Course Code: Course Title COURSE CREDIT: 2 Units (Laboratory) Pre-Requisite

COURSE SYLLABUS FOR
CLINICAL EDUCATION
COURSE CODE: PCE 301
COURSE TITLE: Clinical Education
COURSE CREDIT: 2 Units (Laboratory)

PRE- REQUISITE: All previous professional course
COURSE DESCRIPTION:
This course integrates and correlates knowledge, and provides opportunities for performance
of skills acquired by the students in the introductory and applied physical therapy subjects,
with emphasis on clinical reasoning. It also highlights the different principles governing
effective diagnosis, goal-setting, and planning for and implementing appropriate and
comprehensive evaluation and treatment as applied to cases of clients/patients across the
lifespan in the context of ethical, person-centered, and interprofessional care.
COURSE OUTCOMES
Course Outcomes Student Learning Outcomes
At the end of this course, the students should be able to: A B C D E F G H I J K L M
Integrate knowledge of foundational sciences with principles of   

rehabilitation in coming up with an assessment and treatment
plan for a given patient
   
Demonstrate critical and reflective clinical reasoning skills in
assessment and treatment planning
Formulate a comprehensive and individualized evaluation plan  
for clients/ patients across the lifespan
o Select pertinent physical therapy assessment
procedures for a specific patient
o Interpret the results of assessment tests correctly
o Identify therapy problems based on the results of
examination
o Categorize problems into impairments, activity
limitations, and participation restrictions
o Prioritize therapy problems according to their importance
to the case
o Identify anticipated problems and corresponding
predictive criteria for each case/condition
o Formulate a hypothesis-oriented diagnosis
Perform a comprehensive and individualized assessment for     

clients/ patients across the lifespan
o Derive a complete case history of a simulated patient
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o Conduct PT examination procedures in an orderly,
organized and logical manner for clients/ patients across
the lifespan
o Perform PT examination procedures within a reasonable
amount of time
o Demonstrate the different PT techniques, observing correct
procedure and appropriate patient care skills for clients/
patients across the lifespan
o Communicate rationales and assessment instructions of the
basic procedures in an understandable manner given a
simulated patient care situation
o Identify scenarios that may need referral to other health
care professionals
Create a complete and individualized treatment plan for clients/    

o Formulate a prognosis in consideration of the nature of
the condition, patient characteristics, and thrust of
treatment
o Set SMART long-term and short-term goals for each
case
o Design a treatment plan citing strategies and specific
tactics that will address the problems identified
o Apply teaching-learning principles in planning for
patient/caregiver education
Perform a complete and individualized treatment for clients/       

o Implement treatment plan efficiently, considering specific
patient needs, characteristics, and responses
o Prescribe appropriate and practical home or ward
instructions for clients/ patients across the lifespan
o Apply teaching-learning principles in performing
patient/caregiver education
o Show professional bearing and prudence in interacting with
patients and caregivers
   
Integrate evidence-based practice in planning and implementing
physical therapy assessment and treatment
    
Document evaluation and treatment plans completely,
accurately, and in accordance to the recommended format
       
