meds3002 introduction to neuroscience for...

Unit study package code: MEDS3002

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly Tutorial: 1 x 1 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:309633 (v.0) Developmental Neuroscience 242 or any previous version OR MEDS2001 (v.0) Developmental Neuroscience or any previous version

AND

311238 (v.0) Physical Rehabilitation 242 or any previous version OR OCCT2001 (v.0) Applied Physical Rehabilitation or any previous version

AND

303542 (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: MrsName: Zona RensPhone: +618 9266 7274Email: [email protected]: Building: 401 - Room: 374C

Unit Outline

MEDS3002 Introduction to Neuroscience for Occupational Therapy Semester 1, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS3002 Introduction to Neuroscience for Occupational Therapy Bentley Campus 15 Feb 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 17CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Teaching Staff:

Name: Emma AshcroftPhone: 92667983Email: [email protected]: Building: 401 - Room: 349

Name: Jayne CruttendenEmail: [email protected]

Administrative contact: Name: Lillian BasterPhone: +618 9266 3606Email: [email protected]: Building: 401 - Room: 228

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Pathophysiology of neurological conditions. Incidence, aetiology, signs, symptoms, investigations, preventions, and pharmacology of acute, chronic, degenerative, and developmental neurological conditions. Assessments of neurological conditions. The impact of neurological conditions on occupational performance.

Introduction Introduction to Neuroscience for Occupational Therapy builds upon the foundations from the first two years of the occupational therapy course, following the Canadian Practice Process Framework (CPPF) and applying the Person-Environment-Occupation-Performance (PEOP) Model. It serves as the foundation for next semester’s Integrated Neuroscience for Occupational Therapy. This unit will provide you with the opportunity to understand the occupational therapy process in relation to clients with neurological conditions. You will be guided through the assessment process specific to neurosciences and have the opportunity to experience assessment practice in your laboratories. The development of the clinical reasoning process specific to this area of practice will be enhanced by videos of real life case studies in your lectures, laboratories and tutorials. You will explore the first 4 action points of the CPPF as it applies to clients with a neurological condition. The focus of this unit is to understand the importance of observation and assessment to analyse the impact of neurological conditions on occupational performance and participation. This information will guide the collaborative goal setting process. These clinical reasoning skills will form the foundation for the intervention process that will be explored next semester.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can:Graduate Attributes addressed

1 Explain neuroanatomical structure and function, and the course of neurological conditions

2 Apply knowledge of neurological impairment to body systems and Person Environment Occupation interaction and occupational performance across the lifespan

3 Analyse the impact of acute, chronic and degenerative neurological conditions on individuals and their families

4 Apply occupational therapy models throughout the occupational therapy process and document outcomes using evidence-based practice, cultural awareness and interprofessional approaches

5 Create documentation to record occupational therapy process and analysis of the impact of neurological conditions on occupational performance





Curtin's Graduate Attributes

Learning Activities Learning Activities This unit will apply knowledge gained through units such as Pathophysiology, Developmental neuroscience (or Neuroscience/neurodevelopment) and Physical rehabilitation. You cannot progress to this unit without having completed these units. It is your responsibility to review the material that relates to neurological conditions as this knowledge will be assumed throughout the semester.

You will work through Modules 1 to 11 which will be provided in three formats: I x I hour weekly lecture, I x 2 hour laboratory and I x I hour tutorial. This format provides 4 hours of contact time each week. As a 25 credit point unit, 140 hours are allocated for the semester. Therefore to participate effectively in this unit and to achieve your learning outcomes a consistent minimum of 6 further hours per week will be required for preparation and assessments. This unit prepares the student to practice as an occupational therapist. Professional behaviour and adherence to the code of ethics are expected in your contact with staff and fellow students as this will assist to prepare you for your future practice. Written and verbal communication, behaviour and dress are expected to be of a professional standard. You are not required to wear your fieldwork uniform but need to wear your name badge to all laboratories and tutorials.

