Medical Therapeutic Yoga: Foundations for Yoga Practice in Physical Therapy

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Dr. Ginger Garner PT, DPT, ATC/L

Medical Therapeutic Yoga: Foundations for Yoga Practice in Physical Therapy

Dates: February 21-22, 2020 [Fri 5-7pm, Sat 8am-5:30pm]

Price: $375

Continuing Education Units: 10 hours

Location:  UPMC Freddie Fu Sports Medicine Center

3200 S Water Street

Pittsburgh, PA 15203

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All proceeds from this course will be donated to the Foundation for Physical Therapy as part of the Mercer-Marquette Challenge

 Sorry, but we are unable to issue refunds

Course Description

Discuss the medical Therapeutic Yoga (MTY) biopsychosocial model and its use in lifestyle medicine, pain management & health promotion across the lifespan in physical therapy. Participants will also apply the 10 MTY Precepts to physical therapy practice in order to increase clinical efficacy and safety of yoga prescription in healthcare and wellness care.

Clinical Objectives

  • Discuss the Medical Therapeutic Yoga (MTY) biopsychosocial model and its use in lifestyle medicine, pain management & health promotion across the lifespan in physical therapy.
  • Apply the 10 MTY Precepts to physical therapy practice in order to increase clinical efficacy and safety of yoga prescription in healthcare and wellness care. 
  • List indications for using the MTY Functional Movement Assessment (FMA) algorithm in physical therapy practice. 
  • Demonstrate knowledge of guidelines to practice, teaching, manual cueing, and instruction in yoga postures, breathing techniques, and mindfulness, and meditation. 
  • Verbalize the tenets of trauma-informed yoga in physical therapy practice.

Course Outline:

Part I – Foundations 

  1. Meditation & Opening Practice 
  2. 10 Precepts of MTY in Physical Therapy Practice
  3. Lifestyle Medicine in Physical Therapy Practice: The Pentagon of Wellness Model & Health Promotion 
  4. Vector Analysis
  5. Common Factors & General Therapeutic Effects

Part II – Practice

  1. Applying the Vector Analysis
  2. Lab – Breathwork
  3. Lab – Movement 
  4. Lab – Case Studies

Weekend Schedule:

Friday (5-7pm)

  • 4:30 PM Registration
  • 5 PM – Welcome, Introduction, Pre-Test 
  • 6 PM – Introduction to MTY – Precepts, Pentagon of Wellness Biopsychosocial Model, Lifestyle Medicine & Health Promotion in PT Practice, Vector Analysis 
  • 7 PM – Adjourn

Saturday (8 AM -5:30 PM)

  • 8 AM – Q&A
  • 8:30 – Using the Vector Analysis 
  • 9:30 – Break
  • 9:45 – FMA Foundations – Experiencing Mindful Movement (LAB)
  • 11:15 – FMA – Breaking it Down – Breathwork & Meditation 
  • 12:30 – Lunch 
  • 1:30 – FMA – Breaking it Down – Movement & Meditation 
  • 3:00 – Break
  • 3:15 – Putting it All Together – Using the Model in Practice
  • 5:00 – Closure, Post-Test
  • 5:30 – Adjourn

Speaker: Dr. Ginger Garner PT, DPT, ATC/L

October 12, 2019 |

Emergency Medical Response for Non-EMS Personnel

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Rick Joreitz PT, DPT, SCS, ATC

Emergency Medical Response for Non-EMS Personnel

Course Provider: American Safety & Health Institute

Dates: Feb 1-2, 2020

Intended Audience: Physical therapists who wish to become Board-certified Sports Clinical Specialists require certification in Acute Management of Injury and Illness for conditions encountered in sports medicine.

Price, current board certified sports specialists: $450

Current Board Certified PT Registration:

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Price, those who wish to become board certified: $375

Current Student/Resident Registration:

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All proceeds from this course will be donated to the Foundation for Physical Therapy as part of the Mercer-Marquette Challenge

 Sorry, but we are unable to issue refunds

Course Description

Physical therapists who work with athletes on and off the field need to excel in the acute management of injuries and illnesses commonly seen in the sports medicine setting. This course tests your competency in this subject, as part of the Sports Description of Specialty Practice (DSP). The course will consist of a didactic and lab component, reviewing the recognition and appropriate care of athletes in emergent situations both on and off the field. A written test and lab practical will assess proficiency in each area.

