APTA Pediatrics Residency & Fellowship Consortium 2022-2023
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Residency and Fellowship Consortium
2022-2023 Overview
The APTA Pediatrics Residency and Fellowship Consortium is an 11-month program designed to advance the pediatric resident’s knowledge and application of examination and treatment of pediatric patients in a variety of areas. The Consortium will offer 18 modules (1-2 per month) over the 2022-2023 academic year. Modules include asynchronous and synchronous content, a resident assignment, and a knowledge translation reflection activity. Asynchronous content, resources, and a resident assignment will be made available prior to the synchronous session once. Following the synchronous session, residents will be asked to complete a knowledge translation reflection and a course evaluation. More specific information about each component of the modules is provided below. Materials will be posted and will remain accessible to participants from August 1, 2022 to June 30, 2023.
Who Can Participate?: Registrants must be a current resident or faculty member of a pediatric residency or fellowship program.
Cost of Registration: $175 per person. This fee includes access to all 18 modules.
Registration Window: Registration will be open on 7/1/22 and close on 7/31/22.
Confidentiality Agreement: All registered participants are required to sign a confidentiality agreement, which protects the intellectual property of the instructors. Participants agree to not distribute course material.
Module Components
Asynchronous Content: All modules will include a narrated video presentation and a handout of the slides presented. Participants should view the narrated lecture and review the handout prior to the synchronous session.
Resident Assignment & Resources: All modules will include a case-based written assignment as well as required readings (journal articles). Some modules may also provide additional recommended readings or other resources. Participants should complete the resident assignments and read any required articles prior to the synchronous session.
Synchronous Session: All modules will include an on-line synchronous Zoom meeting. Synchronous sessions are 2 hours long, and are typically held on Sunday afternoon/evenings. The course instructor(s) will discuss important points about the asynchronous content, answer any questions the participants have, and facilitate discussion about the case-based assignment. Breakout rooms may be used for small group discussion, and groups will be invited to share when all participants are brought back together as a large group. Participants are expected to have their cameras on and to be active participants in the discussion. The synchronous sessions will be recorded and posted for any registered participant to view. It is important to note however, that individual break out room discussions cannot 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. The consortium work group encourages participants to attend the synchronous sessions in real-time to take full advantage of the learning opportunities offered there.
Knowledge Translation Reflection: All modules will include a knowledge translation (KT) reflection worksheet. Participants should complete the KT reflection after the synchronous session. Residents are encouraged to share it with their program directors or mentors and to develop a plan for further learning and opportunities for application to clinical practice.
Module Evaluations: Each participant will be asked to complete a course evaluation for each module. The feedback provided will help the consortium work group better understand the needs of the participants and will guide changes in the content for subsequent years.
Attendance: The consortium work group and the course instructors will not be taking attendance during the synchronous meetings. Additionally, resident assignments will not be collected or graded. It is up to individual program directors to monitor their residents’ participation in each aspect of the modules.
Exam Questions: Instructors for each module have developed exam questions pertinent to the content they have provided. The exam questions will be sent to residency program directors who have residents registered in the consortium. Directors may choose whether or not to utilize the questions in their written examinations.
Questions about the Consortium may be directed to Elena Bradley.
Synchronous sessions schedule
All sessions will be held 5-7pm EST unless otherwise noted.
August 2022
Early Intervention: 8/28
September 2022
School-based: 9/18
Clinical Outcome Measures: 9/25 5-8PM EST
October 2022
LE Musculoskeletal Conditions: 10/9
Torticollis & Plagiocephaly: 10/23
November 2022
Pulmonary: 11/6
Cardiovascular: 11/13
January 2023
Developmental Coordination Disorder: 1/22
Pelvic Health: 1/29
February 2023
Oncology: 2/19
Neuromuscular Disorders: 2/26
March 2023
Spinal Cord Injury: 3/5
Persistent Pain: 3/26
April 2023
Osteogenesis Imperfecta: 4/16
Sports Injuries: 4/23
May 2023
Advocacy: 5/7
Rett Syndrome: 5/21
June 2023
NICU: TBD
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Early Intervention: Confidentiality Agreement
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Clinical Outcome Measures: Confidentiality Agreement
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Clinical Outcome Measures: Description
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APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Clinical Outcome Measures Toolkit for Advanced Pediatric Physical Therapy Practice
This module is designed to advance the pediatric resident’s knowledge and evidence-based use of clinical outcome measures in pediatric physical therapy practice. Part 1 of the course is an asynchronous learning module on foundational knowledge of clinical outcome measures, followed by a case-based written assignment. Part 2 of the course is a synchronous session for case-based discussions. 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.
