Presenter(s) Name(s) and Email Address(es):
David Brunette, PT, DPT
[email protected]

Module Description: 
This module is designed to enhance the resident’s knowledge and clinical skills in the management of Rett syndrome and related neurodevelopmental disorders. The asynchronous learning module includes content on pathophysiology and diagnosis, physical impairments, activity limitations, treatment interventions, outcome measures, and evidence-based practice relevant to this population. Following completion of the module content, the resident will complete an assignment that includes required readings and two case studies focused on clinical application, treatment planning, and care coordination within a multidisciplinary setting. The course concludes with a knowledge translation plan designed to support integration of the concepts and clinical reasoning developed through the module and case studies into clinical practice. 

Learning Objectives:  
Upon completion of this module, participants will: 
1. Develop and apply knowledge of the pathophysiology, clinical presentation, and evidence-based assessment and intervention strategies for individuals with Rett syndrome and related disorders. 
2. Understand appropriate referrals and multidisciplinary communication needed for management of individuals diagnosed with Rett Syndrome.
3. Develop and discuss appropriate goals for treating patients with Rett Syndrome across the lifespan.
4. Evaluate the purpose, validity, and reliability of specific outcome measures used to assess impairments, functional skills and participation for individuals with Rett Syndrome.
5. Discuss identified outcome measures and analyze their limitations working with this patient population during a plan of care. 
6. Integrate current evidence-based PT interventions and management strategies for individuals with Rett Syndrome in case-based assignments and discussions.

Estimated Educational Hours: 
1. Asynchronous narrated lecture: 1.5 hours
2. Resident required readings and assignment: 1 hour
3. Knowledge translation worksheet: 1 hour

Presenter Bio:  
David Brunette is a physical therapist with the Kennedy Krieger Institute in Baltimore, MD. Since graduating from the University at Buffalo in 2020, David has specialized in the treatment of neurodevelopmental conditions across the lifespan, with particular focus working with adolescents and adults. At the Institute, he is a part of the Rett Syndrome and Related Disorders Multidisciplinary Clinic and Outpatient Physical Therapy Department. The Rett Syndrome and Related Disorders Clinic at Kennedy Krieger is one of fifteen institutions in the United States designated as a Center of Excellence by the International Rett Syndrome Foundation. 

Confidentiality Agreement:
● Please respect intellectual property rules. All content is intended for your use only.
● All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material. 

Asynchronous Content:
● Participants should view the narrated lecture prior to the virtual meeting if one is scheduled. 
● A handout is included with the slides from the presentation video. 

Assignment and Required Readings:
● Review the patient cases provided in the Resident Assignment document and answer the corresponding questions. 
● Read the required readings provided.

Knowledge Translation Reflection:
● After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. 

Please email the presenters if you have any questions about the content or assignments.
If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es): 

Kara Kobal [email protected]

Jim Moore [email protected]

Module Description: 

This module will provide an overview of the role of pediatric physical therapy specialists as advocates for children and families at the individual, systems, and societal/political levels. According to Merriam-Webster, an advocate is “one who supports or promotes the interests of a cause or group.”  This module will include examples of current advocacy efforts that the Academy of Pediatric Physical Therapy is involved to support children and families. 

APTA’s Mission Statement: “Building a community that advances the profession of physical therapy to improve the health of society.” Societal Responsibility is the APTA Code of Ethics for the Physical Therapist Principle 9: “Physical therapists and physical therapist assistants shall participate in efforts to meet the health needs of people locally, nationally, and globally,”

Learning Objectives:  

Upon completion of this module, participants will:

• Describe how pediatric physical therapists advocate on behalf of children and families
• Discuss resources and methods to advocate on behalf of children and families
  • for children and families (individual)
  • in various healthcare settings (systems)
  • in federal, state, and local healthcare legislation, rules, and regulations (societal/political)
• Discuss the role of the pediatric clinical specialist in child and family advocacy, healthcare reform, and societal health

Estimated Educational Hours: 

• Asynchronous narrated lecture: 1.5 hours
• Resident required readings and assignment: 3 hours
• Knowledge translation worksheet: 1 hour

Presenter Bio:  

James (Jim) Moore PT, PhD, Board Certified Pediatric Clinical Specialist - Dr. Moore is an Associate Professor and Vice Chair for Residency Programs at the University of Miami, Department of Physical Therapy. He is Program Director for the University of Miami - Nicklaus Children's Hospital Pediatric Residency Program. He currently serves as chair of the Residency and Fellowship Special Interest Group in the Academy of Pediatric Physical Therapy. He teaches professional and post professional physical therapist education with a focus in Pediatrics and Neurorehabilitation. His focus in educational research is DPT and Residency education, specifically in the area of pediatrics.