Content Areas:

  • Emergency management systems and emergency action plans
  • Legal issues 
    • Laws, ethics and morals
    • Scope of practice
  • Disease transmission
  • Primary and Secondary Assessment
  • Airway emergencies and oxygen
  • Epipen administration
  • Chain of survival and cardiac emergencies
    • Cardiopulmonary Resuscitation 
    • Automated external defibrillation 
  • Injury incidence, etiology, & management 
    • Bleeding & wound management 
    • Head injuries 
      • Concussion recognition and management 
    •  Spine injuries 
      • Equipment removal 
      • Spine boarding 
    • Facial injuries 
      • Nasal and ocular 
    • Chest, thorax, and abdominal injuries 
    • Injuries to the extremities 
      • Fracture & dislocation recognition
      • Splinting
    • Environmental conditions in sports
      • Heat and cold illnesses/emergencies
      • Lightning, altitude injuries

Agenda:

Day 1 8:00-6:00
Introductions and Overview 8:00
Emergency management systems – including EAPs 8:15
Legal/Scope of Practice 8:30
Primary and Secondary Survey – including Lab  9:00
Break 10:00
CPR and AED Review – including Lab 10:15
Environmental emergencies in athletes 11:15
Lunch 12:00
Disease transmission, Bleeding, Wound Care – including Lab with glove removal 1:00
Airway Emergencies and Epipen usage  2:30
Break 3:30
Shock 3:45
Orthopedic injuries to extremities and splinting – including Lab 4:15
Day 2 8:00-4:30
Review 8:00
Spine injuries – including spine boarding with equipment removal.  

Includes a break

8:15
Lunch 12:00
Head injuries and Concussion 1:00
Facial, chest, abdominal injuries – including Lab 2:00
Break 2:45
Written Test and Practical 3:00

Speaker: Rick Joreitz PT, DPT, SCS, ATC

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Monday Memo 10/07/2019

The Monday Memo

October 7, 2019                                                                           PITT DPT STUDENTS

 

Be Fluid

Most, if not all PT students chose this career path because they discovered a symbiotic relationship working with patients during their shadowing experience or otherwise: We help them cure their physical ailments while giving ourselves a sense of altruism by helping others. In fact, I remember a few weeks ago taking the popular “Color Personality Test”. For those who are unfamiliar, the “blue” personality is described by compassion, empathy, and being social. Around 8% of the world’s population fits into this category, while 40% of our class alone had blue as their dominant personality type.

Getting into PT school is one thing. But once we are in, how do we know which setting within the PT realm fits our personality the best? Many people know exactly what they want when they apply for school and I applaud them. But most of us are just trying to survive and figure out this thing called graduate school. The ultimate example that immediately comes to my mind are previous athletes. Many previous athletes are attracted to the ortho/sports route because they can relate from their own personal rehab for their injuries sustained during their playing career. But through clinical experiences and volunteering opportunities in different settings, they also find enjoyment in settings they never really considered. Personally, upon entering PT school, I was dead set on neuro. Something about the brain and its intricate circuits sparked an interest in me. But after a few ortho rotations and even an inpatient one has me pondering which setting I will thrive in the best.

So, a few personal words of advice to prospective PT students or 1st years who are somewhat lost from a current 2nd year who is still somewhat lost.

  • Come into PT school with an open mind – pick a setting you think you would never see yourself doing and see where the road leads to; you may find a passion you never knew you had. We grow the most from learning in uncomfortable/challenging situations
  • Volunteer, volunteer, volunteer! – Get involved! This helps you discover new things as well as making a positive impact within your community.
  • Be a sponge – absorb as much knowledge as you can while in school and trust the process. Don’t just memorize for exams but apply your knowledge clinically to any setting you are in and I promise, you will come out a better clinician from it.

 

-Sam Yip, SPT

 

References:

https://truecolorsintl.com/the-four-color-personalities/

October 7, 2019 |

Monday Memo 4/15/19

The Monday Memo

April 15, 2019                                                                           PITT DPT STUDENTS

 

 

Resistance Training, Headache, and Cervical Spine Pain

 

Headache and/or neck pain associated with musculoskeletal disorders pose a significant problem not only to patients who report these symptoms but to society as well. The high prevalence of these disorders contributes to decreased productivity and increased time-off in workers (Schwartz et al., 1997). Many of these patients benefit from progressive resistance exercise to address cervical, periscapular, and glenohumeral musculature. However, there is much variation in the selection of resistance exercises, and innumerable factors to consider when seeking to drive adaptation in these patients. First, consider the FITTE principle:

  • Frequency
  • Intensity
  • Time
  • Type
  • Enjoyment

Above all else, clinicians must find a way to dose an appropriate volume – sets and reps – to drive positive adaptation that is enjoyable to the patient or client. There is research to support that exercise volume is a larger driver of hypertrophy than frequency of exercise or even intensity (Figueiredo et al.). However, pertinent contextual factors must be accounted for such as a patient’s current fitness level, lifestyle, occupation, previous level of activity, and training history. These factors play a large role in response to exercise, and the clinician must appropriately modify exercise dosage to account for them. Andersen et al. studied the effects of frequency of resistance training and found that, when weekly volume was consistent, patient outcomes did not differ between experimental groups for individuals with cervicogenic headache.

