Hybrid Courses Bundle: 5 Literature Reviews

Sarah R.Stillings, MA, PT, MPT, CHT

Sarah R. (Sally) Stillings is a PT and Certified Hand Therapist in Texas. She received her physical therapy degree from the University of North Carolina at Chapel Hill. Prior to becoming a therapist, Sally taught university-level writing courses and was assistant editor of The Journal of Craniomandibular Practice. In her extensive career as a PT, she has held a variety of clinical, teaching, administrative, and business roles, including general PT practitioner, upper extremity specialist, clinic manager, hand therapy clinic coordinator, continuing education (CE) instructor, and CE course administrator. She has also served as Executive Director of the Kellermann Foundation, a U.S. nonprofit organization supporting healthcare and community development in Uganda, East Africa. Her work now focuses on creating evidence-based CE materials for rehab professionals. Sally is a lifelong runner who celebrates all those who cover the ground.

1410 Geriatric Assessment: Literature Review—Course Objectives

After successfully completing this continuing education course, the learner should be able to:

1. Recall the challenges of providing culturally competent geriatric assessment.
2. Identify cultural limitations of current geriatric assessment tools.
3. Recognize best practices in multicultural geriatric assessment.
4. Recall the definition of clinical frailty.
5. List Clinical Practice Guideline recommendations for identifying and managing physical frailty.
6. Recognize the risk factors for developing frailty. 
7. Differentiate among the nine designations of the Clinical Frailty Scale (CFS).
8. Recognize when it is appropriate to use the CFS with older adults.
9. Recognize the level of convergent validity between the electronic Frailty Index (eFI) and the CFS.
10. Identify the study design, search strategy, and main results of the systematic review examining tests of balance and muscle strength used in young seniors.
11. Recall which balance measurement tool is most appropriate for healthy young seniors.
12. Indicate ways in which the information presented in these articles is consistent with occupation-focused assessment and practice.
13. Identify how application of the information presented may improve geriatric assessment, enhance the patient experience, and help meet patient-specific functional goals.

1410 Geriatric Assessment: Literature Review—Table of Contents

Hour 1

Course Instructions 3

About the Authors

Course Description

Course Objectives  

Table of Contents 7

Introduction 8

Article 1: 9

Geriatric assessment in multicultural immigrant populations (9 pages)

Hour 2

Article 1 (continued)

Article 2: 10

Physical frailty: ICFSR International Clinical Practice Guidelines

for identification and management (21 pages)

Hour 3

Article 2 (continued)

Hour 4

Article 3: 11

Clinical Frailty Scale (4 pages)

Article 4: 12

The convergent validity of the electronic Frailty Index with

the Clinical Frailty Scale (7 pages)

Hour 5

Article 5: 13

Performance-based clinical tests of balance and muscle strength used in

young seniors: a systematic literature review (14 pages)

Hour 6

Article 5 (continued)

Examination 15

Evaluation 20

1411 Dementia Care—Patient & Family Considerations: Literature Review—Course Objectives

1411 Dementia Care—Patient & Family Considerations: Literature Review—Table of Contents

Hour 1

Course Instructions 3

About the Authors

Course Description

Course Objectives  

Table of Contents 7

Introduction 8

Article 1: 10

Dementia: Sustaining self in the face of cognitive decline (6 pages)

Hour 2

Article 2: 11

Shared decision-making for people living with dementia in

extended care settings: a systematic review (11 pages)

Hour 3

Article 3: 12

Quality of family relationships and outcomes of dementia:

a systematic review (14 pages)

Hour 4

Article 4: 13

Exploring how people with dementia can be best supported to

manage long-term conditions: a qualitative study (12 pages)

Examination 15

Evaluation 19

After successfully completing this continuing education course, the learner should be able to:

1. Differentiate between the divergent views of “self” for individuals with dementia, and delineate how these views may affect dementia care.
2. Identify the study design, search strategy, and objectives of the two systematic reviews included in the course.
3. Recognize the study methods used in the qualitative study on long-term conditions in people with dementia.
4. Identify the three main themes explored in the qualitative study on long-term conditions.
5. List the major strengths and limitations of each study presented.
6. Recall the main conclusions of each article presented.
7. Indicate ways in which the information presented in these articles is consistent with person-centered, occupation-focused practice.
8. Identify how application of the information presented may: 
1. Improve therapeutic alliance
2. Enhance the patient/family experience
3. Help meet patient-specific dementia care goals

1412 Hip Fracture Rehabilitation: Literature Review—Course  Objectives 

After successfully completing this continuing education course, the learner should be able to: 1. Differentiate among the main surgical treatments of choice for femoral neck fractures  based on their Garden classifications. 