Communicate and interact with other members of the healthcare
team effectively during assessment and treatment planning
COURSE OUTLINE
Teaching –
Time
Course Outcomes Content / Topics Learning Assessment Tools
Period
Activities
Foundations of Clinical Decision-Making
 Definition of clinical decision-
making
 Physical Therapy Frameworks
Integrate knowledge of
o The Physical Therapy
foundational sciences with
process
principles of rehabilitation in
o Patient/Client
coming up with an assessment
management model
and treatment plan for a given
o The international
patient
classification for
functioning, disability,
Demonstrate critical and
and health framework
reflective clinical reasoning skills
o The hypothesis-oriented Rubrics for class
in assessment and treatment
algorithm for clinicians – participation and
planning
II (HOAC – II) Interactive participation in
o Interprofessional Lecture- small group
Integrate evidence-based Week
approach to health care Discussion discussion
practice in planning and 1
 Clinical decision-making in novice
implementing physical therapy
and expert physical therapists Small Group Seatwork (Written
assessment and treatment
 Clinical decision-making in Discussion Exam/ Output)
different physical therapy
Document evaluation and
practices, including disease- Quiz (Written Exam)
treatment plans completely,
specific frameworks
accurately, and in accordance to
the recommended format
Clinical Decision-Making/ Reasoning
Strategies
Communicate and interact with
other members of the healthcare
Documentation in Physical Therapy
team effectively during
 Documentation frameworks
(SOAP, FOR)
planning
 Review of useful principles for
documenting assessment and
treatment
foundational sciences with Application of Clinical Decision-Making Rubric for
principles of rehabilitation in Frameworks to Client/ Patient Cases participation in
coming up with an assessment  Problem Identification – Current case-based
and treatment plan for a given and Anticipated Problems; discussion
Weeks Case-Based
patient Patient-Identified vs. Non-Patient-
2-3 Discussion
Identified Problems Seatwork (Written
Demonstrate critical and  Problem Prioritization Exam/ Output)
reflective clinical reasoning skills  Creation of Physical Therapy
in assessment and treatment Diagnosis Quiz (Written Exam)
planning
Teaching –
Time
Period
Activities
 Creation of Physical Therapy
Formulate a comprehensive and Prognosis
individualized evaluation plan for  Goal-Setting
clients/ patients across the  Treatment Planning, including
lifespan Strategies and Tactics
Create a complete and

individualized treatment plan for
clients/ patients across the
lifespan
Integrate evidence-based
practice in planning and

Show professional bearing and Ethical Approach to Client Care

prudence in interacting with  Review of ethical principles in
patients and caregivers health care Rubrics for class
 Overview of ethical issues in
participation and
Communicate and interact with physical therapy client/ patient Interactive
care small group
other members of the healthcare Lecture-
discussion
team effectively during Week Discussion
The Rehabilitation Team
assessment and treatment 4
 Principles, advantages and Seatwork (Written
planning challenges of Interprofessional Small Group
Exam/ Output)
practice Discussion
Integrate evidence-based  Frameworks of Interprofessional
Quiz (Written Exam)
practice in planning and practice
implementing physical therapy  Interprofessional approach to
assessment and treatment client/ patient cases
foundational sciences with
principles of rehabilitation in Planning and Implementation of Physical
coming up with an assessment Therapy Assessment and Treatment of Rubrics for
and treatment plan for a given Acute Care to In-Patient Orthopedic participation in
patient Conditions case-based
Case-Based discussion and
 Etiology, epidemiology,
Demonstrate critical and Discussion student
Week manifestations of common
reflective clinical reasoning skills demonstration
5 conditions
in assessment and treatment Student
 Assessment and/or Management
planning Demonstration Seatwork (Written
frameworks
Exam/ Output)
 Assessment of PT problems
Formulate a comprehensive and
 Guidelines in goal-setting
individualized evaluation plan for Quiz (Written Exam)
clients/ patients across the  Treatment considerations
lifespan
Teaching –
Time
Period
Activities
Perform a comprehensive and
individualized assessment for
lifespan
Create a complete and

individualized treatment plan for
lifespan
Perform a complete and

individualized treatment for
lifespan

Communicate and interact with

other members of the healthcare
team effectively during
planning
Week 6: Prelim Written Examination (Foundations of Clinical Decision-Making to Assessment and Treatment of Acute Care to In-
Patient Orthopedic Conditions)
Objective Structured Clinical Examination (Working with a Rehabilitation Team and Assessment and Treatment of Acute Care to
In-Patient Orthopedic Conditions)
Planning and Implementation of Physical Rubrics for

