Introduction to PTA

PTA 101 -Section: [Insert]

[Insert other course information (optional): blended, honors]
Credit Hours: 3 Lab Hours: 0 Lecture Hours: 3

Semester: [Insert] Course Begins: [Insert] Course Ends:[Insert]

Days: [Insert] Times: [Insert] Room: [Insert]

Instructor: Christen Louderman PT, DPT

E-mail: [Insert your @mchenry.edu e-mail address or LMS information]
Phone: [Insert]
Office Hours: [Insert]
Office Location: [Insert]
Other Contact Information: [Insert]
Website (optional): [Insert]
Required Course:
Textbook(s):

Dreeben-Irimia, Olga. Introduction to Physical Therapy for Physical Therapist Assistants. 2nd ed.
Sudbury, MA: Jones & Bartlett Learning, 2011.

Bircher, Wendy. Documentation for the Physical Therapist Assistant. 4th ed. Philadelphia, PA: F. A.
Davis, 2013.

Gresham, Barbara B. Concepts of Evidence-based Practice for the Physical Therapist Assistant.
Philadelphia, PA: F. A. Davis, 2016.

Graves, Rebecca A. Clinical Decision Making for the Physical Therapist Assistant: Across the Continuum
of Care. Philadelphia, PA: F.A. Davis, 2013

Supplies (if desired): [Insert]

Course Description: Introduction to PTA students learn about the healthcare continuum and the range of
patient care services offered, legal and ethical guidelines for practice, healthcare teams, Physical
Therapist (PT) / Physical Therapist Assistant (PTA) relationships, and effective intercultural and
interpersonal communication skills. They will also learn how to document patient care services along the
healthcare continuum. Students will explore collaborative relationships with the PT and other healthcare
team members and learn how to recognize what is beyond the PTA scope of practice.

Course Note:

Course Prerequisite:
Admission to the PTA program or written consent of PTA program director.

1
Section Notes:
[Insert if applicable]

Course Objectives:
At the completion of this course, students will be able to:

1. Identify key events in the history of Physical Therapy profession.

2. Demonstrate an understanding of the U.S. healthcare system, including how the system meets
the needs of society.
3. Recognize the organizational structure of physical therapy services along the healthcare
continuum.
4. Identify the roles and responsibilities of physical therapists and physical therapist assistants
5. Compare and contrast the roles of healthcare team members.
6. Identify the intent of the Illinois State Practice Act in regard to physical therapy practice.
7. Identify the difference in federal and state legal practice standards regarding healthcare.
8. Outline the components of HIPAA and the impact on physical therapy services
9. Identify areas of boundary confusion in healthcare teams.
10. Recognize the rationale for accurate and complete documentation and how it reflects safe
practices in the implementation of treatment plans.
11. Compare and contrast organizational models of the medical record including Source-Oriented
Medical Record (SOMR) and Problem-Oriented Medical Record (POMR).
12. Identify the documentation basics for different documentation models including:
a. Subjective, Objective, Assessment, Plan (SOAP)
b. Problem, Status, Plan (PSP)
c. Data, Evaluation, Performance Goals (DEP)
d. Functional Outcome Report (FOR)
13. Accurately compose a treatment note based upon a scenario for a mock patient using SOAP
format.
14. Compare and contrast the documentation responsibilities of the PT and the PTA related to
reimbursement in different health-care settings.
15. Compare common reimbursors for physical therapy.
16. Explain the impact of short term goals, long term goals and the intended outcomes included
in the physical therapist's plan of care on the interventions selected and performed by the
physical therapist assistant.
17. Identify how the plan of care developed by the physical therapist is used to achieve short and
long term goals and intended outcomes.
18. Identify the process involved, including communication with the supervising physical
therapist, when an intervention should not be performed due to clinical indications or when
the direction to perform an intervention is beyond the scope of the PTA.
19. Recognize the role of the PTA in the discontinuation of care planning.
20. Identify common billing codes for physical therapy services.
21. Identify other non-treatment related uses of documentation including but not limited to the
following:
a. Performance Improvement
b. Research
c. Education
d. Reimbursement
22. Identify basic concepts in professional literature including but not limited to validity,
reliability and level of statistical significance.
23. Review a research article for statistical and clinical significance.
24. Explain the importance of utilizing Evidence Based Practice (EBP) guidelines for progression

