The University of Montana

School of Physical Therapy and Rehabilitation Science

COURSE SYLLABUS

Course Number Course Title

PT 652 Pharmacology in Rehabilitation
Credit Hours: 2 Name of Instructor
Charles Ciccone, PT, PhD, FAPTA
Office Hours, Location, Phone -- All student assistance from the instructor is provided via the course
discussion board
E-mail and Web Site –
www.rehabessentials.com
moodle.rehabessentials.com

Course Description: This course in 17 hours of recorded lectures will present the primary drug classes and the
physiologic basis of their action. Drugs will be grouped according to their general effects and the type of
disorders they are routinely used to treat. Special emphasis will be placed on drugs that are commonly used to
treat people receiving physical therapy. This course will likewise address how drug therapy interacts with
physical therapy, and how drugs can exert beneficial effects as well as adverse side effects that impact on
rehabilitation.

UNIVERSITY STATEMENTS
ACADEMIC INTEGRITY
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the
professor and/or a disciplinary sanction by the University.

Academic misconduct includes, but is not limited to, the following:

• Disclosing exam content during or after you have taken an exam,

• Removing exam material from the classroom or professor’s office without permission,
• Copying any material from another student, or from another source such as the Internet, that is submitted for grading
unless the instructor gives you explicit permission to do so,
• Plagiarism, including use of Internet material without proper citation,
• Using cell phones or other electronics to obtain outside information during an exam without explicit permission from
the instructor,
• Submitting your own work in one class that was completed for another class (self-plagiarism).

Exam Proctoring
For purposes of integrity and security of all quizzes and exams, this course uses Proctorio and Examsoft, which are
fee-based online exam proctoring services utilizing software that works in conjunction with your testing device to
monitor suspicious exam taker behavior. Based on your degree tract, you will be assigned to one of these services
at the start of the program. Proctorio and Examsoft are set up to verify identification by correlating photo
identification with your face next to it and may also require video and audio to confirm that you, the student, is
indeed the registered student taking the exam. Students are responsible for paying the fees associated with the
proctoring service.
Proctorio Privacy Policy:
No person is watching you take an exam. Proctorio will store data and provide an automated suspicion report to your
instructor, but no Proctorio employee has access to any of the data. Regarding privacy, Proctorio uses zero knowledge
encryption technology that ensures your information is encrypted when it leaves your computer, is transferred and then
stored in the cloud. Proctorio is not collecting information from your computer and only runs when you are active in an
exam. For more information on Proctorio, you can read the FAQ’s here: https://proctorio.com/faqs

Detailed privacy policy information is located at the following link:

https://proctorio.com/privacy

Examsoft Privacy Policy:

Detailed privacy policy information is located at the following link:

https://examsoft.com/privacy-policy

ACCOMMODATIONS AND ACCESSIBILITY CONCERNS

Please address any special challenges or needs with the instructor at the beginning of the semester.

Students with Disabilities

The University of Montana assures equal access to instruction through collaboration between students with
disabilities, instructors, and Disability Services for Students. If you have a disability that adversely affects your
academic performance, and you have not already registered with Disability Services, please contact Disability
Services in Lommasson Center 154 or 406.243.2243. You may also register with the Disability Services Office via this
link http://www.umt.edu/dss/Students/Eligibility.php. After you have registered, please contact me and I will
request a verification letter from Disability Services for Students. Once verified, you will have additional reasonable
accommodations for this course.

I. BROAD PURPOSE OF COURSE

The purpose of this course is to provide a general understanding of the primary drug classes and the
physiologic basis of their action. Drugs will be grouped according to their general effects and the type of
disorders they are routinely used to treat. Special emphasis will be placed on drugs that are commonly used to
treat people receiving physical therapy. This course will likewise address how drug therapy interacts with
physical therapy, and how drugs can exert beneficial effects as well as adverse side effects that impact on
rehabilitation.

II. COURSE OBJECTIVES

Upon successful completion of this content area, the therapist will:

1. Plan physical therapy treatments in accordance with the patient's drug regimen in order to maximize the benefits of
physical rehabilitation.

2. Minimize potentially harmful interactions between physical therapy interventions and specific drug treatments.

3. Categorize the primary drugs that are used therapeutically to treat specific problems in the body.

4. Explain the physiological mechanisms by which individual drugs affect the different organ systems in the body.
5. Differentiate the ways that pharmacological agents are administered, absorbed, distributed, and stored in the human
body.

