Fysioterapia tuki- ja liikuntaelimistön toimintarajoitteissa sekä urheilijoiden terapiassa (9 cr)

Evaluation scale

0-5

Objective

The student

o is able to assess and evaluate the client's risk factors, uncontrolled movement, as well as the functional capacity of a client/athlete suffering from dysfunction of the locomotor system, based on differential diagnostics, reasoning, and knows how to draft a physiotherapy plan for the client based on evaluation and clinical reasoning.
o knows how to steer the client's exercises and to use different therapy elements in an appropriate manner, and to direct the activity based on ergonomics

o knows how to apply evidence-based methods of influence in an individualised manner in dysfunctions of the locomotor system

Supporting a client with locomotor system disability through differential diagnostics, analysis of movement, and clinical reasoning. The application of the fundamentals of various therapeutic methods applicable to locomotor physiotherapy in exercises and under guidance in sports injuries and disabilities of the spine, and the upper and lower extremities. Methods based on mobility, stability, disorders of motor control of movement, and ergonomics are emphasised in exercises and guidance. The basics of orthopaedic and traumatological physiotherapy.

Content

Supporting a client with Musculoskeletal impairments through assessment of differential diagnostics, analysis of movement and clinical reasoning. The application of the fundamentals of various therapeutic methods applicable to Musculoskeletal physiotherapy in exercises and under guidance in sports injuries and disabilities of the spine, and the upper and lower extremities. Methods based on mobility, stability, disorders of motor control of movement, and ergonomics are emphasised in exercises and guidance. The basics of orthopaedic and traumatological physiotherapy.

Materials

Comerford M, Mottram, S.2012.Kinetic Control. The Management of Uncontrolled Movement. Elsevier. Magee, D. uusin painos. Orthopaedic Physical Assessment. Saunders. In addition material told by lectures.

Completion alternatives

FACE TO FACE-learning.Active participation in contact study and exercises: lectures, exercises, seminars 5cr. Material-base case assignment as virtual study 2cr/ written examination, skills test on examination and therapy 2cr.

Student workload

243 h

Assessment criteria, satisfactory (1)

o Excellent (5) The student possesses very extensive knowledge and skills in musculoskeletal impairments and explains his or her activities, creates new solutions, and functions in a constructive manner in a team. In the skills test, direction and manual work show a high level of skill and the conclusions that are drawn are well-founded. The student takes ergonomics into account while working, and is capable of constructive self-evaluation and peer evaluation. In written tasks the student shows an ability to describe and explain phenomena of the subject matter critically through personal reflection, by utilising evidence-based sources in a versatile and appropriate manner. The student follows the JAMK reporting instructions.

o Very good (4) The student possesses extensive knowledge and skills in musculoskeletal impairments , is capable of explaining his or her activities and creates new solutions, and functions in a constructive manner in a team. In the skills test, direction and manual work shows a high level of skill and the conclusions that are drawn are well-founded. The student takes ergonomics into consideration while working, and is capable of constructive self-evaluation and peer evaluation. In written tasks the student shows an ability to describe and explain phenomena of the subject matter critically through personal reflection, by utilising evidence-based sources in a versatile and appropriate manner. The student follows the JAMK guidelines for written work.

o Good (3) The student has good skills and knowledge in musculoskeletal impairments, explains his or her activities, seeks to combine and apply information and skills and works constructively in a team. In the skills test, direction and manual work is fluent, conclusions that are drawn are correct. The student takes ergonomics into account while working. The student is capable of constructive self-evaluation and peer evaluation. In written tasks the student shows an ability to describe and explain phenomena of the subject matter by utilising evidence-based sources in a versatile and appropriate manner. The student follows the JAMK reporting instructions.

o Satisfactory (2) The student operates constructively in a team. The student's knowledge consists of scattered details in musculoskeletal impairments, which nevertheless are relevant to the matter. In the skills test, there is uncertainty in direction and manual work, and in ergonomics there are shortcomings and there are difficulties in drawing conclusions. The student evaluates him, or herself, and his or her fellow students. The student has completed the assigned tasks. The student's exercises show little connection between what is put forward, reflection is meagre. Nevertheless, references are made to literature in the field and sources are referenced. The student follows the JAMK reporting instructions.

o Adequate (1) The student operates in a constructive manner on a team. The student's knowledge consists of scattered details in musculoskeletal impairments, which nevertheless are relevant to the matter. In the skills test, there is uncertainty in direction and manual work, and in ergonomics there are shortcomings and difficulties in drawing conclusions. The student evaluates him or herself, and his or her fellow students. The student has completed the assigned tasks. The student's exercises show little connection between things that are put forward, reflection is meagre. Nevertheless, references are made to literature in the field and sources are referenced.

o Fail (0) The student does not function constructively in a team. The student's knowledge is inadequate in musculoskeletal impairments. In the skills test, manual work is illogical and hesitant. The student does not take ergonomics into consideration. The student is incapable of self-evaluation. In written assignments the student has not acquainted him, or herself with the subject matter of the work and the matters that are put forw

Qualifications

Assessment on Functioning, Therapeutic Exercise, Manual Therapy, Welness technology and environmental planning

Further information

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