PT 2004-2005

COURSE GUIDE 2004-2005
B.Sc. PHYSICAL THERAPY PROGRAM
U1 - U2 - U3
Welcome to the School of Physical and Occupational Therapy
for the 2004-2005 Session
You have been accepted into a challenging and exciting 105 credits seven-semester
program over three years leading to a
B.Sc. Occupational Therapy

or
B.Sc. Physical Therapy
Year I 2004-2005
Fall 2004 Semester (13 weeks beginning September 1, 2004)

Winter 2005 Semester (21 weeks starting January 4, 2005 and ending May 20, 2005)
9-week academic block, 6-week clinical block and 3-week academic block).
Year II 2005-2006
Fall 2005 Semester (13 weeks);

Winter 2006 Semester (13 weeks); and
Summer 2006 Semester (12 weeks).
Year III 2006-2007
Fall 2006 Semester (9-week academic block, 5-week clinical block); and
Winter 2006 Semester (5-week clinical block, 8 week academic block).
McGill University Physical Therapy Course Guide 2004-2005 1

This curriculum has been designed to prepare the rehabilitation professional for the
Year 2004 and beyond!!!
The goals of these two professional undergraduate programs at McGill are designed to
prepare a student to begin a career in clinical practice and/or enter graduate studies in
Rehabilitation Science or a related discipline.
The competent and effective practice of physical or occupational therapy in todays society
necessitates that students in these disciplines develop life long learning skills. Similarly,
those who proceed to graduate studies will also need to independently pursue knowledge.
The undergraduate programs are responsible for initiating this value system along with its
related behaviors. In addition, the goals of the undergraduate programs in the School are to
educate individuals who will strive to achieve the highest ethical and performance standards
and to graduate clinical practitioners who can independently evaluate a client across his/her
life span, make judgments about client needs, plan and execute interventions, assess the
effects of intervention and generally facilitate the health of individuals or populations.
These practitioners will make their contributions through clinical practice across diverse
settings, clinical education, administration and the application of new knowledge related to
rehabilitation as well as its creation through team research.
After completion of either of the professional programs, the graduate will be expected to:
have acquired a knowledge of normal and abnormal physiology and behavior

across the life span.
have acquired the skills required to obtain relevant information from clients and
other sources and to organize and interpret this information for making clinical
decisions
critically assess, analyze problems and propose solutions across various practice
settings and environments.
have acquired the knowledge and skills necessary for entry-level practice.
have the adaptability to meet various professional roles as a therapist, treatment

or research team member, educator, administrator, consultant, manager,
entrepreneur and innovator.

have the ability to critically appraise the rehabilitation literature and to integrate
new scientific information for treatment planning.
have acquired an appreciation of the medical, psychological and social aspects of

illness and disability.
be committed to health promotion and the prevention of impairment, disability and

handicap.
have acquired interpersonal and communication skills that facilitate both effective
and empathetic relationships with clients/family members/care givers.
have acquired professional ethics and attitudes as well as the acceptance of the
responsibilities related to practicing as a professional.
be cognizant of the necessity for ongoing education and self-directed learning.
have attained the knowledge, aptitudes and competencies necessary for licensure
and certification in keeping with provincial, national and international
requirements.
have the administrative knowledge, management skills and attitudes requisite for
effective interaction within the health care system.
Professor Sharon Wood-Dauphinee

Interim Director
School of Physical and Occupational Therapy
Dr. Mindy Levin Professor Sandra Everitt

Director, Physical Therapy Program, Director, Occupational Therapy Program
Associate Director, Associate Director,
School of Physical and School of Physical and
Occupational Therapy Occupational Therapy

Preamble
For your convenience, this Course Guide has been divided into five Sections
I. Rules and Regulations for Student Evaluation and Promotion
II. Important Information for Students to Know

This section has been further organized by administrative policies followed by
reference information.
III. B.Sc Physical Therapy U1 Curriculum
IV. B.Sc Physical Therapy U2 Curriculum
V. B.Sc Physical Therapy U3 Curriculum
The purpose of this guide is to give the student an appreciation of the scope and orientation
of the professional courses in the Physical Therapy Program. The guide should be read
carefully before each course commences. The required texts should be bought in advance
of the course and all pertinent information concerning procedure, type of classes, dress
required, examination procedure, etc., should be noted.

Mission Statement of the School of Physical and Occupational Therapy
Excellence in research and teaching is the foundation and tradition of the School of Physical
and Occupational Therapy at McGill University. The faculty educates professionals and,
through research, generates the body of knowledge, which guides our professions to
advance the health, function and participation of the individual in society.
Our means to achieve this:
As members of the McGill community, we affirm our position of leadership in the

international arena. We optimize the potential of the individual by developing the concepts
for implementing scientifically based approaches to rehabilitation methods and technologies.
(Approved at the faculty retreat, 6-11-01)
Educational Mission Statement of the Physical Therapy Program

The mission of the Physical Therapy Program of McGill University is to prepare reflective
professionals who are skilled in clinical reasoning and the use of evidence to optimize
health, function and participation of individuals in society, as well as to assume leadership
roles in professional activities including the transfer of best evidence to clinical practice.

COURSE GUIDE
Table of Contents
Welcome to the School of Physical and Occupational Therapy ...............................................................1
Mission Statement of the School of Physical and Occupational Therapy .................................................5
Educational Mission Statement of the Physical Therapy Program ...........................................................5
List of Tables:............................................................................................................................................9
I. RULES AND REGULATIONS FOR STUDENT EVALUATION AND PROMOTION ....14
Introduction .............................................................................................................................................14
Evaluation and Promotion.......................................................................................................................14
Promotion Periods ..................................................................................................................................17
Examinations ..........................................................................................................................................22
Deferred Examinations, Remedials and Supplemental Examinations ....................................................24
Licensure Examinations..........................................................................................................................25
Student Performance Review Committees .............................................................................................26
Review of Grades, Evaluations and Decisions .......................................................................................27
Glossary of Terms...................................................................................................................................31
II. IMPORTANT INFORMATION FOR STUDENTS TO KNOW ........................................33
Attendance and Term Work ....................................................................................................................33
Code of Conduct for Users of McGill Computing Facilities .....................................................................34
Code of Student Conduct........................................................................................................................35
Counselling .............................................................................................................................................36
Email Policy ............................................................................................................................................36
Examination Regulations - University .....................................................................................................37
Examination Regulations School of P & OT - Addendum.......................................................................38
Examination Regulations Cheating......................................................................................................38
Faculty Advisor .......................................................................................................................................38

Guidelines for Writing a Term Paper.......................................................................................................39
Leaves of Absence .................................................................................................................................41
Safety and Well-being.............................................................................................................................41
Student Rights and Responsibilities .......................................................................................................43
Plagiarism ...............................................................................................................................................43
APA Research Style Crib Sheet .............................................................................................................45
Audio Visual Equipment Borrowing Guidelines.......................................................................................62
McGill Libraries .......................................................................................................................................63
Health Sciences Library ..........................................................................................................................64
Occupational Therapy Assessment Library ............................................................................................67
Undergraduate and Graduate Computer Laboratory ..............................................................................68
Hosmer 301 ............................................................................................................................................69
III. B.SC. PHYSICAL THERAPY U1 CURRICULUM .........................................................71
B.SC. PHYSICAL THERAPY U1 IMPORTANT DATES..........................................................72
U1 CURRICULUM PLAN 2004-2005 PHYSICAL THERAPY PROGRAM..............................73
U1 PHYSICAL AND OCCUPATIONAL THERAPY LIST OF REQUIRED COURSES............74
ANAT 315 REGIONAL ANATOMY OF THE LIMBS & BACK .................................................................75

POTH 222 KINESIOLOGY .....................................................................................................................78
POTH 248 COMMUNICATION & PROFESSIONALISM ......................................................................82
POTH 250 HEALTH CARE AND PROFESSIONALISM ........................................................................92
POTH 260 LIFESPAN.............................................................................................................................95
PHTH 220 CLINICAL AFFILIATION I .....................................................................................................98
PHTH 235 MOVEMENT SCIENCE AND PRACTICE...........................................................................103
PHTH 236 MOVEMENT I - MUSCULOSKELETAL ..............................................................................106
PHTH 241 ASSESSMENT II: MUSCULOSKELETAL ..........................................................................111
POTH 239 ASSESSMENT IN REHABILITATION I ..............................................................................114
IV. B.SC. PHYSICAL THERAPY U2 CURRICULUM .......................................................119
B.SC. PHYSICAL THERAPY U2 IMPORTANT DATES........................................................120
U2 CURRICULUM PLAN 2004-2005 PHYSICAL THERAPY PROGRAM............................121
U2 PHYSICAL AND OCCUPATIONAL THERAPY LIST OF REQUIRED COURSES..........122

POTH 455 NEUROPHYSIOLOGY .......................................................................................................123
PHTH 320 CLINICAL AFFILIATION II ..................................................................................................126
PHTH 321 CLINICAL AFFILIATION III .................................................................................................126
PHTH 328 BIOPHYSICAL AGENTS ...................................................................................................131
PHTH 336 MOVEMENT II: CARDIORESPIRATORY...........................................................................135
PHTH 337 MOVEMENT III: NEUROMUSCULAR ................................................................................138
PHTH 338 MOVEMENT IV: NEUROLOGICAL ....................................................................................142
PHTH 340 EXERCISE PHYSIOLOGY .................................................................................................147
V. B.SC. PHYSICAL THERAPY U3 CURRICULUM .......................................................151
POTH 401 RESEARCH METHODS .....................................................................................................155
POTH 445 ADMINISTRATION/MANAGEMENT ..................................................................................158
PHTH 420 CLINICAL AFFILIATION IV.................................................................................................165
PHTH 421 CLINICAL AFFILIATION V..................................................................................................165
PHTH 432 PAIN MANAGEMENT ........................................................................................................170
PHTH 433 COORDINATED REHABILITATION I .................................................................................173
PHTH 434 BIOMECHANICS ................................................................................................................176
PHTH 435 CO-ORDINATED REHABILITION II ...................................................................................179
PHTH 438 FITNESS AND INJURY MANAGEMENT............................................................................182
POTH 446 CURRENT TOPICS IN REHABILITATION .........................................................................185
POTH 447 SPECIALIZED AREAS OF PRACTICE ..............................................................................190

List of Tables:
Table 1 Services/Support to Students with Contact Information Page 10

Table 2 List of Committees with Student Representation Page 11
Table 3 POTUS - 2004-2005 Page 12

Table 1: Services/ Support to Students with Contact information
Service or Support Contact Person and contact information
Within the School of Physical and Occupational Therapy
x Registration Ms. Marlene Brettler
x Course changes/add/drop Davis House Room D4
x Intra university transfer Tel: (514) 398-4500
x Credit exemption Fax:(514) 398-6360
x Supplemental deferrals e-mail [email protected]
x Exam conflicts
x C.P.R. certification Mrs. Croce Filteau/Caroline Storr
x PDSB Course Davis House Room D5/D18
x Clinical placement supervision information Tel: (514) 398-1293/6561
x Immunization Fax::(514) 398-6360
x Appointments with any of the ACCE e-mail: [email protected]
e-mail: [email protected]
x Audiovisual equipment lending or arrangements Mr. Alan Hammaker
x Learning aids e.g. CDs, skeletal material, Videos Hosmer House Room H11
x Assessment Library returns Tel:(514) 398-4516
x Room booking (non academic) e.g. student meetings, Fax:(514)398-8193
variety show rehearsal, etc. e-mail: [email protected]
x Support to sessional lecturers/faculty Ms Irene Bonkoswky
x Co-ordination for course evaluations Hosmer House Room H100
x Purchase of course packs Tel:(514)398-4517
x Access to (key for) coach house Fax:(514)398-8193
x Lost and found e-mail:[email protected]
Within the University
STUDENT SERVICES - www2.mcgill.ca/stuserv
Dean of Students Office Tel 514-398-3825
x Athletics x Tel: 514-398-7000
x CAPS Career and Placement Service x Tel: 514-398-3304
x Chaplaincy Service x Tel: 514-398-4104
x Counseling Service x Tel: 514-398-3601
x First Peoples House x Tel: 514-398-3217
x First Year Office x Tel: 514-398-6913
x Health Services & Dental Clinic x Tel: 514-398-6017
x International Student Services x Tel: 514-398-4349
x Mental Health Services x Tel: 514-398-6019
x Students With Disabilities x Tel: 514-398-6009
x Tutorial Service x Tel: 514-398-6011
x Student (Financial) Aid Office x Tel: 514-398-6013
x Residences & Student Housing x Tel: 514-398-6368
x Student Housing (Off campus) x Tel: 514-398-6010
x First Year Assistance for Francophone Students x Tel: 514-398-6913
POTUS See separate page

List of Committees with Student Representation
The School of Physical and Occupational Therapy values the input of our students in all
academic, social and administrative functions. The following is a list of committees with
student representation.
Table 2: List of Committees with Student Representation

Name of Committee Student Based Student & Faculty
only Based
Fitness Center
Golden Key Honors Society
Graduate Committee
Intramural Sports Team
McGill Newspaper LeDeli
Physical and Occupational Therapy
Undergraduate Society (POTUS)
Canadian Association of Occupational
Therapists (CAOT) Representative
Curriculum Committee
Clinical Advisory Committee
Marketing Committee
Lordre des ergothrapeutes du Qubec
(OEQ)
OT Faculty Meetings
School of Physical and Occupational
Therapy Faculty Meetings
Student Staff Liaison

Table 3: POTUS
PHYSICAL AND OCCUPATIONAL THERAPY UNDERGRADUATE SOCIETY 2004-2005
Title Name E-mail
Executive Officers:
President Gabriel Genest [email protected]
VP PT Kate McClurg [email protected]
VP OT Valrie Rougeau [email protected]
VP Administration Nathalie Desmarais [email protected]
VP Finance David Sanmiguel [email protected]
VP External Barbara Ng [email protected]
VP Internal(Social) Stephanie Bernard [email protected]
Representatives:
PT U3 Karine Jean-Louis [email protected]
Elisabeth Coutu [email protected]
Catherine Kammann [email protected]
OT U3 Carine Ringuette [email protected]
Champagne
Maxime Piche [email protected]
PT U2
Anne-Marie Lambert [email protected]
Kim Van Wyk [email protected]
OT U2 Annie Trepanier [email protected]
PT U1 TBA
TBA
OT U1
CAOT/OEQ Camy Lee [email protected]
CPA/OPPQ Evelyne G-Saulnier [email protected]
OT Curriculum Zeina Al-Badarin [email protected]
PT Curriculum Maxim Ben-Yakov [email protected]
Athletics Daniel Friedmann [email protected]
Anita Kuriya [email protected]
Fundraising Reps Jennifer Jeudy [email protected]
Nancy El-Bared [email protected]
CLOM (Computer
Lab Operations Rita Ferraro [email protected]
Manager)
NTC (Note Taking
Club)
Grad Committee Annie Viens [email protected]
Frosh Director

I. RULES AND REGULATIONS
FOR STUDENT EVALUATION AND PROMOTION
TABLE OF CONTENTS
Introduction ...........................................................................................................................................14
Evaluation and Promotion ...................................................................................................................14
Promotion Periods ................................................................................................................................17
Examinations ........................................................................................................................................22
Deferred Examinations, Remedials and Supplemental Examinations ..........................................24
Licensure Examinations ......................................................................................................................25
Student Performance Review Committees .......................................................................................26
Review of Grades, Evaluations and Decisions.................................................................................27
Glossary of Terms ................................................................................................................................31

I. Rules and Regulations for Student Evaluation and Promotion
Introduction
The goal of the undergraduate programs in Occupational Therapy and Physical Therapy is
to provide the students with the skills, knowledge, attitude and behaviours required to meet
the stringent standards of licensure and to excel in the practice of the profession.
Evaluation and Promotion
Students progress through the program by successful completion of successive promotion

periods.
Students will not be permitted to proceed to the next promotion period unless they have
met all criteria of the current promotion period. Students with incomplete coursework (eg.
failed or deferred courses) may not commence the professional courses in the subsequent
Promotions Period until the incomplete courses have been successfully completed. This
means that the courses must be passed. Students will be required to remain in the same
promotion period because a) they are repeating one or more courses, b) they have
deferred courses, or c) they were on an approved absence. These students will be
considered to be repeating a promotion period while they complete the course or courses
that are outstanding.
1. Marks
An overall final mark of 60% (C+) is required to pass the courses with a designation of
POTH, PHTH or OCC1. Similarly, the passing grade on any remedial activity or
supplemental examination is 60% for these courses. The passing grade for other courses
is 55% (C).
2. Attendance
Students will be required to attend all small group and laboratory sessions and are
expected to attend all other course-related activities outlined in the course description
and/or syllabus. For an absence to be approved for e.g. compassionate or medical
reasons, the absence must be must be supported by written documentation, such as a
medical certificate, submitted to the Program Director. The Program Director at his or her
entire discretion may request additional information before approving the absence.
Students who have missed more than 10% of laboratory or small group sessions will not
be permitted to write the final examination in the course.
No absences are permitted during any clinical fieldwork affiliation. Any absences for
illness or compassionate reasons must be documented at both the site and the School,
approved by the Program Director for the absence to be authorized, and the time be made
up.