6. Distinguish the normal mechanisms of drug metabolism and excretion from the human body.

7. Identify basic problems that can arise from improper drug use and abnormalities in drug administration and
metabolism.

III. TEACHING METHODS

Lectures are delivered through an on-line learning management system (LMS). Connection to the web is required as it
allows for students to access to LMS, relevant abstracts/articles, clinical guidelines, and other materials. Lectures and
readings are designed to set the stage for the assignments. A “discussion board” and email will allow student and faculty
interaction.

Each Part/Segment will have several knowledge checks imbedded within. For this course there will be specific activities on
the course outline as noted. Both the knowledge checks and activities are ungraded.

IV. ASSESSMENT and Grading

***The specific deadlines for all assignments, quizzes, and exams are specifically identified adjacent to the title of each
graded activity. It is imperative for each student to review the course activity deadlines at the beginning of the semester
so that all graded activities are completed on time. Activities not completed by the deadline, are automatically scored as
a zero grade.

Activity Weight
Quiz #1 10%
Midterm Exam 40%
Quiz #2 10%
Final Exam 40%

GRADING
It is expected that the student will COMPLETE THE ASSIGNMENTS and EXAMS INDIVIDUALLY.

Quizzes: All quizzes are closed note and closed book. The purpose of a closed note and closed book quiz to assess your
knowledge and comprehension of the course material. When taking any closed note/closed book quiz, the use of any
course materials (textbook(s), notes, lectures) is strictly prohibited. Likewise, the use of any outside materials including but
not limited to, other textbooks, notes from other courses, internet searches etc. is also strictly prohibited. Any violation is
considered academic dishonesty and can result in dismissal from the program.

Exams: All exams are open note, open book. For all open-note/open-book exams only the following materials are allowed:
course notes, lecture handouts, and course textbooks. Internet (google) searches and/or use of other outside materials and
content is strictly prohibited. Any violation is considered academic dishonesty and can result in dismissal from the program.

The grading criteria will follow the policy of the department of Physical Therapy (see student handbook) with a passing
grade being a “C”; 73% or better. All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and /or disciplinary sanction by the University. Any evidence of cheating or
plagiarism will result in a minimal of failure of the course. All students need to be familiar with the Student Conduct Code.
V. CLASS SCHEDULE

This is an asynchronous course, which does not meet on a specific day and time. You are working on a doctoral degree and
please look over this schedule and pace yourself appropriately over 15 weeks of this semester. You can move through the
course at a pace that best meets your learning needs. All assignments and examinations must be completed by the dates
identified in the syllabus regardless of the pace at which you are taking the course.

The Course Outline contains the estimated recorded time of the course. Please understand that this time is an estimate of
the recorded course segment audio time. Throughout the course, and very frequently, you will be asked to interact with,
view, and read articles, web sites, and videos that are external to the course. In addition, throughout the course, you will
be presented with knowledge check questions. The time requirements for interacting with the external content and
knowledge checks is not included in the Estimated recorded time listed in the course outline. The actual time it takes you
to complete the course segments will vary, but will be greater than the estimated recorded time listed below.

Course Outline:

Readings refer to Ciccone, CD: Pharmacology in Rehabilitation, edition 5. F.A. Davis, Philadelphia, 2016 (unless noted
otherwise). These readings are optional, but can be used to supplement or clarify the recorded lectures.

Segment Title Time

(minutes)
Part 1: The Basics
Part 1, Segment 1 Basic Principles of Pharmacology 42 min
Segment Objectives
1. Distinguish between a drug’s chemical, generic, and trade names.
2. Distinguish between the primary steps involved in FDA drug testing and approval
3. Describe the basic concepts in drug therapy and safety

Readings:

Ciccone: Chapter 1
Part 1, Segment 2 Pharmacokinetics 49 min
Segment Objectives
1. Distinguish how the body handles drugs
2. Describe drug elimination/clearance
3. Identify the amount of drug remaining based on half life
4. Describe how pharmacokinetic principles impact patients

Readings:

Ciccone: Chapters 2, 3
Part 2: Pain and Inflammation
Part 2, Segment 1 Management of Pain: Opioids and PCA 52 min
Segment Objectives
1. Articulate three ways opioid drugs may affect specific pain pathways.
2. Distinguish the differences between opioid tolerance, dependence, and addiction

Readings:
 Ciccone: Chapters 14, 17
Part 2, Segment 2 Management of Pain: NSAIDs and Acetaminophen 38 min
Segment Objectives
1. Articulate how nonsteroidal anti-inflammatory drugs (NSAIDs) exert their primary
therapeutic effects
2. Compare the clinical and adverse effects of NSAIDs with acetaminophen.

