Introduction

These teaching modules are for qualified physios to teach in communities who cannot access professional physio services. We do not replace such a service, but instead provide the basic skill set to reduce pain and increase function.

See very quick back lesson plan for students (download)

 

LMIC rehab needs

The stroke module has been designed by a specialist respiratory physiotherapist and proofed by a core team of physios specialising in rehabilitation for Lower and Middle Income Countries (LMIC). As with other DevelopingPhysio modules, considerable emphasis is placed on images to encourage understanding, thereby reducing the need for literacy and translations. Each image is captioned to allow for its translation (and see below).

Who is this for?

This module is designed for appointed community workers (who, as students, do not require any medical background). Tests are included to allow the teaching physio to check their student's understanding and progress. Eventually, the trained community worker is able to assess, diagnose and treat patients within their community.

 
 

Using the module

 

Printing

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All pages of the module can be printed, (in any language) although we strongly recommend online use wherever possible!

Pre/post learning checks

Before teaching begins, this preliminary check is taken by the student to ascertain any background knowledge. This test is repeated after their exam stage, to indicate improvement and grow confidence.

(more of these quizzes are in preparation) and some key terms are available here

Library

Part one

The first section is in the form of a library, that provides specific information on relevant Anatomy, Physiology and Pathology

This is followed by a Clinical guide which introduces the Objective assessment in an intuitive way to help the teaching physio demonstrate how clinical reasoning works and how a diagnosis will be made. Finally, Outcome measures determine the ongoing improvement of the patient.

S.O.A.P

Part two

This section introduces the logic of SOAP
(Subjective, Objective, Analysis & Plan)
Within this framework, the Objective section provides an intuitive picture flow sequence to prompt the user through the critical tests that determine the diagnosis of the patient, which in turn leads to their recommended Treatment.

S.O.A.P notes

Patient treatment notes

Patient notes are a legal requirement and very important to maintain correctly. They follow the S.O.A.P. protocol and a quick explanation of this is provided

Exam

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    Exam

We recommend an exam after the teaching to assess whether the student is safe to assess, diagnose and treat patients. See more information

Pre/post learning checks

Now you have taught the module, repeat the pre/post learning test and your student will see their higher score.

 

Resources

The module finishes with a resources section where teachers and students can find further reading, learning games and students tests

Your feedback is vital in helping us refine the module for the benefit of all users, so please dont hesitate to give us your thoughts!

 

General information

Red flag

This 'red flag' icon indicates "See a doctor!" Where no doctor exists, then please take any practical medical alternative action possible.

 
 
Translation

For translation needs, Google Chrome is the recommended browser, since it provides the simplest means to convert text into another language (simply right-click on any page). However, as it can only work with internet connected, we are keeping an eye on Firefox who are developing an offline translation service.

 

 
App and offline use

To use this module without internet connection, click the small download button at the top right of your screen (whilst online). You will then be taken through a very quick app installation process so that an icon can then be installed the homescreen of your device. Pages you visit whilst online are then cached (automatically stored) and any updates to the module will automatically occur when you are next online.


 

Online class option

The possibility for further learning resources for online classes that include tests, games and module examination to help determine when a student is ready to work independently with patients, is being looked into via an online Learning Management System (LMS). This in turn would affect funding and possible progression to the future teaching of more physios. Please let us know if this subject interests you!

 

 

 

Teaching strategy

 

(still to revise)

The exam we recommend is a one to one with your student, role playing each and every diagnosis (this may need to be done via pictures for amputees etc) and this can be done in the following way:

Both of you can use the 'clinical reason' area to provide step by step symptoms and tests through to each diagnosis and treatments.

You play the patient and your student uses the modules to assess, diagnose and treat the first diagnosis. If they pass this, then move onto the second diagnosis.

Please fill in the below questions to guide you through the exam to follow your students progress.

With your student, complete their name and location details and proceed to ‘pre-learning test score’ (in student extras). Explain to the student that whilst no previous medical knowledge is assumed, it is vital to know how to pitch their teaching and accurately gauge their familiarity with the subject. Make a note of their score in the spreadsheet.

The teaching itself begins in the Library, checking their familiarity with anatomy, physiology, pathology and being able to understand the clinical reasoning. Then, using a patient treatment record, teach the S.O.A.P. section. We recommend role-playing the 'consultation' process between patient and physio and using any games seen as useful (include anything in Resources).

When ready, proceed to the student exam. This highlights the student's understanding of assessments, diagnoses and treatments where they might need further practice. To complete the teaching, explain outcome measures, accountability and further reading. Finally, repeat the pre/post-learning knowledge test (the same one as at the start) and make a note of their score in the spreadsheet.

Maintaining student spreadsheets carefully allows teaching physios to share thoughts and experience with ourselves in a very useful way, since the experience of field data is vital to being able to refine the learning experience for so many in a global context. Over time, we hope to better understand and inform solutions to the very real challenges involved.

At the survey stage, questions are split into each stage of your teaching experience along the tabs within the spreadsheets, thank you for your part in helping develop this module for everyone. Your feedback is essential. Please do be negative as well as positive – we enjoy both.

We hope you enjoy your teaching and learning experience and we really look forward to hearing your feedback on how we can improve the modules further.

 

Exam method

 

We recommend undertaking a one-to-one exam with the student, where you role-play each and every diagnosis

Using the module's 'clinical guide' section to provide step by step symptoms of each diagnosis and treatment, the teacher can play the patient whilst the student uses the module to assess, diagnose and treat each symptom in turn. Once the first diagnosis is complete, move on to the next until your student has assessed, diagnosed and treated each diagnosis in the module

When ready, please proceed to the exam progress page which will lead you through the relevant steps.

 

Exam results

 

Thanks for completing the exam! We will send you your results shortly.

Once our online classes are developed the above will hopefully be replaced with something like:

Your student got 'x' % correct.

We recommend that students get 100% in their exam to be able to diagnose and treat all conditions within this module safely. If you feel confident your student is ready to treat patients, we also recommend that they are supervised by you to start with, until you feel confident that they can treat patients alone.