3. Student Standing
A students overall standing in the Physical and Occupational Therapy programs will be
recorded as Satisfactory, Unsatisfactory or Probationary. Complete regulations and details
are available in the 2004-05 Physical and Occupational Therapy Student CD ROM and on
the website: www.medicine.mcgill.ca/spot.
Satisfactory Status
a cumulative grade point average (CGPA) of 2.3 or above.
Probationary Status
Failure and/or incomplete in two (2) or more academic courses in an academic year
A CGPA below 2.7
Unprofessional behaviour in class or clinical affiliation is behaviour that results in
disciplinary action being taken against the student for either an academic or a non-
academic offence or a breach of any other policy or regulations of the University as
contained in the Handbook of Students Rights and Responsibilities.
One (1) Failure or two (2) borderline performance evaluations in clinical affiliation.
Failure in a course which is followed by failure of the supplementary examination.
A Student on Probationary Status may be required:

to pursue specific remedial activity to address areas of weakness;
to meet specific performance criteria for subsequent Promotion Periods
to meet on a regular basis with the Program Director and/or delegate
to complete all clinical affiliations at McGill sites
A student who is placed on Probationary Status is automatically monitored by the

OTPRC/PTPRC. The subsequent courses in which the student would be allowed to enrol
is determined by that body. The OTPRC/PTPRC may require the student to remain on
Probationary Status, undertake a remedial activity, or repeat a Promotion Period.
Unsatisfactory Status
Failure of a second clinical affiliation
GPA < 2.3
Failure of more than seven (7) credits of course work in an academic year.
Failure of a repeated professional course or required science course.
Unsatisfactory standing will require the student to withdraw from the program.
4. Promotion Periods
Due to the sequential nature of the curriculum, students will not be permitted to advance to
subsequent promotion periods until all criteria of the previous promotion period are met.
Students who are repeating courses or have deferred or incomplete courses will be
considered to be repeating the promotion period. Students required to repeat a promotion
period will be placed on academic leave until the start of the required promotion period.
During a repeated promotion period and while on academic leave, students are permitted
to take optional or complementary courses; however, other courses within the program

may only be taken with the permission of the Program Director and the appropriate
Program Performance Review Committee.
Failure in any program course during a repeat promotion period will require the student to
withdraw from the program.
A student may not repeat more than two promotion periods during the professional
program.
A student with two (2) failures within a Promotion Period will be required to repeat the
promotion period as confirmed by the OTPRC/PTPRC.
A student with an overall GPA of less than 2.7 in the promotion period will be placed on
probation, reviewed by the OTPRC/PTPRC and may be required to repeat the promotion
period.
Failure in any supplemental examination or remedial evaluation will require the student to
repeat the course and remain in the promotion period as confirmed by the
OTPRC/PTPRC.
There are five (5) clinical education/affiliation courses within the Occupational Therapy
three-year professional program: OCC1 220, OCC1 320, OCC1 321, OCC1 420 and
OCC1 421 and five (5) within the Physical Therapy professional program: PHTH 220,
PHTH 320, PHTH 321, PHTH 420 and PHTH 421. Within each program, clinical affiliation
courses must be passed sequentially. Students are not permitted more than one failure in
a clinical affiliation throughout the curriculum. A failure in the remedial clinical affiliation or
in any subsequent clinical affiliation course will result in the student being required to
In order to be permitted to take a supplemental examination in any program course, a

student must have an overall GPA of at least 2.3 in the promotion period. Students may
not take more than seven (7) credits of supplemental examinations in an academic year.
A student with two failures will be required to repeat the promotion period, as confirmed by
the OTPRC/PTPRC.
Failure in any supplemental examination or remedial evaluation will require the student to
repeat the promotion period, as confirmed by the OTPRC/PTPRC.
The Evaluation System is under constant review by the School. The School may
make changes to the policies and regulations at any time. In general, such changes
will not come into effect during an academic year or promotion period; however, all
changes and their effective dates will be communicated to the students of the
program with a reasonable amount of prior notice.

5. Program Performance Review Committees
The Student Program Performance Review Committees for the respective programs (i.e.
OTPRC, PTPRC) will review the entire record of any student in academic difficulty.
The OTPRC/PTPRC will also review the entire record of any student charged with
misconduct. Examples of misconduct are: unethical or unprofessional behaviour,
dishonesty, drug or substance abuse, criminal conviction, and academic offences such as
plagiarism and cheating.
The OTPRC/PTPRC will require a student to withdraw from the program who has been
found to be unsuitable for the practice of occupational therapy or physical therapy due to
poor academic standing or misconduct.
A grade is not final until it is recorded on the students official transcript.
Promotion Periods
A student must successfully complete all professional courses in each Promotion Period in
order to be promoted to the next Promotion Period.
Students are reminded that, due to the sequential nature of the program, the failure to
successfully complete clinical affiliations within the Promotion Period may lead to delayed
graduation due to the delayed completion of the program requirements. (See Clinical
Affiliation Guidelines in the course guide, Occupational Therapy Program, OCC1 220,
page 106, OCC1 320 & OCC1 321, page 148, OCC1 420 & OCC1 421, page 207;
Physical Therapy Program, PHTH 220, page 99, PHTH 320 & PHTH 321, page 128,
PHTH 420 & PHTH 421, page 167).
Students should be aware that the close sequence of certain Promotion Periods could lead
to a last-minute cancellation of a Clinical Affiliation course for students who do not
successfully complete the previous Promotion Period.
Students who select distant locations should make travel arrangements that are
changeable on short notice. (See Clinical Affiliation Guidelines in the course guide,
Occupational Therapy Program, OCC1 220, page 112, OCC1 320 & OCC1 321, page 153,
OCC1 420 & OCC1 421, page 212; Physical Therapy Program, PHTH 220, page 98,
PHTH 320 & PHTH 321, page 127, PHTH 420 & PHTH 421, page 165).

The Physical and Occupational Therapy Programs Promotion Periods are as follows:
UI Promotion Period I September to March
UI Promotion Period II March to June
U2 Promotion Period III September to April
U2 Promotion Period IV May to August
U3 Promotion Period V September to November
U3 Promotion Period VI November to February
U3 Promotion Period VII February to April
1. OCCUPATIONAL THERAPY PROMOTION PERIODS
OT PROMOTION PERIOD I U1 September to March

The evaluation system for each course will be outlined in detail at the start of the
course.
A formative comprehensive practical examination will be held during the Promotion

Period. The formative examination does not count for a grade but students will receive
formative feedback. Students who perform below expectations may be counselled as
to possible remedial activities.
Advancement to the clinical affiliation in Promotion Period II is dependent on students

successfully passing Occupation as Therapy, OCC1 235, and the final practical
examination of Assessment in Rehabilitation I, POTH 239, with a grade of C+ or better.
(See Clinical Affiliation Guidelines in the course guide, page 101).
Students are required to show proof of a valid, up to date CPR certificate course level
C before the first clinical fieldwork affiliation.
In OCC1 236 OT Practice 1: Musculoskeletal Conditions, which is subdivided into

sections, each section must be passed with a grade of C+ (60%) or better. If a student
obtains less than a C+ grade in a section when the overall course mark is C+ or better,
the course mark will be withheld from the record until proficiency in each section, as
evidenced by a grade of C+ or better, is obtained. The student must undertake a
second evaluation of the section before the next academic year. If the student obtains
a grade of C+ or better in that section, the original course mark will be recorded. If
after the second evaluation the student fails to obtain a grade of C+ or better in the
section, the course mark will revert to a grade of F and the complete course must be
repeated the next time the course is offered and the evaluation done at the next

regularly scheduled time. If each section of the course is not passed with a grade of
C+ or better after one repetition, the student must withdraw from the program.
OT PROMOTION PERIOD II U1 March to end of May

Clinical Affiliation I and Integration Block
A student must complete all units which are prerequisites for OCC1 220 successfully in
promotion periods I &II in order to be promoted to promotion period III.
Students who fail Clinical Affiliation I, OCC1 220, may be granted permission to do a
remedial clinical affiliation if they are in satisfactory standing. The dates of the remedial
will be arranged with the Academic Coordinator of Clinical Education (ACCE) and will
depend on the availability of clinical sites. Every effort will be made to have the
remedial be completed between June and August. (See Clinical Affiliation Guidelines).
OT PROMOTION PERIOD III U2 September to April

A student must successfully complete all program courses in Promotion Period III in
order to be promoted to Promotion Period IV.
OT PROMOTION PERIOD IV U2 May to August

Clinical Affiliation II (OCC1 320) and Clinical Affiliation III (OCC1 321)
A student must successfully pass OT Promotion Period IV in order to be promoted to
Promotion Period V.
successfully complete both clinical affiliations at this time may lead to a delay in the
completion of the program.
OT PROMOTION PERIOD V U3 September to November

A student must successfully complete all courses in OT Promotion Period V to progress
to OT Promotion Period VI
Students should be aware that the close sequence of Promotions Periods V and
VI could lead to a last-minute cancellation of Clinical Affiliation (OCC1 420) for
students who do not successfully complete Promotion Period V. Students who
select distant locations should make travel arrangements that are changeable on
short notice. (See Clinical Affiliation Guidelines)
OT PROMOTION PERIOD VI U3 November to February

Clinical Affiliation IV (OCC1 420) and Clinical Affiliation V (OCC1 421)
A student must successfully complete OT Promotion Period VI in order to be promoted

to Promotion Period VII.

successfully complete both clinical affiliations at this time may lead to delayed
completion of the program (See Clinical Affiliation Guidelines in the course guide,
OCC1 420 & OCC1 421, page 207).
OT PROMOTION PERIOD VII U3 February to end of April

Students must successfully complete Promotion Period VII in order to graduate.
2. PHYSICAL THERAPY PROMOTION PERIODS
PT PROMOTION PERIOD I U1 September to March

The evaluation system for each course will be outlined in detail at the start of the
course
A formative comprehensive practical examination, run in an m-OSCE format, will be

held in November during Promotion Period I. The formative examination does not
count for a grade but students will receive feedback. Students who perform below
expectations may be counselled as to possible remedial activities.
Advancement to the clinical affiliation in Promotion Period II is dependent on students

successfully passing PHTH 241 Assessment II and PHTH 236 Movement I:
Musculoskeletal (Section A) (See Clinical Affiliation Guidelines). Students should be
aware that these two courses build on knowledge from preceding courses including
POTH 239 Assessment in Rehabilitation I and PHTH 235 Movement Science. The
practical examinations for both PHTH 241 and PHTH 236 are run in an m-OSCE format
in a manner similar to the November formative practical examination and include
knowledge from POTH 239, PHTH 235, PHTH 241 and PHTH 236.
PHTH 241 Assessment II and PHTH 236 Movement I: Musculoskeletal include both
written and practical essential components. A student receiving a final unit grade of
60%, but less than 60% on either the written or practical evaluation, will be recorded as
a FAILURE for PHTH 241 Assessment II and PHTH 236 Movement I: Musculoskeletal.
PT PROMOTION PERIOD II U1 March to end of May

A student must successfully complete all courses in promotion periods I &II in order to
be promoted to promotion period III.
Students who fail PHTH 220 Clinical Affiliation I may be granted permission to do a
remedial clinical affiliation if they are in satisfactory standing. The dates of the remedial
will be arranged with the Academic Coordinator of Clinical Education (ACCE) and will
depend on the availability of clinical sites. Every effort will be made to have the
remedial be completed between June and August (See Clinical Affiliation Guidelines).
Students are required to show proof of a valid, up to date CPR certificate course level
C before the first clinical fieldwork affiliation.

PT PROMOTION PERIOD III U2 September to April
A student must successfully complete all professional courses in Promotion Period III in
order to be promoted to Promotion Period IV.
PT PROMOTION PERIOD IV U2 May to August

Clinical Affiliation II (PHTH 320) and Clinical Affiliation III (PHTH 321)
A student must successfully complete PT Promotion Period IV in order to be promoted
to Promotion Period V.
graduation (See Clinical Affiliation Guidelines).
PT PROMOTION PERIOD V U3 September to November

A student must successfully complete all courses in PT Promotion Period V to progress
to PT Promotion Period VI
Students should be aware that the close sequence of Promotions Periods V and
VI could lead to a last-minute cancellation of Clinical Affiliation IV (PHTH 420) for
students who do not successfully complete Promotion Period V. Students who
select distant locations should make travel arrangements that are changeable on
short notice.
PT PROMOTION PERIOD VI U3 November to February

Clinical Affiliation IV (PHTH 420) and Clinical Affiliation V (PHTH 421)
A student must successfully complete PT Promotion Period VI in order to be promoted
to Promotion Period VII.
graduation (See Clinical Affiliation Guidelines, PHTH 420 & PHTH 421, page 167).
PT PROMOTIONS PERIOD VII U3 February to end of April

Students must successfully complete Promotion Period VII to graduate.

Examinations
1. Preamble
All examinations are governed by university regulations (http://www.mcgill.ca/student-
records/exam/regulations/) and by the specific Faculty of Medicine regulations as outlined
below.
Students are expected to behave in an ethical and professional manner at all

examinations, including laboratory practical examinations and examinations administered
in clinical settings. The regulations outlined below permit the Faculty to ensure all
examinations are administered in an organized, fair and equitable manner for all students.
Many multiple-choice examinations administered at McGill University are monitored by an

examination-security program (Harpp-Hogan). This is based on assigned seating at all
examinations. The data generated by the program can be used as admissible evidence,
either to initiate or corroborate an investigation of cheating under Section 16 of the Code of
Student Conduct and Disciplinary Procedures.
Any breach of these regulations will be reported to the Chief Invigilator, and Program
Directors of OT and PT, as appropriate. Students exhibiting suspicious behaviour will also
be reported.
A student may not miss an examination without justifiable reason. When a student misses
an examination, she/he must:
notify the P and OT Student Affairs office prior to the exam (circumstances
permitting), indicating the reason for absence
provide appropriate written documentation to justify absence
If the absence it deemed to be justified, the absence will be approved and the student will
be allowed to write a deferred exam.
2. Examination Regulations & Procedures

Regulations
1. Any transmission of examination information between students, either in writing or
verbally, is expressly prohibited without prior consent of the Directors office. No one is
permitted to make written notes or to record, in any way, the contents of an
examination.
2. Students must not procure, use, or attempt to use or distribute any improper or
unauthorized materials.
3. Students may not bring into the examination room any books, notes, electronic
communication devices with memory capability, e.g., PDAs (Personal Digital
Assistants), cell phones, pagers or other material containing information pertaining to
the examination, unless the examiner has given permission.

4. Talk or any other form of communication between students is forbidden. This includes
the use of cell phones and pagers. All communication devices must be deposited with
the invigilators prior to the start of the examination.
5. Students are not permitted to leave the examination room until one half hour after the
examination has begun, and in no case before the attendance has been taken. A
student who leaves before the examination is over must hand in all completed and
attempted work.
6. Every student has a right to write essays, examinations and theses in English or in
French. Personal dictionaries are not permitted. However, a French-English dictionary
will be available upon request.
7. No smoking or alcoholic beverages are permitted in the examination rooms.
Procedures
1. If books, notes, etc., cannot be left outside the examination room, they must be put in a
place designated by the Invigilator before the student takes a seat.
2. Students writing examinations are responsible for arriving at the right time and place
and must have with them their McGill student identification cards. Forgetfulness or
inadvertently arriving at the wrong time or place cannot be considered acceptable
excuses.
3. The doors of the examination room will normally be opened at least five minutes before
the starting hour. Students will be permitted to enter the examination room up to one-
half hour after the scheduled start of the exam. These students should be aware that a
portion of time could be lost while the examination is assigned and instructions are
being given by an invigilator. They must enter the room quietly, and time will not be
extended for the examination.
4. Students must remain seated. A student needing to speak to the Invigilator (e.g., to
ask for additional supplies) should so indicate by raising his or her hand.
5. Questions concerning possible errors, ambiguities, or omissions in the examination

paper must be directed to the Invigilator, who will investigate them through the proper
channels. The Invigilator is not permitted to answer questions other than those
concerning the paper.
6. All work must be done in accordance with the examination instructions, and must be
handed in to the Invigilator.
7. At the close of the examination, candidates must stop writing and submit their work at
once.

8. Food is permitted at the discretion of the Chief Invigilator. Food should be brought in
prior to the exam. Students will not be permitted to go to vending machines/ cafeteria
during an examination.
9. Bathroom privileges: only one student at a time will be allowed to go to the bathroom,
and the student may be escorted there and back by an Invigilator (at the Invigilators
discretion).
10. No student will be permitted to leave during the final ten minutes of the examination.
3. Assignments
The Faculty adheres to the definitions of plagiarism and cheating described in the Code of
Student Conduct and Disciplinary Procedures. Any course instructor has the right to
require that assignments (including case reports) be submitted in hardcopy form with
student signature. A student guide to avoid plagiarism is found at:
http://www.mcgill.ca/integrity/studentguide.
Deferred Examinations, Remedials and Supplemental Examinations
1. Deferred Examinations
Deferred examinations are examinations rescheduled because the original was missed for
valid reasons; this is applicable to final examinations only.
Permission for a deferred examination will be granted by the Program Director for the
following reasons: valid health issues, family or personal crises. (See Approved
Absences above).
Except for cases of emergency on the day of the exams, students must make their
request for a deferred exam PRIOR TO the scheduled exam. The request must be
accompanied by supporting documents (e.g., physicians medical certificate). The
School reserves the right to verify all documentation.
Deferred examinations are granted at the discretion of the School. The Faculty may
require further corroborative documentation of the reasons for the request(s).
In general, an examination missed for illness will be written before the end of the
Promotion Period.
Deferred examinations will generally be in the same format as the final examination.

2. Remedials
Remedials are activities to be undertaken by a student as required by the Promotions
Review Committee as a consequence of a failure or unsatisfactory evaluation in a
course/clinical rotation. This activity will generally include supplemental study and
supplemental examination(s). In the context of clinical rotations, there will generally be a
requirement to repeat clinical activities for a defined period.
Any remedial activity will be decided upon after discussion between the student and
instructor, and confirmed by the Promotions Review Committee.
3. Supplemental Examinations
Supplemental examinations are examinations taken as a consequence of a failure or
unsatisfactory evaluation in a course.
Supplemental examinations will cover material from the entire course; the format of the
supplemental examination may differ from the original examination.
In general, remedial activity for students with FAILURES for year 1 POTH, PHTH,
OCC1 courses will take place in June and other courses will follow university
schedules.
In general, remedial activity for students with a FAILURE for year 2 PHTH, POTH
OCC1 courses will take place in May. Other courses will follow university schedules.
Licensure Examinations
Graduates from McGill may seek licensure around the world. Each country, province or
state sets its own requirements for licensure which may necessitate examination, further
course work and/or the TOEFL.
Certain provinces in Canada, states of the United States of America, and other countries
require that those intending to practice occupational therapy or physical therapy within
their borders comply with special provincial or state licensing regulations. Further
information may be obtained from the offices of the associations listed in the Health
Sciences calendar under section 3.5 Professional Organizations.
Graduates seeking licensure in the United States should be aware that recent reforms in
licensing and immigration laws have led to new requirements for internationally educated
health care professionals entering the country.
In order to practice occupational therapy or physical therapy in the province of Quebec, a

permit must be obtained from the appropriate provincial regulator body. Quebec law also
requires that candidates seeking admission to the provincially-recognized Quebec
regulatory bodies must possess a working knowledge of the French language, i.e., be able
to communicate verbally and in writing in that language. For further information, refer to
Language Requirements for Professions on page 4 of the Health Sciences calendar.

Occupational therapists practising in Canada (except Quebec and Manitoba) are required
to pass a National Certification Examination after graduation. For information, write to the
Canadian Association of Occupational Therapists (see address in section 3.5 of the Health
Sciences calendar).
Physical therapists who wish to practice in provinces in Canada (other than Quebec) are
required to pass a Physiotherapy National Examination. For confirmation, write to the
Alliance of Physiotherapy Regulatory Boards.
Graduates of McGills Occupational Therapy Program are eligible for licensure with the
Ordre des ergothrapeutes du Qubec (OEQ). Graduates who do not have three years
education in a French post-primary school must pass an examination set by the Office de
la langue franaise during the two years which precede admission to the OEQ.
Graduates of McGills Physical Therapy Program are eligible for licensure with the Ordre
des physiothrapeutes du Qubec (OPPQ). Graduates who do not have three years
education in a French post-primary school must pass an examination set by the Office de
la langue franaise during the two years which precede admission to the OPPQ.
Student Performance Review Committees
Introduction
Within the School of Physical and Occupational Therapy, student evaluation, promotion
and suitability for the practice of the profession is within the jurisdiction of the Student
Performance Review Committee.
The Student Performance Review Committees exercise final authority to determine a

students competence and suitability for the practice of the Occupational Therapy or
Physical Therapy professions. It will consider all aspects of student progress, including
academic performance, personal and professional conduct and make final decisions on all
matters relating to promotion and graduation.
The Student Performance Review Committees will review the entire record of any student
in academic difficulty. In addition, the Committee will review the entire record of any
student in the following circumstances: unethical or inappropriate behaviour for the
practice of the profession, drug or substance abuse, criminal conviction, plagiarism,
cheating. This could result in the student being dismissed from the Programs.
The Occupational Therapy Student Performance Review Committee (OTPRC) reviews the
performance of students in the Occupational Therapy Program and the Physical Therapy
Student Performance Review Committee (PTPRC) reviews the performance of students in
the Physical Therapy program.