This means that the clinician and patient can tailor a program to fit the patient’s schedule and lifestyle. As clinicians we often hear, “I don’t have enough time to do my home exercises.” By carefully interviewing patients, it is possible to identify and agree upon the appropriate frequency for their program that will drive change and fit their schedule. For example, a patient may be willing to exercise 3 times per week for 20 minutes at a time, whereas another may only have two days per week to work out. The patient with only 2 days could then perform two 30-minute workouts.         Andersen et al. found that even 2 minutes a day of resistance exercise was enough to reduce neck/shoulder pain and tenderness! This short dose of exercise may be enough to get an otherwise sedentary patient to engage in physical activity. However, as discussed previously, volume is important to drive hypertrophy and develop strength in our patients. Once 2 minutes a day becomes manageable, the volume may be increased based upon patient tolerance. Let’s go over some exercises and progressions to address neck and/or shoulder pain. These are not all-inclusive.

  1. Seated cervical retraction + isometric sidebending:

Sample dose: 3 x 10; 10” 2 x 15 with isometric hold.

  1. Quadruped cervical retraction

Sample dose: 3 x 10; 10” 2 x 15 with isometric hold.

  1. Quadruped Y/T

Sample dose: 4 x 12; can add isometric holds or hand weights for progression.

 

  1. Blackburns Circuit

Sample dose: 6-10” holds in each position for 2 “laps.” Perform 3-4 sets.

 

 

-Joe Dietrich, SPT, ATC

 

References

Andersen, Lars L.a,*; Saervoll, Charlotte A.a; Mortensen, Ole S.a,b; Poulsen, Otto M.a; Hannerz, Haralda; Zebis, Mette K.a. Effectiveness of small daily amounts of progressive resistance training for frequent neck/shoulder pain: Randomised controlled trial. Pain. Volume 152(2), February 2011, p 440-446

C.H. Andersen, R.H. Jensen, T. Dalager, M.K. Zebis, G. Sjøgaard and L.L. Andersen; Effect of resistance training on headache symptoms in adults: Secondary analysis of a RCT. Musculoskeletal Science and Practice, 2017-12-01, Volume 32, Pages 38-43.

Figueiredo, V.C., de Salles, B.F. & Trajano, G.S. Volume for Muscle Hypertrophy and Health Outcomes: The Most Effective Variable in Resistance Training. Sports Med (2018) 48: 499. https://doi.org/10.1007/s40279-017-0793-0

https://www.bodyzone.com/neck-exercise-cervical-retraction/

https://myrehabconnection.com/cervical-extensor-exercise-progressions/

April 15, 2019 |

Monday Memo 4/8/19

The Monday Memo

April 9, 2019                                                                           PITT DPT STUDENTS

 

 

SBIRT

 

What is SBIRT, you may be asking? It’s a process consisting of screening, brief intervention, and referral to treatment. It is an evidence-based tool to assess and intervene with patients with suspected substance abuse or at risk behaviors.

As physical therapists, we should expect to encounter these patients often. Many of our patients may be prescribed pain killers that may modify their symptoms temporarily, but lead to dependence. It is within our scope of practice to screen for these at-risk behaviors and, if the patient consents, to have a brief conversation delving deeper. This may not always be the easiest conversation to have, but an important one nonetheless.

 

Screening

 

A therapist may be able to pick up on possible at-risk behaviors while taking a patient’s history. If found, there are useful tools for further screening, including the Alcohol Use Disorders Identification Test (AUDIT) and The Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST).

 

Brief Intervention

 

Once at-risk behaviors are identified, the therapist should use their clinical judgment to determine how to discuss with the patient steps to change. Motivational interviewing allows the clinician to learn important details while letting the patient drive the conversation. Two acronyms to guide brief intervention are FLO and OARS. FLO stands for feedback, listening, and options. It is important to give the patient feedback, show them that you are engaged and listening, and allow them to explore their options. OARS stands for open-ended questions, affirmations, reflective listening, and summary. Asking open-ended questions allow the patient to share freely in a non-threatening environment. Affirmations are important to encourage positive ideas. Reflective listening and summary are used to demonstrate understanding.

 

Referral to Treatment  

 

If the patient expresses interest, there are several available resources to share with them:

SAMHSA’s Treatment Routing: 1-800-662-HELP

PA Single County Authorities: www.paedaa.org

Overdose Prevention Resources: overdosefreepa.org

Alcoholics Anonymous: 1-212-870-3400

Narcotics Anonymous: 1-818-773-9999

Tobacco Free Quitline: 1-800-QUIT-NOW

Rather than shy away from these conversations, it is our responsibility as physical therapists to explore options and actively listen to our patients without judgment. Patients are more likely to open up about their behaviors when they feel heard.

 

-Katie Schuetz, SPT

-Layne Gable, SPT

 

References:

https://www.integration.samhsa.gov/clinical-practice/sbirt/brief-interventions

https://www.apa.org/career-development/screening-intervention.pdf

April 8, 2019 |