ATRG 5303 Orthopedic Assessment: Upper Extremity

This course emphasizes evaluation, diagnosis, and treatment of sports-related head, neck, abdomen, and upper extremity injuries and conditions. Special attention will be given to inspection, palpation, and special testing of bony, neurological, vascular, muscular, and inert soft tissues.

Credits

3

Prerequisite

ATRG 5120 and ATRG 5125

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

1. Students will demonstrate the ability to modify standard diagnostic examination procedures to clinically evaluate and manage patients with acute conditions according to the demands of the situation and the patient's ability to respond, and interpret those results to determine when referral is necessary. (70)
2. Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: cervical spine compromise (stabilization and transportation techniques, equipment removal considerations and methods). (70d)
3. Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: traumatic brain injury (catastrophic and emergent, subdural hematoma, epidural hematoma, second impact syndrome, non-epileptic seizure disorder) with and without suspected spine injury and/or protective equipment. (70e)
4. Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: internal and external hemorrhage (tourniquet and hemostatic agent use, hypovolemic shock) with and without suspected spine injury and/or protective equipment. (70f)
5. Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: testicular injury with and without suspected spine injury and/or protective equipment. (70m)
6. Students will perform an initial or follow-up evaluation to formulate a diagnosis and plan of care that includes a thorough medical history (pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition) appropriate for the circumstances and patient's ability to respond. (71a)
7. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes identifying comorbidities and complex medical conditions. (71b)
8. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing function, gait, and joint mechanics. (71c)
9. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing cardiovascular function (including auscultation). (71d-1)
10. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing pain level. (71d-10)
11. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the reproductive system. (71d-11)
12. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the respiratory system (including auscultation). (71d-12)
13. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing function, gait, and joint mechanics. (71d-13)
14. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the endocrine system. (71d-2)
15. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the eyes, ears, nose, throat, mouth, and teeth. (71d-3)
16. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the gastrointestinal system. (71d-4)
17. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the genitourinary system. (71d-5)
18. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the integumentary system. (71d-6)
19. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the patient's mental status. (71d-7)
20. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the musculoskeletal system. (71d-8)
21. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing the neurological system. (71d-9)
22. Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes identifying appropriate referrals. (71e)
23. Students will explain the basic principles of diagnostic accuracy concepts (reliability, sensitivity, specificity, likelihood ratios, prediction values, and probabilities) and use them to select, perform or obtain, and interpret the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions. (72b)
24. Students will recognize an atypical response in a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition) appropriate for the circumstances and patient's ability to respond. (76a)
25. Students will re-examine on an on-going basis a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition) appropriate for the circumstances and patient's ability to respond. (76b)
26. Students will recognize an atypical response in a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition) appropriate for the circumstances and patient's ability to respond. (76c)
27. Students will implement a plan of care for a patient who has sustained a concussion or other brain injury with consideration to established guidelines that includes addressing vestibular and oculomotor disturbance, cervical spine pain, headache, vision, psychological needs, nutrition, sleep disturbance, exercise, academic and behavioral accommodations, and risk reduction appropriate for the circumstances and patient's ability to respond. (76d)
28. Students will implement a return to play plan for a patient who has sustained a concussion or other brain injury with consideration to established guidelines that includes addressing vestibular and oculomotor disturbance, cervical spine pain, headache, vision, psychological needs, nutrition, sleep disturbance, exercise, academic and behavioral accommodations, and risk reduction appropriate for the circumstances and patient's ability to respond. (76e)
29. Students will refer to an appropriate provider when indicated a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition) appropriate for the circumstances and patient's ability to respond. (76f)
30. Students will plan and implement a comprehensive preparticipation physical examination process as recommended by contemporary guidelines for its role in identifying modifiable and non-modifiable risk factors related to injury and illness predisposition, the patient's restrictions and/or limitations, and other impacts on participation. (81)