The OTPRC/PTPRC will require a student to withdraw from the program who has been
found to be academically incompetent or unsuitable for the practice of occupational
therapy or physical therapy.
Composition of the OT and the PT Performance Review Committee

The OT Performance Review Committee is a standing committee of the School. It is
composed of four full-time Faculty members of the OT program, appointed for a staggered
two-year term and the Director of the OT Program. All four are voting members. The
Director will vote in the case of a tie.
The PT Performance Review Committee is a standing committee of the School. It is

composed of four full-time Faculty members of the PT program, appointed for a staggered
two-year term and the Director of the PT Program. All four are voting members. The
Director will vote in the case of a tie.
Review of Grades, Evaluations and Decisions
1. Review by the Student Performance Review Committee

Step 1
Occupational Therapy and Physical Therapy students who are dissatisfied with an
evaluation or mark must first discuss the matter with the course instructor. Following
discussion of the students concerns, the instructor may leave the evaluation/ mark
unchanged or may change the evaluation.
Occupational Therapy/Physical Therapy students who are dissatisfied with a clinical

evaluation must first approach the on-site clinical coordinator (as identified on the
evaluation form) to discuss the evaluation. The supervisor will provide information to
clarify the evaluation. If indicated, the coordinator will obtain any further information that
perhaps was not initially sought, or discuss evaluation comments which may have a
different perspective in light of the student's explanation. Following discussion of the
students concerns, the clinical coordinator may leave the evaluation/ mark unchanged or
may change the evaluation.
If the student has met with the supervising therapist and the site clinical coordinator and
has not reached a satisfactory resolution, he/she may meet with the Academic Coordinator
of Clinical education (See Clinical Affiliation Guidelines).
Step 2
The following are procedures to be followed when a student wishes to contest an
evaluation of a course or clinical rotation.
Students who remain dissatisfied after speaking with the instructor may request a review of
the evaluation or mark by the Student Performance Review Committee. The students
request must be made in writing in sufficient detail to the Program Director and must be
received within 14 calendar days of notification of the evaluation or mark.

Students who remain dissatisfied after speaking with the coordinator and the ACCE may
request an impartial review of the evaluation. This request must be made in writing to the
OT/PT Director and must be received within 14 calendar days from the end of the clinical
affiliation. If the clinical affiliation in question is followed immediately by a vacation, and
this has required the student to be out of town, the time delay to request a review may be
extended by an additional 10 calendar days.
A student has the right to appear before the committee to state his/her case. The instructor
may also appear before the Committee. Exceptionally, submissions may be accomplished
in writing. The proceedings will be conducted in an informal and respectful manner.
The Student Performance Review Committee is to make a judgment on the

reasonableness of a student's evaluation. If, after deliberation, it is deemed to have been
a reasonable assessment of the student's performance, the evaluation will remain
unchanged. Should the committee conclude that the evaluation under review was not
reasonable a "de novo" assessment will be provided by the Committee. In other words,
the modified evaluation may remain unchanged, be upgraded or downgraded.
Decisions taken by the OTPRC and the PTPRC on an evaluation/ mark are final and
without appeal.
Only decisions of the OTPRC and PTPRC requiring the student to repeat a promotion
period or requiring the student to withdraw from the program may be appealed.
2. Review by the Ad Hoc OT/PT Promotions Appeal Committee

Only decisions of the OTPRC and PTPRC which require the student to repeat a promotion
or to withdraw from the program may be appealed to the Ad hoc OT/PT Promotions
Appeal Committee.
Decisions of the OT/PT Student Performance Review Committees may be appealed under
the following circumstances:
New evidence which was not available at the earlier consideration, and/or
A breach of natural justice
The following are procedures to be followed when a student wishes to contest a decision
of the OTPRC and PTPRC:
1. Within 14 working days from notification of the decision of the OTPRC and PTPRC, the
student may request in writing in sufficient detail to the Program Director a review of the
decision of the OTPRC and the PTPRC.
2. The Program Director will immediately forward the request to the Director of the School
of Physical and Occupational Therapy and will ask that the Ad Hoc OT/PT Promotions
Appeal Committee be convened.

3. The Director of the School of Physical and Occupational Therapy will then call a
meeting of the Ad Hoc OT/PT Promotions Appeal Committee. The Ad Hoc OT/PT
Promotions Appeal Committee is comprised of:
a) Five (5) members of the Faculty who have had no previous knowledge of the case
under review. Those selected will have appropriate background and knowledge to
bring to the committee. One member will be designated as Chair.
b) One representative from the OEQ or OPPQ may be substituted for an academic
member.
4. The Director of the School of Physical and Occupational Therapy will communicate to
the parties the names of the members of the Ad Hoc OT/PT Promotions Appeal
Committee, the time and place of the review, etc. In order to give the student time to
prepare for the meeting, there will be a minimum 10 working days prior notice. It can
be scheduled earlier if the student requests it, or otherwise agrees in advance to the
shorter notice period.
5. The Director of the School of Physical and Occupational Therapy will call for a detailed
dossier from each party which will be circulated to the Committee and the parties prior
to the meeting. The dossiers should be made available to the
Committee at least two (2) working days prior to the meeting so they have time to
become acquainted with the issues. The Program Director must be informed of the
names of witnesses and advisers at least two (2) working days prior to the hearing.
6. The Program Director, or designate, will present the Schools evidence in written form
and/or verbally to the Committee after which the student will be invited to present
his/her case. The Program Director will give a summary of the students performance to
the committee, an explanation for the evaluation and the decision. The student will
then present his/her version of the performance and the evaluation. The Chair and
other committee members may ask questions of the parties.
7. Both parties (the student and the Program Director) may be accompanied by an
adviser if they so wish. The adviser(s) will speak only at the invitation of the committee
Chair. Witnesses may be called if needed. As defined by the Charter of Student
Rights and Responsibilities, the adviser must be a member of the McGill community
(e.g. a fellow student, a faculty member, or a student from the Legal Information Clinic)
and not be paid for these services. The role of the adviser is to advise and help the
parties present their case. It is important for the committee to hear directly from the
student and Program Directors. The adviser(s) may speak only at the invitation of the
committee Chair.
8. The meeting is conducted in a respectful and non-confrontational manner. No

observers are permitted at the proceedings.

9. The Committee will consider all relevant and valid evidence submitted in writing, or
orally by the parties and their witnesses. The Committee may ask questions of the
student, of the Program Director or the witnesses. The parties may also question each
other in order to clarify points.
10. Notes taken during the meeting are for the use of the Committee members in arriving at
their decision, and are destroyed after they have completed their deliberations.
11. When the parties have completed their presentations and the Chair and the Committee
members have no further questions, the meeting will be adjourned. The Committee will
continue to deliberate in private.
12. All members of the Committee, including the Chair, vote. A simple majority is required
for a decision.
13. The parties shall be informed verbally by the Chair as soon as the decision has been
made. The decision will be confirmed in writing with sufficient detail as soon as possible
but no later than 10 working days following the meeting.

Glossary of Terms
Advisor
A member of the McGill community who is not paid for his/her services (e.g. a fellow
student, staff member or a student from the Legal Information Clinic). The role of the
advisor is to advise and help the student and/or Program Director prepare and present
his/her case.
Deferred Examinations
Examinations rescheduled because the original was missed for valid reasons; this is
applicable to final examinations only.
Remedials
Activities undertaken as a consequence of a failure or unsatisfactory evaluation in a
course/clinical rotation. This activity will generally include supplemental study and
supplemental examination(s). In the context of clinical rotations, there will generally be a
requirement to repeat clinical activities for a defined period.
Supplemental Examinations
Formal examinations taken as a consequence of a failure or unsatisfactory evaluation in a
course.
Program Course
A course required in the either the Physical or in the Occupational Therapy Programs.
Unprofessional Behaviour
Conduct that constitutes an academic or a non-academic offence or breach of any other
policy or regulations of the University as contained in the Handbook of Students Rights
and Responsibilities.
September 1, 2004

TABLE OF CONTENTS
Attendance and Term Work ................................................................................................................33
Code of Conduct for Users of McGill Computing Facilities .............................................................34
Code of Student Conduct ....................................................................................................................35
Counselling ...........................................................................................................................................36
Email Policy ...........................................................................................................................................36
Examination Regulations - University ................................................................................................37
Examination Regulations School of P & OT - Addendum ...............................................................38
Examination Regulations Cheating.................................................................................................38
Faculty Advisor .....................................................................................................................................38
Guidelines for Writing a Term Paper .................................................................................................39
Leaves of Absence...............................................................................................................................41
Safety and Well-being..........................................................................................................................41
Student Rights and Responsibilities ..................................................................................................43
Plagiarism ..............................................................................................................................................43
APA Research Style Crib Sheet .........................................................................................................45
Audio Visual Equipment Borrowing Guidelines ................................................................................62
McGill Libraries .....................................................................................................................................63
Health Sciences Library.......................................................................................................................64
Occupational Therapy Assessment Library ......................................................................................67
Undergraduate and Graduate Computer Laboratory.......................................................................68
Hosmer 301...........................................................................................................................................69

Attendance and Term Work

Students will not be permitted to write an examination in any course unless they have
fulfilled the requirements of the course, including those of attendance, to the satisfaction of
the instructor and the Director of the Program.
It is the responsibility of the students to make sure at the time of registration that there is
no conflict in the timetable of the courses which they propose to follow.
Students are required to attend lectures regularly. In recent years, there has been an
increase in absenteeism partly due to total reliance on the Note-Taking-Club. The School
strongly encourages students to take their own notes in lectures to facilitate the
understanding of the lecture and avoid misinterpretation. Please note: permission of the
instructor is required before any lecture can be taped.
Students are required to attend laboratory practical classes as part of the Occupational
and Physical Therapy programs. These classes involve learning about the treatment
modalities and procedures used to assess and treat patients. This may include using
electrical devices and other items of equipment, practicing massage, performing external
palpation and manipulation of the body, participating in structured group activities which
may involve interviewing and role playing, and conducting psychosocial assessments.
Students are expected to participate in these classes and practice the techniques and use
of equipment on each other.
If there are personal reasons or problems associated with participation in a particular type
of laboratory or practical class, students must consult the course instructor immediately. If
possible, an alternative solution will be found.
Students who miss more than 10% practical classes or laboratories in a course without a
legitimate excuse will not be permitted to take the final examination. Attendance will be
taken at all practical classes. Reasons for absences are dealt with only by the Program
Director. For illness necessitating an absence of a week or more, a medical certificate
should be presented to the Office of the Program Director immediately after a students
return to normal attendance. Other legitimate absences include participation in an event on
behalf of McGill University or a family tragedy. The instructor must be notified in advance
of the event, if at all possible.

Code of Conduct for Users of McGill Computing Facilities
McGill Computing Facilities (MCF) are intended to support the academic
mission and the administrative functions of the university. This code of
conduct states the principles regarding the use of MCF. They complement
and supplement rather than replace other policies concerning appropriate
conduct of staff and students.
McGill Computing Facilities include any computer, computer-based network,

computer peripheral, operating system, software or any combination thereof,
owned by McGill University or under the custody or control of McGill
university.
This Code of Conduct states the principles regarding the use of McGill Computing
Facilities (MCF). The following principles apply to all McGill staff, students and other users
of the McGill Computer Facilities.
Users shall:
1. Be responsible for using these facilities in an effective, ethical and lawful manner.
2. Use only those facilities for which they have authorization, whether these facilities
are at McGill or at any other location accessible through a network.
3. Take all reasonable steps to protect the integrity and privacy of the MCF including
software and data. In particular, users shall not share with others the access codes,
account numbers, passwords or other authorization which have been assigned to
them.
4. Respect the copyrights of the owners of all software and data they use.
5. Respect the policies established by the administrators of external networks such as
RISQ, CAnet, NSFNET when using such networks. They shall also respect the
policies established by the administrators of local computing facilities at McGill.
6. Respect the privacy of others. This includes, but is not limited to, respecting the
confidentiality of e-mail, files, data and transmissions.
7. Refrain from using MCF for unauthorized commercial activities.
8. Refrain from using MCF for any unauthorized or illegal purposes. Such purposes
might include destruction or alteration of data owned by others, interference with
legitimate access to computing facilities or harassment of users of such facilities at
McGill or elsewhere, unauthorized disruption of MCF, attempts to discover or alter
passwords or to subvert security systems in MCF or in any other computing or
network facility.
9. Properly identify themselves in any electronic correspondence and provide valid,
traceable identification if required by applications or servers within the MCF or in
establishing connections from the MCF.
Users have a right to privacy. The level of privacy does not exceed, however, that of
reasonable expectations. However, system failures or design faults may compromise this
privacy and users should also recognize that authorized McGill personnel may have
access to data and software stored on MCF while performing routine operations or
pursuing system problems. Users should further recognize that, as specified in the relevant

administrative policies at McGill, authorized McGill personnel have the obligation to take
reasonable and appropriate steps to ensure the integrity of MCF and to ensure that this
Code is observed. Any violation of this Code may be prosecuted in conformity with the
relevant University policy (Code of Student Conduct, Personnel policies, etc.) and the
principle of fundamental justice.
Code of Student Conduct

The Code of Student Conduct and Disciplinary Procedures as outlined in Chapter Three of
the McGill University Handbook Student Rights and Responsibilities is considered the
basic university requirements and applies to all students registered on a part-time or full-
time basis.
The School of Physical and Occupational Therapy, in addition to the above, requires that
the following code of conduct be observed by all students, graduate or undergraduate,
registered in the Schools programs.
Davis, Hosmer and Hosmer Coach House
A) Comportment
1. All full-time and part-time faculty must be addressed as professor if such is their
official title, unless otherwise instructed by the individual professor. Sessional
lecturers who do not have an academic appointment are addressed using Mr.,
Mrs., or Ms., etc.
2. All guest lecturers should be treated with due respect and courtesy. All critique of a
negative nature with regard to the lecture should be conveyed to the course
coordinator in writing.
3. Disruptive behavior (talking, excessive movement, etc.) will not be tolerated during
lectures or laboratory sessions. Faculty will exercise their right to dismiss students
who exhibit this behaviour.
4. Students must attend all lectures and laboratory sessions in professional courses.
5. Students may be required to wear shorts and shirts for practical sessions, if
appropriate to the session.
B) Classrooms
1. No eating or drinking is permitted in classrooms at any time except with permission
of the instructor. Any containers, cartons or refuse must be placed in the
wastebasket not on the floor.
2. Students are permitted to use unoccupied classrooms for study and practice of
therapeutic techniques, but must leave the room in a tidy and orderly manner.
C) Buildings in General
1. All outdoor footwear must be removed at the building entrance during the late Fall
and Winter sessions.
2. No smoking is permitted in the buildings.
3. No sitting on stairs:

Students are not permitted to sit on or otherwise block any of the staircases. This is
a safety precaution to allow for unencumbered traffic flow and to prevent a fall.
4. Keys or ID cards to access Davis or Hosmer Houses are not to be lent to any
unauthorized person. Davis and Hosmer House front doors are equipped with
timed-locking mechanisms. These outside doors self-lock at 5:00 p.m. at Davis
House and at 6:00 p.m. at Hosmer House during the Fall and Winter semesters.
Both doors are locked on weekends at all times. Holding the door open for longer
than 60 seconds, once the locking mechanism has been activated, will set off an
alarm.
5. The secretarial office, D5, is accessible to all students during posted office hours.
Graduate students may have access to the Xerox and computers in the secretarial
offices with permission only. All other offices may not be entered except with
permission of the occupant.
6. Students are not permitted to be present in the halls in their underclothing.
7. Parking areas at Davis and Hosmer Houses are for use by permit holders. A fine of
$37.00 to $42.00 is given to cars parked without a permit or a parking ticket,
purchased at a cost of $12.00 per day.
D) Clinical Facilities
1. All undergraduate students, while on any clinical affiliation, are required to adhere to
their programs dress code.
2. All students who attend lecture/demonstrations in the clinical setting are required to
dress and conduct themselves in a professional manner.
3. All students must respect the confidential nature of clinical material (patient records,
case discussions, etc.). The clinical material should only be discussed within a
professional context and never in a public place.
4. Undergraduate students on a clinical affiliation are expected to assume the
professional role of a therapist. In other words, the student is expected to fulfill all
the professional duties required by the clinical facility, i.e., patient responsibility,
reliability, regard for professional ethics, etc.
5. All health care professionals and clients must be addressed by their official title
and/or surname unless otherwise instructed.
Counselling
Please note that you will be assigned a faculty advisor during the first week of classes.
This is a contact person in the School with whom you can discuss any matters and to
whom you may go for advice. This does not preclude you from contacting any faculty
member you may choose. Normally matters pertaining to a specific course are addressed
first to the coordinator of the particular course.
Email Policy
As of January 1, 2004, the University-wide Policy on Email Communication with Students
is in effect. Email will be recognized as one of the official means of communication
between McGill University and its students. Information will only be sent to students McGill
email account. These should be checked regularly.

Examination Regulations - University
The revised University Examination Regulations listed below were approved by Senate on
April 28, 1982.
1. No candidate for examination may bring into the examination room any books,
notes or other material containing information pertaining to the examination unless
the examiner has given instructions that such material will be allowed. The use of
pocket calculators is subject to Faculty regulations. It is the candidates
responsibility to ascertain whether the use of calculators is permitted and, if it is,
whether any restrictions are imposed on the types of calculators that may be
brought to the examination.
2. If books, notes, etc., cannot be left outside the examination room, they must be put
in a place designated by the Invigilator before the candidate takes a seat. When
needed, mathematical tables, etc., will be supplied in the examination room.
3. Talk or any other form of communication between candidates is forbidden.
4. Candidates must not use or attempt to use any improper source of information.
5. Students writing examinations are responsible for arriving at the right time and place
and must have with them their McGill student identification cards. Forgetfulness or
inadvertently arriving at the wrong time or place cannot be considered acceptable
excuses.
6. The doors of the examination room will normally be opened at least five minutes
before the starting hour. Candidates will be permitted to enter the examination room
quietly up to one-half hour after the scheduled start of the exam. After this time they
will be admitted only by special permission of the Dean or his representative or of
the Chief Invigilator.
7. Candidates are not permitted to leave the examination room until one-half hour after
the examination has begun, and in no case before the attendance has been taken.
A candidate who leaves before the examination is over must hand in all completed
and attempted work.
8. Candidates must remain seated. A candidate needing to speak to the Invigilator
(e.g., to ask for additional supplies) should so indicate by raising his or her hand.
9. Questions concerning possible errors, ambiguities or omissions in the examination
paper must be directed to the Invigilator, who will investigate them through the
proper channels. The Invigilator is not permitted to answer questions other than
those concerning the paper.
10. No information of any kind that might be of assistance to another candidate is to be
written on the question paper. All work must be done in accordance with the
examination instructions and must be handed in to the Invigilator.
11. At the close of the examination, candidates must stop writing and submit their work
at once.
12. Any breach of these regulations will be reported to the Chief Invigilator and to the
Dean of the students Faculty for appropriate action. A student found guilty of
cheating or attempting to cheat is liable to expulsion from the University.

