Department of Physical Therapy

MPT placements

Requirements
To be a clinical instructor you must:

• Be a fully licensed physiotherapist in good standing with the regulatory body (College of Physiotherapists of Manitoba for MB clinicians) 
• Have a minimum of one full year of clinical experience

We strongly recommend educators complete the training modules from Western University (available in the clinical instructor resources section)

Expectations
As a clinical instructor, you are expected to: 

• Be a positive role model
• Prepare your workplace/caseload in advance of the student’s start date
• Provide an orientation 
• Make time to assist the student and provide supervision based on the student’s level of experience
• Offer learning opportunities that allow the student to fulfill their learning objectives, as discussed with the student using the Clinical Learning Contract
• Provide feedback and encourage student self-reflection at appropriate intervals to promote continuous learning
• Complete the ACP evaluation tool at midterm and final with the student
• Contact the academic coordinator of clinical education if you have any concerns about student performance

Western University Preceptor Education Program (PEP)

The Preceptor Education Program at Western University is an online resource aimed at preparing students and clinical instructors for clinical placements. It strongly recommends completing the feedback module before the student placement begins.

Past clinical educator workshops

Before each round of clinical rotations in the spring and fall, the Clinical Education team organizes workshops tailored for both new and experienced clinicians. If unable to attend in person, past workshops are available for viewing. Check out the workshop titled “Setting up for Success” on YouTube.

Canadian Physiotherapy Assessment of Clinical Performance (ACP) 2.0 online learning module

The ACP serves as the evaluation tool for all clinical placements at the University of Manitoba. It is completed by both students and clinical instructors at midterm and final stages. The ACP 2.0 online learning module offers a self-paced approach to understanding the tool and provides guidance on completion. Clinicians are encouraged to review this module before supervising students.

HSPnet

All ACP evaluations for University of Manitoba students are conducted through HSPnet. Upon student allocation, an email containing access instructions will be sent from HSPnet. Please check your junk mail folder as this email might be filtered. For any HSPnet-related issues, reach out to ptclined@umanitoba.ca.

Providing feedback

Feedback is integral to clinical education. Cognitive psychologist Dr. LeeAnn Renninger shares her insights in the TED talk titled “The Secret To Giving Great Feedback, The Way We Work,” offering valuable tips on improving feedback delivery and enhancing student engagement.

OT Fieldwork Educator Tips Blog

Our Occupational Therapy (OT) colleagues at the University of Manitoba maintain a fieldwork educator blog covering various topics relevant to supervising students during fieldwork or clinical placements. Topics include providing feedback, establishing safe learning environments, supporting struggling students, and more.

When grading your students' ACP, several key documents can assist in scoring. Refer to the rating scale and anchor descriptors (page 4 of the ACP), as well as the ACP Grading Resource rubric, for guidance on non-expert domains of the ACP.

Concerns about student performance arise when the average rank across all 18 questions of the ACP falls at or below the cutoffs.

If any student's average score falls below the identified cutoffs, clinicians should promptly contact the Academic Coordinator of Clinical Education. Students should also be informed that they are not meeting expectations before evaluations to allow for an opportunity to improve. Continuous feedback, student reflection, evening preparation, and goal setting are essential for a successful placement.

Cut-off Points for Concerns about Credit with Reservation or No Credit (Failure)

Placement 1 – MPT1 Spring

• Final – Achieves Credit: Advanced Beginner
• Midterm Red Flags: Safety, behavior, professional issues
• Final – Credit with Reservation: Beginner

Placement 2 – MPT2 Fall (slot 1)

• Final – Achieves Credit: Intermediate
• Midterm Red Flags: Between Beginner/Advanced Beginner
• Final – Credit with Reservation: Advanced Beginner

Placement 3 – MPT2 Fall (slot 2)

• Final – Achieves Credit: Between Intermediate/Advanced Intermediate
• Midterm Red Flags: Advanced Beginner
• Final – Credit with Reservation: Between Advanced Beginner and Intermediate

Placement 4 – MPT2 Spring (1st rotation)

• Final – Achieves Credit: Advanced Intermediate
• Midterm Red Flags: Between Advanced Beginner/Intermediate
• Final – Credit with Reservation: Intermediate

Placement 5 – MPT2 Spring (2nd rotation)

• Final – Achieves Credit: Entry Level
• Midterm Red Flags: Between Intermediate/Advanced Intermediate
• Final – Credit with Reservation: Advanced Intermediate

Clinical education is guided by the College of Rehabilitation Sciences, Master of Physical Therapy Program, Clinical Education Policies. All information regarding program requirements, attendance, professional behaviour, evaluation, out of province/international opportunities and more can be found here.