Objectives:
Upon completion of this module, participants will:
1. Identify core psychometric properties of outcome measures and explain how they support clinical use of these tools.
2. Evaluate the purpose, validity, and reliability of specific outcome measures used to assess impairments, functional skills and participation in children with disabilities.
3. Discuss how outcome measure results can inform evaluation, prognosis and treatment planning for children with disabilities.
4. Integrate current literature on outcome measures for children with disabilities into clinical practice through case examples.
Estimated Educational Hours:
1. Asynchronous narrated lecture: 1.5 hours
2. Resident required readings and assignment: 1.5 hours
3. Synchronous session: 3 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Helen Carey, PT, DHSc, PCS is currently practicing in Miami, FL. She was formerly the Director of Clinical Education and an Assistant Professor at The University of Indianapolis in Indianapolis, IN. Until 2018, she was the director of The Nisonger Center Pediatric Physical Therapy Residency Program at The Ohio State University. She received her BHS in Physical Therapy from The University of Kentucky and both her MHS and DHSc in Physical Therapy from the University of Indianapolis. She has been a board-certified clinical specialist in pediatric physical therapy since 1999. Dr. Carey has over 28 years of experience in clinical practice as well as education and mentoring in both the academic and clinical settings. Her research interests include CP and measurement of clinical outcomes in pediatric physical therapy. She is a published author, researcher, and has presented at local and national levels on topics relative to pediatric physical therapy, including clinical outcome measurement tools. Dr. Carey is a member of the APTA Academy of Pediatrics and serves on various committees and workgroups within the APTA, including an ABPTRFE Residency Workgroup and the ABPTRFE Standards Committee.
Clinical Outcome Measures: Assignment Instructions
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Clinical Outcome Measures: Assignment Case Example
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Clinical Outcome Measures: Assignment Cerebral Palsy Case
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Clinical Outcome Measures: Assignment Developmental Coordination Disorder Case
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Clinical Outcome Measures: Assignment Infant Case
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Clinical Outcome Measures: Assignment Down Syndrome Case
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Clinical Outcome Measures: Assignment Myelomeningocele Case
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Clinical Outcome Measures: Assignment Myopathy Case
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LE Musculoskeletal Conditions: Confidentiality Agreement
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LE Musculoskeletal Conditions Description
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APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Pediatric Lower Extremity Musculoskeletal Conditions
This course is designed to advance the pediatric resident’s knowledge of the typical development of the musculoskeletal system, common pediatric lower extremity musculoskeletal conditions, and evidence- based PT and interventions. Part 1 of the course is an asynchronous learning module on the development of the musculoskeletal system, etiology and diagnosis of common lower extremity musculoskeletal conditions, evaluation of the lower extremities and evidence based treatment strategies. Part 2 of the course is a synchronous session for the discussion of the case studies to integrate knowledge from the asynchronous session. Finally, residents complete a Knowledge Translation Plan and submit to their residency Director. Residents should 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. Participants will demonstrate understanding of normal lower extremity musculoskeletal development throughout childhood from infancy through adolescence.
2. Participants will describe the effect that developmental conditions may have on postural alignment, range of motion, strength, and functional movement.
3. Participants will demonstrate understanding of the etiology, incidence, signs, and symptoms of common lower extremity pediatric musculoskeletal conditions.
4. Participants will integrate evidence based tests and measures and interventions into treatment planning for common lower extremity musculoskeletal developmental conditions.
5. Participants will be able to discuss evaluation findings, diagnosis, evidence based interventions and prognosis for common pediatric lower extremity conditions.