Kara Kobal, PT, DPT, DHSc  - Dr. Kobal is an Associate Professor and serves as the Program Director of the Residential DPT option in the Department of Physical Therapy at the University of Pittsburgh.  She was the Founder and past Director of the Pediatric Physical Therapy Residency Program at Saint Francis University.  Dr. Kobal is active in the American Physical Therapy Association-Pennsylvania where she has served in various leadership roles over many years. Dr. Kobal also serves on the Pediatric Physical Therapy Residency Program Consortium and works to plan and develop shared pediatric residency program content. Her research area of interest is entry-level and post professional physical therapy education. 

Collaborator Acknowledgement:

This course was originally developed in collaboration with Mary Jane Rapport, PT, DPT, PhD, FAPTA.   Dr. Rapport is a Professor in In the Department of Physical Therapy at Hawaii Pacific University. Prior to HPU, Dr. Rapport was faculty and Associate Program Director of the Physical Therapy Program at the University of Colorado Anschutz Medical Campus (Aurora, CO). Dr. Rapport was in various faculty roles, including Student Services Coordinator, Director of Admissions and Director of both a Pediatric Residency and a Faculty Residency, during her tenure as a Professor at the University of Colorado. Dr. Rapport has received numerous professional honors and awards, including the Susan B Effgen Advocacy Award from APTA Pediatrics, and is well published in her discipline with over 50 peer-reviewed manuscripts and several book chapters. Her research focuses on pediatric physical therapy services, IDEA law and policy, and physical therapist education.

Confidentiality Agreement: 

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Asynchronous Content:  

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

Resident Assignment: 

• Complete the following required readings: Review related chapters on legislation and policy from Campbell text (5th edition) and/or Effgen text. If you have the 6^th edition, consider reading Chapter 2 - Social Determinants of Health and Pediatric Health Care and identify opportunities for advocacy based on this.
• Read the following assigned articles:
  • McSpadden C, Therrien M, McEwen IR. Care Coordination for Children With Special Health Care Needs and Roles for Physical Therapists Pediatr Phys Ther, 2012;24:70–77.
  • Ng SL, Lingard L, Hibbert K, Regan S, Phelan S, Stooke R, Meston C, Schryer C, Manamperi M, Friesen F. Supporting children with disabilities at school: implications for the advocate role in professional practice and education. Disabil Rehabil, 2015; 37(24): 2282–2290
  • Schwartz L. Is there an advocate in the house? The role of health care professionals in patient advocacy. J Med Ethics 2002;28:37–40
• Complete the assignment case study: Kim.
• Review website: https://www.apta.org/advocacy 
• Consider 3 ways in which the pediatric PT could advocate for the patient.
• Find at least 1 other website, resource, article or other tool that could be used in the advocacy process.

Knowledge Translation Reflection: 

• Complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s). 

Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es):

Susan N. Smith PT, DPT, PhD [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and application of examination and treatment of pediatric patients with overweight/obesity. This is a fully asynchronous learning module. The narrated lecture will define obesity, discuss the prevalence and causes of obesity, discuss how obesity affects development, discuss obesity in children with disabilities, present best practice for the treatment of obesity, outline the role of the pediatric physical therapist in the treatment of obesity and end with the discussion of a case study. After watching the narrated lecture, residents will complete a case-based written assignment. Finally, residents are asked to complete a Knowledge Translation plan. Residents are encouraged to engage with their program mentors throughout the course experience to enhance their learning and integration of knowledge into clinical practice.

 Learning Objectives: 

By the end of the session, participants will be able to:

1. Define pediatric obesity using current clinical criteria.
2. Describe the multifactorial causes and health consequences of pediatric obesity.
3. Identify movement impairments and functional limitations associated with obesity in children and adolescents.
4. Perform age-appropriate PT examination and outcome measurement.
5. Design safe, evidence-informed exercise interventions and behavior-support strategies.
6. Collaborate effectively within interdisciplinary obesity management teams.