Readings:
Ciccone: Chapter 15
Part 2, Segment 3 Treatment of Inflammation 30 min
Segment Objectives
1. Articulate how anti-inflammatory steroids affect the cellular responses that cause
inflammation
2. Distinguish how anti-inflammatory steroids can exert adverse effects on the
musculoskeletal system

Readings:

Ciccone: Chapter 29 (pages 447-457)

Part 3: Arthritis
Part 3, Segment 1 Treatment of Arthritis 27 min
Segment Objectives
1. Distinguish the drugs used to sustain joint function from the drugs used to treat
pain in arthritis
2. Distinguish the drugs used to decrease disease progression from the drugs used to
treat pain and inflammation in rheumatoid arthritis

Readings:

Ciccone: Chapter 16
Part 4: Muscle Relaxants
Part 4, Segment 1 Antispasm Drugs 17 min
Segment Objectives
1. Identify the primary way that antispasm drugs affect skeletal muscle excitability
2. Articulate the primary problem associated with antispam drugs

Readings:

Ciccone: Chapter 13 (pages 179-182)

Part 4, Segment 2 Antispasticity Drugs 36 min
Segment Objectives
1. Articulate how specific antispasticity drugs affect hyperexcitability of skeletal
muscle in patients with spasticity
2. Distinguish when patients might be overdosed or show signs of systemic toxicity
with certain antispasticity drugs like baclofen and botulinum toxin

Readings:

Ciccone: Chapter 13 (pages 183-193)

Part 5: Anesthetics
Part 5, Segment 1 General Anesthetics 27 min
Segment Objectives
1. Compare the primary advantages and disadvantages of injected versus inhaled
anesthetics
2. Articulate how physical therapy interventions can be affected by the residual
effects of anesthesia in patients recovering from surgery

Readings:

Ciccone: Chapter 11
Part 5, Segment 2 Local Anesthetic 31 min
Segment Objectives;
1. Articulate how local anesthetics affect peripheral nerves and allow surgical and
other interventions
2. Distinguish different methods of administering local anesthetics to achieve specific
goals

Readings:

Ciccone: Chapter 12
Part 6: Seizures
Part 6, Segment 1 Seizure Disorders 28 min
Segment Objectives
1. Articulate how antiseizure medications can selectively decrease the activity of
hyperexcitable neurons in the CNS
2. Differentiate side effects of antiseizure medications that require immediate
attention from the physician

Readings:

Ciccone: Chapter 9
Part 7: Parkinson Disease
Part 7, Segment 1 Parkinson Disease 50 min
Segment Objectives
1. Differentiate the use of L-DOPA from dopamine when treating Parkinson Disease
2. Articulate the drug strategies that can be used along with L-DOPA therapy, or can
substitute for L-DOPA when treating Parkinson Disease

Readings:

Ciccone: Chapter 10
Part 8: Psychotropic Medications
Part 8, Segment 1 Sedative-Hypnotics; Antianxiety Drugs 27 min
Segment Objectives:
1. Articulate how benzodiazepines affect CNS neurons when used to treat insomnia
and anxiety
2. Articulate three non-drug strategies that might compliment and eventually replace
anxiolytic and sedative-hypnotic drugs
 Readings:

Ciccone: Chapter 6
Part 8, Segment 2 Antidepressants 32 min
Segment Objectives
1. Distinguish how antidepressants affect specific neurotransmitters when treating
depression
2. Articulate the length of time typically required for antidepressants to exert
beneficial effects

Readings:

Ciccone: Chapter 7
Part 8, Segment 3 Antipsychotics; Treatment of Dementia 33 min
Segment Objectives:
1. Articulate how antipsychotic drugs can cause abnormal movement patterns
2. Hypothesize why commonly used anti-Alzheimer drugs appear to lose
effectiveness as dementia worsens