Examination Regulations School of P & OT - Addendum
Due to the variety of evaluation processes in the Physical and Occupational Therapy
Programs, these University regulations above are extended to incorporate not only written
but also oral and practical evaluations. The additions to numbers 1, 3 and 4 are:
1. No candidate for a written, oral and/or practical examination may bring into the
examination room any books, notes or other material containing information
pertaining to the examination unless the examiner has given instructions that such
material will be allowed.
2. Talk or any other form of communication (e.g., written notes, non-verbal gestures,
suggestive glances) between candidates is forbidden during any written, oral and/or
practical examination. In particular, when students are partnered for certain practical
examinations and one student is clearly being tested for independent performance,
non-verbal type of communication is forbidden.
3. Candidates must not use or attempt to use any improper source of information (e.g.,
seeking previously used written examinations unless clearly made available by the
original or current course professor, asking former or current students who have
already taken an oral and/or practical examination about the details or specifics of
it).
Examination Regulations Cheating

Cheating is considered an academic offence under Article 16(a) in the Code of Student
Conduct and Disciplinary Procedures which states that:
No student shall, in the course of an examination obtain or attempt to obtain
information from another student or other unauthorized source or give or
attempt to give information to another student or possess, use or attempt to
use any unauthorized material
Under Article 21(d)
The chief or senior invigilator at an examination shall have like powers of
exclusion over any student undergoing the examination when the chief or
senior invigilator has reasonable grounds to believe that the student is
breaking, has broken, or is attempting to break a university or faculty
examination regulation
Before the commencement of any mid-term or final examination, the above quotation will
be read out loud and any student dismissed from the exam for cheating will be given a
failure in the course under question.
Faculty Advisor
Please note that you will be assigned a faculty advisor during the first week of classes.
This is a contact person in the School with whom you can discuss any matters and to
whom you may go for advice. This does not preclude you from contacting any faculty
member you may choose. Normally matters pertaining to a specific course are addressed
first to the coordinator of the particular course.

Guidelines for Writing a Term Paper
No paper will be accepted late without an explanation to and on approval by the staff
involved, PRIOR to the original date of submission. A new deadline may then be arranged
between the staff and student if the staff considers the request to be valid. Failure to
conform to this procedure may mean that the student will automatically receive a mark of
0 for the paper.
NOTE: the referencing system of the American Psychological Association (APA) must be used for
term papers. Please refer to the APA Research Style Crib sheet included in this course guide for
your convenience.
TERM PAPERS:
must be typewritten and doubled spaced.
size of paper, 8 x 11, heavy duty, white bond.
margin: 1 on all sides.
written in Times New Roman, Arial or Courier New font.
SEPARATE PAGE FOR THE FOLLOWING READINGS:

a) title page shall contain:
o title of article
o authors name
o course number
o professors name
o date
b) abstract
o 100 to 250 words may be required (depending on the professor)
o the abstract is a concise statement about what was done, what was found and
what was concluded.
c) acknowledgement includes:
o names and positions of any individuals who have helped in the preparation of
the project, in assessing the results, or in preparing the illustrations or graphs,
as well as;
o names of any agency such as professional organizations or the Dominion
Bureau of Statistics who have provided data.
d) index of contents
o this must be included with their page numbers.
e) introduction and objective of paper

o this section should introduce the topic and state clearly the objective of the
paper as well as define any terms which may not be of common usage and
known to everyone in the particular context of the paper, for example, a
qualified therapist is one who .., and an unqualified therapist is one who

f) presentation
o this part contains the body of the paper and it should be subdivided into
sections depending on the content. These sub-sections must be listed
separately in the index under presentation.
g) discussion
o this part should reflect whether the paper has helped to clarify or resolve the
original purpose.
o practical implications that could be drawn from the paper could be presented
here.
o ideas from the paper that could be useful for further study could also be given
h) conclusion
o this part should reflect whether the paper has helped to clarify or resolve the
original purpose.
o practical implications that could be drawn from the paper could be presented
here.
o ideas from the paper that could be useful for further study could also be given
i) reference or bibliography
o The term bibliography is much too pretentious except in the case of a library
study which contains a complete list of everything published within specified
limits about the subject.
o References (books, personal comments, documents, articles) are sources
through which the author has obtained information. The value of an article is
not measured by the number of references and they should not be included
merely to impress the professor. The worst sin is to include a list of references
which have never been read or seen by the author.
o All references, be they ideas or fact from work of another person, must be
documented. If they are not, this constitutes PLAGIARISM.
o See Section on Plagiarism.
j) appendix
o An appendix, although rarely used, is helpful under certain circumstances. If
describing certain materials in depth would be distracting or inappropriate to
the main body of the paper, you might include an appendix.
o Some examples of suitable material for an appendix are:
o Sample of questionnaires, evaluation forms, etc.
o A list of materials used in the study.
o Samples of clients productions.
o The criterion for including an appendix is whether the material is useful to the
reader in understanding, evaluating, or replicating your proposal. Material of
either general or specialized interest should not be presented for its own sake.
When an appendix is used, the reference in text should read: as follows: (See
Appendix A for complete derivation).

Leaves of Absence
Leaves of absence will be granted only for reasons of health or family crises. Requests for
leaves must be discussed with the respective Program Director. Permission is granted by
the Program Director. A request must be accompanied by supporting documentation (e.g.,
a letter from the students physician/counselor). In general, a medical leave is granted for
up to one year. The Faculty reserves the right to impose a limitation on the number as well
as the total duration of leaves. Should a prolongation be requested, the School reserves
the right to require a second opinion from a Faculty-designated physician.
A student returning from a medical leave must provide supporting documentation from the
treating physician/counselor. These documents must state that the student is capable of
resuming his/her studies.
Once the leave has been approved by the Program Director, the students registration and
fees must be clarified with the Student Affairs Coordinator. Students may be required to
forfeit all or part of their tuition fees. All students must have an interview with the Student
Aid Office to reassess impact on financial aid.
The respective Program Director may consider requests for other leaves under exceptional
circumstances.
Safety and Well-being

Safety and well-being of Students and Faculty, both at the School of Physical and
Occupational Therapy and on campus, are managed at multiple levels.
Generally speaking the establishment of policies, procedures and services for safety and
well-being are the responsibility of main campus.
Functions that specifically fall within the influence of the School of Physical and
Occupational Therapy are listed below. These functions fall under the responsibilities of
the Building Director.
1. Inspection and reporting of safety shortcomings are submitted to the Facilities

Management Call Center. Consequent action, such as repairs to the buildings, is then
followed up.
2. Annual submissions of building safety issues are prepared according to the McGill
Capital alterations Procedures and submitted to the Dean of Medicine.
3. Ongoing liaison with McGill Security Services, Building Services, the Environmental
Safety Office and the Fire Prevention Office.
4. Completion and submission of accident event reports to the Environmental safety
Office.
5. Ensures adequate training and preparedness of the Schools Faculty, Support and
Administrative Staff members to provide services as first-responders.
In addition, issues of safety and well-being are addressed by Students at the Faculty-
Student Liaison Meeting.

The auditing system for various services involved in safety and well-being is managed at
multiple levels.
McGill Security Services perform security audits for the entire campus. When a security
incident occurs the Security Incident Report is reviewed by the Security Services
supervisors and the reports distributed accordingly. Should the incident involve a student,
a copy of the report is sent to the Office of the Dean of Students, at which time the office
may choose to contact the student if they think it is appropriate, to see if any further
assistance can be provided. If the incident report describes a safety or security issue, the
report is forwarded to the Environmental Safety office, to the Facilities Management and
Development office or to one of the Security Services Staff so that measures can be taken
to remedy the situation.
The Joint Advisory Health and Safety Committee is an advisory body that is jointly
comprised of McGill employees and students. This committee has multiple mandates
including to ensure mechanisms are in place for systematic hazard identification and risk
assessment and to oversee the system of internal responsibility and accountability within
the organization (for more details refer to
www.mcgill.ca/eso/safetycommittees/jahsc/mandates).
Included within the Facilities Management and Development office is the provision of
maintenance of unsafe conditions and systematic fire inspections.
The Environmental Safety Office provides a variety of safety training courses including
CPR and radiation safety (for complete details refer to www.mcgill.ca/eso/training), as well
as working in concert with the Facilities Management and Development Office to
coordinate hazard correction.
McGill University Walksafe Network provides a safe and effective alternative to walking or
using public transportation alone at night (www.ssme.mcgill.ca/walksafe).
In order to support the continual re-examination and promotion of health and well-being,
the Dean of Students initiates a yearly call for applications to the Mary H. Brown Fund.
This is an endowment fund that provides a total of approximately $20,000 annually for the
creation and early support of innovative, on-campus projects that benefit McGill students
physical and psychological well-being and related initiatives (www.mcgill.ca/stuserv/).
In January 2004, the safety committee of the Environmental Safety Office completed a
Health and Safety Audit report, which was conducted by Water and Earth Sciences
www.mcgill.ca/eso/safetycommittees/auditreport/).
A variety of services are available for students. Those being most applicable to OT and PT
students are: Career and Placement Services, Chaplaincy Service, Counselling Service,
Dean of Students Office, First Year Office, Health Service, International Student Service,
McGill Athletics, Mental Health Service, Student Aid office, Tutorial Service, First Peoples
House, Students with Disabilities and Off Campus Housing.

According to a survey distributed to U3 Students in 2003, 82% of the students reported
that they were aware of where to obtain information regarding these services.
Student Rights and Responsibilities

The integrity of university academic life and of the degrees the university
confers is dependent upon the honesty and soundness of the teacher-
student learning relationship and, as well, that of the evaluation process.
Conduct by any member of the university community that adversely affects
this relationship or this process must, therefore, be considered a serious
offense.
Each student is advised to be familiar with the contents of the Handbook on Student
Rights and Responsibilities, including the disciplinary procedures that will be taken
for any academic offenses. This handbook will be provided during the orientation
meeting with the U1 Students.
Plagiarism
Plagiarism is considered an academic offence under Article 15(a) of the Code of Student
Conduct and Disciplinary Procedures which states that:
No student shall, with intent to deceive, represent the work of another

person as his or her own in any academic writing, essay, thesis, research
report, project or assignment submitted in a course or program of study or
represent as his or her own an entire essay or work of another, whether the
material so represented constitutes a part or the entirety of the work
submitted.
Plagiarism may be defined generally as the knowing submission of the work of another as
if it were ones own. This can range from careless or sloppy work or errors resulting from
inexperience, on the one hand, to intentional or wholesome academic deceit, on the other
hand. This also includes double or joint submissions, and the submission a second time of
ones own work. Certain forms of plagiarism involve an element of deliberation which is
inherent and unchallengeable, and which demand reasonably specific and uniform
responses. These plagiarisms are considered to be:
a) the submission of work purchased from an organization
b) the submission of work extensively copied from other sources
c) the submission of work which has been improperly removed from a
departmental file or office
d) the submission of work written by another with or without permission

Upon demonstration that a student has represented another persons work as his own, it
shall be presumed that the student intended to deceive. The student shall bear the burden
of rebutting this presumption by evidence satisfying the person or body hearing the case
that no such intent existed.
Because plagiarism is regarded as an academic offence, the following penalties are

considered appropriate:
1. At a minimum, the plagiarized work would receive a mark of F (0). (If this results in
failure of the course, any right to supplemental work originally granted in the course
continues to apply.)
2. A sufficiently serious case (as above) would result in failure in the course. (Any right
to supplemental work is forfeited.)
In submitting work in his/her courses, a student should remember that plagiarism is

considered to be an extremely serious academic offence. If a student has any doubt as to
what might be considered plagiarism in preparing an essay or term paper, he/she should
consult the instructor of the course to obtain appropriate guidelines. With regard to what
constitutes an academic offence, a student should refer to Chapter Three, Code of Student
Conduct and Disciplinary Procedures in the Student Rights and Responsibilities
Handbook.

NOTE: the referencing system of the American Psychological Association (APA)
must be used for term papers.
APA Research Style Crib Sheet

Russ Dewey
Georgia Southern University
[This page is a summary of rules for using APA style. The version you are reading was
revised 10/10/96, edited and revised again on September 5, 2000 with Bill Scott of the
College of Wooster, and updated in January 2003 by Doc Scribe. I have made every effort
to keep this document accurate, but readers have occasionally pointed out errors and
inconsistencies which required correction. I am grateful to them and invite additional
feedback. This document may be reproduced freely if this paragraph is included. --Russ
Dewey, [email protected]]
Download the APA Crib Sheet PDF and other APA style resources from Dr. Abel Scribe
PhD.
See Professor Dewey's excellent Web site for Psychology Students.
APA Crib Sheet Contents
Introductory Information Page Formats

Rules o Title & text pages
o Abbreviations (graphic)
o Avoiding biased and o Headings
pejorative language o Text details
o Capitalization o References & tables
o Commas (graphic)
o Hyphenation o Tables (notes)
o Italics (underlining) Reference Citations (In-Text)
o Miscellaneous Reference Formats
o Numbers o Abbreviating within a
o Quotation marks reference
o Alphabetizing within
reference lists
o APA reference style &
examples

INTRODUCTORY INFORMATION
APA style is the style of writing used by journals published by the American Psychological
Association (APA). The style is documented in the APA Publication Manual (5th ed.,
2001). The APA Manual began as an article published in Psychological Bulletin in 1929.
That article reported results of a 1928 meeting of representatives from anthropological and
psychological journals, "to discuss the form of journal manuscripts and to write instructions
for their preparation" (APA, 2001, p. xix). By 1952 the guidelines were issued as a
separate document called the Publication Manual. Today the manual is in its fifth edition,
and the APA format described in it is a widely recognized standard for scientific writing in
psychology and education.
Some of the more commonly used rules and reference formats from the manual are listed
here. However, this web page is no substitute for the 440 page APA Manual itself, which
should be purchased by any serious psychology student in the U.S., or by students in
other countries who are writing for a journal which uses APA format. The APA Manual can
be found in almost any college bookstore, as well as in many large, general-purpose
bookstores, in the reference and style guide section. You may check the current price and
delivery of the APA Manual by clicking on this link to amazon.com. The spiral bound
edition is especially handy when formatting research papers.
The APA Manual draws a distinction between "final manuscripts" such as class papers,
theses, and dissertations, and "copy manuscripts" to be submitted for review and
publication. The APA Crib Sheet follows the instructions given in chapter six for "Material
Other Than Journal Articles" (APA, 2001, pp. 321-330). Final manuscripts differ from copy
manuscripts in these ways:
Spacing. "Double-spacing is required throughout most of the manuscript. When single-

spacing would improve readability, however, it is usually encouraged. Single spacing can
be used for table titles and headings, figure captions, references (but double-spacing is
required between references), footnotes, and long quotations" (APA, 2001, p. 326).
Figures, tables, and footnotes. "In a manuscript submitted for publication, figures, tables,
and footnotes are placed at the end of the manuscript; in theses and dissertations, such
material is frequently incorporated at the appropriate point in text as a convenience to
readers" (APA, 2001, p. 325).
The most notable additions and changes to fifth edition of the APA Manual (2001)
include:
Electronic sources require new formats in references. The formats previously featured on
the APA Web site have been superseded. Several formats are included in the Crib Sheet.
Italics or underline? "Use the functions of your word-processing program to create italic,
bold, or other special fonts or styles following the style guidelines specified in this

Publication Manual" (APA, 2001, p. 286). However, underlining in place of italics is still
acceptable when using a typewriter (see APA, 2001, p. 100). Always be consistent!
Hanging indents. "APA publishes references in a hanging indent format. . . . If a hanging
indent is difficult to accomplish with your word-processing program, it is permissible to
indent your references with paragraph indents" (APA, 2001, p. 299).
RULES
Following is a summary of rules and reference examples in the APA style manual. The
manual itself contains all this information and more, organized and worded differently,
indexed and illustrated. If in doubt about a specific rule or example, consult the manual
itself.
Abbreviations
Avoid abbreviations (acronyms) except for long, familiar terms (MMPI).

Explain what an abbreviation means the first time it occurs: American Psychological
Association (APA).
If an abbreviation is commonly used as a word, it does not require explanation (IQ, LSD,
REM, ESP).
Do not use the old abbreviations for subject, experimenter, and observer (S, E, O).
The following abbreviations should NOT be used outside parenthetical comments:
o cf. [use compare]
o e.g. [use for example]
o etc. [use and so forth]
o i.e. [use that is]
o viz. [use namely]
o vs. [use versus]
Use periods when making an abbreviation within a reference (Vol. 3, p. 6, 2nd ed.)
Do not use periods within degree titles and organization titles (PhD, APA).
Do not use periods within measurements (lb, ft, s) except inches (in.).
Use s for second, m for meter.
To form plurals of abbreviations, add s alone, without apostrophe (PhDs, IQs, vols., Eds).
In using standard abbreviations for measurements, like m for meter, do not add an s to
make it plural (100 seconds is 100 s); when referring to several pages in a reference or
citation, use the abbreviation pp. (with a period after it and a space after the period).
Do not use the abbreviation "pp." for magazine or journal citations; just give the numbers
themselves. Do use "pp." for citations of encyclopedia entries, multi-page newspaper
articles, chapters or articles in edited books.
Use two-letter postal codes for U.S. state names (GA).
Avoiding Biased and Pejorative Language

In general, avoid anything that causes offense. The style manual makes the following
suggestions:
DO NOT use . . . when you can use . . .
ethnic labels (for example, Hispanic) geographical labels (Mexican Americans)
"men" (referring to all adults) "men and women"
"homosexuals" "gay men and lesbians"
"depressives" "people with depression"
Correct use of the terms "gender" and "sex"
The term "gender" refers to culture and should be used when referring to men and women
as social groups, as in this example from the Publication Manual: "sexual orientation rather
than gender accounted for most of the variance in the results; most gay men and lesbians
were for it, most heterosexual men and women were against it" (APA, 2001, p. 63).
The term "sex" refers to biology and should be used when biological distinctions are
emphasized, for example, "sex differences in hormone production."
Avoid gender stereotypes. For example, the manual suggests replacing "An American
boy's infatuation with football" with "An American child's infatuation with football" (see APA,
2001, p. 66).
Sensitivity to labels
Be sensitive to labels. A person in a clinical study should be called a "patient," not a

"case." Avoid equating people with their conditions, for example, do not say
"schizophrenics," say "people diagnosed with schizophrenia." Use the term "sexual
orientation," not "sexual preference." The phrase "gay men and lesbians" is currently
preferred to the term "homosexuals." To refer to all people who are not heterosexual, the
manual suggests "lesbians, gay men, and bisexual women and men" (APA, 2001, p. 67).
In racial references, the manual simply recommends that we respect current usage.
Currently both the terms "Black" and "African American" are widely accepted, while
"Negro" and "Afro-American" are not. These things change, so use common sense.
Capitalize Black and White when the words are used as proper nouns to refer to social
groups. Do not use color words for other ethnic groups. The manual specifies that hyphens
should not be used in multiword names such as Asian American or African American.
Labels can be tricky, and the manual has a lot to say about them. For example, "American
Indian" and "Native American" are both acceptable usages, but the manual notes that
there are nearly 450 Native American groups, including Hawaiians and Samoans, so
specific group names are far more informative.