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 of the patient within the POC developed by the physical therapist.
25. Identify the purpose of reviewing health records (e.g., lab values, diagnostic tests, specialty
reports, narrative, consults, and physical therapy documentation) prior to carrying out the PT
plan of care.
26. Compose a reflection paper on a self-assessment regarding interpersonal communication,
needs, attitudes, self-concepts, and values as determinants of personal and professional
behavior utilizing the Value Based Behaviors Assessment tool. (APTA Value-Based
Behaviors for PTA Reflection Paper)
27. Demonstrate appropriate professional behaviors with classmates and faculty members, shown
by achieving beginning level for all ten components of the Professional Behaviors
Assessment Tool.
28. Recognize the standards within the Guide for Conduct of the Physical Therapist Assistant.
(APTA) and Standards of Ethical Conduct. (APTA)
29. Identify the components of the International Classification of Functioning, Disability and
Health (ICF) used to describe a patient's/client’s impairments, activity and participation
limitations.
30. Explain the organizational structure, mission and goals of the APTA and how it relates to the
role of a PTA.
31. Discuss the benefits of belonging to professional and community organizations.
32. Create a plan of action to participate with professional and community organizations while a
physical therapist assistant student.
33. Recognize the characteristics of effective communication.
34. Recognize appropriate verbal and non-verbal communication with all stakeholders, including
Patients/clients, family members, caregivers, practitioners, inter-professional team members,
consumers, payers and policymakers.
35. Compare and contrast empathy and sympathy.
36. Identify how to effectively resolve conflicts.
37. Compare assertive communication strategies.
38. Identify the components of the value based behaviors and provide an example of each
component.
39. Define how differences in values, preferences and expressed needs in all work related
activities can affect patient care.
40. Indicate strategies for overcoming biases within one’s own culture and the cultures of others.
41. Indicate the signs of suspected abuse of vulnerable populations
42. Identify the requirements for reporting suspected cases of abuse of vulnerable populations
with the direct supervision of a physical therapist
43. Identify the requirements for reporting suspected cases of insurance fraud, with the direct
supervision of a physical therapist

Outline:
I. History of Physical Therapy
II. Healthcare Continuum and Teams
III. Roles of a physical therapist and physical therapist assistant
IV. Documentation
a. Subjective, Objective, Assessment, Plan (SOAP)
b. Problem, Status. Plan (PSP)

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 c. Data, Evaluation, Performance Goals (DEP)
d. Functional Outcome Report (FOR)
V. Plan of Care
a. Short Term Goal
b. Long Term Goal
c. Outcomes
VI. Professionalism and values
VII. Ethical scope of practice
VIII. Evidence based practice
IX. Billing
X. Performance improvement
XI. APTA
XII. Professional and community organizations
XIII. Effective communication
a. Verbal/nonverbal communication
b. Empathy vs. Sympathy
c. Conflict resolution
d. Assertive communication
XIV. Inter-cultural communication
XV. Legal scope of practice
XVI. Professional Development

Weekly Course Schedule

Dates of Class Book
Course Schedule
Meetings
Week #1 Intro to course Chapter
History of PTA
Healthcare continuum
Week #2 Roles of a PT/PTA
Illinois Practice Act – definitions and roles
Week #3 Documentation overview
• Subjective, Objective, Assessment, Plan (SOAP)
• Problem, Status. Plan (PSP)
• Data, Evaluation, Performance Goals (DEP)
• Functional Outcome Report (FOR)
Case study determination
Week #4 Documentation workshop- Subjective
Documentation workshop – Objective
Week #5 Documentation workshop – Assessment
Documentation workshop – Plan
Week #6 Short and long term goals
Reviewing health records

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 Week #7 Professionalism
Values
Ethical scope of practice
Week #8 International Classification of Functioning, Disability and
Health (ICF)
Evidence based practice in physical therapy
Week #9 Billing
APTA
Professional development
Week #10 Effective communication
Verbal and non-verbal communication
Role play
Week #11 Interpersonal communication
Conflict resolution
Role play
Week #12 Intercultural communication
Factors that influence communication:
• race/ethnicity
• gender
• age
• national origin
• sexual orientation
• disability
Week #13 Legal scope of practice
Illinois Practice Act- legal and disciplinary
Week #14 Case study presentations
Week #15 Mock patient interview – video taping
Week #16 Final Exam