Readings:

Ciccone: Chapter 8
Part 9: Cardiovascular Pharmacology
Part 9, Segment 1 Antihypertensives 38 min
Segment Objectives
1. Appraise the positive and negative effects of beta blockers on the heart and other
organs
2. Justify the use of drugs that control the renin-angiotensin system when treating
hypertension
3. Distinguish the drug classes used to treat hypertension

Readings:

Ciccone: Chapter 21

See also: Ciccone CD: Medications. Chapter 8. In: DeTurk W, Cahalin L (eds):
Cardiopulmonary Physical Therapy, ed 3. McGraw-Hill, NY, 2018.
Part 9, Segment2 Anti-angina Drugs; Anti-arrhythmic drugs; Treatment of Heart Failure 31 min
Segment Objectives
1. Justify the use of nitroglycerin when treating angina pectoris
2. Categorize the drugs used to control cardiac arrhythmias
3. Differentiate the positive effects of digitalis from possible negative effects when
treating heart failure

Readings:

Ciccone: Chapters 22, 23, 24

See also: Ciccone CD: Medications. Chapter 8. In: DeTurk W, Cahalin L (eds):
Cardiopulmonary Physical Therapy, ed 3. McGraw-Hill, NY, 2018.
Part 9, Segment 3 Coagulation Disorders; Treatment of Hyperlipidemia 51 min
 Segment Objectives:
1. Justify when it is safe to begin ambulation in a patient with deep vein thrombosis
who is being treated with anticoagulants
2. Distinguish the primary drugs used to treat arterial thrombosis
3. Decide when a patient with possible statin-induced myopathy should be referred
for additional tests.

Readings:

Ciccone: Chapter 25
See also: Ciccone CD: Medications. Chapter 8. In: DeTurk W, Cahalin L (eds):
Cardiopulmonary Physical Therapy, ed 3. McGraw-Hill, NY, 2018.
Part 10: Respiratory Pharmacology
Part 10, Segment 1 Control of Respiratory Irritation and Secretion; Bronchodilators 43 min
Segment Objectives
1. Give reasons why drugs found commonly in over-the-counter cough/cold
medicines can have potentially serious side effects
2. Distinguish the ways that specific types of drugs can promote bronchodilation

Readings

Ciccone: Chapter 26 (pages 399-408)

See also: Ciccone CD: Medications. Chapter 8. In: DeTurk W, Cahalin L (eds):
Cardiopulmonary Physical Therapy, ed 3. McGraw-Hill, NY, 2018.
Part 10, Segment 2 Control of Airway Inflammation; other Respiratory Medications 32 min
Segment Objectives:
1. Distinguish the ways that specific types of drugs can decrease airway inflammation
2. Consider when patients are showing signs of excessive or unnecessary use of
respiratory medications

Readings:

Ciccone: Chapter 26 (pages 408-415)

See also: Ciccone CD: Medications. Chapter 8. In: DeTurk W, Cahalin L (eds):
Cardiopulmonary Physical Therapy, ed 3. McGraw-Hill, NY, 2018.
Part 11: Gastrointestinal
Part 11, Segment 1 Gastrointestinal Medications 27 min
Segment Objectives
1. Categorize the different types of drugs that can be used to reduce or control excess
gastric acidity
2. Articulate how inappropriate use of GI medications can actually increase the risk of
GI problems

Readings:

Ciccone: Chapter 27
Part 12: Treatment of Infection
Part 12, Segment 1 Antibacterials; Antivirals 40 min
Segment Objectives
1. Articulate how bacterial drugs can exert selective toxicity against bacteria
2. Consider why it is more difficult to treat viral infections than other types of
infections

Readings:

Ciccone: Chapter 33, Chapter 34 (pages 557-571)

Part 12, Segment 2 Anti-HIV Drugs; Antifungals 27 min
Segment Objectives
1. Distinguish the primary drug strategies used to treat HIV infection
2. Compare the relative safety of antifungal drugs that are used locally versus
systemically.