The terms Hispanic, Latino, and Chicano are preferred by different groups. The safest
procedure is use geographical references. Just say "Cuban American" if referring to
people from Cuba.
The term Asian American is preferable to Oriental, and again the manual recommends
being specific about country of origin, when this is known (for example, Chinese or
Vietnamese). People from northern Canada, Alaska, eastern Siberia, and Greenland often
(but not always!) prefer Inuk (singular) and Inuit (plural) to "Eskimo." But some Alaska
natives are non-Inuit people who prefer to be called Eskimo. This type of difficulty is
avoided by using geographical references. For example, in place of "Eskimo" or "Inuit" one
could use "people from northern Canada, Alaska, eastern Siberia, and Greenland."
In general, call people what they want to be called, and do not contrast one group of
people with another group called "normal" people. Write "we compared people with autism
to people without autism" not "we contrasted autistics to normals." Do not use pejorative
terms like "stroke victim" or "stroke sufferers." Use a more neutral terminology such as
"people who have had a stroke." Avoid the terms "challenged" and "special" unless the
population referred to prefers this terminology (for example, Special Olympics). As a rule,
use the phrase "people with _______" (for example, "people with AIDS," not "AIDS
sufferers").
In referring to age, be specific about age ranges; avoid open-ended definitions like "under
16" or "over 65." Avoid the term elderly. Older person is preferred. Boy and Girl are
acceptable referring to high school and and younger. For persons 18 and older use men
and women.
Capitalization
Capitalize formal names of tests (Stroop Color-Word Interference Test).

Capitalize major words and all other words of four letters or more, in headings, titles, and
subtitles outside reference lists, for example, "A Study of No-Win Strategies."
Capitalize names of conditions, groups, effects, and variables only when definite and
specific. (Group A was the control group; an Age x Weight interaction showed lower weight
with age.)
Capitalize the first word after a comma or colon if, and only if, it begins a complete
sentence. For example, "This is a complete sentence, so it is capitalized." As a counter
example, "no capitalization here."
Capitalize specific course and department titles (GSU Department of Psychology, Psych
150).
Do not capitalize generic names of tests (Stroop color test). "Stroop" is a name, so it
remains capitalized.
Capitalize nouns before numbers, but not before variables (Trial 2, trial x).
Do not capitalize names of laws, theories, and hypotheses (the law of effect).
Do not capitalize when referring to generalities (any department, any introductory course).

Commas
Do not use commas to separate parts of measurement (9 lbs 5 oz). Use the metric system,
as a rule.
Use commas before "and" in lists, for example, height, width, and depth.
Use commas between groups of three digits, for example, 1,453.
Use commas to set off a reference in a parenthetical comment (Patrick, 1993).
Use commas for seriation within a paragraph or sentence. For example, "three choices are
(a) true, (b) false, and (c) don't know." Use semicolons for seriation if there are commas
within the items. For example, (a) here, in the middle of the item, there are commas; (b)
here there are not; (c) so we use semicolons throughout.
Use commas in exact dates, for example, April 18, 1992 (but not in April 1992).
Hyphenation
Do not hyphenate -ly and superlative words (widely used test, best informed students).
Do not hyphenate common prefixes (posttest, prewar, multiphase, nonsignificant) unless
needed for clarity (pre-existing).
Do not hyphenate foreign, letter, numeral terms (a priori hypothesis, Type A behavior)
when the meaning is clear without it (least squares solution, heart rate scores).
Do not hyphenate if a noun comes first (a therapy was client centered, results of t tests).
Hyphenate adjectival phrases (role-playing technique, high-anxiety group, two-way
analysis).
Hyphenate compound adjectives preceding nouns (client-centered therapy, t-test scores)
unless the compound adjective involves a superlative (best written paper).
Hyphenate if the base is an abbreviation or compounded (pre-UCS, non-college bound).
Hyphenate if the base word is capitalized or a number (pre-Freudian, post-1960).
Hyphenate if the words could be misunderstood without a hyphen (re-pair, un-ionized, co-
worker).
If in doubt, consult a recently published dictionary. Standards change. For example, "data
base" is now "database," and "life-style" is now "lifestyle."
Italics (Underlining)
Do not italicize or underline common foreign abbreviations (vice versa, et al., a priori).
Do not italicize or underline for mere emphasis.
Italicize or underline the titles of books and articles, species names, introduction of new
terms and labels (the first time only), words and phrases used as linguistic examples,
letters used as statistical symbols, and volume numbers in reference lists.

Miscellaneous: Colons, dashes, parentheses, numbering paragraphs
Do not use "and/or." Write things out. For example, "Monday, Tuesday, or both" is
preferable to "Monday and/or Tuesday."
Do not use a colon or other punctuation after an introduction which is not a complete
sentence such as
this one, or any other sentence in the body of text which flows into an extended quote. The
quote "picks up where the sentence leaves off" and provides the punctuation.
Use a dash (rendered on typewriters and some word processors as a double hyphen)
when there is a sudden interruption like this one--zoiks!--in the flow of a sentence. Overuse
"weakens the flow of the writing" (APA, 2001, p. 81).
Use parentheses to introduce an abbreviation, for example, the galvanic skin response
(GSR).
Use appendixes (appendices) as the plural of appendix. Use datum as singular, data as
plural. Use matrix as singular, matrices as plural. Phenomenon is the singular form of the
plural phenomena. Use schema as singular, schemas (not schemata) as plural.
When listing separate paragraphs in a series, use a number and a period, not
parentheses.
1. The first paragraph goes here.
2. The second paragraph goes here.
Numbers
Spell out common fractions and common expressions (one-half, Fourth of July).
Spell out large numbers beginning sentences (Thirty days hath September . . .).
Spell out numbers which are inexact, or below 10 and not grouped with numbers over 10
(one-tailed t test, eight items, nine pages, three-way interaction, five trials).
Use numerals for numbers 10 and above, or lower numbers grouped with numbers 10 and
above (for example, from 6 to 12 hours of sleep).
To make plurals out of numbers, add s only, with no apostrophe (the 1950s).
Treat ordinal numbers like cardinal numbers (the first item of the 75th trial . . .).
Use combinations of written and Arabic numerals for back-to-back modifiers (five 4-point
scales).
Use combinations of numerals and written numbers for large sums (over 3 million people).
Use numerals for exact statistical references, scores, sample sizes, and sums (multiplied
by 3, or 5% of the sample). Here is another example: "We used 30 subjects, all two year
olds, and they spent an average of 1 hr 20 min per day crying.
Use metric abbreviations with figures (4 km) but not when written out (many meters
distant).
Use the percent symbol (%) only with figures (5%) not with written numbers (five percent).

Quotation Marks
Use quotation marks for an odd or ironic usage the first time but not thereafter, for
example, "This is the "good-outcome" variable, but as it turns out, the good-outcome
variable predicts trouble later on . . ."
Use quotation marks for article and chapter titles cited in the text but not in the reference
list. (In Smith's (1992) article, "APA Style and Personal Computers," computers were
described as "here to stay" (p. 311).)
Extended quotations
Add emphasis in a quotation with italics, immediately followed by the words [italics added]
in brackets.
Brackets are not necessary when changing the first letter of a quotation to upper case.
For quotations over 40 words in length, indent and single space the whole block (double
space in papers for review or publication). Indent five more spaces (one-half inch, 1.25 cm)
if there are paragraphs within the long quotation after the first. Always provide author, year,
and page citation.
Expand or clarify words or meanings in a quotation by placing the added material in
quotes. For example, "They [the Irish Republican Army] initiated a cease-fire."
Reproduce a quote exactly. If there are errors, introduce the word sic italicized and
bracketed--for exammple [sic]--immediately after the error to indicate it was part of the
original source.
Use three dots with a space before, between, and after each (ellipsis points) when omitting
material, four if the omitted material includes the end of a sentence (with no space before
the first). Do not use dots at the beginning or end of a quotation unless it is important to
indicate the quotation begins or ends in midsentence.
Do NOT use quotes to . . .
. . . cite a linguistic example; instead, underline or italicize the term (the verb gather).
. . . hedge, cast doubt, or apologize (he was "cured"). Leave off the quotes.
. . . identify endpoints on a scale; underline or italicize instead (poor to excellent).
. . . introduce a key term (the neoquasipsychoanalytic theory).

PAGE FORMATS
The APA Manual notes that "the size of the type should be one of the standard typewriter
sizes (pica or elite) or, if produced from a word processing program, 12 points" (2001, p.
285). The body of the paper should be in a serif typeface (like Courier or Times Roman)
with lettering on figures in a sans serif typeface (such as Helvetica or Arial).
A PA title & text page format

Headings
APA headings follow a complex hierarchy, with provision for up to five levels. These
come, in descending order, as levels 5, 1, 2, 3, 4. But, if one, two, or three levels of
headings are required in a paper, use levels 1, 3, and 4, in that order. If four levels are
required, interleave level 2 between levels 1 and 3. If five levels are required, start with
level five and work down the remaining hierarchy in order (5, 1, 2, 3, 4). Confused? Most
papers will need no more than three levels. To avoid confusion these are labeled A, B, and
C below (APA levels 1, 3, and 4 respectively) (see APA, 2001, pp. 114115).
Level A Headings are Centered and Set in Heading Caps
Level B: Flush with Left Margin, Italicized, Set in Heading Caps
Level C headings: Indented, italicized, sentence caps, end with a

period. These headings are sometimes referred to as paragraph or run-in
headings. Although they end with a period (or other punctuation) they need
not be complete sentences or grammatically correct.
Use headings in the order presented. If you need just two levels, use Level A and Level B
headings. Level A and B headings do not end with punctuation except to add emphasis
with an exclamation point or question mark. Do not begin a paper with the heading
Introduction. It is understood that all papers begin with an introduction.
Text details
Abstracts are limited to 120 words (APA, 2001, p. 13).

Double space the text, but single space within block quotes, references, and the abstract.
Footnotes are rarely used in APA papers, except for author affiliation and contact
information--the author note.
Hyphenation should not occur at the end of lines, only between words when necessary.
Indent paragraphs, block quotes, and hanging indents one-half inch (1.25 cm or five to
seven spaces).
Justification should be set to "off" or "left margin only" (the right margin should be uneven,
a ragged right margin).
Keyword emphasis requires the use of italics, but only the first time a term is used. If the
intent is to indicate odd or ironic usage, use quotation marks.
Margins should be at least 1" all around (about 2.5 cm).
Page numbers are required on every page: Number pages consecutively.
The page header summarizes the title in a few words. The header and page number go
inside the margin space, double spaced above the text, next to the right margin.
Word processor features--such as bold and italic fonts and hanging indents--should be
used as appropriate.

References and tables
A PA reference page and table
Table notes
Number tables consecutively as they appear in your text. Use only whole numbers, no 5a,
5b, etc. See recent issues of the American Psychologist or other APA journals for more
complex table layouts. "Tables are efficient, enabling the researcher to present a large
amount of data in a small amount of space" (APA, 2001, p. 147).
Place tables close to where they are first mentioned in your text, but do not split a table
across pages. (Tables in papers submitted for review or publication are placed on separate
pages at the end of the paper.)
Label each table beginning with the table number followed by a description of the contents.
Horizontal rules (lines) should be typed into tables; do not draw them in by hand.
Each row and column must have a heading. Abbreviations and symbols (e.g., "%" or
"nos.") may be used.
Do not change the number of decimal places within a column.
Do not change the units of measurement within a column.
"Use a zero before the decimal point when numbers are less than one" (APA, 2001, p.
128). Write "0.23" not ".23" unless the number is a statistic that cannot be larger than one,
for example a correlation r = .55, or a probability p < .01.
Add notes to explain the table contents. These may be general notes or footnotes. The
latter are labeled "a, b, c, etc."

Use asterisks to indicate statistical significance explained in the probability level note at the
bottom of the table. "Assign a given alpha level the same number of asterisks from table to
table within your paper, such as *p < .05 and **p < .01; the largest probability receives the
fewest asterisks [the smaller probability get more asterisks]" (APA, 2001, p. 170).
You may both single space and double space within a table to achieve clarity. Tables in
papers submitted for review or publication (only!) must be double spaced throughout.
REFERENCE CITATIONS (IN-TEXT)
Use the author-date format to cite references in text. For example: as Smith (1990)
points out, a recent study (Smith, 1990) shows. . . . Every source cited in your text--and
only those sources cited in your text--are referenced in the reference list.
A PA text citations
For two-author citations, spell out both authors on all occurrences.

For multiple-author citations (up to five authors) name all authors the first time, then use et
al., so the first time it is Smith, Jones, Pearson and Sherwin (1990), but the second time it
is Smith et al., with a period after "al" but no underlining.
The first time an "et al." reference is used in a paragraph, give the year, thereafter (if the
citation is repeated in the paragraph) omit the year.
For six or more authors, use et al. the first time and give the full citation in references.
Include a page reference after the year, outside quotes. For example: The author stated,
"The effect disappeared within minutes" (Lopez, 1993, p. 311), but she did not say which
effect; Lopez found that "the effect disappeared within minutes" (p. 311). The sentence
quoted is capitalized only if it follows a comma, and is a complete sentence not merged
into the flow of the text.
If two or more multiple-author references which shorten to the same "et al." form, making it
ambiguous, give as many author names as necessary to make them distinct, before et al.
For example: (Smith, Jones, et al., 1991) to distinguish it from (Smith, Burke, et al., 1991).
Join names in a multiple-author citation with and (in text) or an ampersand (&) in reference
lists and parenthetical comments. For example: As Smith and Sarason (1990) point out,
the same argument was made by in an earlier study (Smith & Sarason, 1990).
If a group is readily identified by its initials, spell it out only the first time. For example, "As
reported in a government study (National Institute of Mental Health [NIMH], 1991), blah
blah . . . " and thereafter, "The previously cited study (NIMH, 1991) found that . . .

If the author is unknown or unspecified, use the first few words of the reference list entry
(usually the title), for example: ("Study Finds," 1992).
If citing multiple works by the same author at the same time, arrange dates in order. In
general, use letters after years to distinguish multiple publications by the same author in
the same year. For example: Several studies (Johnson, 1988, 1990a, 1990b, 1995 in
press-a, 1995 in press-b) showed the same thing.
For old works cite the translation or the original and modern copyright dates if both are
known, for example: (Aristotle, trans. 1931) or (James, 1890/1983).
Always give page numbers for quotations, for example: (Cheek & Buss, 1981, p. 332) or
(Shimamura, 1989, chap. 3, p. 5).
For e-mail and other "unrecoverable data" use personal communication, for example: (V.-
G. Nguyen, personal communication, September 28, 1993). These do not appear in the
reference list.
For quoting electronic documents without page numbers, cite paragraph numbers if given,
indicated by the paragraph symbol or the abbreviation para. in the citation (e.g., Smith,
2000, 17). If there are no paragraph numbers, cite the nearest preceding section heading
and count paragraphs from there (e.g., Smith, 2000, Method section, para. 4).
REFERENCE FORMATS
Your text and the reference list must agree. "References cited in text must appear in the
reference list; conversely, each entry in the reference list must be cited in text" (APA,
2001, p. 215). See the section on Reference citations for citing references in text.
Abbreviating within a reference
Here are approved abbreviations for use in a reference list:

chap. for chapter pp. for page numbers (plural)
ed. for edition Vol. for a specific Volume
rev. ed. for revised edition vols. for a work with xx volumes
2nd ed. for second edition No. for Number
Ed. for Edited by Pt. for Part
(Eds.) for multiple editors Suppl. for Supplement,
Trans. for Translated by Tech. Rep. for Technical Report
p. for page number, with a space
after the period
Use the abbreviation "pp." for page numbers in encyclopedia entries, multi-page
newspaper articles, chapters or articles in edited books, but not in journal or magazine
article citations, where numbers alone should be used (see examples of reference
formats).

Alphabetizing within reference lists
Use prefixes in alphabetizing names if commonly part of the surname (De Vries).
Do not use von in alphabetizing (Helmholtz, H. L. F. von), or Jr., III, or Sr.
Treat Mc and Mac literally; Mac comes before Mc.
Disregard apostrophes, spaces, and capitals in alphabetizing; D'Arcy comes after
Daagwood, Decker comes after de Chardin.
Single-author citations precede multiple-author citations of the same year (Zev, 1990 then
Zev et al., 1990).
Alphabetize corporate authors by first significant word. Do not use abbreviations in
corporate names.
APA reference style
The APA Publication Manual now instructs authors to use hanging indents for
references, and to use italics for titles. The hanging indent is one-half inch (1.25 cm), just
like paragraph indents. All titles in references are set in sentence caps, but titles quoted in
the text are set in heading caps. No quotation marks are used around titles of articles in
references, but quotes are used when citing article titles in the text. The APA Publication
Manual (2001) contains 95 examples of different reference types (pp. 240-281). Here are a
few examples of the most commonly used formats.
Anonymous or unknown author (common in newspapers):
Caffeine linked to mental illness. (1991, July 13). New York Times, pp. B13, B15.
Citation: ("Caffeine Linked," 1991). Use heading caps when citing titles in text citations.
Books (Group author, 35 authors, reprint/translation, edition other than first):

American Psychiatric Association. (1990). Diagnostic and statistical manual of mental
disorders (3rd ed). Washington, DC: Author.
Citation: (American Psychiatric Association [APA], 1990); next citation (APA, 1990). Note:
"Author" is used as above when author and publisher are identical.
Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago:
University of Chicago Press.
Citation: (Booth, Colomb, & Williams, 1995); next citation (Booth et al., 1995).
Ebbinghaus, H. (1913). Memory (H. A. Rueger & C. E. Bussenius, Trans.). New York:
Teachers College. (Original work published 1885)
Citation: (Ebbinghaus, 1885/1913).

Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York:
Macmillan.
Citation: (Strunk & White, 1979).
Chapter or section in a book (online & print):
Beers, M. H., & Berkow, R. (1999). Mood disorders. In The Merck manual of diagnosis and
therapy (17th ed., sec. 15, chap. 189). Retrieved January 17, 2003, from
http://www.merck.com/pubs/mmanual/section15/chapter189/189a.htm
Stephan, W. G. (1985). Intergroup relations. In G. Lindzey & E. Aronson (Eds.), The

handbook of social psychology (3rd ed., Vol. 2, pp. 599-658). New York: Random House.
Citations: (Beers & Berkow, 1999, chap. 189); (Stephan, 1985). Note: Break a URL to
wrap a line only after a slash or before a period. Do not add a hyphen or any other
punctuation.
Conference paper (unpublished):
Shrout, P. E. (Chair), Hunter, J. E., Harris, R. J., Wilkinson, L., Strouss, M. E.,
Applebaum, M. I., et al. (1996, August). Significance tests: Should they be banned from
APA journals? Symposium conducted at the 104th Annual Convention of the American
Psychological Association, Toronto, Canada.
Citation: (Shrout et al., 1996). APA references list up to the first six authors to a work. If
there are more add et al. (and others) to the list of names. In text citations give just the
lead author, et al. Published papers are referenced as a chapter in a book.
Government report online accessed through GPO database:
National Institute of Mental Health. (2002). Breaking ground, breaking through: The
strategic plan for mood disorders research of the National Institute of Mental Health
(Publication No. 0507-B-05). Retrieved January 19, 2003, from NIMH Web site via GPO
Access: http://purl.access.gpo.gov/GPO/LPS20906
Citation: (National Institute of Mental Health [NIMH], 2002); next citation (NIMH, 2002).
Journal articles (Print, electronic copy, changed source, online journal, paged by
issue):
Hypericum Depression Trial Study Group. (2002). Effect of Hypericum perforatum (St
John's Wort) in major depressive disorder: A randomized controlled trial. JAMA, 287,
18071814.
Citation: (Hypericum Depression Trial Study Group, 2002). The APA Manual requires
citing the full name of a corporate author like this; the acronym would not be easily

recognized. However, shortening the author to "Hypericum Depression Trial" in
subsequent citations would probably be acceptable to editors of APA journals.
Journal article, electronic facsimile:
John's Wort) in major depressive disorder: A randomized controlled trial [Electronic
version]. JAMA, 287, 18071814.
Many documents are now available online as exact facsimile copies of the print original
(usually in Adobe's PDF format). References to these facsimiles just add the note
[Electronic version] to the reference. If the document is not an exact copy of a print
version--"(e.g., the format differs from the print version or page numbers are not
indicated)"--add the date you retrieved the document and the URL to the reference (APA,
2001, p. 271).
Journal article, changed/doubtful source:
18071814. Retrieved July 7, 2002, from http://www.jama.org/articles.html
Journal article, retrieved from a database:
18071814. Retrieved July 7, 2002,from MEDSYS database.
Online only journal (paged by issue):
Letter to the editor:
O'Neill, G. W. (1992, January). In support of DSM-III [Letter to the editor]. APA Monitor, 4-
5.
Magazine article:
Gardner, H. (1991, December). Do babies sing a universal song? Psychology Today, 70-
76.
Newsletter/newspaper articles:
Brown, L. S. (1993, Spring). My research with orangs. The Psychology Department

Newsletter, 3, 2.
Goleman, D. (1991, October 24). Battle of insurers vs. therapists: Cost control pitted
against proper care. New York Times, pp. D1, D9.

Markoff, J. (1996, June 5). Voluntary rules proposed to help insure privacy for Internet
users. New York Times. Retrieved April 1, 1996, from
http://www.nytimes.com/library/cyber/week/yo5dat.html
The date is given as it appears on the publication. For anonymous newspaper articles, see
the previous section on "Anonymous or unknown authors."
Pamphlet:
Just Say No Foundation. (1992). Saving our youth. (9th ed.) [Brochure]. Washington,
DC: Author.
Web page:
Dewey, R. A. (2002). Psych Web by Russ Dewey. Retrieved January 25, 2003 from
http://www .psywww.com/

Audio Visual Equipment Borrowing Guidelines
Audiovisual Resources
Both students and Faculty may borrow videos and/or video equipment from the ICC Audio-
visual Section. Please refer to the ICC section for further details.
Faculty and students may also borrow videos and CD-ROMS from various libraries and/or
other departments at McGill University, such as the Health Science Library, School of
Nursing, School of Social Work, and hospitals affiliated with McGill.
The School maintains a collection of clinically produced videotapes with case studies from
a broad range of pediatric and adult neurology, assessments in progress, as well as
historic neurological treatment approaches. Lecturers contribute new materials as they are
developed and can draw from pre-existing tapes for illustrative purposes.
In addition, the School maintains a small basic science and professional video and CD-
ROM collection that is available for Faculty and/or students to use in class to support
various learning objectives or to borrow for review purposes. The School has state-of- the-
art audiovisual equipment in each of the main classrooms and a small number of video
cameras, tape recorders, etc. for Faculty and students to borrow. (Please see Appendix 2
Audiovisual Collection Commercial Sources.)
Access to the Audio-Visual Equipment

McGill has recently upgraded a substantial number of classrooms and lecture halls with
new seating and media packages. At the School of Physical & Occupational Therapy, our
main classroom (Hosmer 102) has been equipped as a lecture hall with slide projector
wired with remote control, overhead projector and cart, control panel with data input panel,
video data projector, VHS video cassette player, Faculty lectern, telephone installation and
network connection. Standard slide projectors and overhead projectors are considered
basic equipment and were already located in the following classrooms: Hosmer 101,
Hosmer 104, and Davis 3. The School also has two (2) LCD projectors for use in rooms
without permanent installations. All amphitheatres in McIntyre Medical Building, which are
commonly used by the School, have lecture hall equipment, as in Hosmer 102 and a public
address system. Some amphitheatres are also equipped with a second slide projector and
overhead projector. Furthermore, wireless internet connection is available at various areas
within McGill University, including Hosmer House.
Audio visual equipment available by reservations only

S video cameras
S VCRs and television monitors
S 16-mm film projectors (for in-School use)
S audio cassette recorders
S slide projectors (for unequipped rooms)
S overhead projectors (for lab meetings, etc.)
S pointers (mechanical and battery-powered)
S Caramates (a desk-top slide viewer)
S cables to project from computers via the McIntyre theatres' video projectors

To reserve equipment and materials please contact the Chief Technician/Building Director.
If you wish to use these materials, present your student ID card to Mr. Alan Hammaker, the
Chief Technician in Hosmer House, Room 11, who will help you locate the suitable
materials and will ask you to fill out a loan card. Your ID card will be returned to you once
the borrowed materials are returned.
You may view audiovisual material in the Health Sciences Library in the McIntyre Medical
Sciences Building, and by special arrangement in Hosmer and Davis Houses if School
equipment and rooms are available.
Rules and Regulations

All audiovisual material to be borrowed MUST BE SIGNED IN AND OUT. A yellow loan
card for this purpose is available in Hosmer House, Room 11.
1. Instruction sheets and pamphlets are available for all items of equipment. They are
filed alphabetically by manufacturer in Hosmer House, Room 11. STUDENTS
MUST LEARN THE CORRECT METHOD OF OPERATION OF ALL EQUIPMENT
BEFORE USE. If you are having problems operating the equipment, please contact
your course coordinator. If the equipment is not functioning properly, please contact
Mr. Alan Hammaker in Hosmer House, Room 11 (398-4516) immediately.
2. Immediately after viewing, all audiovisual materials must be returned to Hosmer
House, Room 11.
3. Any equipment in need of repair should be reported to Mr. Alan Hammaker
immediately.
Teaching Slides
A file index of slide topics is in Hosmer House, Room 11 along with the slide collection.
These are also available for loan on the same basis as other audiovisual materials.
Catalogues:
A small selection of videotape and film catalogues is available in Hosmer House, Room
11.
McGill Libraries
The Health Sciences Library is administered as 1 of 16 libraries comprising the McGill
Libraries system. The Library holds 3.5 million volumes.
Since 2000, McGill has used the Unix-based Aleph online library catalogue system from
Ex Libris to operate MUSE, the Library catalogue. McGill maintains high standards in its
Technical Services department, ensuring that materials are catalogued so users can
readily locate them.

Health Sciences Library
The Health Sciences Library occupies the 3rd and half of the 4th floor of the McIntyre
Medical Sciences Building. When on campus, students in the School of Physical and
Occupational Therapy are in immediate proximity, with Davis House just across
Promenade-Sir-William-Osler.
The Health Sciences Library participates in a consortium of McGill-affiliated teaching

hospitals. This consortium ensures that students in clinical training have access to good
onsite libraries and to McGills electronic resources.
A wing of the Health Sciences Library houses the Osler Library, the major history of
medicine library in Canada and recognized internationally as the source of information on
Sir William Osler. The Osler Library is a humanities library within a scientific library. It
encourages students and faculty to take a different perspective and draws users from
across the Faculty of Medicine as well as from other faculties.
McGill was the first library in Canada, in 1973, to search the MEDLINE database and
continues to provide innovative services to the McGill community. In the early 90s, McGill
became the Internet service provider to affiliated teaching hospitals, giving students,
clinical faculty, and researchers immediate access to databases licensed by the Library.
Access has changed rapidly from print to electronic. At the end of 2001, 1,000 journals
were available electronically; at the end of 2002, 2,800. These journals, as well as books
and patient handouts in electronic form licensed by the Library and practice guidelines
linked through the Librarys web page, are available on campus and in teaching hospitals.
The Library devotes significant attention to its web site (http://www.health.library.mcgill.ca)
and it is heavily used. The site organizes the changing myriad of resources purchased with
those available for free. A page specific to occupational therapy
(http://www.health.library.mcgill.ca/resource/ot.htm; last updated April 2003;) is maintained
using specified criteria for link inclusion. A training programme ensures that faculty and
students are aware of the resources available and have the skills to use them effectively.
Students and faculty regularly consult Library staff for help with more complicated literature
searches and generally to expedite use of the Library and its changing array of resources.
Access
The Library is open through the day Monday to Friday and evenings and weekends
throughout the School term.
Access to Library resources is available via all computers connected to the McGill Internet
backbone and through dial-in and high-speed accounts. The Library catalogue is
accessible through MUSE, a web-based online public access catalogue. Information and
links relevant to the health sciences community are organized via the Health Sciences
Library web site. McGill has been the Internet service provider for affiliated teaching
hospitals for a decade. As a consequence, all teaching hospitals are on the McGill Internet
backbone and all electronic resources licensed for access for McGill are available in all
these hospitals. Occupational therapy students have access to Library resources from

clinical settings, with the access from teaching hospitals more immediate than that offered
to students in other institutions almost without exception in the US and Canada.
The Health Sciences Library has been amongst the first in Canada to offer links to full text
articles directly from databases, for example, MEDLINE via PubMed and the variety
available via the OVID interface, used for literature searching. Increasingly, links to
electronic full text are provided in the Librarys online catalogue.
As well as computer access dedicated to physical and occupational therapy students in the
Herbert Black Unit, the Library offers 36 workstations, with 20 in a bank linked to a black
and white printer, a colour printer, and a scanner and including some with CD-ROM read-
write and Microsoft productivity software.
Services
During regular working hours Monday to Friday, Library staff, including professional
librarians and a computer technician, provides assistance. Librarians in training from the
McGill Graduate School of Library and Information Studies provide assistance evenings
and weekend, with more difficult questions referred to regular staff. Assistance via
telephone, electronic mail, and via web request forms is also available, but is not heavily
used.
The Health Sciences Library emphasizes training, offering classes as the part of the
Faculty of Medicine teaching curriculum, on request for customized versions, and regularly
in the Library. The major responsibility of 2 professional staff positions is teaching and
training for information literacy. In 2002-2003, 9 classes lectures, demonstrations, and
hands-on workshops - were given to faculty and students in the School. Classes ranged in
size from 3 to 120, with a total of 308 attendees. A computer training room funded by the
Faculty of Medicine was opened in May 2003. It has 23 stations for hands-on workshops.
Classes given in past years in other computer labs across campus will now be given in the
Library.
Library staff via interlibrary loan obtains items not held by McGill Libraries for students and
faculty at no charge. The CISTI Source service allows graduate students and faculty to
request items from the Canada Institute for Scientific and Technical Information directly.
Collections

As of May 2003, the Health Sciences Library held on all subjects:
Print Monographs 88,865 titles

Electronic Monographs 206 titles
Microform Monographs 930 titles
Print Serials subscriptions to 992 titles
Electronic Serials subscriptions to 2,770 titles
Microform Serials 2,389 items
Audiocassettes 24 items
Videotapes 5,876 items
A search of the McGill catalogues for all types of materials using keywords occupational
therapy locates 555 items. In the National Library of Medicine call number for
occupational therapy (WB555), the Health Sciences Library has 120 texts on the shelves.
The following are a few of the pertinent journals available:
Canadian Journal of Occupational Therapy

American Journal of Occupational Therapy
British Journal of Occupational Therapy
Physiotherapy Canada
Physical Therapy (Journal of the American Association)
Journal of Hand Therapy
Journal of Orthopaedic and Sports Physical Therapy
American Journal of Physical Medicine
Rheumatology and Rehabilitation
Developmental Medicine and Child Neurology
Orthotics and Prosthetics
Scandinavian Journal of Rehabilitation Medicine
International Journal of Rehabilitation Research

a) Journal Stack Sections Journals are placed in the STACK SECTION corresponding to
the TITLE of the journal, e.g. AJOT was the title for the American Journal of Occupational
Therapy for the years 1978/79, therefore look under AJOT. Prior to and following these
dates, the title was changed to American Journal of Occupational Therapy; therefore it is
now necessary to look under American Journal of Occupational Therapy.
b) The Subject Micro Catalogue System gives information about journals relevant to
occupational therapy and physical therapy. Look up Occupational Therapy or Physical
Therapy.
c) Index Medicus and Excerpta Medica will assist in providing relevant reference material
and are invaluable when writing term papers.
d) Journals published prior to 1961 are on the 2nd floor of the McIntyre Medical Sciences
Library; those published in 1961 and after are on the 3rd floor.
McGill offers access to all major databases including MEDLINE, CINAHL, and PsycInfo but
excluding Excerpta Medica. Links to databases particularly relevant to occupational
therapy are included in the Librarys web page for this discipline.
Occupational Therapy Assessment Library

The Occupational Therapy Assessment Library is a learning resource of the Occupational
Therapy program. The goal of the Occupational Therapy Assessment Library is to provide
Occupational Therapy students and faculty with resource materials (primarily clinical
assessments) for course related purposes. It is also a resource that is made available to
the clinical community.
Library Operation
The library is located in Hosmer House, Room 13. An updated library timetable is posted
on the door of Hosmer House, Room 13. All materials must be borrowed and returned
directly to the library during library hours. In exceptional circumstances, special
arrangements for borrowing or returning materials outside of library operating hours can be
made by contacting the librarian at (514) 398-2048.
Library Holdings
A complete inventory list is kept at the library and is available for perusal.
Lending Procedures
The borrowing of assessments that are required for Occupational Therapy courses is
restricted to the instructor and students registered for that course during the term when the
course is offered. In the pre-examination period these may be restricted to use within
Hosmer House room 13.
Students must return the items promptly and in the same condition as when borrowed.
Most items have a two week loan policy but may be recalled if other students are waiting

for the materials. It is the students responsibility to report any lost, stolen or damaged
items immediately. Students will be responsible for the replacement cost of missing or
damaged materials that were not previously reported.
Students must show their McGill ID at the time of the loan transaction and fill in a loan card
with contact information.
Undergraduate and Graduate Computer Laboratory
Laboratory Location
This computer laboratory of twelve stations is for the exclusive use of the Physical and
Occupational Therapy students and is located on the second floor, Room 201D and 201E
(situated to the left and right of rooms 235 and 234) of the McIntyre Medical Sciences
Building, 3655 Promenade Sir-William-Osler.
Hours of Operation
The laboratory is open 24 hours a day.
Access
All Physical and Occupational Therapy students will have their own NT account instead of
logging on with the general student account. The students user name will have the
structure of the first 5 letters of their last name and the last two digits of his/her graduating
year, example: John Smith, Graduating Year 2000, would have a user name of Smith00. If
there are two or more Smith family names, then the user name would be Smith001,
Smith002. Students who have a last name shorter than 5 letters will have their full last
name. The initial password will be the students ID number which is located below his/her
name on his/her ID card. It usually takes the form of 9XXXXXX.
The default client that has been chosen is Outlook Express. Email accounts have also
been created for you. The user name is the same as your NT user name (see example
above). Email will only have to be set up once; these settings will then be retained on the
server after you logoff. This means that when you logoff and come in the next day, the
email setup will be downloaded from the server.
In order to change your password, follow the instructions given at the website:
https://www.medcor.mcgill.ca/management/cyrusaccpasswd.html. In order to set up
Outlook Express, follow the instructions from website
http://www.medcor.mcgill.ca/email/outlook_setup.htm.
Students also have space on the NT server where they may save files. By default, when
you choose save from word, it will take you to your folder on the server. From Explorer you
can see that there is a mapped drive with the letter K; this contains all the folders on the
server for your class year. You will see all the folders for your class year but you will only
have access to your own folder. This data will be backed up every night. All data on the

local PC is not backed up. There is also a 35 MB Quota set per user. If you surpass this
quota you will not be able to save anymore and you must perform some cleanup.
In order for other students to use the computer, you must logoff. To logoff, you click on
start and select Log Off. If you do not logoff, your account is left open and may be used by
the next student. This means that they can read your email or any files that you have
saved on the server. All accounts will be automatically logged off after 30 minutes of
inactivity, all open files will be closed but not saved. In order to change your NT password,
you must logon and then press Ctrl + Alt + Delete and then click on the Change Password
Button. Any comments or questions should be directed by email to
[email protected]
Hosmer 301
A computer is equipped with CD-ROMs of clinical demonstrations for students
independent study. This may be used at any time during building hours when there is not
a class in session.