Kelly Codispodi 
Academic coordinator of clinical education
Department of physical therapy 
kelly.codispodi@umanitoba.ca

Maureen Walker
Assistant academic coordinator of clinical education
Department of physical therapy
maureen.walker@umanitoba.ca 

Rhonda Van Veggel 
Administrative coordinator, clinical placements
Department of physical therapy
ptclined@umanitoba.ca

Course: PT 6124 - Physical Therapy and Hospital-based Care

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students learn the role of physical therapy in Hospital-based care across the lifespan. Students will learn knowledge, skills, and behaviors which support physical therapy assessment and treatment skills.

COURSE OVERVIEW:

Class work includes lectures involving in-class small group work and tutorial sessions involving small and large group work. Clinical skills are taught in laboratories by faculty instructors where the students themselves will act as practice patients. For some of the laboratory sessions, students will practice their clinical skills on standardized clients and model patients to assist learning communication and safe handling skills. Standardized clients are individuals who portray a scripted role. Model patients are individuals who have a particular health condition amenable to physiotherapy assessment and treatment. Students are expected to: prepare for learning activities by completing the required readings and reviewing instructional DVD’s; engage in independent practice of clinical skills where self and peer evaluation occurs to support learning; integrate information learned from previous learning; and apply components of the Department of Physical Therapy Conceptual Framework to learning sessions.

COURSE OBJECTIVES:

This course focuses on specific cognitive, psychomotor and affective physical therapy skills. Upon successful completion of the course students will be able to:

• Describe the physiotherapy role of Expert in assessing and treating dysfunction in the pre-hab (pre-surgery), Emergency Room and Hospital settings.
• Reflect on experiences and observations associated with the hospital clinical visit.
• Describe selected NMSK elective and traumatic surgical procedures in adult and pediatric clients including medications, dressings, and lines and tubes.
• Summarize the acute effects and common post-operative complications of surgery, medication and physical inactivity on all body systems in adult and pediatric clients.
• Demonstrate proficiency in performing an assessment (subjective and objective examination) on the orthopedic pre-operative outpatient and post-operative inpatient, and the amputee patient.
• Determine the client’s prognosis based on their diagnosis and be able to select applicable assessment and treatment strategies (e.g. including outcome measures, self-management, education, exercise, supportive devices, and other).
• Demonstrate proficiency in performing treatments for the orthopedic pre-operative outpatient and post-operative inpatient, and the amputee patient in order to prevent complications and restore/maximize function.
• Incorporate relevant community resources as part of the discharge planning discussion.
• Incorporate Interprofessional knowledge, as appropriate, to identify communication and collaboration with other members of the health care team.
• Synthesize clinical information using the Clinical Decision-Making Process when discussing clinical cases and when engaging with model patients.
• Demonstrate professional behaviour and respectful communication with participants in all educational activities; and
• Self-assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate professional and academic integrity.
• Demonstrate teamwork for group activities.
• Incorporate Patient Safety Competencies in all relevant learning activities.

Course: PT 6221 - Clinical Skills for Physical Therapy in Neuromusculoskeletal Conditions 1

Course: PT 6230 - Applied Sciences for Physical Therapy 2

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students will learn the application of anatomy, biomechanics, physiology, pathology, and exercise to the neuromusculoskeletal system. Scientific and medical theoretical basis for physical therapy intervention will be covered.

COURSE OVERVIEW:

This course involves class, lab, and tutorial work; students are expected to prepare for each activity by completing the required readings for lectures, tutorials, and the assigned skills laboratories. Class work includes lectures, in-class small group work, and tutorial sessions. Clinical skills are taught in laboratories by either faculty or peer coach.

COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

• Demonstrate professional behaviour and respectful communication with participants in all educational activities.
• Self-assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate professional and academic integrity.
• Demonstrate teamwork for group activities.
• Incorporate Patient Safety Competencies in all relevant learning activities.
• Recognize principles of disease and injury prevention, including risk factor identification.
• Assess and describe soft tissue healing.
• Demonstrate thorough knowledge and understanding of the following key indicator conditions* and describe the selection and implementation of medical, surgical, and other non-PT management strategies for these conditions:
  • Cancer
  • Chronic pain
  • Degenerative disorders
  • Fractures and joint injuries
  • Lower and upper quadrant musculoskeletal disorders of the spine, shoulder, elbow, wrist, hand, hip knee, ankle, and foot.
  • Mental health conditions
  • Muscle and ligament injuries
  • Osteoporosis
  • Peripheral neuropathies
  • Rheumatic disorders
• List the principles of diagnostic imaging, identify various equipment used for imaging and gain exposure to viewing images.
• Identify the mechanism, actions and therapeutic dosages of common pharmacological agents used with NMSK conditions.
• Classify the properties, therapeutic and physiological effects, indications, contraindications, and precautions of electrophysical agents (EPA) used in physical therapy practice. EPAs include heat, cold, hydrotherapy, ultrasound, electrical stimulation, LASER and UVL.
• Apply electrophysical agents safely and effectively.

Physical Therapy and Hospital-based Care

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students learn the role of physical therapy in Hospital-based care across the lifespan. Students will learn knowledge, skills, and behaviors which support physical therapy assessment and treatment skills.

COURSE OVERVIEW:

Class work includes lectures involving in-class small group work and tutorial sessions involving small and large group work. Clinical skills are taught in laboratories by faculty instructors where the students themselves will act as practice patients. For some of the laboratory sessions, students will practice their clinical skills on standardized clients and model patients to assist learning communication and safe handling skills. Standardized clients are individuals who portray a scripted role. Model patients are individuals who have a particular health condition amenable to physiotherapy assessment and treatment. Students are expected to: prepare for learning activities by completing the required readings and reviewing instructional DVD’s; engage in independent practice of clinical skills where self and peer evaluation occurs to support learning; integrate information learned from previous learning; and apply components of the Department of Physical Therapy Conceptual Framework to learning sessions.

COURSE OBJECTIVES:

This course focuses on specific cognitive, psychomotor, and affective physical therapy skills. Upon successful completion of the course students will be able to:

• Describe the physiotherapy role of Expert in assessing and treating dysfunction in the pre-hab (pre-surgery), Emergency Room and Hospital settings.
• Reflect on experiences and observations associated with the hospital clinical visit.
• Describe selected NMSK elective and traumatic surgical procedures in adult and pediatric clients including medications, dressings, and lines and tubes.
• Summarize the acute effects and common post-operative complications of surgery, medication, and physical inactivity on all body systems in adult and pediatric clients.
• Demonstrate proficiency in performing an assessment (subjective and objective examination) on the orthopedic pre-operative outpatient and post-operative inpatient, and the amputee patient.
• Determine the client’s prognosis based on their diagnosis and be able to select applicable assessment and treatment strategies (e.g. including outcome measures, self-management, education, exercise, supportive devices, and other).
• Demonstrate proficiency in performing treatments for the orthopedic pre-operative outpatient and post-operative inpatient, and the amputee patient in order to prevent complications and restore/maximize function.
• Incorporate relevant community resources as part of the discharge planning discussion.
• Incorporate Interprofessional knowledge, as appropriate, to identify communication and collaboration with other members of the health care team.
• Synthesize clinical information using the Clinical Decision-Making Process when discussing clinical cases and when engaging with model patients.
• Demonstrate professional behaviour and respectful communication with participants in all educational activities; and
• Self-assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate professional and academic integrity.
• Demonstrate teamwork for group activities.
• Incorporate Patient Safety Competencies in all relevant learning activities.

Course: PT 7124 ‐ Clinical Skills for Physical Therapy in Cardiorespiratory Conditions

COURSE DESCRIPTION:

Through lecture, tutorial and laboratory sessions, students apply physical therapy assessment, diagnostic and treatment skills for cardiorespiratory conditions across the lifespan.