Readings:

Ciccone: Chapter 34 (pages 571-577), Chapter 35 (pages 581-587)

Part 13: Cancer
Part 13, Segment 1 Cancer and Chemotherapy: Drugs affecting DNA, Microtubules, and Hormones 45 min
Targeted therapies, Immunotherapies, and Other Agents
Segment Objectives
1. Articulate why the most conventional anticancer drugs cause severe and
potentially toxic side effects
2. Interpret why some of the newer drug strategies can selectively affect cancer cells
with minimal effects on healthy tissues
3. Distinguish ways that physical therapists can help their patients/clients prevent
cancer.
4. Speculate why some of the newer drug strategies can selectively affect cancer cells
with minimal effects on healthy tissues
5. Distinguish ways that physical therapists can help their patients/clients prevent
cancer
Reading:
Ciccone: Chapter 36 (pages 599-621)
Part 14: Endocrine Pharmacology
Part 14, Segment 1 Treatment of Diabetes Mellitus 41 min
Segment Objectives
1. Articulate the rationale for administering insulin to people with Type 1 diabetes
mellitus
2. Distinguish the drugs commonly used to treat people with Type 2 diabetes mellitus

Readings:

Ciccone: Chapter 32
Part 14, Segment 2 Sex Hormones, Thyroid Hormones 45 min
Segment Objectives
1. Distinguish clinical uses of androgens and androgen abuse
2. Articulate the benefits and potential risks of hormone replacement therapy
3. Identify symptoms of over or underdosing in patients receiving thyroid
replacement drugs
 Readings:

Ciccone: Chapters 30, 31 (pages 489-494)

Part 15: Complimentary & Alternative Medicines
Part 15, Segment 1 Complimentary & Alternative Medicines 33 min
Segment Objectives
1. Articulate four characteristics of complimentary and alternative medications
(CAM) that can lead to problems or misuse of CAMs
2. Defend the appropriate use of vitamin and mineral supplements

Readings:

Ciccone: Chapter 38
Part 16: Geriatric Pharmacology
Part 16, Segment 1 Geriatric Pharmacology 27 min
Segment Objectives
1. Identify the primary reason that drug elimination is often decreased or delayed in
older adults
2. Articulate strategies that can help decrease inappropriate drug use in older adults

Reading:

Ciccone CD. Chapter 6: Geriatric pharmacology. In: Avers D, Wong R (eds.): Guccione’s
Geriatric Physical Therapy, ed 4. CV Mosby, St Louis, 2020.

Total Recorded Time: 999

VI. RECOMMENDED TEXTS/READING

Ciccone, CD: Pharmacology in Rehabilitation, edition 5. F.A. Davis, Company, Philadelphia, 2016

VII. SUGGESTED READINGS

o Ciccone CD: Medications. In: DeTurk W, Cahalin L (eds): Cardiopulmonary Physical Therapy, ed 2. McGraw-
Hill, NY, 2011.
o Ciccone CD. Geriatric pharmacology. In: Guccione AA, Wong R, Avers D (eds.): Geriatric Physical Therapy, ed
3. CV Mosby, St Louis, 2012.

VIII. RECOMMENDED RESOURCES

Listed here are selected studies from the recent literature. These are not required readings, but can be used to gain more
information on specific topics.

• Alghamdi F, Chan M. Management of heart failure in the elderly. Curr Opin Cardiol. 2017;32:217-223.

• Andres TM, McGrane T, McEvoy MD, Allen BFS. Geriatric Pharmacology: An Update. Anesthesiol Clin.
2019;37:475-492.
• Apostu D, Lucaciu O, Mester A, et al. Systemic drugs with impact on osteoarthritis. Drug Metab Rev.
2019;51:498-523.

• Armstrong MJ, Okun MS. Diagnosis and Treatment of Parkinson Disease: A Review. JAMA.
2020;323:548-560.

• Bassetti M, Russo A, Carnelutti A, La Rosa A, Righi E. Antimicrobial resistance and treatment: an unmet
clinical safety need. Expert Opin Drug Saf. 2018;17:669-680.

• Busse JW, Wang L, Kamaleldin M, et al. Opioids for Chronic Noncancer Pain: A Systematic Review and
Meta-analysis. JAMA. 2018;320:2448-2460.

• Carli F, Ferreira V. Prehabilitation: a new area of integration between geriatricians, anesthesiologists, and
exercise therapists. Aging Clin Exp Res. 2018;30:241-244.

• Carr A, Richardson R, Liu Z. Success and failure of initial antiretroviral therapy in adults: an updated
systematic review. AIDS. 2019;33:443-453.