2. Identify the pros and cons of cemented vs. noncemented prostheses for femoral neck  fractures. 
3. Recognize the various mechanisms of preventing venous thromboembolism (VTE) after  hip or knee arthroplasty based on the pharmaceutical agent that is used, and recall the  authors’ recommendations regarding VTE chemical prophylaxis. 
4. Identify the study design, objectives, strengths, and limitations of the included studies. 5. Indicate the post-hip-fractures outcomes found in the studies, including: a. Complications in patients on Coumadin based on INR value groups 
5. Factors in whether patients are discharged home or to skilled nursing care c. Differences among inpatient, outpatient, and home-based rehab 
6. Association between probable sarcopenia and outcomes 
7. Recall the main conclusions of each article presented. 
8. Indicate ways in which the information presented in these articles may contribute to  functional, occupation-focused practice. 
9. Identify how application of the information presented may:  
10. Guide assessment and intervention choices 
11. Help meet patient-specific rehabilitation goals 
12. Improve patient outcomes

1412 Hip Fracture Rehabilitation: Literature Review—Table of  Contents 

Hour 1 

Course Instructions 3 About the Authors 

Course Description 

Course Objectives 6 

Introduction 9 Article 1: 10 Surgical treatment of femoral neck fractures: a brief review (15 pages) Hour 2 

Article 1 (continued) 

Hour 3 

Article 2: 11 Review of therapeutic options for the prevention of VTE in TJA (15 pages) Hour 4 

Article 2 (continued) 

Article 3: 12 Postop complications of hip fracture patients on chronic Coumadin (7 pages) Hour 5 

Article 4: 13 Factors determining home vs. rehab discharge following primary TJA (6 pages)

Article 5: 14 Outpatient and home-based treatment…for hip fracture rehab (10 pages) Hour 6 

Article 5 (continued) 

Article 6: 15 Knee extension strength measures indicating probable sarcopenia (13 pages) Hour 7 

Article 6 (continued) 

Examination 17 Evaluation 23

1413 Exercise as Intervention in Geriatrics: Literature Review— Course Objectives 

After successfully completing this continuing education course, the learner should be able to: 1. Recognize the effects of physical exercise on static and dynamic balance in the elderly. 2. Identify the reduction in falls associated with different exercise protocols. 3. Recognize the reported effects of exercise on cognition in individuals with Alzheimer’s  disease.  

4. Recall the effectiveness of exercise on bone density in patients with osteoporosis. 5. Define the Star Triad and recall the pathophysiological common denominator of the  involved disorders. 
5. Recall the findings regarding the effectiveness of exercise as conservative management  of hip and knee osteoarthritis. 
6. Identify the effects of exercise on non-specific chronic low back pain in older adults. 8. Identify the study design, objectives, strengths, and limitations of the included studies. 9. Recall the main conclusions of each article presented. 
7. List ways in which future research can further elucidate the questions raised in each of  the research articles.  
8. Indicate ways in which the information presented in these articles may contribute to  functional, occupation-focused practice. 
9. Identify how application of the information presented may:  
10. Guide assessment and intervention choices 
11. Help meet patient-specific rehabilitation goals 
12. Improve patient outcomes

1413 Exercise as Intervention in Geriatrics: Literature Review Table of Contents 

Hour 1 

Course Instructions 4 About the Authors 

Course Description 

Course Objectives  

Introduction 9 Article 1: 11 The effects of physical exercise on balance and prevention of falls (21 pages) Hour 2 

Article 1 (continued) 