Estimated Educational Hours:
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 3 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Melanie Hill PT, DPT, PCS is a Board-Certified Clinical Specialist in Pediatric Physical Therapy and full time faculty at University of St. Augustine. She practiced for the last 9 years at an outpatient hospital based pediatric clinic for Brooks Rehabilitation in Florida where she also served as the Center Manager of the multidisciplinary clinic. Melanie Hill graduated from Ithaca College in 2011 with her Bachelor of Science in Clinical Health Studies and in 2013 with her Doctor of Physical Therapy. She completed a Pediatric PT Residency Program in 2016 at Brooks Rehabilitation. She has worked in many pediatric settings including outpatient, school based, and acute care. She enjoys watching Philadelphia Eagles football on Sundays and spending time with her husband, son and their goldendoodle.
Sally Le Cras PT, DPT, PCS earned a Bachelor of Science in Biology from James Madison University in 1990, and a Master of Science in Physical Therapy in 1992 and a Doctor of Physical Therapy degree in 2013 from Arcadia University. Dr. Le Cras has provided pediatric PT services in acute care, including the NICU, PICU, and burn center, home care, community based programs and outpatient. In 2008, Sally became a Board-Certified Clinical Specialist in Pediatric Physical Therapy and recertified in 2018. She has practiced for 30 years as a pediatric PT, spending the last 18 years at Cincinnati Children’s where she is a PT III, Director of the Pediatric PT Residency Program and Core Faculty in the Leadership Education in Neurodevelopmental and related Disorders (LEND) program. Sally is an Assistant Professor – Affiliated in the College of Health Sciences at the University of Cincinnati and an Associate Editor for Pediatric Physical Therapy. Sally was the lead author of a Clinical Practice Guideline on the Management of Children with Idiopathic Toe Walking (ITW), published in 2011 and has spoken on this topic at national, state and local conferences. Sally has led the APTA ITW Guideline Development Group since 2017. The group is in the writing phase with external review expected in early 2023. Sally is the co-author of the Musculoskeletal Development and Adaptation and Musculoskeletal Conditions chapters in the 6th edition of Campbell’s Physical Therapy for Children (publication Fall 2022). Sally enjoys yoga and Pilates, watching college football, and traveling with her husband and college-aged sons.
Caroline Ubben PT, DPT, PCS is a Board-Certified Clinical Specialist in Pediatric Physical Therapy and the residency coordinator for the Brooks IHL Pediatric PT Residency. She works in a hospital-based outpatient pediatric clinic for Brooks Rehabilitation in Florida, and in her community in the early intervention setting and private home therapy environment for children who have aged out of Early Intervention. She also serves as contributing faculty at University of St. Augustine in the Pediatric Course. Caroline graduated from the University of Florida in 2014 with a Bachelor of Science in Applied Physiology and Kinesiology, graduated from Duke University in 2017 with a Doctor of Physical Therapy and graduated from the Brooks IHL Pediatric Residency in 2018. She has worked in the NICU, acute care, inpatient rehab, outpatient and early intervention settings, with neurologic, orthopedic and developmental presentations for children from 0-18 years old. She grew up in a big family with 5 brothers and sisters, loves spending time on the beaches with her fiancé and Corgi puppy, Duke, and cheering on her collegiate teams.
CMT & Plagiocephaly: Confidentially Agreement
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CMT & Plagiocephaly: Description
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Module title: APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Congenital Muscular Torticollis and Plagiocephaly
Registration Open date: 7/1/22
Registration Close date: 7/31/22
Event Open date: 8/1/22
Event Close date: 6/30/23
Module Description:
This course is designed to advance the pediatric resident’s knowledge in the area of 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 learning 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:
1. Understand the incidence, etiology and pathophysiology of Torticollis and Plagiocephaly and discuss the importance of early identification and early referral
2. Utilize the APTA CPG to select key components of Physical Therapy examination for infants with Congenital Muscular Torticollis and Plagiocephaly
3. Assess the impact of Torticollis on development and how it affects associated body structures and overall gross motor function
4. Utilize the APTA CPG levels of severity classification to formulate a PT prognosis and design an appropriate plan of care for infants with Congenital Muscular Torticollis.