Lectures The lectures are designed to provide content that guides your learning. Completion of the readings and preparatory activities are essential to fully understand the concepts taught and to achieve the learning outcomes for this unit. Lecture slides provide key points and need to be supported by the required readings, preparatory activities and active participation in the laboratories and tutorials. Some lectures will contain video footage and/or photographs that will not be available on iLectures as they involve clients and families who have agreed to their use but not to the distribution of the material in recorded form. Your attendance rather than reliance on iLectures is required as some of the content will not be meaningful without the footage and essential information may be missed. If iLectures are used they need to be completed prior to participation in the following weeks laboratory and tutorial.

Laboratories The laboratories are designed to encourage independent learning and are mostly experiential in nature. The weekly readings from the text and reading list are compulsory, as they are preparatory material for the laboratories. You will be expected to come prepared and actively participate in laboratory activities.

Tutorials The tutorials are the final component of the teaching pattern each week. They are designed to encourage and develop your thinking and clinical reasoning about issues that are important to your role as an occupational therapist working with clients with a neurological condition and their families. Your participation in the tutorials will further develop your analytical thinking, clinical reasoning and the ability to critically review current literature relevant to evidence-based practice. Many of the tutorials require preparation of materials to enable your active participation. You will be expected to come prepared and actively participate in tutorial activities and to take responsibility for the implementation of some tasks in small groups.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Gillen, G. (Ed). (2011). Stroke rehabilitation: A function-based approach (3rd Ed.). St Louis: Mosby.

(ISBN/ISSN: ISBN:9780323059114)

l Lundy-Ekman, L. (2013). Neuroscience: Fundamentals for rehabilitation. (4th ed.). St Louis, MO: Elsevier.

(ISBN/ISSN: 978-1455706433)


(ISBN/ISSN: 9780323067751)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Radomski, M. V. & Trombly Latham, C. A. (2014). Occupational therapy for physical dysfunction (7th ed.). Philadelphia: Lippincott, Williams & Wilkins.

(ISBN/ISSN: 978-1451127461)

l Townsend, E. A. & Polatajko, H. J. (Eds.). (2013). Enabling occupation 11: Advancing an occupational therapy vision for health, well-being and justice through occupation. Ottawa: CAOT Publications ACE.

(ISBN/ISSN: 978-1-895437-89-8 )

Online resources


(http://link.library.curtin.edu.au/p?pid=CUR_ALMA51114282760001951 )

(ISBN/ISSN: 9780323067751)

Other resources

Each student needs to collect a copy of the Neuro-physical Assessment DVD from the Student Learning Centre which will be referred to in semester 1 and semester 2. This 80 minute DVD are used in conjunction with the Neuro-physical Assessment Instructions and Form (in the Resources folder on FLECS-Blackboard). The DVDs will be made available at OT reception in building 401 during orientation week as the Student Learning Centre will be closed during that week.





http://link.library.curtin.edu.au/p?pid=CUR_ALMA51114282760001951

Assessment Assessment schedule

Detailed information on assessment tasks

1. In-class assessments 1:

The first in-class assessment will cover all materials from Module 1 and Module 2. You are required to also refer to the important readings listed at the start of the program calendar and link these readings to the material covered in these two modules. Questions will be multiple choice or short answer format.

2. In-class assessments 2:

The second in-class assessment will involve the viewing footage of a client completing a functional assessment. Students will be required to complete documentation of their observations using SOAP format. This is similar to what will be required in a related clinical setting.

3. Poster with audio:

The poster needs to be submitted via Turnitin and marking will be completed electronically. The poster will enhance the 10 minute oral presentation of the content based on a case study client. The 10 minute oral presentation will be uploaded by each student using Echo360 software. Students need to use their personal Echo360 account created for them prior to the start of the semester and need to publish the presentation to a designated assessment site linked to the unit prior to the due date. These presentations need to be clearly titled with the student name, surname and student number. Students are required to keep an electronic copy of the poster including the oral presentation on a thumb drive, so it can be produced upon request. This is in addition to the electronic Echo upload. Detailed information on assessment requirements and marking guide will be placed online on FLECS-Blackboard under the assessment section in the first weeks of the semester.