• Cooper C, Chapurlat R, Al-Daghri N, et al. Safety of Oral Non-Selective Non-Steroidal Anti-Inflammatory

Drugs in Osteoarthritis: What Does the Literature Say? Drugs Aging. 2019;36(Suppl 1):15-24.

• DeWald TA, Washam JB, Becker RC. Anticoagulants: Pharmacokinetics, Mechanisms of Action, and
Indications. Neurosurg Clin N Am. 2018;29:503-515.

• Graham DY, Dore MP, Lu H. Understanding treatment guidelines with bismuth and non-bismuth
quadruple Helicobacter pylori eradication therapies. Expert Rev Anti Infect Ther. 2018;16:679-687.

• Greene J. HRT Has an Uncertainty Problem. Does Compounding Make It Worse? Manag Care.
2019;28:32-35.

• Joe E, Ringman JM. Cognitive symptoms of Alzheimer's disease: clinical management and prevention.
BMJ. 2019;367:l6217.

• Kawano O, Masuda M, Takao T, et al. The dosage and administration of long-term intrathecal baclofen
therapy for severe spasticity of spinal origin. Spinal Cord. 2018;56:996-999.

• Kessler SK, McGinnis E. A Practical Guide to Treatment of Childhood Absence Epilepsy. Paediatr Drugs.
2019;21:15-24.

• Koller G, Schwarzer A, Halfter K, Soyka M. Pain management in opioid maintenance treatment. Expert
Opin Pharmacother. 2019;20:1993-2005.

• Kumar SS, Sabu A. Fibrinolytic Enzymes for Thrombolytic Therapy. Adv Exp Med Biol. 2019;1148:345-
381.

• Lee YT, Tan YJ, Oon CE. Molecular targeted therapy: Treating cancer with specificity. Eur J Pharmacol.
2018;834:188-196.
• Majeed MH, Sherazi SAA, Bacon D, Bajwa ZH. Pharmacological Treatment of Pain in Osteoarthritis: A
Descriptive Review. Curr Rheumatol Rep. 2018;20:88.

• McNeil M. Menopausal Hormone Therapy: Understanding Long-term Risks and Benefits. JAMA.
2017;318:911-913.

• Multani I, Manji J, Hastings-Ison T, Khot A, Graham K. Botulinum Toxin in the Management of Children
with Cerebral Palsy. Paediatr Drugs. 2019;21:261-281.

• Pavasini R, Camici PG, Crea F, et al. Anti-anginal drugs: Systematic review and clinical implications. Int J
Cardiol. 2019;283:55-63.

• Pescatello LS, Buchner DM, Jakicic JM, et al. 2018 PHYSICAL ACTIVITY GUIDELINES ADVISORY
COMMITTEE*. Physical Activity to Prevent and Treat Hypertension: A Systematic Review. Med Sci
Sports Exerc. 2019;51:1314-1323.

• Sagoe D, Pallesen S. Androgen abuse epidemiology. Curr Opin Endocrinol Diabetes Obes. 2018;25:185-
194.

• Savarino V, Marabotto E, Zentilin P, et al. Proton pump inhibitors: use and misuse in the clinical setting.
Expert Rev Clin Pharmacol. 2018;11:1123-1134.

• Schanzer B, Rivas-Grajales AM, Khan A, Mathew SJ. Novel investigational therapeutics for generalized
anxiety disorder (GAD). Expert Opin Investig Drugs. 2019;28:1003-1012.

• Schneider-Thoma J, Efthimiou O, Bighelli I, et al. Second-generation antipsychotic drugs and short-term

somatic serious adverse events: a systematic review and meta-analysis. Lancet Psychiatry. 2019;6:753-765.

• Simons LA. An updated review of lipid-modifying therapy. Med J Aust. 2019;211:87-92.

• Sparks JA. Rheumatoid Arthritis. Ann Intern Med. 2019;170:ITC1-ITC16.

• Valentino RJ, Volkow ND. Untangling the complexity of opioid receptor function.
Neuropsychopharmacology. 2018;43:2514-2520.

• Watkins L, O'Dwyer M, Shankar R. New anti-seizure medication for elderly epileptic patients. Expert Opin
Pharmacother. 2019;20:1601-1608.

• Wang Z, Ma X, Xiao C. Standardized Treatment Strategy for Depressive Disorder. Adv Exp Med Biol.
2019;1180:193-199.