 Estimated Educational Hours:

1. Asynchronous narrated lecture: 1.5 hours

2. Resident required readings and assignment: 1.5 hours

3. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Susan N. Smith is a board certified pediatric physical therapist with over 20 years of experience. Susan started her career in pediatric rehabilitation and school based care in Greenwood, Mississippi. She has worked at the University of the Incarnate Word in San Antonio, TX for the past 14 years teaching patient/client management as well as serving as the residency director for the Incarnate Word-Methodist-TEAMability pediatric residency.

  Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.

 Asynchronous Content:

• •Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.
• •A handout is included with the slides from the presentation video.

 Assignment and Required Readings:

• All participants should complete the assignment described here before viewing the asynchronous presentation.
• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.
• Read the required readings provided.

Knowledge Translation Reflection:

• •After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

 Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter’s Names and Email Addresses:

Lori Bartleson    [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based practice of physical therapy in the Early Intervention Setting. Part 1 of the course is an asynchronous learning module on foundational knowledge of Early Intervention and the physical therapist’s role in this setting, followed by a case-based written assignment. Part 2 of the course is a synchronous session with a case-based discussion, which will also include a mock routines-based interview with the caregiver and planning for transition to preschool. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

 Learning Objectives: 

Upon completion of this module, participants will:

1. Identify early intervention eligibility criteria under Part C of IDEA.

• Recognize the role of service coordination in the IFSP

1. Understand principles to conduct an effective family interview and child observation to determine the family’s needs and supports.
2. Define family-centered care, including coaching and treating in the natural environment.
3. Explain the impact of cultural differences during assessment, IFSP development, and interventions
4. Summarize the transition process from IDEA Part C to IDEA Part B.

 Estimated Educational Hours:

1. Asynchronous narrated lecture: 1 hour

2. Resident required readings and assignment: 2 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Lori Bartleson is a Board-Certified Pediatric Clinical Specialist with 30+ years of experience as a pediatric physical therapist. She is an assistant professor in the Doctor of Physical Therapy program at Charleston Southern University. She also serves as the Medical University of South Carolina (MUSC) Physical Therapy Pediatric Residency Coordinator. In addition, she has been an adjunct faculty member at Rocky Mountain University in their transitional Doctor of Physical Therapy Pediatric Science program, teaching the Seminar on Children and Youth in Early Intervention and Education Environments. Lori has experience working with children ages 0-21 in various settings, including early intervention, school-based, and outpatient. Lori graduated with a Bachelor of Science in Physical Therapy from MUSC in 1995 and her Doctorate in Physical Therapy from A.T. Still University in 2012. Locally, Lori has served the American Physical Therapy Association (APTA) South Carolina Chapter members as the Lowcountry District Co-Chair, on the Board of Directors, and the Nominating Committee. Nationally, she has served as the APTA Academy of Pediatric Physical Therapy’s Residency and Fellowship Special Interest Group Secretary and the Chair of the Adolescents and Adults with Diverse Abilities Special Interest Group. She has also served as the South Carolina State Representative for the APTA Academy of Pediatric Physical Therapy members. Lori is an APTA-certified clinical instructor with over 25 years of teaching and mentoring physical therapy students. She has presented at local, state, and national conferences for physical therapists. She has co-authored and published research in pediatric physical therapy.

 Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 

• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

 Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

 Assignment and Required Readings:  

• All participants should complete the assignment described here before the virtual meeting if one is scheduled. 

• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.

• Read the required readings provided.

• Chiarello, L., Jeffries, L., Rapport, MJ. “Early Intervention Physical Therapy: IDEA Part C”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2010).
• Chiarello, L., Jeffries, L., Rapport, MJ. “Natural Environments in Early Intervention Services”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2019).
• D'Arcy E, Wallace K, Chamberlain A, et al. Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions. Autism. 2022;26(4):928-939. doi:10.1177/13623613211036809
• Gmmash, A. S., Effgen, S. K., Skubik-Peplaski, C., & Lane, J. D. (2021). Parental Adherence to Home Activities in Early Intervention for Young Children with Delayed Motor Development. Phys ther, 101(4) 
• McWilliam, R. A. Casey, A. Sims, J. The Routines-Based Interview: A Method for Gathering Information and Assessing Needs. Infants & Young Children 22(3):p 224-233, July 2009. DOI: 10.1097/IYC.0b013e3181abe1dd
• McWilliam, R.A. Protocol for the Routines Based Interview. 2009.
• Pereira APS, Jurdi A, Reis HIS, Sousa A. Routine‐based interview in early intervention: professionals’ perspectives. Support for learning. 2022;37(3):435-449. doi:10.1111/1467-9604.12419
• Weaver, P, Cothran, D; Dickinson S; Frey, G. Physical Therapists' Perspectives on Importance of the Early Intervention Competencies to Physical Therapy Practice. Infants & Young Children 31(4):p 261-274, October/December 2018. | DOI: 10.1097/IYC.0000000000000127  

 Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  

• Please plan to have your video on during the entire session to facilitate interaction and discussion. 

• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  

• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  

• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

 Knowledge Translation Reflection:

• •After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

 Please email the presenters if you have any questions about the content or assignments. 

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected]. 

Presenter name and email address: Heather Aker, [email protected]

 Module Description:

 This course is designed to advance the pediatric residents’ knowledge in the examination and treatment of pediatric patients with Congenital Muscular Torticollis and Plagiocephaly. Part 1 of this course is an asynchronous learning module on the examination and treatment of infants with Congenital Muscular Torticollis and Plagiocephaly. Upon completion of this module, the learner will use the content presented as well as two included articles to prepare a case-based written assignment. Part 2 of this course will be a synchronous session for discussion of the cases prepared. Residents will be asked to complete a Knowledge Translation Plan to be reviewed with their residency program mentors and/or director. Residents are also encouraged to engage with their program mentors throughout the course experience to enhance their learning and integration of knowledge into clinical practice.

 Learning Objectives: 

Upon completion of this module, participants will:

• Understand the incidence, etiology and pathophysiology of Torticollis and Plagiocephaly and discuss the importance of early identification and early referral.
• Identify key components of Physical Therapy examination for infants with Congenital Muscular Torticollis and Plagiocephaly and evaluate purpose, validity and reliability of outcome measures.
• Explain the impact of Torticollis and plagiocephaly on development and how it affects associated body structures and overall gross motor function.
• Apply the APTA levels of severity classification for infants with Congenital Muscular Torticollis and integrate other patient factors to formulate PT prognosis and plan of care.
• Review evidence-based interventions for patients with Congenital Muscular Torticollis and detect red flags for referring out to other medical professionals.

Estimated Educational Hours:

1. Asynchronous Activity 2 hours

2. Resident required readings and assignment: 30 minutes (skim/scan/review CPG)

3. Module Assignment: 1 hour

4. Synchronous session: 2 hours

5. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Heather Aker, PT, DPT, DHSc has been a member of the Physical Therapy Department at The Children’s Hospital of Philadelphia for more than 10 years. She has worked in a variety of pediatric settings including early intervention, school systems, and an outpatient clinic specializing in hippotherapy. As a physical therapist at the Children’s Hospital of Philadelphia Heather has worked in acute care and outpatient settings, as well as having early in her career participated in CHOP’s Pediatric Physical Therapy Residency. Her clinical interests are congenital muscular torticollis, treating the infant/parent dyad, and post-concussion recovery. Heather has conducted research using retrospective data from CHOP’s Arcus database and looks forward to expanding the body of evidence related to congenital muscular torticollis treatment and prognosis. In addition to clinical practice, Heather has also participated in academic education as an adjunct professor at Widener University as well as guest lectures at Widener University, and Arcadia University. Heather graduated from Widener University with her Doctor of Physical Therapy, and the University of Indianapolis with her Doctor of Health Sciences.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

 Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

 Resident Assignment:

• Participants should complete the Torticollis & Plagiocephaly module assignment and answer the questions on the worksheet about the corresponding cases. This will be reviewed during the synchronous session.
• Complete the following required readings:
  • 2024 Torticollis CPG, included in articles.
  • As directed in the power point, please skim/scan/review other included articles.

 Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  
• Please plan to have your video on during the entire session to facilitate interaction and discussion. 
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  
• The virtual meeting will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

Knowledge Translation Reflection:

• After the synchronous session, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. .

Please email me if you have any questions about the content or assignments! I look forward to meeting everyone!

