21

5 TransOBE TransOBE TransOBE TransOBE TransOBE


4 TransOBE TransOBE TransOBE TransOBE NewOBE NewOBE
3 TransOBE TransOBE TransOBE NewOBE NewOBE NewOBE
2 TransOBE TransOBE NewOBE NewOBE NewOBE NewOBE
1 TransOBE NewOBE NewOBE NewOBE NewOBE NewOBE

Page 38 of 41
ANNEX
DISTINCTION OF PROGRAM OUTCOMES FOR PHYSICAL THERAPY
ACROSS LEVELS ON THE PQF AND AQRF

LEVEL 6 LEVEL 7 LEVEL 8


BACCALAUREATTE POST-BACCALAUREATTE DOCTORAL AND POST-DOCTORAL
KSA Applications Independence KSA Applications Independence KSA Applications Independence
involve mastery of a body are at the most advanced
of knowledge at the and specialised level and
are specialised demonstrated high
minimal guidance and forefront of a field, demonstrated substantial at the frontier of a field;
technical and level initiative,
are complex and demonstrated initiative, involving critical and are complex and initiative, adaptability, involving independent are highly specialised
theoretical, involving adaptability, and self
changing adaptability and self independent thinking as unpredictable self direction and and original thinking and and complex
critical and analytical direction and
direction the basis for research to guidance to others research, resulting in the
thinking leadership to others
extend or redefine creation of new
knowledge or practice knowledge or practice
authoritative and
AQRF expert judgment, with
expert judgement, with
involve the involve the sustained commitment
involve the defensible judgement significant responsibility
development and development and to management of
development of and significant planning, for professional
testing of innovative testing of new theories research and significant
solutions to resolve coordination, evaluation knowledge and practice;
solutions to resolve to resolve complex, responsibility for
complex and abstract and improvement of management, evaluation
abstract and emergent abstract and emergent extending professional
issues activities and improvement of
issues issues knowledge and practice
activities
and creation of new
ideas and or processes
Highly advanced Highly specialized or
Professional work that Independent and/or in
systematic knowledge complex
Independent and /or in Advanced knowledge and requires leadership and Independent and or in teams of multi-
Broad and coherent and skills in very multidisciplinary field
Professional work or teams of related field skills in specialized or management in a teams of multidisciplinary disciplinary and
knowledge and skills in specialized or complex of professional work,
research in a specialized with minimal supervision multidisciplinary field of specialized or field with very minimal complex setting with
PQF their field of study for
field of discipline and/or guided by set procedures study for professional multidisciplinary supervision that involves
multidisciplinary field of research and/or further
significant level of
professional work and learning for multifaceted study that require
for further study that frequently require practice or self-directed professional work, exercise of leadership expertise-based
lifelong learning research or professional management expertise,
judgment research research and/or for and initiative autonomy and
practice or for the innovation and
further study accountability
advancement of learning leadership
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 Demonstrates highly proficient comprehensive examination, Demonstrates highly specialized comprehensive examination,
comprehensive examination, evaluation, and assessment of evaluation, and assessment of patients/clients in a specific area of evaluation, and assessment of patients/clients in a specific area of
patients/clients across the lifespan within a broad continuum of practice, across the lifespan, within a broad continuum of care practice, across the lifespan, within a broad continuum of care
care
3. Demonstrate consistent competence in planning and Demonstrates highly proficient planning and implementing Demonstrates highly specialized planning and implementing
implementing appropriate physical therapy interventions for appropriate physical therapy interventions for patients/clients in a appropriate physical therapy interventions for patients/clients in a
patients/clients across the lifespan within a broad continuum of specific area of practice, across the lifespan, within a broad specific area of practice, across the lifespan, within a broad
care; continuum of care continuum of care
4. Apply teaching-learning principles in different learning Implements innovative teaching-learning practices, demonstrating Demonstrates highly advanced and systematic mentorship skills
environments capabilities for beginning mentorship skills enabling the development of protégés in their area of practice

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LEVEL 6 LEVEL 7 LEVEL 8
BACCALAUREATTE POST-BACCALAUREATTE DOCTORAL AND POST-DOCTORAL
KSA Applications Independence KSA Applications Independence KSA Applications Independence
5. Practice beginning management and leadership skills in various Demonstrates effective and efficient management and leadership Exhibits systematic leadership of a highly specialized, complex
practice settings skills in a multi-disciplinary team, with a sensitive discernment of multi-disciplinary team, with a sensitive discernment of when to
when to yield to the leadership of others. yield to the leadership of others.
6. Demonstrate research-related skills in the application of best Conducts self-directed research that extend or redefine practice Consistently undertakes generation of new knowledge through
practice evidence in the performance of various roles in different independent and original thinking in very specialized or complex
practice settings multi-disciplinary settings
7. Promote health and improved quality of life through the practice Demonstrates expert initiatives to lead the community in advocacies Leads multi-disciplinary teams in engaging in policy-making for
of the profession for health and quality of life health and improved quality of life
8. Actively engage in lifelong learning activities Demonstrates an internally driven responsibility for professional Exudes a sustained commitment to create new ideas and practices
knowledge and practice that influence others to engage in lifelong learning
9. Work effectively in an inter-professional collaborative setting
10. Demonstrate proficiency in oral and written communication skills Exhibits highly proficient purposive written and oral communications Exhibits highly adaptable purposive written and oral
as well as reading and listening skills in multi-disciplinary settings communication skills, appropriate to specialized multi-disciplinary
settings
11. Demonstrate social and professional responsibility and ethical Demonstrates highly tolerant, culturally sensitive, flexible and Demonstrates self-actualization of ethical behaviors in highly
behaviors in multi-cultural settings and scenarios adaptable ethical behaviors in multi-disciplinary, multi-cultural specialized multi-disciplinary, multi-cultural settings
settings
12. Maximize the use of innovative technology in the practice of the Consistently develops and tests innovative solutions to problems in Initiates the creation of new theories or innovative technology to
profession multi-disciplinary settings solve problems in highly specialized multi-disciplinary settings.

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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.

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