COURSE OVERVIEW:

This course prepares the student to provide safe and effective physiotherapy care in the medical/surgical wards, critical care including step down and intensive care units and community rehabilitation settings for patients with Cardiovascular Pulmonary conditions which affects their ventilation, airway clearance, mobility, and quality of life. This course involves lecture, lab, and tutorial work; students are expected to prepare for each activity by completing the required readings. Opportunities are provided for non‐ evaluated supervised service learning related to the application of clinical skills in the community.

Students should review skills learned in year 1 such as taking physiological measurements, assessment of posture, range of motion, muscle strength and integument and communication skills related to consent and chart notes. Clinical skills labs and tutorials will consolidate theoretical knowledge learned in lectures. Clinical skills are taught in laboratories by faculty; Labs will incorporate practice with peers.

COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

• Integrate knowledge of anatomical structures and pathophysiology into assessment and intervention planning.
• Apply the Conceptual Framework for respiratory, cardiovascular, surgical, and de‐conditioned to clinical cases studies considering the lifespan in the hospital and community rehabilitation environments.
• Determine the implications of diagnostic tests on the physiotherapy plan of care.
• Choose appropriate assessment components for the respiratory, cardiovascular, surgical, and de‐ conditioned individual in a community setting considering the effect of diseases and disabilities across the lifespan.
• Exercise tolerance testing and exercise program prescription for the following chronic health conditions: Anemia, Pacemakers, Restrictive Lung Disease, Diabetes, Chronic Heart Failure, Atrial Fibrillation, Hypertension, Cancer, Peripheral arterial disease, renal disease.
• Proficiently assess:
  • Cognition
  • Health history
  • Posture
  • Sensory function
  • Integument
  • Respiratory rate / blood pressure / heart rate / Sp02 / rating of perceived dyspnea and rating of perceived exertion
  • Pattern of respiration and chest excursion
  • Lung density with the use of mediate percussion
  • Lung breath sounds (auscultation of the lungs)
  • General mobility
  • Cough effectiveness
  • Single‐lead ECG at rest and during exercise
  • Submaximal graded exercise testing on a treadmill and bicycle ergometer
  • Functional capacity tests
• Treat proficiently to:
  • Improve ventilation: mobilization, breathing exercise (deep breathing, segmental/facilitated breathing, incentive spirometry, thoracic expansion exercise, sniffing, breath stacking)
  • Secretion mobilization: Mobilization, Active Cycle of Breathing Technique (ACBT), huffing, Autogenic Drainage, lung postural drainage, chest wall percussion, manual and mechanical vibrations, devices (e.g. PEP, Flutter, Acapella)
  • Secretion Clearance: Huffing, coughing, supported coughing, suctioning (nasal, oral and tracheal airways)
  • Manage dyspnea: purse lipped breathing (PLB), positioning, energy conservation, relaxation techniques
  • Safe management of tubes and lines during mobility
  • Train muscular strength / endurance, and cardiovascular endurance
  • Improve self‐management knowledge, skills and behaviors
  • Thoracic mobility: (AROM, AAROM, PROM)
• Incorporate relevant community resources as part of the discharge planning discussion.
• Demonstrate professional behavior and respectful communication with participants in all educational activities.
• Self‐assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate Patient Safety Competencies in all learning sessions.
• Demonstrate professional and academic integrity; and
• Demonstrate teamwork for group activities.

Course: PT 7121: Clinical Skills for Physical Therapy in Neurological Conditions

COURSE DESCRIPTION:

A theory and practical course on the basic principles of the application of techniques used in the Physical Therapy management of clients with neurological conditions, with a focus on neurological assessment and the treatment.

COURSE OVERVIEW:

This course involves lecture, lab, and tutorial work; students are expected to prepare for each activity by completing the required readings. Clinical skills labs and tutorials will consolidate theoretical knowledge learned in lectures. Clinical skills are taught in laboratories by faculty, clinicians, or peer coaches. Labs will incorporate practice with peers, standardized clients, and model patients.

COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

• Demonstrate professional behaviour and respectful communication with participants in all educational activities.
• Self-assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate professional and academic integrity.
• Demonstrate teamwork for group activities.
• Incorporate Patient Safety Competencies in all relevant learning activities. Apply the conceptual framework to.
• Apply the conceptual framework to.
• Understand the typical progressions of motor milestones in infancy and childhood.
• Perform a basic neurological assessment to provide the relevant information for effective treatment planning for clients across the lifespan (refer to the Neurological Clinical Checklist)

• Safely administer and interpret standardized assessment procedures with published guidelines for reference.
• Safely administer and interpret non- standardized assessment procedures:
  • Functional activities
  • Gait
  • Motor control
  • Voluntary / non-voluntary movement
  • Strength
  • Tone
  • Coordination of movement
  • Postural control / balance
  • Sensation / perception
• Recognize when modification of the assessment is necessary or referral to other professionals is required.
• Apply knowledge from co-requisite courses to the interpretation of clinical findings and formulation of a basic physical therapy management plan.
• Identify and prioritize client’s problems based on:
  • Knowledge of client’s pathology and its clinical manifestations
  • Client’s presentation
  • Client’s goals
  • Client’s environment
  • Environment in which the therapist is working
• Formulate a safe and effective treatment plan, including principles of disease and injury prevention, with short and long-term goals that consider the patient as a whole within a specific environment, cultural background for clients with neurological conditions.
• Apply principles of motor control and motor learning to formulate and implement a safe and effective treatment plan with short and long-term goals that accounts for:
• To apply the Clinical Decision Making Process to older adult clients and individuals with neurological diagnoses across the lifespan within varied socio-cultural environments. The following will be emphasized:
  • Identification of issues
  • Development of goals
  • Development of a strategy for intervention
  • Application of the intervention
  • Re-examination to determine effectiveness of treatment
• Identify when medications make an impact on physiotherapy management of clients with neurological conditions.
• Explain the principles of exercise prescription and the rationale for selecting specific exercises for the purposes of health and fitness promotion for individuals with neurological conditions.
• Evidence regarding the efficacy and effectiveness of the treatment
  • Client’s goals
  • Client’s environment
  • Environment in which the therapist is working
• Use available evidence to provide education and feedback to standardized clients, model patients and peers.

COURSE DESCRIPTION:

Students integrate relevant information for physical therapy management of complex cardiorespiratory and neurological conditions through lectures, labs, and small group work with a focus on Interprofessional collaborative practice. Case studies may include but are not limited to: geriatrics, developmental disorders, spinal cord injuries, ARDS, critical care, etc.

COURSE OVERVIEW:

This course involves in-class small group work, client specific problem-based learning tutorials and case- based presentations. There will be sessions with invited speakers to present on the topics of Bariatric and Communication Challenges for individuals with neurological impairments. Students are expected to continue to develop communication and professional behaviour as well as when applying any component of the Department of Physical Therapy Conceptual Framework. Evidenced based referencing is an expectation for information gathering for tutorials as well as for the case presentations.

COURSE OBJECTIVES:

Upon successful completion of this course students should be able to:

• Demonstrate professional behaviour and respectful communication with participants in all educational activities.
• Self-assess knowledge, skills, behaviors, and attitudes during learning sessions.
• Demonstrate professional and academic integrity.
• Demonstrate teamwork for group activities.
• Participate in both informal and formal peer assessments.
• Incorporate Patient Safety Competencies in all relevant learning activities.
• Apply the Clinical Decision Making Process (CDMP) and integrate related knowledge for case studies of:
  • HIV
  • Older adults
  • Leukemia
  • Spinal cord injury in the acute and rehab setting
  • Duchene’s Muscular Dystrophy
  • Cerebral Palsy
  • Pregnancy
• Analyze the case issues relative to the components of the Conceptual Framework. This analysis should incorporate relevant clinical lab data as well as accessing key online drug resources for clients with multisystem presentations.
• Incorporate relevant community resources as part of the discharge planning discussion.
• Demonstrate appropriate use of the literature to present evidenced based information to support the tutorial group discussion and the answers to the guided questions in the case presentations.
• Incorporate Interprofessional knowledge, as appropriate, to identify communication and collaboration with other members of the health care team.
• Participate in formal, objective feedback of the tutorial leader.