4. Written examination:

It is your responsibility to check OASIS for the examination date. The 2-hour examination will be based on case studies covering integration of the learning outcomes. Format will be short answer and longer answer questions. The questions will relate to Module 1 to Module 11 including the "Important readings" at the start of the program calendar.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

In class assessment 1 10 percent Week: Week 3 Day: During Tutorials of Week starting 14th of March Time: Varied

4,5

2

In class assessment 2 10 percent Week: Week 7 Day: During Tutorials of Week starting 11th of April Time: Varied

4,5

3

Poster with audio 40 percent Week: Week 11 Day: Thursday 12th of May 2016 Time: 12.30am

2,3,4,5

4

Written examination 40 percent Week: Exam Week 1 or 2 Day: TBC Time: TBC

1,2,3





Pass requirements

Students need to achieve an overall unit grade of 50% or greater to pass the unit. In addition to that students must achieve a 40% or greater mark in the examination. Students must complete and submit all pieces of assessment to pass the unit. Submission of a blank assignment does not constitute ‘completing’ an assessment. A student who achieves a final grade of 50% or higher for the unit, but fails to complete an assessment task or fails to gain a minimum of 40% on the exam component, will receive a fail grade and will be required to re-enrol in the unit. Supplementary assessments are not available in this unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be sent to [email protected] l If the circumstances for your extension application are likely to impact on multiple units, please contact the

course coordinator

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Deferred examinations/tests will be held from 11/07/2016 to 15/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

mailto:[email protected]

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

Students are expected to familiarise themselves with the Echo360Upload application on a mobile device of choice in order to record and upload the assignment.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to students is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the Assessment and Student Progression Policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Assessment 1 has been changed from one written assessment to two in-class assessments so students can get early feedback in the unit. The first in-class assessment will assist students to build on their knowledge of the neurological conditions covered in this unit.

2. The submission process of Assessment 2 has been changed to an upload of a Poster through a Turnitin submission point and the upload of a video presentation through the Echo recording system.

3. The unit structure has been changed to 11 modules which will be worked through over the course of the semester. These modules will be grouped accordingly in the newly updated Blackboard unit.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar Important readings: The following is a list of important readings that will form the basis of the unit. Complete these readings as soon as possible as it will give you information to refer to as we move through the lectures, labs and workshops.

l Readings under headings 1, 2, and 3 should cover concepts already introduced in the course i.e. important aspects of the Canadian Practice Process Framework (CPPF), the Person-environment-occupation-performance model (PEOP) and Documentation (SOAP notes).

l Readings under the headings 4, 5 and 6 cover the three main diagnostic groups we will be focussing on i.e.

Neurodegenerative conditions, Traumatic Brain Injury (TBI) and Stroke.

1. Canadian practice process framework (CPPF):

Craik, J., Davis, J., & Polatajko, H. J. (2013). Introducing the Canadian practice process framework: Amplifying the context. In E. A. Townsend & H. J. Polatajko (Eds.), Enabling Occupation 11: Advancing an occupational therapy vision for health, well-being and justice through occupation (2nd ed., pp. 229-246). Ottawa: COAT Publications ACE. Davis, J., Craik, J., & Polatajko, H. J. (2013). Using the Canadian practice process framework: Amplifying the process. In E. A. Townsend & H. J. Polatajko (Eds.), Enabling Occupation 11: Advancing an occupational therapy vision for health, well-being and justice through occupation (2nd ed., pp. 247-272). Ottawa: COAT Publications ACE.

