WV Rural Health Education Partnerships
Faculty Development Committee

Training Manual for Interdisciplinary Session Facilitators

Incorporating Physical Therapy Students into Interdisciplinary Learning Experiences

Definition

According to the Guide to Physical Therapist Practice (APTA, 2002), physical therapists work with patients/clients who have movement-related impairments, functional limitations, and/or disabilities. After performing a detailed examination and evaluation, the physical therapist develops a physical therapy diagnosis, then develops and implements a plan of care. Physical therapy care is directed at promoting health through maintaining and improving movement and function and preventing impairments, functional limitations, and disabilities (APTA, 2002).

Examination by a physical therapist involves collection of data regarding the patient’s function. Types of tests and measures may include:

• Aerobic capacity and endurance
• Joint integrity and range of motion
• Gait and balance
• Integumentary integrity
• Motor function
• Muscle performance (strength, power, endurance)
• Neuromotor development
• Reflex and sensory integrity
• Self care, home management, work and community reintegration
• Ventilation, respiration, circulation
• (APTA, 2002)

Following examination, evaluation, and diagnosis, the physical therapist works with the patient to develop a plan of care. Physical therapy care includes communication and coordination of the plan of care with the patient and other members of the health care team, as well as patient (and caregiver) instruction in self-care and home management. Direct interventions may include:

• Therapeutic exercise
• Functional training, such as self care, activities of daily living, work and community reintegration
• Manual therapy techniques
• Prescribing, fitting, and/or making assistive or adaptive devices, splints, or prostheses
• Airway clearance techniques
• Debridement and application of dressings or topical agents for care of wounds
• Electrotherapy
• Physical agents, such as heat, light, cold, and hydrotherapy
• Mechanical agents, such as traction and compression
  • (APTA, 2002)

Education

All physical therapy education programs in the US are now graduating students with postbaccalaureate degrees. For the past several years, West Virginia University and Wheeling Jesuit University’s physical therapy programs offered entry-level Masters degrees in Physical Therapy (MPT). Due to the increasing length and rigor of physical therapy education, and congruent with changes in the health care system and within the profession, most programs in the country are now moving towards entry-level doctorate (DPT) degrees. West Virginia University will accept its first DPT class in Fall of 2005.

More Information

For more information about physical therapy and physical therapists, try the following links:

http://www.apta.org/AM/Template.cfm?Section=Physical_Therapy&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=217&ContentID=24249

PT Students and IDS Sessions

Physical therapists work in a variety of traditional and nontraditional settings with a wide variety of patients. Some examples that might be applicable for IDS sessions include:

• Musculoskeletal
• Students in an IDS session discuss management of an elderly woman with osteoporosis. PT students learn from other professionals about medical, pharmaceutical, and nutritional management of osteoporosis. PT students contribute information about exercise programs to limit bone loss and strategies to reduce the risk of falls.
• Students in an IDS session visit a factory, coal mine, or other workplace. After talking with workers and supervisors, students discuss environmental risk factors for work-related injury and disease. PT students learn about lung cancer, environmental toxins, etc. from other students. PT students teach other students about risk factors, treatment for, and prevention of repetitive trauma disorders such as back injury and carpal tunnel syndrome.
• Students in an IDS session review a case of a young child injured in an ATV accident. Students discuss issues surrounding the patient’s return home to the rural community after spending a week at CAMC. PT students learn from others about surgical and medical management of multiple fractures, medications, etc. PT students teach other students about use of assistive devices and assessing the home/community for mobility barriers.

• Neuromuscular
• Students in an IDS session discuss resources in the community for a child with cerebral palsy. The patient’s mother visits to discuss issues of access to health care, transportation, education, etc. with the entire group. The group might also visit a special education classroom at a local elementary school. Medical and pharmacy students discuss medications used to control seizures. PT students demonstrate exercises used for improving motor control and balance.
• Students in an IDS session discuss the case of a high school teacher who had a stroke. The group discusses methods for managing the patient’s high blood pressure, including medications, diet, and exercise. Students discuss the roles of various disciplines through acute care, rehabilitation, and return home. Psychosocial impact on the patient and family are also discussed.

• Cardiovascular and Pulmonary
• Students in an IDS session discuss the case of a man with COPD. The group discusses management of the patient’s disease, including medications. PT students can teach other students about pulmonary rehabilitation and advice for the patient/caregivers regarding energy conservation with functional tasks.
• Students in an IDS session discuss case of a woman with breast cancer. The group discusses breast cancer screening, surgical management, chemotherapy, and radiation. PT students lead a discussion of lymphedema prevention and management.

• Integumentary
• Students in an IDS session discuss the case of a man with newly diagnosed diabetes. The group discusses management of the disease and the prevention of secondary complications. Physical therapy students address patient instructions for proper foot care.
• Students in an IDS session discuss the case of a man with longstanding, poorly controlled diabetes, which has led to several secondary complications. The group discusses compliance with medications, diet, and exercise. Physical therapy students can teach other students about management of chronic, non-healing wounds.

For more help and advice…

These cases truly represent the tip of the iceberg. If you are planning an IDS session, and you’re not sure if or how physical therapy students can be incorporated, ask your local site coordinator to put you in touch with a PT in your area. Or, you can contact:

Ralph R. Utzman, PT, MPH
Assistant Professor and Academic Coordinator of Clinical Education
WVU School of Medicine
Division of Physical Therapy
(304)293-1318
rutzman@hsc.wvu.edu

Reference

APTA (2002). Interactive Guide to Physical Therapist Practice with Catalog of Tests and Measures, Version 1.0 [CD-ROM]. Alexandria, VA: American Physical Therapy Association.