5. Develop evidence-based interventions for patients with Congenital Muscular Torticollis and Plagiocephaly.
6. Differentiate elements of patient presentation that indicate the need for referral to other medical professionals.
Estimated Educational Hours:
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 4 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Kristen Kouvel, PT, DPT, PCS has been a member of the Physical Therapy department at The Children’s Hospital of Philadelphia (CHOP) for 10 years. As the Physical Therapy supervisor for the New Jersey Specialty Care Centers, Kristen supports a team of outpatient Physical Therapists across three different sites. Her clinical interests are in Congenital Muscular Torticollis and Plagiocephaly as well as Connective Tissue Disorders and Acquired Autonomic Dysfunction. She strongly advocates for use of evidence-based practice and importance of family centered care. She presents on Congenital Muscular Torticollis and Plagiocephaly at local universities and continuing education courses. Kristen graduated from the University of the Sciences in Philadelphia with a Doctorate in Physical Therapy in 2009 and is a Pediatric Certified Specialist.
Torticollis & Plagiocephaly: Synchronous Session
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Pulmonary: Synchronous Session
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Developmental Coordination Disorder: Confidentiality Agreement
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Developmental Coordination Disorder: Description
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APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Physical Therapy Management of Children with Developmental Coordination Disorder
Module Description:
This course is designed to advance the pediatric resident’s knowledge and evidence-based use of a clinical practice guideline about Developmental Coordination Disorder (DCD). Part 1 of the course is an asynchronous learning module on foundational knowledge of DCD, with a case example that will be considered before and after studying course materials. Part 2 of the course is a synchronous session with discussion of the case example in even more depth with a focus on application of motor learning strategies. 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. Describe common characteristics, possible functional consequences and coexisting conditions related to DCD.
2. Understand the 4 criteria necessary for a diagnosis of DCD and how a PT can contribute to the diagnostic process.
3. Apply the 13 Action Statements from the CPG about DCD to a case example.
4. Discuss motor learning strategies that may be applied to PT intervention for children with DCD.
5. Integrate knowledge about DCD by considering education of other educational and medical professionals about DCD.
Estimated Educational Hours:
1. Asynchronous narrated lecture: 1 hour
2. Resident required readings and assignment: 1 hour
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Lisa Dannemiller PT, DSc, is an Associate Professor in the Physical Therapy Program at the University of Colorado. Her career includes 28 years of full-time pediatric clinical practice, a DSc from Rocky Mountain University of Health Professions in 2005, pediatric specialist recertification in 2011, Emeritus designation in 2021, and full time teaching since 2008. Dr. Dannemiller has been a presenter/facilitator at several sessions at the Academy of Pediatric Physical Therapy Annual Conference and CSM. Dr. Dannemiller has research and scholarship interests in the teaching and learning, admissions practices, and children with developmental coordination disorder and autism.
Developmental Coordination Disorder: Slides Handouts & Assignment
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Developmental Coordination Disorder: Slides Handout for Synchronous Session
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Developmental Coordination Disorder: Case for Synchronous Session
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Developmental Coordination Disorder: Reading 1
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Developmental Coordination Disorder: Reading 2
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Developmental Coordination Disorder: Reading 3
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Developmental Coordination Disorder: Reading 4
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Developmental Coordination Disorder: Reading 5
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Developmental Coordination Disorder: Reflection
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Pelvic Health: Description
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Module title: APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Pediatric Pelvic Health
Module Description:
This course is designed to advance the pediatric resident’s knowledge and screening of pediatric patients with various pelvic health conditions and diagnoses. Part 1 of the course is an asynchronous learning module. The narrated lectures will present the basic structure and function of the pelvic floor anatomy and surrounding structures in addition to common diagnostic procedures and testing to determine bowel and bladder function. Common diagnoses and impairments of the pediatric pelvic health patient and pediatric populations at risk for pelvic floor dysfunction will also be presented. Lastly, evidence-based treatment techniques for pelvic floor dysfunction and how to identify need for additional referrals will be reviewed. After watching the narrated lecture, residents will complete a case-based written assignment. Part 2 of the course is a synchronous session for case-based discussions. 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:
Upon completion of this module, participants will:
1. Understand the basic structure and function of pelvic floor anatomy
2. Understand common diagnostic procedures to determine bowel and bladder function
3. Understand common impairments of pediatric patients who have pelvic floor dysfunction and utilization of standardized outcome measures for pelvic floor treatment
4. Assess and identify patient populations at risk for pelvic floor dysfunction
5. Identify appropriate evidence-based treatment techniques for pediatric pelvic health patients
6. Recognize when/where to refer patients with pelvic health concerns
Estimated Educational Hours:
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 2 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Caroline Bergh is a pediatric physical therapist with over nine years of experience as a practicing therapist in both Pennsylvania and Florida. Caroline has over 7 years of experience in pelvic health, beginning in adults before transitioning to pediatrics. Currently, Caroline works in the outpatient setting at the Children’s Hospital of Philadelphia, previously in inpatient rehabilitation and acute care. Caroline has presented at the Theraplay annual continuing education conference, covering examination and treatment of pediatric pelvic health dysfunctions. Caroline has also worked at West Florida Hospital in the acute care and outpatient settings with a focus on adult pelvic health treatment. Additionally, Caroline has presented to Independent Living facility residents regarding pelvic organ prolapse and urinary incontinence.