2. Person-environment-occupation-performance model (PEOP model):

Note that it is really important to familiarise yourself with the latest information regarding the PEOP model as the updated 2015 version will be used throughout the unit. Bass, J. D., Baum, C. M., & Christiansen, C. H. (2015). Interventions and outcomes the person-environment-occupation-performance (PEOP) occupational therapy process. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy

performance, participation and well-being (4th ed., pp. 57-79). Thorofare, NJ: SLACK Inc.

Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 49-55). Thorofare, NJ: SLACK Inc.

3. Documentation:

Sames, K.M. (2010). SOAP and other methods of documenting ongoing intervention. In Karen M. Sames, Documenting Occupational therapy practice (2nd ed., pp. 141-153). New York, NY: Pearson.

4. Neurodegenerative diseases: (Multiple Sclerosis and Parkinson’s Disease studied as examples in unit)

Forwell, S.J., Hugos L., Copperman, L.F., Ghahari, S. (2014). Neurodegenerative diseases. In M. V. Radomski & C. A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction (7th ed., pp.1077-1105). Philadelphia: Lippincott, Williams & Wilkins.

5. Traumatic Brain Injury (TBI):

Powell, Janet M. (2014). Traumatic Brain Injury. In M.V. Radomski & C. A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction (7th ed., pp. 1042-1075). Philadelphia: Lippincott, Williams & Wilkins.

6. Stroke:

Arnadottir G. (2011). Impact of neurobehavioural deficits on activities of daily living. In G. Gillen, Stroke rehabilitation: A function-based approach (3rd ed., pp. 457-498). St Louis: Mosby. Woodson, A. M. (2014). Stroke. In M.V. Radomski & C. A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction





(7th ed., pp. 999-1041). Philadelphia: Lippincott, Williams & Wilkins.

Week and date

Lecture

Tuesdays: 8am-9am

Pre-readings / preparation

Complete prior to Lab and Tute

Some Labs and Tutes will have additional

readings / preparation which will be in the Lab

or tute outline

Laboratory

Mon: 8-10;10-12

Tues:10-12;12-2; 2-4

Wed: 10-12; 2-4

Tutorial

Thurs: 11-12; 2-3;

3-4; 4-5

Fri: 8-9; 9-10;10-11;

Orientation Week

22 February

Module 1 - Lecture: view iLecture prior to Module 1 Lab & Tute

Occupational therapy and clients with neurological conditions:

l Ax of impact of neurological conditions on occupational performance and participation

l Dynamic Performance Analysis (DPA)

l Documentation

Orientation week –

no Labs

Orientation week –

no Tutes

Week 1

29 February

Module 2 - Lecture: matching

Module 2 Lab & Tute

Impact of:

l Motor function l Changes in muscle

tone

on occupational performance and participation:

Polatajko, H.J., Mandich, A. Martini, R. (2000). Dynamic performance analysis: A framework for understanding occupational performance. American Journal of Occupational Therapy, 54, (1), 65-72.

World Health Organisation (WHO). (2002). Towards a common language for functioning, disability and health ICF. Geneva: WHO Read pages: 8, 9 & 10

Complete Important reading number 2 on the PEOP model

Module 1 - Lab

l Interview / Structured interview

l Observation of functional performance

l Dynamic performance analysis (DPA)

Module 1 - Tute

Case study application:

Ax facilitated by the new PEOP model

Week 2

7 March Module 3 - Lecture: matching

Module 3 Lab & Tute

Impact of:

Complete Important reading number 3 on documentation

Complete the following reading to match Module 2 and Module 3:

Module 2 - Lab

Impact of motor control impairment on function

Module 2 – Tute

Applying knowledge of neurological conditions to Ax practice:





l Postural control l Balance l Reach and grasp

on occupational performance and participation

Shapero Sabari, J., Capasso, N. & Feld-Glazman, R. (2014). Optimizing motor planning and performance in clients with neurological difficulties. In M. Vining Radomski, & C.A. Trombly Latham, (Eds), Occupational therapy for physical dysfunction (7th ed.). (pp 614-674). Philadelphia: Lippincott Williams & Wilkins.