Heather Aker, [email protected]

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es):

Lori Bartleson    [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based practice of physical therapy in the School-Based Setting. Part 1 of the course is an asynchronous learning module on foundational knowledge of School-Based physical therapy and the physical therapist’s role in this setting, followed by a case-based written assignment. Part 2 of the course is a synchronous session with a case-based discussion, which will also include transition from Early Intervention to School-Based and transition from School-Based to Post-School. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

Learning Objectives: 

Upon completion of this module, participants will be able to:

1.  Explain similarities and differences of the Individuals with Disabilities Education Act and 504 laws as related to school-based physical therapy.
2. Understand the core components of the IEP document.
3. Explain the process of a school-based comprehensive evaluation.
4. Discuss the parameters of best practice for considerations of dosing School-Based PT services and implementing these services as part of the student’s IEP.
5. Describe the process of transitioning from Early Intervention to School-Based services under IDEA.
6. Explore the components of and barriers to transition from School-Based to Post-School Activities.

Estimated Educational Hours:

1. Asynchronous narrated lecture: 2 hours

2. Resident required readings and assignment: 1.5 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

Presenter Bio: 

Lori Bartleson, PT, DPT, is a Board-Certified Pediatric Clinical Specialist with over 30 years of experience as a pediatric physical therapist, including 26 years as a school-based physical therapist. She is an Assistant Professor at Charleston Southern University in their Doctor of Physical Therapy Program. She is a guest lecturer for the School-Based pediatric content in the Doctor of Physical Therapy program at the Medical University of South Carolina (MUSC). She also serves as the MUSC Physical Therapy Pediatric Residency Coordinator. Lori teaches the Early Intervention and School-based modules for the APTA Academy of Pediatrics Residency Consortium. In addition, she has been an adjunct faculty member at Rocky Mountain University in their transitional Doctor of Physical Therapy Pediatric Science program, teaching the Seminar on Children and Youth in Early Intervention and Education Environments. Lori has experience working with children ages 0-21 in various settings, including early intervention, school-based, and outpatient. Lori graduated with a Bachelor of Science in Physical Therapy from MUSC in 1995 and with a Doctorate in Physical Therapy from A.T. Still University in 2012. Locally, Lori has served the American Physical Therapy Association (APTA) South Carolina Chapter members as the Lowcountry District Co-Chair, a member of the Board of Directors, and a member of the Nominating Committee. Nationally, she has served as the APTA Academy of Pediatric Physical Therapy’s Residency and Fellowship Special Interest Group Secretary. She has also served the APTA Academy of Pediatric Physical Therapy members as the South Carolina State Representative and as the Chair of the Adolescents and Adults with Diverse Abilities Special Interest Group. Lori is an APTA-certified clinical instructor with over 20 years of teaching and mentoring physical therapy students. She has presented at local, state, and national conferences for physical therapists. She has co-authored and published research in pediatric physical therapy.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.

Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.
• A handout is included with the slides from the presentation video.

Assignment and Required Readings:

• All participants should complete the assignment described here before the virtual meeting if one is scheduled.
• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.
• Read the required readings provided.
  • Brushett A, Seguin K, Wong L, et al. Understanding school-based rehabilitation services through the lived experiences of children and youth with disabilties: a meta-aggregative review. Frontiers in public health. 2026;14:1745224. Doi: 10.3389/fpubh.2026.1745224
  • Caldwell M, Effgen S, Tezanos AV, Sylvester L, Jeffries LM. Regional Differences in School-Based Physical Therapy Practice for Students Who Made Progress on 2 Outcome Measures. Pediatric physical therapy. 2022;34(1):46-54. doi:10.1097/PEP.0000000000000844
  • Kinsey E, Curto C, Glassman D, Sundberg M, Rosemeyer K, Rapport MJ. Changing the Paradigm of School-Based Physical Therapist Service Delivery: Using Evidence to Support Intensive Intervention. Pediatric Physical Therapy. 2022 Jan 1;34(1):73-80.
  • Wynarczuk KD, Chiarello LA, Gracely E, Effgen SK, Palisano RJ, Fisher K. Participation-Based Student Goals in School-Based Physical Therapy Practice: Influence on Service Delivery and Outcomes. Physical & occupational therapy in pediatrics. 2021;41(5):485-502. doi:10.1080/01942638.2021.1877234
  • Jeffries LM, McCoy SW, Effgen SK, Chiarello LA, Villasante Tezanos AG. Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States. Physical Therapy. 2018 Oct 17;99(1):98-108.
  • Optional:  Effgen SK, Kaminker MK. Chapter 33 – The Educational Environment. In: Campbell’s Physical Therapy for Children. Sixth Edition. Elsevier Inc; 2023:768,795.el – 795,795.e8. doi: 10.1016/B978-0-323-79796-2.00033-4

Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.
• Please plan to have your video on during the entire session to facilitate interaction and discussion.
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.
• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.

