Hone your skills with our array of Neurology Continuing Education Courses for physical therapists, occupational therapists and speech language pathologists, specializing in the evaluation and treatment of individuals with problems due to disease or injury of the nervous system.
Our courses offer evidence based, clinically relevant content taught by experts in their field, that can immediately be applied to your Neuro Rehab patients
Topics include:
Geriatric Neurology
Balance and Falls
Home Care
Brain Injury and Post Concussion
Postural Control
Degenerative Diseases
Vestibular Rehabilitation
Neurological Rehabilitation
We are excited to announce a new course added to our offerings:
ICU and Acute Care: From Early Mobilization to Discharge Decisions
[caption id="attachment_3751" align="alignright" width="129"] Chris Wells, PT, PhD, CCS, ATC[/caption]
Presented by Chris L. Wells, PT, PhD, CCS, ATC, a Clinical Associate Professor at the University of Maryland School of Medicine in the Department of Physical Therapy and Rehabilitation Science.
In this course the speaker will first discuss the multisystem adverse effects of critical illness and the impact the sequelae have on the rehabilitation process. The current philosophy is for early mobilization to decrease the rate of functional deficits and disability. In this medical model the therapist needs to have a sharp set of skills in assessment and optimal interventions given the activity tolerance of the patient. This discussion will establish the framework for the remainder of the course by addressing pertinent evaluation skills and intervention plans with the goal to restore function across the continuum of care. This course will discuss the interpretation of vital signs beyond the basics and system review as it relates to critical illness. The participants will gain a clinical decision framework to determine medical stability and exercise tolerance that will improve the exercise prescription of patients recovering from critical illness.
Another section of this course will focus on understanding dyspnea and fatigue which are two common barriers to activity tolerance. The participants will learn how to examine chest wall mechanics, breathing pattern, cough effectiveness and incorporate interventions to improve function. This course will explore the evidence for advanced intervention for patients on advanced medical support devices and who are suffering from the common iatrogenic effects of hospitalization.
Finally the participants will be engaged in a case study to discuss integration of clinical information and problem solving for a successful patient encounter.
There is nothing worse than speaking in front of a group of people and having them look bored to tears.
What keeps your interest when attending a presentation?
Here are just a few pointers I’ve learned over the years:
Highlight only 2-4 key points that you hope to make in each 90 minutes of presentation and for each point present research and/or, theoretical framework followed up with clinically relevant examples. Use case examples and anecdotes.
Put the audience in an active listening mode occasionally throughout your presentation. You can do this by posing some thought-provoking questions. While you won’t have time to entertain answers, it is often helpful to present some questions for them to mull over.
For example, as you begin to present a new technique, you might say, “Can you think of a patient that this technique would work for? Can you think of a case where it would be a challenge due to co-morbidity?”
Use audio-visuals if…….They support what you will be discussing and offer further clarification.
Do not use AV’s if they complicate the material by presenting more material than you are planning to cover.
Remember to be prepared to go ahead without the AV’s should there be a glitch! The show must go on!
What are your tips to keep engaged when presenting an in-service?
Stay tuned; next time we’ll be talking about 10 words you can use in your in-service.
Once you have defined your audience (see Blog #2) and planned for your time-frame, it is critical to identify the 2-4 points you want to make. What are the 2-4 key issues, ideas or skills that you want the group to walk away with. It is far more effective to highlight a few key points well than to inundate them with more information than they can digest and apply in such a short time.
Remember: Less is More
Start with an introductory statement telling the audience what the objectives or key points are that you will be covering
Tell them your plan for the 90 minutes and what you hope they will get out of the session
Engage them by letting them know that your information has relevance to them by acknowledging their challenges, their ideal outcomes and their interests. Perhaps give an example of how your new learning has helped you with a particular clinical issue.
Use humor, anecdotes or an interesting fact to gain attention and interest throughout your presentation.
Let us know what has worked for you when planning how to focus an effective in-service?
Stay tuned; next time we will be discussing hints on developing contentthat really grab your colleagues.
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