ABI: Stroke and TBI

Neurodegenerative conditions: PD and MS

Week 3


Module 4 Lab & Tute

Impact of:

Cognition:

l Orientation l Attention


Complete the following reading to match Module 2 and Module 3:

Shapero Sabari, J., Capasso, N. & Feld-Glazman, R. (2014). Optimizing motor planning and performance in clients with neurological difficulties. In M. Vining Radomski, & C.A. Trombly Latham, (Eds), Occupational therapy for physical dysfunction (7th ed.). (pp 614-674). Philadelphia: Lippincott Williams & Wilkins.

Module 3 - Lab

Ax of balance, postural control and movement in clients with a neurological condition

Module 3 - Tute

In-class Ax 1 (10%)

Week 4


Module 5 Lab & Tute

Impact of:

l Vision l Visual field loss


Vining Radomski, M. & Morrison, M. T. (2014). Assessing abilities and capacities: Cognition. In M. Vining Radomski & C. A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction (7th ed., pp. 121-143). Philadelphia: Lippincott Williams & Wilkins.

Module 4 - Lab

Screening cognition: what to assess, how and why:

l observation of occupational performance;

l cognitive screens

No face-to-face tutorials due to Good Friday Public Holiday on Friday

the 25th of March 2016

Module 4 - Tute Online activity

Documentation using SOAP note format: a practice activity

Week 5

28 March Tuition Free Week

Week 6

4 April Module 6 - Lecture: matching

Gillen, G. (2011). Managing visual and visual spatial

Module 5 - Lab

Using the Neuro Physical

Module 5 - Tute

Evidence –based





Module 6 Lab & Tute

Impact of:

l Visual perception l Dyspraxia l Language

on occupational performance and

participation

impairments to optimise function. In G. Gillen Stroke rehabilitation: A function based approach (3rd ed., pp. 417-423). St. Louis: Elsevier.

Lee, A.W., Daly, A. & Chen, C.S. (2010).Visual field defects after stroke: A practical guide for GPs. Australian Family Physician, 39, 7, 499-503.

Weisser-Pike, O. (2014). Assessing abilities and capacities: Vision and visual processing. In Vining Radomski, V. & Trombly Latham, C.A. (Eds.), Occupational therapy for physical dysfunction (6th ed., pp. 103-113). Philadelphia: Lippincott Williams & Wilkins.

Assessment (DVD):

Ax of Vision role of

practice- what are the issues?

Week 7


Module 7 Lab & Tute

Impact of:

l Somatosensory system


Lundy-Ekman, L. (2013). Cerebrum: Clinical applications. In L. Lundy-Ekman Neuroscience: Fundamentals for rehabilitation. (4th ed., pp. 431-436). Missouri: Saunders.

Gillen, G., & Brockman Rubio, K. (2010). Treatment of cognitive-perceptual deficits: A function-based approach. In G.Gillen Stroke rehabilitation: A function-based approach (3rd ed., pp. 516-521). St. Louis: Elsevier.

particularly Table 19.5 on page 517

Weisser-Pike, O. (2014). Assessing abilities and capacities: Vision and visual processing. In M. Vining Radomski, & C.A. Trombly Latham, (Eds), Occupational therapy for physical dysfunction (7th ed.). (p. 114 only). Philadelphia: Lippincott Williams & Wilkins.

Module 6 - Lab

Ax of visual perception

Module 6 - Tute

In-class Ax 2 (10%)

View footage and complete a SOAP note in class

Week 8

18 April Tuition Free Week





Week 9


Module 8 Lab & Tute

Impact of:

l Executive functions l Insight and denial


Lundy-Ekman, L. (2013). Somatosensory system. In L. Lundy-Ekman Neuroscience: Fundamentals for rehabilitation. (4th ed., pp 100-111. (Pain section is Module 10 reading). Missouri: Saunders.