• Williams DM, Rubin BK. Clinical Pharmacology of Bronchodilator Medications. Respir Care.
2018;63:641-654.

• Wissel J. Towards flexible and tailored botulinum neurotoxin dosing regimens for focal dystonia and
spasticity - Insights from recent studies. Toxicon. 2018;147:100-106.

• Wyska E. Pharmacokinetic considerations for current state-of-the-art antidepressants. Expert Opin Drug
Metab Toxicol. 2019;15:831-847.
 • Yee J, Sethi P, Pham R, Stanton C, Pham S. A Review of Commonly Prescribed Antiarrhythmics: Primer
for Primary Care Providers, a Case Based Approach. S D Med. 2019;72:80-87.

• Zayed Y, Barbarawi M, Kheiri B, et al. Triple versus dual inhaler therapy in moderate-to-severe COPD: A
systematic review and meta-analysis of randomized controlled trials. Clin Respir J. 2019;13:413-428.

IX. On-Line Learning Resource Requirements

All Rehab Essentials course content is hosted and delivered using Moodle as its Learning Management System (LMS) The
system requirements for the Moodle user are modest. All you really need is a solid, reliable internet connection and a
modern web browser. It may help to have a 200+Mhz processor on your computer if you are running Windows or
MacOS. You should also enable pop-ups for your Moodle site. Consult “Help” for your particular browser on how to enable
pop-ups. All courses have documents in Adobe Acrobat format (.pdf) so you will need a PDF reader. You can download
Adobe Reader for free.

Browser support

Desktop:
• Chrome
Mobile:
• MobileSafari
• Google Chrome
Mobile Apps:
• Moodle Mobile (classic version)
Software:
• Microsoft Office
• Adobe Reader
For the best experience and optimum security, we recommend that you keep your browser up to
date. https://whatbrowser.org

Note: Legacy browsers with known compatibility issues with Moodle 3.4: Internet Explorer 10 and below Safari 7 and
below

Proctorio Minimum System Requirements

A laptop computer meeting the minimum system requirements illustrated below is required. Chrome web browser is the
required browser for all quizzes and exams. Mobile devices are not supported for any proctorio proctored activity.

Windows Mac Linux Chrome OS

Operating Windows 7+ Mac OS X Ubuntu 14.04+ Chrome 58+

System 10.10+

Processor Intel Pentium Intel Intel Pentium Intel or ARM

or better or better
 Windows Mac Linux Chrome OS

Free Disk 250 MB 250 MB 250 MB 250 MB

Space

Free RAM 2 GB1 2 GB1 2 GB1 4 GB1

Upload Speed 0.092 Mbps - 0.244 Mbps2

Microphone Any Microphone, either internal or external3

Webcam 320x240 VGA resolution (minimum) internal or external3

1. Free RAM is the minimum amount of memory that is not in use by other applications.
2. Depends on the exam settings, secure browser has no upload speed requirement.
3. Only required for proctoring, secure browser functionality does not require audio/visual recording.

Examsoft Minimum System Requirements

Students must verify that the device they are using to take a proctored quiz or exam meet the minimum system
requirements for Examplify. These minimum system requirements can be verified at the address below:
https://examsoft.com/resources/examplify-minimum-system-requirements

Examsoft Support:

https://www.examsoft.com/dotnet/about/contact.aspx

X. PROFESSIONAL BEHAVIOR
Each student is expected to demonstrate professional behaviors and a commitment to learning throughout the semester.
This will include, but not be limited to timely completion of assignments. Students are expected to participate in discussion
boards in a manner that demonstrates respect for classmates and the instructor.

All course materials, including information posted on the Rehab Essentials website or distributed electronically, are the
property of the instructor and Rehab Essentials Inc. You do not have permission to copy, sell, distribute, or present notes,
tapes, electronic media presentations, or other course materials for any purpose other than your personal educational use.

No copyright is claimed in materials accessed via links to any online learning management system and those items may bear
their own copyright notices. Trademarks used therein belong to their respective owners. It is believed that all links to any
online learning management systems are made with the express or implied consent of their owners, and upon request by
their owners, any link will be discontinued. The material linked to the Rehab Essentials learning management system or
web site is offered solely as an educational service and no representation can be made as to its accuracy.