Knowledge Translation Reflection:

• After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

Please email the presenters if you have any questions about the content or assignments!

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter Names and Email Addresses:

Jennifer Furze, PT, DPT, FAPTA  [email protected]

Marisa Birkmeier, PT, DPT, DHSc  [email protected]

James Moore, PT, PhD  [email protected]

 Module Description:

This module is designed to enhance pediatric residents’ knowledge, application, and implementation of best practices in teaching and learning. Many physical therapists may not have received formal instruction in foundational teaching concepts during their entry-level education. Therefore, gaining additional knowledge and practical experience is essential for effectively educating learners.

 The asynchronous portion of this module introduces residents to a foundational framework for teaching and learning. Topics include the three learning domains (cognitive, affective, and psychomotor), learning theories, the development of objectives, the design of learning experiences, and methods of assessment. Residents will also explore how individual courses contribute to the broader curriculum and gain an understanding of the overall structure of teaching and learning within an educational program.

 Additionally, the module will compare various teaching formats—classroom, laboratory, and clinical—and identify the most effective learning experiences for each. Prior to the synchronous session, residents are expected to complete a lesson plan for a designated teaching session. During the synchronous session, they will present components of their lesson plan, receive feedback, and refine their approach for implementation in a real teaching context.

Teaching and learning resources will be made available online before the synchronous session. Finally, residents will develop a Knowledge Translation plan to support the integration of their learning into clinical practice. Ongoing engagement with program mentors is encouraged throughout the module to deepen understanding and support the application of knowledge in real-world settings.

Learning Objectives: 

Upon completion of this module, participants will:

• Define the three major learning domains (cognitive, affective and psychomotor) and develop appropriate learning objectives in each domain.
• Describe the major categories of learning theories embedded within the learning sciences including: 1) behaviorism, 2) cognitive learning theory, 3) experiential/problem solving, 4) social-cultural and provide an application of each.
• Identify the connection between objectives, design of learning experiences, and student evaluation and how this is linked to the overall curriculum.
• Identify teaching/learning strategies for teaching clinical laboratory skills.
• Compare and contrast traditional classroom teaching with laboratory teaching.
• Develop a lesson plan that includes learning objectives across learning domains, pediatric competencies, learning theories, teaching strategies, and student assessment.

Estimated Educational Hours:

• Asynchronous narrated lecture: 1 hour
• Resident required readings and assignment: 3 hours
• Virtual meeting: 2 hours
• Knowledge translation worksheet: 1 hour

Presenter Bios: 

Dr. Furze is a Professor in the Department of Physical Therapy at Creighton University in Omaha, NE. She is a board-certified clinical specialist in pediatric physical therapy and the director of the Creighton University Pediatric Physical Therapy Residency program. Nationally, she served as the past Director of Academic and Clinical Education of APTA Pediatrics and member of the ABPTS Pediatric Specialty Council. She has taught pediatrics in a systems-based lifespan approach model of the curriculum for 20 years. Her published educational research centers around clinical reasoning in professional and residency education, effective teaching methods, and pediatric physical therapy education. Dr. Furze received her entry-level Doctor of Physical Therapy degree from Creighton University in 1998 and her bachelor’s degree from the University of Scranton in 1995.

Dr. Birkmeier is a board certified pediatric clinical specialist, associate professor, and program director of The George Washington University Physical Therapy Program. She currently practices at Children’s National Health System in Washington, DC. She has over 25 years of clinical experience and has primarily been in an academic role for the past 17 years. Her research centers on educational research with a focus on assessment, clinical education, and pediatric physical therapy education. She is an active member in multiple APTA academies and ACAPT. Dr. Birkmeier has presented nationally and internationally on physical therapy education research and clinical education.

Dr. Moore is an Associate Professor and Vice Chair for Residency & Fellowship Programs at the University of Miami, Department of Physical Therapy. He is Program Director for the University of Miami - Nicklaus Children's Hospital Pediatric Residency Program. He serves as the Vice-Chair for APTA Pediatrics ACE SIG and a member of the Standards Committee for ABPTRFE. He has published and presented nationally and internationally on professional and post professional residency education, effective teaching methods, and pediatric physical therapy education. In addition, his research interests include examining the efficacy of interventions to improve motor control, walking, balance, and cardiovascular fitness in individuals with neuromuscular disorders. He received initial board certification in 1995, and was recertified in 2005, 2015, and 2025.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

Resident Assignment:

The Resident Assignment described below can also be found in the document titled Teaching Learning_Resident Assignment Part 1 (START HERE).