Sarah Cooper is pediatric pelvic health therapist with 8 years of experience in pediatrics and 6 years of experience in pelvic health. Sarah currently works at the Children’s Hospital of Philadelphia with previous experience at Boston Children’s Hospital. In addition to pelvic health, Sarah also works in the Amplified Pain Syndrome and Acquired Autonomic Dysfunction Clinics and has experience in the acute care, inpatient rehabilitation, and outpatient clinic settings. She is a lead therapist on the Multi-Institutional Bladder Exstrophy Consortium and has been invited to present at various conferences including Cincinnati Children’s Hospital Pediatric Urology Workshop.
Oncology: Description
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Module title: APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Pediatric Oncology
Registration Open date: 7/1/22
Registration Close date: 7/31/22
Event Open date: 8/1/22
Event Close date: 6/30/23
Module Description:
This course is designed to advance the pediatric resident’s knowledge of Pediatric Oncology and the role of a physical therapist in their care throughout and beyond medical treatment for the cancer. Part 1 of the course is an asynchronous learning module on foundational knowledge of pediatric cancer, followed by a case-based written assignment integrating the ICF model. Part 2 of the course is a synchronous session for content review and questions as well as case-based discussions. 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. Develop an understanding of common pediatric oncology diagnoses and the medical treatment options for them.
2. Identify and understand side-effects of chemotherapy and radiation and their impact on physical therapy care from examination through treatment.
3. Formulate an understanding of a bone marrow and stem cell transplant as a form of treatment for certain oncology diagnoses and the implications this treatment has on physical therapy care provided.
4. Discuss appropriate and evidence based physical therapy examination tools and intervention strategies for pediatric patients going through and post medical treatment for cancer.
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:
Stacey DiBiaso Caviston, PT, DPT, PCS has been a member of the Physical Therapy department at The Children’s Hospital of Philadelphia (CHOP) for 20 years. As education and development coordinator, Stacey supports the educational programming for the department at CHOP as the Director of the Pediatric PT Residency Program, co-lead of the undergraduate student program, and point person for onboarding of new staff. Her clinical interests are in pediatric oncology and she presents this content at local universities annually and has collaborated with colleagues to present at CSM as well as interdisciplinary conferences such as the International Massage Therapy Conference. Stace co-wrote the oncology chapter for the most recent edition of Tecklin’s Pediatric Physical Therapy. She graduated from Thomas Jefferson University with a Master of Science in Physical Therapy and from Temple University with a Doctor of Physical Therapy degree.