Integrate knowledge of Therapy Assessment and Treatment of participation in
foundational sciences with Outpatient Orthopedic Conditions case-based
principles of rehabilitation in
 Etiology, epidemiology, Case-Based discussion and
coming up with an assessment
manifestations of common Discussion student
and treatment plan for a given Week
conditions demonstration
patient 7
 Assessment and/or Management Student
frameworks Demonstration Seatwork (Written
Demonstrate critical and
 Assessment of PT problems Exam/ Output)
reflective clinical reasoning skills
 Treatment considerations Quiz (Written Exam)
planning
Case-Based Rubrics for
Planning and Implementation of Physical
Formulate a comprehensive and Week Discussion participation in
Therapy Assessment and Treatment of
individualized evaluation plan for 8 case-based
Sports-Related Conditions
Student discussion and
Teaching –
Time
Period
Activities
clients/ patients across the  Etiology, epidemiology, Demonstration student
lifespan manifestations of common demonstration
conditions
Perform a comprehensive and  Assessment and/or Management Seatwork (Written
individualized assessment for frameworks Exam/ Output)
clients/ patients across the  Assessment of PT problems
lifespan  Guidelines in goal-setting Quiz (Written Exam)
 Treatment considerations
Create a complete and Planning and Implementation of Physical
individualized treatment plan for Therapy Assessment and Treatment of Rubrics for
clients/ patients across the Vascular Conditions and Other Special participation in
lifespan Conditions (General Medical Conditions, case-based
Conditions during Pregnancy) Case-Based discussion and
Perform a complete and  Etiology, epidemiology, Discussion student
individualized treatment for Week
manifestations of common demonstration
clients/ patients across the 9
conditions Student
lifespan
 Assessment and/or Management Demonstration Seatwork (Written
frameworks Exam/ Output)
 Guidelines in goal-setting Quiz (Written Exam)
Therapy Assessment and Treatment of participation in
Cardiopulmonary Conditions case-based
accurately, and in accordance to  Etiology, epidemiology, Case-Based discussion and
the recommended format manifestations of common Discussion student
Week
10
Communicate and interact with  Assessment and/or Management Student
other members of the healthcare frameworks Demonstration Seatwork (Written
team effectively during  Assessment of PT problems Exam/ Output)
assessment and treatment  Guidelines in goal-setting
planning  Treatment considerations Quiz (Written Exam)
Therapy Assessment and Management of participation in
the Well Population/ At-Risk Clients case-based
 Etiology, epidemiology, Case-Based discussion and
manifestations of common Discussion student
Week
11
 Assessment and/or Management Student
frameworks Demonstration Seatwork (Written
 Assessment of PT problems Exam/ Output)
 Management considerations Quiz (Written Exam)
Week 12: Midterm Written Examination (Assessment and Treatment of Outpatient Orthopedic Conditions to Assessment and
Management of the Well Population)
Objective Structured Clinical Examination (Assessment and Treatment of Outpatient Orthopedic Conditions to Assessment and
Management of the Well Population))
Teaching –
Time
Period
Activities
Integrate knowledge of Therapy Assessment and Treatment of Rubrics for
foundational sciences with Pediatric Lower Motor Neuron Lesion participation in
principles of rehabilitation in Conditions case-based
coming up with an assessment Case-Based discussion and
and treatment plan for a given Week Discussion student
manifestations of common
patient 13 demonstration
conditions
Student
Demonstrate critical and Demonstration Seatwork (Written
frameworks
reflective clinical reasoning skills Exam/ Output)
planning Quiz (Written Exam)
Formulate a comprehensive and Rubrics for
Therapy Assessment and Treatment of
individualized evaluation plan for participation in
Pediatric Upper Motor Neuron Lesion
clients/ patients across the case-based
Conditions
lifespan Case-Based discussion and
Discussion student
Perform a comprehensive and demonstration
14 conditions
individualized assessment for Student
clients/ patients across the  Assessment and/or Management