Hour 3 

Article 2: 12 Effects of physical activity and exercise on the cognitive function of patients with  Alzheimer disease (17 pages) Hour 4 

Article 2 (continued) 

Hour 5 

Article 3: 13 Effectiveness of physical exercise on bone density in osteoporotic patients (10 pages) Hour 6 

Article 4: 14 Common musculoskeletal disorders in the elderly: the Star Triad (17 pages) Hour 7 

Article 4 (continued) 

Article 5: 15 Role of physical activity as conservative treatment for hip and knee OA (23 pages) Hour 8 

Article 5 (continued) 

Hour 9 

Article 6: 16 Physical activity for the treatment of chronic low back pain (18 pages) Hour 10 

Article 6 (continued) 

Examination 18 Evaluation 26

1414 Orthopedic Surgery Rehabilitation: Literature Review—Course Objectives 

After successfully completing this continuing education course, the learner should be able to: 

1. Recall factors that affect the strain on family caregivers of patients who have undergone orthopedic surgery. 
2. Identify the rate of return to sports in older patients after: 
3. Total shoulder arthroplasty 
4. Unicompartmental knee arthroplasty 
5. Recognize how a) preoperative and b) postoperative rehabilitation protocols may affect outcomes after knee or hip arthroplasty in older patients. 
6. Identify the study design, objectives, strengths, and limitations of the included studies. 5. Recall the main conclusions of each article presented. 
7. Identify how future research can further clarify the questions raised in each of the research articles. 
8. Identify how application of the information presented may: 
9. Guide assessment and intervention choices 
10. Help meet patient-specific rehabilitation goals 
11. Improve patient outcomes

1414 Orthopedic Surgery Rehabilitation: Literature Review Table of Contents 

Hour 1 

Course Instructions
About the Authors 

Course Description 

Course Objectives
Introduction  

Article 1: Family Caregiver Strain and Challenges When Caring for Orthopedic Patients: A Systematic Review

Hour 2 

Article 1 (continued) 

Article 2: Return to Sport after Anatomic and Reverse Total Shoulder Arthroplasty in Elderly Patients: A Systematic Review and Meta-Analysis

Hour 3 

Article 2 (continued) 

Hour 4 

Article 3: Return to Sport Activity in the Elderly Patients after Unicompartmental Knee Arthroplasty: A Systematic Review and Meta-Analysis 

Article 4: The Influence of Preoperative Physical Activity on Postoperative Outcomes of Knee and Hip Arthroplasty Surgery in the Elderly: A Systematic Review

Hour 5 

Article 4 (continued) 

Article 5: The Role of Physical Activity and Rehabilitation Following Hip and Knee Arthroplasty in the Elderly 

Hour 6 

Article 5 (continued)
Quiz & evaluation

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It is the policy of Physicourses to ensure balance, independence, objectivity and scientific rigor in all of its continuing education activities. All relevant conflicts of interest identified by the planner, presenter, or as determined by Physicourses will be disclosed to the audience verbally and in writing prior to the start of the presentation.

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Relevant financial relationships are those relationships in which you benefit by receiving a salary, royalty, intellectual property rights, gift, speaking fee, consulting fee, honoraria, ownership interest (e.g., stocks, stock options, or other ownership interest, excluding diversified mutual funds), or other financial benefit. Financial relationships can also include “contracted research” where the institution gets the grant and manages the funds and you are the principal or named investigator on the grant.

Educational Level: Intermediate

Target Audience: PT, PTA, OT, OTA, ATC

Course Completion Requirements: Passing an online exam with 70% or greater will be required to earn continuing education credit

• Geriatric Assessment: Literature Reviews is approved for 0.6 CEUS. 6 contact hours
• Dementia Care—Patient and Family Considerations: Literature Review is approved for 0.4 CEUS. 4 contact hours
• Hip Fracture Rehabilitation: Literature Review is approved for 0.7 CEUS. 7 contact hours
• Exercise as Intervention in Geriatrics: Literature Review is approved for 1.0 CEUS. 10 contact hours
• Orthopedic Surgery Rehabilitation: Literature Review is approved for 0.6 CEUS. 6 contact hours

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