Neuromuscular Disorders: Confidentiality Agreement
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Neuromuscular Disorders: Description
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APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Pediatric Neuromuscular Disorders
Module Description:
This course is designed to advance the pediatric resident’s knowledge and evidence-based use of clinical outcome measures in pediatric physical therapy practice of pediatric neuromuscular disorders: Spinal Muscular Atrophy (SMA), Duchenne Muscular Dystrophy (DMD), and Charcot-Marie Tooth (CMT). Part 1 of the course is an asynchronous learning module on foundational knowledge, including epidemiology, pathophysiology, medical management, and drug treatments of pediatric neuromuscular disorders: SMA, DMD, and CMT. The narrated lecture will discuss PT examination and treatment interventions for patients with pediatric neuromuscular disorders. Outcome measures specific to SMA, DMD, and CMT will be discussed following the domains of WHO ICF model. The lecture will also address equipment and bracing considerations. After watching the narrated lecture, residents will complete a case-based written assignment. Part 2 of the course is a synchronous session for case-based discussions on SMA, DMD, and CMT. 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:
Upon completion of this module, participants will:
1. Understand the pathophysiology, genetics, and clinical presentations for common pediatric neuromuscular disorders: Spinal Muscular Atrophy (SMA), Duchenne/Becker Muscular Dystrophy (DMD), and Charcot- Marie Tooth (CMT).
2. Differentiate between the three pediatric neuromuscular disorders when performing a PT evaluation.
3. Understand implications of disease-modifying treatments on clinical presentation of these pediatric neuromuscular disorders.
4. Interpret current evidence to choose effective outcome measures to assess current functional status.
5. Design appropriate interventions for each disorder based on evaluation findings.
6. Discuss and describe disease prognosis and progression in children with pediatric neuromuscular disorders.
Estimated Educational Hours:
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 2 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Meghan Moore Burk, PT, DPT, NCS, is a Staff Physical Therapist at Children’s Hospital Colorado (CHC) in Aurora, Colorado. Dr. Moore received her Doctorate in Physical Therapy from University of California, San Francisco and San Francisco State University. She completed a residency in Neurological Physical Therapy at The Johns Hopkins Hospital (JHH) and was a teaching assistant/clinical instructor through the University of Delaware program. Dr Moore’s clinical and research interests comprise vestibular conditions, spinal muscular atrophy, concussions and brain injury, headaches, and other pediatric neurological conditions. She is a PT with the Neuromuscular Program for Muscle Disorders at CHC and serves as Research Therapist for clinical trials looking at the impact of antisense oligonucleotides, gene therapy, and myostatin inhibitors on patients with neuromuscular disease through functional outcomes measure data. Prior to moving to CHC, Dr Moore was the Program Coordinator of the Pediatric Residency Program and faculty member of the Neurological Residency Program at JHH. She is also a lead or co-author of research articles and has presented abstracts and posters at national and international conferences. She is a member of several industry-sponsored advisory boards on PT standard of care. Dr Moore is a board-certified Neurological Clinical Specialist and is licensed in both Colorado, Maryland, and California.
Neuromuscular Disorders: CMT Additional Resource
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Neuromuscular Disorders: DMD Additional Resources 1
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Neuromuscular Disorders: DMD Additional Resources 2
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Neuromuscular Disorders: DMD Additional Resources 3
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Neuromuscular Disorders: DMD Additional Resources 4
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Neuromuscular Disorders: DMD Additional Resources 5
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Neuromuscular Disorders: DMD Additional Resources 6
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Neuromuscular Disorders: DMD Additional Resources 7
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Neuromuscular Disorders: SMA Additional Resources 1
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Neuromuscular Disorders: SMA Additional Resources 2
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Neuromuscular Disorders: SMA Additional Resources 3
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Neuromuscular Disorders: SMA Additional Resources 4
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Neuromuscular Disorders: SMA Additional Resources 5
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Neuromuscular Disorders: SMA Additional Resources 6
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Neuromuscular Disorders: SMA Additional Resources 7
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Neuromuscular Disorders: SMA Additional Resources 8
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Neuromuscular Disorders: SMA Additional Resources 9
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Neuromuscular Disorders: SMA Additional Resources 10
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Neuromuscular Disorders: SMA Additional Resources 11
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Neuromuscular Disorders: SMA Additional Resources 12