Theis, J. L. (2014). Assessing abilities and capacities: Sensation. In Radomski, V.M. & Trombly Latham, C.A. (Eds.), Occupational therapy for physical dysfunction (7th ed., pp. 276-305). Philadelphia: Lippincott Williams & Wilkins.

Module 7 - Lab

Ax of sensation

Monday Lab groups need to join Tuesday or Wednesday Lab classes due to Anzac day on Monday 25 April. The 50 students affected will need to sign up to attend a specific class of choice. Sign-up sheets will be available in the Labs during week 1 and week 2 of semester.

Module 7 - Tute

Receive marked in-class Ax 2 back for:

l Feedback l Reflection l Improvement

Week 10

2 May Module 9 - Lecture: matching

Module 9 Lab & Tute

Impact of:

l Memory


Spitzer, J., Tse, T., Baum, C. M. Carey, L. M. (2011). Mild impairment of cognition impacts on activity participation after stroke in a community-dwelling Australian cohort. OTJR: Occupation, Participation and Health, 31, 1, (Supp), S8-S15.

Lundy-Ekman, L. (2013). Cerebrum: Clinical applications. In L. Lundy-Ekma, Neuroscience: Fundamentals for rehabilitation. (4th ed., pp 457-477). Missouri: Saunders.Also include the table on p 474 in this reference.

Katz, N., Fleming, J. Keren, N, Lightbody S., Hartman Maeir, A. (2002). Unawareness and /or denial of disability: Implications for occupational therapy intervention. Canadian Journal of Occupational Therapy, 69, 5, 281-292.

Module 8 - Lab

Cognition: Executive function; insight and denial- what to assess, how and why: Using observation of occupational performance, screening and assessments.

Module 8 - Tute

Insight and denial: application

Week 11


Module 10 Lab & Tute

Impact of:

l Pain

Assignment due this week, so no specific preparation.

Module 9 - Lab

Memory - what to assess, how and why: Using observation of occupational performance, screening and assessments.

Module 9 – Tute

No tutorials






Week 12


Module 11 Lab & Tute

Impact of:

l Fatigue


Lundy-Ekman, L. (2013). Somatosensory system. In L. Lundy-Ekman Neuroscience: Fundamentals for rehabilitation. (4th ed., pp 111-120). Philadelphia: Saunders.

Lundy-Ekman, L. (2013). Somatosensation: Clinical Application. In L. Lundy-Ekman, Neuroscience: Fundamentals for rehabilitation. (4th ed., pp 141-162). Missouri: Saunders.

Lin, S.H., Murphy,S.l., Robinson. J.C. (2010). Facilitatiing evidence- based practice: process, strategies and resources, American Journal of Occupational Therapy, 64, 1, 164-171.

Module 10 - Lab

Pain- what to assess, how and why: Using observation of occupational performance, screening and assessments.

Pain Assessment when clients are unable to self-report

Module 10 – Tute

Carer involvement /Carer impact

Week 13

23 May Guest speaker:

Make sure you attend this lecture as it will not be available as an iLecture. It will be a valuable experience to assist you to reflect on your performance in your assessment.

Living well with MS: Managing fatigue. MS Society of Canada (on FLECS-Blackboard).

Dittner, A.J., Wessely, S.C., & Brown, R.G. (2004). The assessment of fatigue: A practical guide for clinicians and researchers. Journal of Psychosomatic Research, 56, 157-170.

Module 11 - Lab

Fatigue- what to assess, how and why: Using observation of occupational performance, screening and assessments.

Module 11 - Tute

Case study application and reflection

Week 14

30 May Revision Lecture:

l Unit overview l Exam preparation l Feedback on

assessments

Consolidation of learning

Case study application

Revision and Exam preparation:

Overview of material covered in Tutes

Study week

6 June

Study Week

Exam week 1

13 June

Examinations

Exam week 2

Examinations





20 June





meds3002 introduction to neuroscience for...

Documents