Demonstration Seatwork (Written
lifespan frameworks
Exam/ Output)
Create a complete and  Guidelines in goal-setting
Quiz (Written Exam)
individualized treatment plan for  Treatment considerations
clients/ patients across the Planning and Implementation of Physical
lifespan Therapy Assessment and Treatment of Rubrics for
Adult Lower Motor Neuron Lesion participation in
Perform a complete and Conditions case-based
individualized treatment for  Etiology, epidemiology,
clients/ patients across the Discussion student
lifespan demonstration
15 conditions
Student
Integrate evidence-based Demonstration Seatwork (Written
frameworks
Exam/ Output)
practice in planning and  Assessment of PT problems
implementing physical therapy  Guidelines in goal-setting
assessment and treatment Quiz (Written Exam)
-
Therapy Assessment and Treatment of Rubrics for
Adult Upper Motor Neuron Lesion participation in
Conditions case-based
the recommended format Case-Based
 Etiology, epidemiology, discussion and
Discussion student
Communicate and interact with demonstration
16 conditions
other members of the healthcare Student
 Assessment and/or Management Seatwork (Written
team effectively during Demonstration
frameworks Exam/ Output)
planning  Assessment of PT problems
 Guidelines in goal-setting Quiz (Written Exam)
Teaching –
Time
Period
Activities
Therapy Assessment and Treatment of Rubrics for
Geriatric and Psychiatric Conditions, participation in
including End of Life Care case-based
Discussion student
demonstration
17 conditions
Student
Demonstration Seatwork (Written
frameworks
Exam/ Output)
Quiz (Written Exam)
Week 18: Final Written Examination (Assessment and Treatment of Pediatric Conditions to Geriatric, Psychiatric and End of Life
Care)
Objective Structured Clinical Examination (Assessment and Treatment of Pediatric Conditions to Geriatric, Psychiatric and End of
Life Care)
References
1. Books
a. American College of Sports Medicine. (2008). ACSM's health-related physical fitness
assessment manual (2nd ed.). Baltimore: Lippincott Williams & Wilkins.
b. Braddom, R. L. (2011). Physical medicine and rehabilitation (4th ed). PA: Saunders, Elsevier
Inc
c. Campbell, S. K. (2012). Physical therapy for children (4th ed.). Missouri: Elsevier.
d. Ciccone, C. D. (2007). Pharmacology in rehabilitation (4th ed.). Philadelphia: F. A. Davis
Company.
e. Dean, S. G. (2012). Interprofessional rehabilitation: A person-centered approach. West
Sussex: Wiley-Blackwell
f. Dutton, M. (2012). Orthopaedic examination, evaluation and intervention (3rd ed.). USA:
McGraw-Hill Companies, Inc.
g. Goodman, C. & Snyder, T. (2013) Differential diagnosis for physical therapists: Screening for
referral (5th ed). W.B. Saunders & Elsevier, Inc.
h. Hattam, P. & Smeatham, A. (2010). Special tests in musculoskeletal exam: An evidence-based
guide for clinicians. Philadelphia: Elsevier Ltd.
i. Levitt, S. (2010) Treatment of cerebral Palsy and motor Delay (5th ed.). United Kingdom:
Blackwell Publishing
j. Kettenbach, G. (2009). Writing patient/client notes: Ensuring accuracy in documentation (4 th
ed.). USA: F. A. Davis Company.
k. Magee, D.J. (2006). Orthopedic physical assessment (4th ed.). St. Louis, Missouri: Saunders,
Elsevier.
l. O’Sullivan, S., Schmitz, T., & Fulk, G. (2014). Physical rehabilitation (6th ed.). Philadelphia:
F.A. Davis Co.
m. Palmer, M. L., Toms, J. E., & Edelstein, J. E. (1992). Manual for functional training (3rd ed).
F.A. Davis Company.
n. Shands, A. R., Raney, R. B., & Brashear, R. (1971). Shand’s handbook of orthopaedic surgery.
C.V. Mosby Company
o. Shumway-Cook, A. (2012). Motor control: Translating research into practice (4th ed).
Philadelphia; Lippincott Williams & Wilkins.
p. Tecklin, J. (2015) Pediatric physical therapy (5th ed.). Baltimore: Lippincott Williams & Wilkins.
q. Umphred, D. (2013). Neurologic rehabilitation (6th ed.). Missouri: Elsevier Mosby.
2. Websites
http://doh.gov.ph
http://sralab.org
http://strokesocietyphil.org
3. Journal Articles
a. Aldrich, D., Hunt, D. P. (2000). When can the patient with deep venous thrombosis begin to
ambulate? Physical Therapy, 84 (3), 268-273.
b. Capitola. (2012). Peripheral vascular disease (PVD); peripheral arterial disease (PAD),