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Neuromuscular Disorders: SMA Additional Resources 13
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Spinal Cord Injury: Confidentiality Agreement
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Persistent Pain: Description
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Module title: APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Persistent Pain in Pediatrics
Registration Open date: 7/1/22
Registration Close date: 7/31/22
Event Open date: 8/1/22
Event Close date: 6/30/23
Module Description:
This course is designed to advance the pediatric resident’s understanding and application of modern pain science for evaluation and treatment of adolescents with chronic pain. The asynchronous portion of the course will include a narrated lecture including the most recent update on pain science, integration of the biopsychosocial approach in the complexities of pediatric pain, review common risk factors and diagnoses, and describe the role of physical therapy in an interdisciplinary treatment model, including a case study that reviews common treatment techniques and strategies. Following the narrated lecture, residents will complete two case studies as part of a written assignment, which will be discussed during the synchronous second portion of the course. Part 2 of the course is a synchronous session for case-based discussions. 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:
At the completion of this modules, participants will:
1. Demonstrate understanding of the role and mechanism of pain
2. Apply the biopsychosocial model of health to their understanding of persistent pain in children and adolescents
3. Identify key components of a pediatric pain evaluation and when to recommend follow up with additional providers
4. Discuss interventions to use and when to use them with kids and teens with persistent pain
5. Be able to modify common explanations of pain for pediatric clients
Estimated Educational Hours:
1. Asynchronous narrated lecture: 1.5 hours
2. Resident required readings and assignment: 4 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Britta Gurgel is a board certified pediatric physical therapist with over 11 years of experience across a variety of settings, including educationally-based and hospital-based roles. Britta completed her pediatric physical therapy residency at Oregon Health & Science University’s (OHSU) Child Development & Rehabilitation Center (CDRC) in 2014, where she first initiated her work with adolescents with chronic pain. She returned to the CDRC in 2018 and is now the lead physical therapist in Comprehensive Pain Center’s pediatric clinic, where she works within an interdisciplinary team approach encompassing both inpatient and outpatient providers to provide the best care to children and their families who are dealing with persistent pain.
Osteogenesis Imperfecta: Confidentiality Agreement
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Rett Syndrome: Description
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Module title: APTA Academy of Pediatric Physical Therapy Residency and Fellowship Consortium – Rett Syndrome
Registration Open date: 7/1/22
Registration Close date: 7/31/22
Event Open date: 8/1/22
Event Close date: 6/30/23
Module Description:
This module is designed to enhance the resident’s knowledge in treating Rett Syndrome and related disorders. The asynchronous portion of this module includes pathophysiology, impairments, activity and participation limitations, treatment interventions, outcome measures and evidence-based practice. Following review of asynchronous content, the resident will read a complete an assignment, which includes required readings and two case studies, with a focus on clinical application, prognosis-based treatment, and consideration of treatment in a multidisciplinary setting. The synchronous learning portion will focus on discussion of the case studies and integrating evidence-based practice knowledge into our clinical reasoning in each case. A knowledge translation plan at the end of the course will focus on integrating the knowledge from the module and case studies into clinical practice.
Learning Objectives:
Upon completion of this module, participants will:
1. Develop and integrate knowledge of core pathophysiology of Rett Syndrome, incidence, clinical presentation, and associated medical conditions, as well as assessment and interventions strategies.
2. Understand appropriate referrals and multidisciplinary communication required in treating patients diagnosed with Rett Syndrome, considering prognostic factors and comorbidities.
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 in individuals with Rett Syndrome.
5. Discuss identified outcome measures and analyze their limitations in this patient population while brainstorming solutions for tracking progress during a scheduled bout of care.
6. Integrate current evidence-based PT interventions and 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 hours
3. Synchronous session: 2 hours
4. Knowledge translation worksheet: 1 hour
Presenter Bio:
Briana received her DPT from Duke University in 2013 and received her board certification in pediatric physical therapy in 2019 following a pediatric residency at the Kennedy Krieger Institute in 2018. She works in the outpatient pediatrics department at the Kennedy Krieger Institute. She serves as the physical therapist in the Rett and Related Disorders Clinic, Spasticity Clinic and specializes in pediatric pelvic health. She participates in clinical research with the Rett and Related Disorders Clinic and presented her research at the 2022 International Rett Syndrome Foundation’s Scientific Meeting.