III. B.Sc. PHYSICAL THERAPY U1 CURRICULUM
Table of Contents
III. B.SC. PHYSICAL THERAPY U1 CURRICULUM .........................................................71
B.SC. PHYSICAL THERAPY U1 IMPORTANT DATES..........................................................72
U1 CURRICULUM PLAN 2004-2005 PHYSICAL THERAPY PROGRAM..............................73
U1 PHYSICAL AND OCCUPATIONAL THERAPY LIST OF REQUIRED COURSES............74
ANAT 315 REGIONAL ANATOMY OF THE LIMBS & BACK ........................................................75

POTH 222 KINESIOLOGY..................................................................................................................78
POTH 248 COMMUNICATION & PROFESSIONALISM ..............................................................82
POTH 250 HEALTH CARE AND PROFESSIONALISM ................................................................92
POTH 260 LIFESPAN .........................................................................................................................95
PHTH 220 CLINICAL AFFILIATION I ................................................................................................98
PHTH 235 MOVEMENT SCIENCE AND PRACTICE ...................................................................103
PHTH 236 MOVEMENT I - MUSCULOSKELETAL .......................................................................106
PHTH 241 ASSESSMENT II: MUSCULOSKELETAL ...................................................................111
POTH 239 ASSESSMENT IN REHABILITATION I .......................................................................114

III. B.Sc. PHYSICAL THERAPY U1 CURRICULUM
OVERALL COURSE STRUCTURE
Important Dates B.Sc. Physical Therapy U1

Curriculum Plan B.Sc. Physical Therapy 2004-2005
List of required courses for B.Sc. (PT) & B.Sc. (OT)
PROFESSIONAL COURSE DESCRIPTIONS
COMBINED PHYSICAL & OCCUPATIONAL THERAPY
ANAT 315 REGIONAL ANATOMY OF THE LIMBS & BACK

POTH 222 KINESIOLOGY
POTH 248 COMMINICATION/PROFESSIONALISM
POTH 250 HEALTH CARE AND PROFESSIONALISM
POTH 260 LIFE SPAN
PHYSICAL THERAPY
PHTH 220 CLINICAL AFFILIATION I

PHTH 235 MOVEMENT SCIENCE & PRACTICE
PHTH 236 MOVEMENT I: MUSCULOSKELETAL
PHTH 241 ASSESSMENT II: MUSCULOSKELETAL
POTH 239 ASSESSMENT IN REHABILITATION I

B.Sc. PHYSICAL THERAPY U1 IMPORTANT DATES
FALL TERM: Registration Period Aug. 3 to Sept. 1, 2004

Orientation Sept. 1, 2004
Lectures Begin Sept. 1, 2004
Labour Day Sept. 6, 2004
Course Change (drop/add period) Aug. 3 to Sept. 10, 2004
Thanksgiving Day Oct. 11, 2004
Last Day of Lectures Dec. 3, 2004
Examination Period Dec. 6 to 21, 2004
WINTER TERM: Lectures Begin Jan. 4, 2005

Course Change (drop/add period) Aug. 3, 2004 to Jan. 14, 2005
Midterm Break - three days Feb. 23 to 25, 2005
Last Day of Lectures Mar. 4, 2005
Examination Period Mar. 7 to 18, 2005
CLINICAL AFFILIATION I Mar. 21 to Apr. 29, 2005

Easter Mar. 25 to 28, 2005
Integration Block Classes Reconvene May 2, 2005
Integration Block Last Day of Lectures May 20, 2005
Victoria Day May 23, 2005
Integration Block Examination Period May 24 to 31, 2005
Clinical Affiliation Seminars - tentative dates- actual dates to be posted on Minerva
Oct 1, 2004
Nov. 2, 2004
Nov. 9, 2004
Nov. 16, 2004
Nov. 23, 2004
and
Small group seminars of 1 hours over a 2-day period during Integration Block
Total of 13 hours

U1 CURRICULUM PLAN 2004-2005 PHYSICAL THERAPY PROGRAM
FALL TERM WINTER TERM

Academic Term (13 wks) + Exams (2 wks) = Total 15 Wks Academic Term (9 wks) + Exams (2 wks) + Clinical Affiliation I (6wks) + Integration Block (3 wks) + Exams (1 wk) = Total 21 Wks
Academic Term Exams Academic Term Exams Clinical Integration Exams

Affiliation Block
Sept 1 to Dec 3 Dec 6 to Jan 4 to Mar 4 Mar 7 to Mar 21 to Apr 29 May 2 to 20 May 24
21 18 to 31
ANAT-315 ANAT-316 PHTH-220 POTH-222
ANATOMY ANATOMY CLINICAL KINESIOLOGY
4cr 2cr AFFILIATION I 3cr
PHGY-201 PHGY-202 0cr
PHYSIOLOGY PHYSIOLOGY
3cr 3cr
POTH-248 POTH-250
COMMUNICATION & HEALTH CARE AND
PROFESSIONALISM PROFESSIONALISM
2cr 2cr
POTH-260 PHTH-236 PHTH-236
LIFE SPAN MOVEMENT I: Musculoskeletal MOVEMENT I:
2cr 4cr Musculoskeletal
PHTH-235 PHTH-241
MOVEMENT SCIENCE & ASSESSMENT II: Musculoskeletal 4 cr
PRACTICE 2cr
3cr
POTH-239
ASSESSMENT IN
REHABILITATION I
2cr
NOTE: ANAT = Anatomy

PHGY = Physiology
POTH = Occupational/Physical Therapy
PHTH = Physical Therapy

U1 PHYSICAL AND OCCUPATIONAL THERAPY LIST OF REQUIRED COURSES
Fall Term Winter Term Clinical Affiliations Other Courses

Sept 1 to Dec 3, 2004 Jan 4 to Mar 4, 2005 Mar 21 to Apr 29, 2005 May 2 to 20, 2005
Exam Period Exam Period Exam Period

Dec 6 to 21, 2004 Mar 7 to 18, 2005 May 24 to 31, 2005
2004-2005 PHYSICAL THERAPY PROGRAM U1

Course Number Course Name Credits
Combined Courses
ANAT-315 Regional Anatomy of the Limbs & Back 4
ANAT-316 Human Visceral Anatomy 2
PHGY-201 Human Physiology: Control Systems 3
PHGY-202 Human Physiology: Body Functions 3
POTH-222 Kinesiology 3
POTH-248 Communication & Professionalism 2
POTH-250 Health Care and Professionalism 2
POTH-260 Life Span 2
PT Courses Only
PHTH-220 Clinical Affiliation I 0
PHTH-235 Movement Science and Practice 3
PHTH-236 Movement I: Musculoskeletal 4
PHTH-241 Assessment II: Musculoskeletal 2
POTH-239 Assessment in Rehabilitation I 2
FALL & WINTER TERMS TOTAL CREDITS 32
2004-2005 OCCUPATIONAL THERAPY PROGRAM U1

Combined Courses
ANAT-315 Regional Anatomy of the Limbs and Back 4
ANAT-316 Human Visceral Anatomy 2
PHGY-201 Human Physiology: Control Systems 3
PHGY-202 Human Physiology: Body Functions 3
POTH-222 Kinesiology 3
POTH-248 Communication & Professionalism 2
POTH-250 Health Care and Professionalism 2
POTH-260 Life Span 2
OT Courses Only
OCC1-220 Clinical Affiliation I 0
OCC1-235 Occupation as Therapy 3
OCC1-236 OT Practice I: Musculoskeletal Conditions 4
OCC1-240 Assessment of Performance I 2
POTH-239 Assessment of Rehabilitation I 2

ANAT 315 REGIONAL ANATOMY OF THE LIMBS & BACK
Credits: 4
Prerequisites: None
Instructors: Regional Anatomy Section: G.C. Bennett, Department of Anatomy,

Functional Anatomy Section: S. Beaulieu, MSc & A. Gaglietta, BSc
Access to the Instructors:

Regional Anatomy Section:
G.C. Bennett, Department of Anatomy
Tel: (514) 398-6344, Email: [email protected]
Functional Anatomy Section:

S. Beaulieu, Hosmer 300c, Tel: (514) 398-5590, Email: [email protected]
A. Gaglietta, Davis D38, Tel: (514) 398-4511, Email: [email protected]
REGIONAL ANATOMY SECTION - See component submitted by Dr. Bennett
FUNCTIONAL ANATOMY SECTION
Course Objective: This section follows the same organization as the Regional
Anatomy section of this course, directed by Dr. G. Bennett. Specifically, students will be
introduced to observation, inspection and palpation skills, the principles of planes and
axes.
Course Structure: This section consists of laboratory sessions of two (2) hours per
week for 13 weeks. It includes small group work and instructor-directed experiences.
Student Learning Objectives:

Upon completion of this section, the student, working with a classmate, will be able
to visually inspect, palpate and identify:
- bony landmarks
- soft tissue structures: muscle mass, tendons, ligaments, nervous tissue
- arterial pulses
- normal muscle action
- Demonstrate on each other and analyze the movement of body segments in
terms of planes and axes.
- Identify and classify muscle actions: isotonic, isometric, concentric and eccentric
contractions

- Demonstrate the use of proximal muscles for stabilization while using distal joints
and muscles in functional movements
- Describe potential patterns of muscle weakness or paralysis due to dysfunction
of nerves, muscles and joints
- Identify joint structures and demonstrate movement of specific joints (according
to classification)
- Demonstrate professional behaviour throughout the labs
- Demonstrate organization skills by completing the lab preparation activities and
working independently in labs
Course Content: The students will apply the skills of observation, inspection, &
palpation to the following bony landmarks: vertebral column, shoulder girdle, humerus,
ulna, radius, carpal bone, pelvis & knee, foot & ankle.
The following soft tissue structures will also be examined: muscles of the cervical
thoracic & lumbar spine, abdominal area, brachium, anterior forearm, posterior forearm,
hand, pelvic, anterior, posterior, medial and gluteal thigh and the leg. Furthermore, the
ligaments of the shoulder, elbow, wrist, hand, hip, knee and ankle will be examined.
The student will be able to take the following pulses: carotid artery, brachial artery, ulnar
artery, radial artery, femoral artery, dorsal pedal artery, and posterior tibial artery.
Course Materials:
Required text:
Moore, K.L. & Dalley, A.F. (1999) Clinical Oriented Anatomy (4th edition). Lippincott
Williams & Wilkins.
Recommended reading:
Hoppenfeld, S. (1976). Physical Examination of the Spine & Extremities. New York:
Prentice-Hall.
Jenkins, D. (Ed.) (1988). Hollinsheads Functional Anatomy of the Limbs & Back. (7th
Edition) Saunders.
Other references of Interest:

Brunnstrom, S. (1972) Clinical Kinesiology, 3rd Edition. Philadelphia: FA Davis.
Kendall, F.P., McCreary, E.K., Provance, P. G. (1993) Muscles. Testing and Function.
Fourth Edition. Baltimore: Williams & Wilkins.
Palmer M.L. & Epler, M.E. (1998) Fundamentals of Musculoskeletal Assessment
Techniques. Philadelphia: Lippincott
Use one of the following websites to go to the link for the Musculoskeletal Atlas.
- www.health.library.mcgill.ca/resource/ot.htm
- www.health.library.mcgill.ca/resource/pt.htm

Student Assignment and Evaluation: The Functional Anatomy section accounts for
20% of the Anatomy of the Limbs and Back (ANAT-315) course. The student is
assessed in two (2) practical evaluations, each worth 10%.
Topic Date grade weight

Upper Extremity TBA 10 %
Lower Extremity TBA 10 %
Special Requirements for Course Completion and Program Continuation:

Minimum grade of 55%
Plagiarism/Academic Integrity: McGill University values academic integrity.

Therefore, all students must understand the meaning of consequences of cheating,
plagiarism and other academic offences under the Code of Student Conduct and
Disciplinary Procedures (see www.mcgill.ca/integrity for more information).
Dress Code: Required dress for laboratory sessions: Shorts and tank tops or halter-
type or racer back tops.
*Inappropriate dress deprives your partner of their practice time*
Attendance: Students who miss more than 10% of the practical laboratories without a
legitimate reason may not be permitted to take the lower extremity evaluation.
Right to write in (English or in) French: Every Student has a right to write essays,
examinations and theses in English or in French except in courses where knowledge of
a language is one of the objects of the course.
Consequences of not completing assignments as requested: An individual who

does not complete a required assignment and does not have a university recognized
reason for deferral would receive a 0 in that portion of the evaluation.
Disability: If you have a disability please contact the instructor to arrange a time to
discuss your situation. It would be helpful if you contact the Office for Students with
Disabilities at 398-6009 before you do this.

POTH 222 KINESIOLOGY
Credits: 3
Prerequisites: None
Instructors: Patricia McKinley, PhD

Teaching Assistant(s) - TBA
Access to the Instructor:

Hosmer H300b, Telephone: (514) 398-4498, email: [email protected]
Course Objective: To understand how kinematic, kinetic and EMG assessments can
help facilitate evidence based practice and provide the basis for therapeutic
intervention, by 1) achieving a basic knowledge of the use of biomechanic principles
and how they might be used in clinical assessment and 2) reading and understanding
clinical literature to be able to determine how it might affect clinical interventions.
Course Structure:
Ten (10) hours of lecture and five (5) hours lab/workshop per week.

By the end of the course the student will:
Demonstrate the ability to participate in a group project of 5-6 individuals where:

Clients needs and goals are assessed and addressed
Safety and ethical issues are considered
Demonstrate the ability for self-directed learning of the principles of kinesiology:
Describe the role of motion analysis in addressing gait, posture and balance
Describe the role of motion analysis in addressing grip and hand function
Illustrate the role of kinesiology in motor learning and function
Demonstrate the ability to procure, summarize and discuss the primary literature in
Rehabilitation Science related to principles of kinesiology.
Exhibit clinical reasoning using principles of kinesiology

Course Content (by week based on 3 weeks):
OVERVIEW AND MUSCLE MECHANICS AND EMG
EMG and KINETICS relationship between muscle activity and body centre of gravity
mechanics; biomechanics
KINETICS, KINEMATICS and Motor Control Strategies
Course Materials:
Required text: TBA in the first week of class
Additional Handouts and other materials: TBA; to be handed out the first week of class
and to be placed on WebCT
Suggested readings: TBA and placed on WebCT
Miscellaneous websites and articles in PDF form available on WebCT
Student Assignment and Evaluation:

Group paper: 30 pts
Final exam 60 pts
Group participation 10 pts
Group paper:
PART 1
Select a problem from your clinical experiences and follow guidelines from the
Integrated Block professors related to teamwork and clinical intervention and outcome.
THIS WILL BE EVALUATED IN THE INTEGRATED BLOCK SECTION.
PART 2
Describe how the use of kinematic, kinetic and EMG analysis could be used to further
evidence based practice in 5 pages (illustrations and programs may be placed in
Appendices). It is due the last day of class and may be sent by email. NB This paper
may be written in either French or English.
Describe your target population, including inclusion and exclusion criteria and goals of
the intervention while considering client needs and goals as well as safety issues from
you case history. 6 pts
Write a methodology and describe how you would use EMG, Kinetic and kinematic
techniques as described in this course to better understand how the person is executing
doing the task and if the goals of your intervention are attained. 21 pts
Discuss the use of feedback and how it might be used to facilitate learning. 3 pts

You may use primary sources of information, and websites, if they have a scientific
basis and are not populace based.
Final Exam:
The final exam will have three short answer questions and one long essay question that
mirrors the format of the paper. It will be a take-home exam and due within one week of
the end of class. You may use any written sources of material except information
directly obtained from another person to help you write the exam. You may write the
exam in French or English for the long essay question.
Group Participation:
You will be rated anonymously by your peers (and yourself) within your group as to
your level of participation in group activities and the project. The TAs will monitor the
activities as well.
For example, your peers within your group will rate you as follows on the work for the
kinesiology part of the paper.
NAME Research Illustrations Writing Editing
Rating Schema:
100% means that the person contributed equally to most of the individuals on the team
> 100% indicates that the person contributed more to the effort than the others; ie went
the extra mile
< 100% indicated that the person did not contribute as much as most of the others on
the team.
Special Requirements for Course Completion and Program Continuation: You

must complete all aspects of the class to receive a final mark.

Dress Code: Appropriate for a professional.

Attendance: Students who have missed more than 10% of laboratory or small group
sessions for reasons which are not valid or approved may be refused permission to
write the final examination.
Consequences of not completing assignments as requested: Will lose 5% of the

total mark per day unless a prior agreement with the professor is reached.

POTH 248 COMMUNICATION & PROFESSIONALISM
Credits: 2
Prerequisites: None
Instructors: Aliki Thomas, MEd (Coordinator)

Tara Swanson (Teaching Assistant)

Aliki Thomas: Davis D30, Telephone: (514) 398-4496, email: [email protected],
Tuesdays from 12:00 to 5:00 pm and Thursdays from 3:30 to 5:30 pm by appointment
Tara Swanson: Email: [email protected]
Email and telephone messages are given priority and efforts are made to return student
calls promptly.
Course Objective: The main objective of this course is to introduce students to the
models of communication and professionalism for effective clinical practice. Through the
course of the semester students will learn about the various psychosocial issues that
clients experience when faced with an injury or and illness and learn effective methods
for dealing with the psychosocial realities of these clients.
Course Structure:
Two (2) hours per week for 13 weeks starting September 2nd 2004, 1:00 pm to 3:00 pm.
The format will include lecture/seminar/class participation.