Assignments and Grading Criteria

quizzes- 5%

Article Review Assignment -5%

Case Study Presentation - Groups of 4 - 5 students analyze PT / PTA teams, communication,

documentation, legal and ethical dilemmas (10%)
Each student in the group receives the same grade:
Facilitates group process
Written comments are accurate, succinct, appropriate terminology, correct spelling
Verbal presentation is succinct, appropriate terminology, responds to questions
appropriately

Documentation - Interim notes from inpatient acute, acute rehabilitation, sub-acute rehabilitation,
outpatient, and home care facilities (20%)

Class participation (lecture, discussion, and role play) (5%)

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 Prepared, facilitates active learning, provides effective written and verbal feedback (accurate,
honest, tactful, caring), maintains effective learning environment for all participants (physical
safety, fosters effective learning in role plays)

Mock patient interview – recorded

Instructor assessment (10%)
Student self-assessment (10%)

PTA Portfolio – development and overview throughout curriculum (5%)

Professional Behaviors Assessment Tool (5%)

APTA Values-Bases Behaviors Assessment Tool (5%)

Final Exam (20%)

Policies

Attendance Policy: Students are expected to attend all classes. If unable to attend because of illness or
family issues, students are expected to contact course instructor prior to the start of class.

Late work/Make–up Policy: Students with excused absences may submit assignments for feedback and
grading electronically or in person within 24 hours of the missed class. Students with excused
absences who need to make-up work will consult with the course coordinator to develop a
mutually acceptable plan.

Teaching Schedule
The scheduling of the activities and teaching strategies on this syllabus, but not the objectives or content,
may be altered at any time at the discretion of the instructor.

Withdrawals: The last day to withdraw from this course is [Faculty: Insert date according to “Important
Class Dates List” for term [found on https://mymcccatalog.mchenry.edu/syllabi/Pages/default.aspx].
Failure to attend class does not constitute official withdrawal. If students are considering a withdrawal, they
should consult directly with the instructor and an academic advisor. Students may withdraw from a class
through the Registration Office, either in person or by fax: (815) 455-3766. In their request, students should
include their name, student ID number, course prefix, number and section, course title, instructor, reason for
withdrawing, and their signature. Withdrawal from a course will not be accepted over the telephone.

Academic Support for Special Populations Students

Students with Disabilities:

It is the policy and practice of McHenry County College to create inclusive learning environments. If you
are a student with a disability that qualifies under the American with Disabilities Act – Amended
(ADAA) and require accommodations, please contact the Access and Disability Services office for
information on appropriate policies and procedures for receiving accommodations and support.
Disabilities covered by ADAA may include learning, psychiatric, and physical disabilities, or chronic
health disorders. Students should contact the Access and Disability Services office if they are not certain

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whether a medical condition/disability qualifies. To receive accommodations, students must make a
formal request and must supply documentation from a qualified professional to support that request.
However, you do not need to have your documentation in hand for our first meeting. Students who
believe they qualify must contact the Access and Disability Services office to begin the accommodation
process. All discussions remain confidential. The Access and Disability Services office is located in
Room A260 in A Building in the Atrium. To schedule an appointment to speak with the manager, please
call (815) 455-8766. Information about disabilities services at MCC can be found at:
www.mchenry.edu/access

For Students in Career/Technical Programs

As a student enrolled in a career or technical education program at McHenry County College, you may be
eligible for services and assistance under the Carl D. Perkins III Grant. Grant funds are used, in part, to
assist students who are at risk of not succeeding in their educational pursuits. The traits that often prevent
students from succeeding are: economic disadvantage, academic disadvantage, disability/disabilities,
single parent, displaced homemaker, enrollment in a program in which their gender is under represented,
and limited English proficiency (LEP). The definitions of each trait are available in the Access and
Disability Services office. Students with one or more of these traits are referred to as Perkins Special
Populations Students.

If you would like to know if you are eligible for services at any time during the semester, please do not
hesitate to contact the Manager, Access and Disability Services. The office is Room A260, and phone
number is (815) 455-8676.

Additional syllabus information and resources can be found at www.mchenry.edu/syllabusinfo

STUDENTS ARE RESPONSIBLE FOR KNOWING ALL SYLLABUS INFORMATION.

CD&R/ Master Syllabus Template 05-07-18.doc

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