peripheral venous disease; intermittent claudication. Incidence and Prevalence Data, 443.
c. Cormier, J. N., Askew, R. L., Mungovan, K. S., Xing, Y. Ross, M. I., et al. (2010). Lymphedema
beyond breast cancer: A systematic review and meta-analysis of cancer-related secondary
lymphedema. Cancer, 116 (22): 5138-49.
d. Edwards, I., Jones, M., Carr, J., Braunack-Mayer, A., & Jensen, G. M. (2004). Clinical
reasoning strategies in physical therapy. Physical Therapy. 84 (4), 312-330.
e. Delitto, A. & Snyder-Mackler, L. (1995). The diagnostic process: Examples in orthopedic
physical therapy. Physical Therapy. 75 (3), 203-211.
f. Delitto, A., et al. (2012). Low back pain clinincal practical guidelines linked to the internal
classification of functioning, disability, and health from the orthopedic section of the American
Physical Therapy Association. J Orthop Sports, 42 (4). A1-A57.
g. Howard, D. P., Banerjee, A., Fairhead, J. F., Hands, L., Silver, L. E., et al. (2015). Population-
based study of incidence, risk factors, outcome, and prognosis of ischemic peripherial arterial
events: Implications for prevention. Circulation, 132 (19): 1805-15.
h. Martin, R. L., Davenport, T. E., Paulseth, S., Wukich, D. K., & Godges, J. J. (2013). Ankle
stability and movement coordination impairments: Ankle ligament sprains clinical practice
guidelines linked to the international classification of functioning, disability and health from the
orthopaedic section of the American Physical Therapy Association. J Orthop Sports Phys Ther.
43(9):A1-A40.
i. Palisano, R. J., Walter, S. D., Russell, D. J., Rosenbaum, P. L., Gemus, M., et al. (2001). A
collaborative model of service delivery for children with movement disorders: A framework for
evidence-based decision-making. Arch Phys Med Rehabil, 82: 494-500.
j. Riddle, D. L., Rothstein, J. M., Echternach, J. L. (2003). Application of the HOAC II: An episode
of care of a patient with low back pain. Physical Therapy, 83 (5): 471-85.
k. Rosenbaum, P. L., Walter, S. D., Steven, H. E., Palisano, R. J., Russell, D. J., et al. (2008).
Prognosis for gross motor function in cerebral palsy: Creation of motor development curves.
JAMA, 288 (11): 1357-1363.
l. Rothstein, J.M., Echternach, J.L., & Riddle, D.L. (2003). The hypothesis-oriented algorithm for
Clinicians II (HOAC II): A guide for patient management. Physical Therapy, 83 (5): 455-470.
m. Steiner, W. A., Ryser, L., Huber, E., Uebelhart, M., Aeschimann, A., et al. (2002). Use of the
ICF model as a clinical problem-solving tool in physical therapy and rehabilitation medicine.
Physical Therapy, 82: 1098-1107.
n. Van Peppen, R., Hendriks, H., van Meeteren, N., Helders, P., & Kwakkel, G. (2007). The
development of a clinical practice stroke guideline for physiotherapists in The Netherlands: A
systematic review of available evidence. Disability and Rehabilitation, 29 (10): 767 – 783.
o. Veerbeek, J. M., van Wegen, E., van Peppen, R., van der Wees, P., Hendriks, E., Rietberg, M.,
& Kwakkel, G. (2014). What is the evidence for physical therapy poststroke? A systematic
review and meta-analysis. PLOS One, 9 (2).
p. Wu, Y. W., Day, S. M., Strauss, D. J. & Shavelle, R. M. (2004). Prognosis for ambulation in
cerebral palsy: A population-based study. Pediatrics, 114 (5): 1264-1271.

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Course Code: Course Title COURSE CREDIT: 2 Units (Laboratory) Pre-Requisite

Uploaded by

Copyright:

Available Formats

COURSE SYLLABUS FOR

COURSE CREDIT: 2 Units (Laboratory)

Course Outcomes Student Learning Outcomes

At the end of this course, the students should be able to: A B C D E F G H I J K L M

Integrate knowledge of foundational sciences with principles of   

Perform a comprehensive and individualized assessment for     

Create a complete and individualized treatment plan for clients/    

Perform a complete and individualized treatment for clients/       

Create a complete and

Document evaluation and

Show professional bearing and Ethical Approach to Client Care

Create a complete and

Perform a complete and

Document evaluation and

Communicate and interact with

Planning and Implementation of Physical Rubrics for

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