All participants should complete the teaching worksheet and shark tank pitch ppt described here before the virtual meeting.

• Read the assigned reading materials
  • Reading 1 (provided as a pdf) Jensen GM, Mostrom EM (eds).  Handbook of Teaching and Learning for Physical Therapists, 3rd ed. Elsevier; 2013
    • Chapter 2: From Curricular Goals to Instruction: Preparing to Teach (Jensen, Mostrom, Shepard)
  • Reading 2 Bloom’s Taxonomy Verb Chart (University of Arkansas Teaching TIPS)
  • Reading 3 (provided as a pdf) Schreiber J, Rapport MJ, Anderson D, Lundeen H, Moore J, Furze J. Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education. Pediatr Phys Ther. 2024 Oct 1;36(4):537-543.
• 2.Watch the asynchronous presentation and videos
  • Best Practices in Teaching and Learning Narrated Lecture Presentation by Drs. Furze, Moore, and Birkmeier (60:02)
  • The ABCD Method of Writing Learning Objectives (4:46)
  • About Backward Design (5:16)
• 3.Complete the Teaching Worksheet
  • After reviewing the asynchronous videos, review the example teaching worksheet document titled Teaching Learning_Resident Assignment 2 (Example Teaching Worksheet)
  • Complete the blank teaching worksheet document titled Teaching Learning_Resident Assignment Part 3 (Blank Teaching Worksheet)
    • You can base your teaching lesson plan/worksheet on what is relevant to you. Some suggestions are:
      • A pediatric lab session for DPT students focused on interventions for children with neurologic conditions
      • An inservice for an early childhood learning center that shares information about the CDC’s Developmental Milestones: Learn the Signs, Act Early initiative and resources
      • A lecture for PTA students on the congenital muscular torticollis CPG
      • An online webinar for colleagues within your health system on developmental care in the NICU and applications beyond the NICU
• 4.Complete a 5-minute “shark tank” pitch of your teaching session
  • Use the shark tank pitch template titled Teaching Learning_Resident Assignment 4 (Shark Tank Pitch Template)
    • The Powerpoint template has instructions on each slide in the notes section to help you prepare for your teaching “shark tank” pitch
  • Be ready to present to peers and faculty during the virtual synchronous session
• Additional Resources: If you haven’t had formal education in teaching, you may find it helpful to take additional time to familiarize yourself with this material:
  • Additional Resource 1: How to Write Learning Objectives with Bloom’s Taxonomy video (17:42) or ABCD of Writing Learning Objectives (16:22)
  • Additional Resource 2: The Nuts and Bolts of Learning Objectives (13:21)
  • Additional Resource 3: Jensen GM, Mostrom EM (eds).  Handbook of Teaching and Learning for Physical Therapists, 3rd ed. Elsevier; 2013
    • Chapter 9: Techniques for Teaching Students in Clinical Settings (Paschal)
  • Additional Resource 4: Plack MM, Driscoll M (eds). Teaching and Learning in Physical Therapy: From Classroom to Clinic, 2nd ed. SLACK; 2017.
    • Chapter 5: Systematic Effective Instruction 1: Keys to Designing Effective Presentations (Plack, Driscoll)
    • Chapter 6: Systematic Effective Instruction 2: Going Beyond the Basics to Facilitate Higher-Order and Critical Thinking (Ruckert, Plack)
  • Additional Resource 5: Moore JG, Birkmeier MC, Lundeen H, Dannemiller L, Anderson DK, Furze JA. National Study of Excellence in Pediatric Physical Therapy Education: Design, Methods, and Results. Phys Ther. 2021;101(10):pzab169. 
  • Additional Resource 6: Birkmeier M, Lundeen H, Furze JA, Moore JG, Dannemiller L, Anderson D. Excellence in pediatric physical therapy education: recommendations and action items. Pediatr Phys Ther. 2023;35(2):260-267.

Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.
• Please plan to have your video on during the entire session to facilitate interaction and discussion.
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.
• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the live synchronous session will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the synchronous sessions in real-time to take full advantage of the learning opportunities offered there.

Knowledge Translation Reflection:

• After the synchronous session, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s).

Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].