On completion of this course, the student will be able to:
1. Define and apply fundamental skills and strategies necessary for effective
professional communication;
2. Analyze a number of psychosocial issues which have implications for body structure,
function and participation.
3. Reflect on and recognize the potential impact of activity limitations on the therapeutic
relationship

Course Content:
THEME 1: THE FUNDAMENTALS OF COMMUNICATION
September 2, 2004 - CLASS 1

Topic: Communication Basics
The purpose of interpersonal communication
A basic model of communication
Communication channels
Barriers to effective communication
Required readings:
Chapter 1 in Adler, R.B., Rodman, G (2000); Pages 2 to 24
____________________________________________________________________
September 9, 2004- CLASS 2
Topic: Impression Formation and Relationship Development
Forming first impressions
Common errors in first impressions
The power of first impressions
Going beyond first impressions-forming therapeutic relationships
Required readings:
Chapter 2 in Adler, R.B., Rodman, G (2000); Pages 30 to 62
______________________________________________________________________
Topic: Listening: An Active Process
The fundamentals of reflective listening
The importance of body language
Barriers to effective listening
Required readings:
Chapters 4 and 5 in Zeuschner 2003; Pages 53 to 89
______________________________________________________________________
September 23, 2004- NO CLASS
______________________________________________________________________
Topic: Interviewing clients: A Structured Conversation
The interview process
Interviewing in the context of the therapist-client relationship
Effective interview techniques
Required readings:
Appendix 1 in Adler, R.B., Rodman, G (2000); Pages 448 to 470
______________________________________________________________________

October 7th and October 14th, 2004 CLASSES 5 and 6
Interviewing techniques assignment to be completed in class
______________________________________________________________
THEME 2: PSYCHOSOCIAL ISSUES IN THE INTERNATIONAL CLASSIFICATION

OF FUNCTION (ICF)
October 21, 2004- CLASS 7
Quiz first 20 minutes of class
Topic: Health with the ICF
Current Beliefs in Rehabilitation: Holistic and client-centered practice
From stereotypes to prejudice and discrimination
Body structure, function and participation as experienced by clients in different age
groups
Required readings:
Articles
1) Corring & Cook (1999); Client-centered care means that I am a valued human
being
2) Darragh, Sample & Krieger (2000); Tears in my eyes cause somebody finally
understood
3) Mead (2000); Patient partnership
___________________________________________________________________
October 28, 2004- CLASS 8
Topic: Different Clients, Different Realities
Body structure, function and participation as experienced by clients in different age
groups (continued)
Body structure, function and participation as experienced by males versus females
Body structure, function and participation as experienced by people from different
cultural/religious backgrounds
___________________________________________________________________
November 4th and November 11th, 2004 CLASSES 9 and 10
Topic: Dealing with Emotional Reactions to limitations in body structure, function and
participation
Emotional realities of adapting to body structure, function and participation
limitations
Denial, depression, and anger
Suicidal clients
Emotional reactions of families
____________________________________________________________________

November 18, 2004- CLASS 11
Topic: Topics Related to Sexuality
Sexual functioning with ICF
Sexual orientation: dealing with clients who are gay or lesbian
____________________________________________________________________
November 25, 2004- CLASS 12
Student Presentations on Projects
___________________________________________________________________
December 2nd, 2004- CLASS 13
Student Presentations on Projects
*** WRITTEN PROJECT DUE

______________________________________________________________________
Course Materials:
Required text:
Thomas, Aliki (2004). Course pack. This can be purchased at the McGill bookstore.
Suggested text: It is strongly recommended that each student have access to the
Publication Manual of the American Psychological Association (APA). This is a book
that all students will need throughout the program as it provides a detailed account of
how to write papers and reference citations and sources used in preparation of term
papers.
All readings included in this course syllabus are mandatory and it is the students
responsibility to ensure that he/she has read all the materials prior to class.
Additional readings may be assigned as necessary
Student Assignment and Evaluation: The following assignments will be used to

evaluate learning. A detailed description of these can be found at the end of the
syllabus. Additional information will be provided during the course of the semester.
1. Psychosocial Issue Project: 30% due date: last lecture

2. Group oral presentation on projects: 15% on last 2 classes
3. Quiz: 10% TBA
4. Interviewing techniques assignment: 5% TBA
5. Final exam: 40% During the final exam period

Assignments:
1. Psychosocial Issue Project- value of 30% (Individually written paper)
The project has three major objectives:
1. To help students identify a type of client or psychosocial issue that might create a
challenge for them as therapists.
2. To allow students the opportunity to explore the full reality of these clients or the
psychosocial issue they have chosen through a variety of means including library
research, interviews, media reports, documentaries, internet sources, etc.
3. To encourage students to use the knowledge they have gained about their client and
personal issues to examine implications for the ways in which they will relate to
these clients in the future.
INSTRUCTIONS TO STUDENTS
1. Think about different types of clients you may work with in the future. You will
naturally feel more comfortable dealing with some types of people than others. Select
one type of client who you anticipate you may feel some discomfort towards during
treatment. This discomfort may stem from your set of personal beliefs, from past
experiences, or from the fact that you have currently little experience with that type of
client and have apprehensions. Below is a list of possible client types:
A client who has sustained severe burns

A client from a different cultural background than yours
A gay or lesbian client
A client with dementia
A client with mental retardation
A client with a psychiatric condition (e.g. schizophrenia, depression, anorexia,
phobia, etc.)
A suicidal client
An aggressive client
A client who is terminally ill
A client with AIDS
A very premature child
A client with autism
A client who was abused (physically, verbally or sexually)
etc.

This is not intended to be a complete list. If you would like to explore another type of
client, you may do so as long as you discuss it and have approval of the instructor. You
should submit your choice of client for your project to the instructor by lecture
#3.
Your selection will indicate the type of client with whom you will find it difficult to interact
effectively. The nature of this difficulty may be related to prejudices, lack of knowledge
on this population, negative/troubling personal experiences or a psychological,
emotional and/or social issue that this type of client may be facing that may give you
some discomfort in a therapeutic context.
For example, when dealing with a client who is terminally ill, possible discomforts a
future physical or occupational therapist may face may be related to being
uncomfortable with death in general and/or not knowing what to say to the client.
Another example may be anticipation of non-verbal reactions showing disgust and
discomfort when facing a client disfigured by severe burns. Another reaction may be
fear and sadness because of a personal experience of loss of a loved one.
1) In the 1st part of your paper, you are asked to explore your own discomfort
with this issue:
What discomfort do you feel?

What do you think is the origin of your discomfort?
What impact might your discomfort have on your interactions with a client of the type
you have chosen?
In this first section, 10 marks will be given for evidence that you are grappling with your
personal source of discomfort and undergoing a process of self-examination and
reflection. This section should clearly introduce the patient population, the discomfort
you feel and a reflection on the possible causes of your discomfort. You should also
clearly describe what impact you feel your potential discomfort will have on your
therapeutic relationship and work with this client population.
2) The 2nd section of the project is designed to allow you to increase your
understanding of the type of client and the issues of discomfort you have
identified. To do this, you may gather information from a variety of sources including
the following:
Textbooks
Academic Journals
Published case studies
Popular books, information pamphlets
The media
Documentaries

Interviews with:
1. People who have experienced the issue you are investigating and/or
2. Health Professionals who have expertise with your issue and/or
3. Staff in organizations that provide information relevant to people such as your
client.
The internet
For the second part of your paper, you are expected to write a summary of what you
have learned about the reality of your type of client and especially the psychological,
emotional and/or social issues they face in relation to their condition and their
associated Issues from the ICF.
In this section, 15 marks will be given for information that is relevant to your work as a
physical or occupational therapist and to your understanding of this patient population. It
is not intended to be a full description of the causes, symptoms and treatment of the
condition. Detailed descriptions of the history and etiology of an illness should not
be the main focus and are not required. This synopsis should be based on a
minimum of 6 references with no more than 3 internet-based references.
3) In the 3rd (and final) section, you will discuss the implications of the
knowledge you have gained for your future work as a PT/OT.
The information can come from readings or your personal ideas. Ideas coming from the
literature or interviews should ALWAYS be referenced.
For example:
How will you communicate with your client in order to let him/her know that you
understand and accept their reality?
What issues will you need to be particularly sensitive to in dealing with your client?
How will you change your communication style with your client? For example, are
there ways of phrasing questions or instructions that will be particularly effective with
the client type you have chosen?
What treatment difficulties, if any, might you expect to encounter? For example,
compliance, accessibility, etc.
How will you incorporate your new knowledge into your treatment plan?
What realizations have you made during the process of working on this project that
will better prepare you to work with these clients in your future practice?
In this section, 15 marks will be allotted for evidence that you have moved beyond your
initial discomfort and of having increased your effectiveness in dealing with the type of
client you have chosen. To conclude that you would orchestrate your career around
avoiding the type of client you have chosen is certainly NOT an acceptable option.

REQUIREMENTS
The paper must be no longer than 8 pages (excluding references), typed and
double-spaced.
You must reference ALL ideas coming from the literature. Students failing to do so
will be penalized. References should follow APA style.
You may write the paper in either of the 2 official languages; however, alternating
between French and English is not acceptable
Notes: 1) The paper must be submitted by December 2nd, 2004.

Lateness will be penalized by deducting 2 marks per day of lateness.
2) The written reports will be strictly confidential and only read by

the instructor.
2. Student Presentations- value of 15%
Students will be grouped together by similar topics selected for the individual written
papers. The instructor will post the names of the team members in each group during
the week of October 4th on the bulletin board in Davis House October 7th, 2004.
The students in the groups will be asked to prepare an oral presentation of 12 minutes
maximum (you will be timed and stopped after 12 minutes and be penalized for going
over time). Although each group will have between 5 and 10 students, all members
should actively participate in the preparation and delivery of the presentation.
The presentation should focus on the main points (around 5 ideas) that capture the
reality of the client population in your group and the possible issues that you could face
as a therapist. You should also share a few possible solutions/professional tips you
have identified to deal more effectively with these issues.
The group will also be asked to prepare a one-page handout (it can be 2-sided on one
sheet), summarizing main ideas and useful information for your classmates (for
example, pertinent websites, community organizations, books). The minimum font size
has to be a minimum of 12. Prepare enough copies to hand to your peers at the time
of your presentation. One copy should be given to the instructor, as they will be
marked.
3) Class Assignment on Interviewing Techniques (value of 5%)
You will be asked to hand in 3 feedback questionnaires on interviewing techniques filled

in during class. Instructions on the procedures of the interviews will be given in class.

4) Quiz 10%
This will be a short quiz with multiple choice and short answer questions designed to
assess the first portion of the course on the communication models.
5) Written Final Exam - Value of 40% (During the final exam period)
The exam will include multiple choice questions based on the lectures and the required
readings. Detailed descriptions of the history and etiology of an illness should not
be the main focus and are not required. This synopsis should be based on a
minimum of 6 references with no more than 3 internet-based references.
6) In the 3rd (and final) section, you will discuss the implications of the
knowledge you have gained for your future work as a PT/OT.
The information can come from readings or your personal ideas. Ideas coming from the
literature or interviews should ALWAYS be referenced.
For example:
How will you communicate with your client in order to let him/her know that you
understand and accept their reality?
What issues will you need to be particularly sensitive to in dealing with your client?
How will you change your communication style with your client? For example, are
there ways of phrasing questions or instructions that will be particularly effective with
the client type you have chosen?
What treatment difficulties, if any, might you expect to encounter? For example,
compliance, accessibility, etc.
How will you incorporate your new knowledge into your treatment plan?
What realizations have you made during the process of working on this project that
will better prepare you to work with these clients in your future practice?
In this section, 15 marks will be allotted for evidence that you have moved beyond your
initial discomfort and of having increased your effectiveness in dealing with the type of
client you have chosen. To conclude that you would orchestrate your career around
avoiding the type of client you have chosen is certainly NOT an acceptable option.
REQUIREMENTS
The paper must be no longer than 8 pages (excluding references), typed and
double-spaced.
You must reference ALL ideas coming from the literature. Students failing to do so
will be penalized. References should follow APA style.
You may write the paper in either of the 2 official languages; however, alternating
between French and English is not acceptable

Notes: 1) The paper must be submitted by December 2nd, 2004.
Lateness will be penalized by deducting 2 marks per day of lateness.
2)The written reports will be strictly confidential and only read by

the instructor.


Dress Code: Professionalism with respect to dressing is encouraged throughout the

course of the semester. The assignments that require a group presentation or lab work
will be evaluated on presentation and professionalism both with respect to style and
dress code. It is each students responsibility to have appropriate attire during all class
assignments and learning activities.
Attendance: Attendance to classes is necessary for success in this course. It is the

responsibility of each student to attend classes prepared and be actively involved. All
the materials covered in class will be subject to evaluation.
Consequences of not completing assignments as requested: Assignments not

competed on tine will be penalized. In the event that an assignment cannot be
submitted on its due date, for a valid reason, students must inform the instructor as
soon as possible.

POTH 250 HEALTH CARE AND PROFESSIONALISM
Credits: 2
Prerequisites: None
Instructors: Liliane Asseraf-Pasin, BSc (Coordinator)

Guest Lecturers

Liliane Asseraf-Pasin, Davis D7 Tel: (514) 398-5594
Email: [email protected]
Course Objective: Effective delivery of rehabilitation services requires that the entry
level practitioner recognize and respond to the influence of social, cultural, economic,
legislative and demographic factors impacting on health and rehabilitation service
delivery, both locally and globally. This is a companion course with
Communication/Professionalism POTH 248.
Course Structure: This course will incorporate two (2) x one and a half (1) hours
lectures/seminars and panel presentations, for a total of three (3) hours per week for
nine (9) weeks.
Student Learning Outcomes:

Upon completion of this course the student will:
1. Describe the fundamental structure of the health care system in Quebec and
differentiate the roles of the professional associations, the regulatory bodies (OEQ
& OPPQ), lOffice des professions du Quebec and other healthcare governing
bodies;
2. Differentiate exclusive right of practice from reserved right of practice and describe
the impact of autonomous practice on the physical therapy and the occupational
therapy profession;
3. Access, interpret and use data and information acquired from a variety of sources
for evidence-based practice and research;
4. Appraise changes in the health care system and developing information systems
as they relate to Health Care Policy, Systems and Delivery;
5. Interpret and manage clinical issues with a broad understanding of external factors
which influence health and social status, including varied cultural values and belief
systems;
6. Incorporate international health perspectives and determinants of health principles
within evidence-based practice;
7. Describe the potential impact of public policy (present and future) on rehabilitation
services and be able to suggest strategies to influence public policy;

8. Demonstrate ethical behaviour in their clinical affiliation (CPI Criteria 1 to 5) by:
a. respecting cultural differences and ethics of particular groups or
individuals;
b. developing interactions with clients, colleagues, employers and others;
c. demonstrating accountability, responsibility, commitment, and effective
communication skills (verbal, nonverbal, written),
d. respecting professional standards of practice and clinical guidelines.
e. practicing according to legal standards of practice in any health service
delivery
9. Select and justify all interventions, (with the clients, clients family members and
other healthcare team members) in accordance to the Code of Ethics.
Course Content: - TBA on WebCT prior to the first week of classes.
Course Materials: Course materials will be posted weekly on WebCT.
Required texts:
The Professional Code, diteur officielle du Qubec.
Bill 120, An Act Respecting Health Services and Social Services and Amending Various
Legislation, Assented to 4 September 1991, Qubec Official Publisher (1991).
Recommended texts:
Scott, R. (1998). Professional Ethics: A Guide for Rehabilitation Professionals. Mosby.
Parsons & Parsons. Health Care Ethics. Wall & Emerson Inc.
Williams & Wilkins (1997). Stedmans Concise Medical Dictionary for the Health
Professional, (3rd edition).
Reference texts:
Rachlis, M. & Kushner, C. (1994). Strong Medicine. Harper Perennial, Harper Collins
Publishers Ltd.
Purtilo, R. (1993). Ethical Dimensions in the Health Professions, (2nd edition). W.B.
Saunders Co.

Student Assignment and Evaluation: Topics covered in this course form a framework
for professional practice. Evaluation of the application of this material will be through
further professional courses given over the next three years and in professional
practice.
Group Project 30 % (To be handed in by March 8, 2005)

2 Quizzes 40 % (Will be given in class time)
Take Home Exam 30 % (Randomly selected ethical case studies to be
completed individually or in pairs)


Dress Code: Students are expected to demonstrate professional behaviour and attire
at all times.
Attendance: Class attendance is highly recommended.
Consequences of not completing assignments as requested: Professionalism

marks will be deducted for late assignments.

POTH 260 LIFESPAN
Credits: 2
Prerequisites: None
Instructors: R. Birnbaum (Coordinator)

Guest lecturers

Telephone: (514) 412-4407, email: [email protected]
Course Objective: This course will provide an overview of competency across

performance domains required through the life span.
Course Structure: This is an interactive lecture course, two (2) hours per week for the
Fall Term.

- To describe how the lifespan is an ongoing developmental process involving both
continuity and change, and how it is influenced by genetic and environmental
factors.
- To summarize different developmental events from the perspective of major
developmental theories.
- To describe and compare neuro-maturational and motor control theories of
development.
- To explain the sequence of development that occurs across sensory,
cognitive/perceptual, physical/motor, play/leisure, language, and psychosocial
domains from conception to death.
- To characterize the unique changes associated with each stage of development.
- To appraise the influences of cultural background as well as family dynamics on
development.
- To recognize and report major areas of controversy and new directions in the study
of human development.
- To apply a self-directed approach to learning.

Course Content:
- Developmental theories and controversies
- Basic embryology and genetics
- Neonatal neurobehavioral performance
- Motor principles and theories
- Developmental competencies in gross motor, fine motor, perceptual, cognitive,
social, behavioral, play, daily living skills and language for the:
infant
preschooler
school age child
adolescent
- Family function and cultural background and their effects on development
- Theories and developmental changes characteristic of the young adult and during
the middle years.
- Physiologic, psychosocial and cognitive changes associated with aging
- Changing roles and activities in the elderly
- Death and dying
Course Materials:
Required text: Berger, K.S. (1997). The developing person through the life span. New
York, Worth Publishers.

Child observation 30%
Midterm Examination 30%
Final Examination 35%
Group presentation 5%



course of the semester. It is each students responsibility to have appropriate attire
during all class assignments and learning activities.
Attendance: Students are expected to attend all lectures and are required to attend all
student presentations.


Disabilities at 398-6009 before you to this.

PHTH 220 CLINICAL AFFILIATION I
Credits: 0
Prerequisites: Students must pass all the required U1 professional courses and
attend the Clinical Affiliation Seminars and the PDSB course before undertaking the
PHTH 220 Clinical Affiliation I.
Clinical affiliation seminars: Prior to the first affiliation, in the Winter Term, U1
students will participate in a series of seminars, which will cover topics such as:
Clinical Guidelines, Clinical Performance Instrument, Learning Styles, U1/U3
Shadowing Project, Journal Writing and Portfolio, and developing a Learning
Contract and Objectives. Traditional Clinical Affiliations and role emerging
placements (Non-Traditional Clinical Affiliations) will also be discussed. These
seminars are mandatory.
PDSB (Principes de dplacements scuritaires des bnficiaires/Principles of
moving patients safely)
Instructors: Liliane Asseraf-Pasin, BSc (Academic Coordinator of Clinical Education

Amelia Gaglietta, BSc (Assistant Academic Coordinator of Clinical
Education)

Liliane Asseraf-Pasin: Davis D7, (514) 398-5594, email: [email protected]
Amelia Gaglietta, Davis D38, (514) 398-4511, email: [email protected]
Course Objective: This course introduces students to the effective delivery of health
care services for musculoskeletal in-patient and out-patient populations, in private and
public institutions. Students will have the opportunity to develop generic abilities such as
problem solving and communicating in a professional context. Students will perform
partial to full assessments and plan and deliver physiotherapy services for
musculoskeletal cases (which may include rheumatology, amputee, burns and plastics).
Students will learn to interact with clients, establish professional therapeutic
relationships and document findings and interventions in patient files. Students will also
observe in other clinical disciplines and participate in teaching rounds and in in-service
education.
Course Structure: The Physical Therapy Program is made up of 105 credits of

academic and clinical courses given over three years in seven semesters. The five
Clinical Affiliation courses make up over 1000 hours of clinical practice and have a
course value of 18 credits. Fieldwork placement will be arranged with McGill teaching
hospitals, McGill affiliated hospitals and centres. Every effort will be made to place
students in the Montreal region. At times students may request fieldwork outside of the
Montreal region. When students are placed in out-of-town facilities, travel and
accommodation are the students responsibility.

Clinical affiliations start in winter term of Year one, incorporate a summer semester of
12 weeks between Years two and three and finish with a fall and winter block in Year
three. PHTH 220 is the first of five Clinical Affiliation courses and it commences in U1.
The U1 Clinical Session Date in 2005 is from March 21 to April 29th, 2005.

By the end of the clinical affiliation I, the student will be able to:
1. Describe the hospital organization and department functioning

2. Compare and contrast the role of the physiotherapist in the orthopaedic setting to the
role of other health care professionals in that setting
3. Adopt a professional behaviour in accordance with the code of ethics (OPPQ)
4. Develop skills to recognize the physical and psychological needs of the patient
5. Perform a complete orthopaedic assessments
6. Apply the principles of moving patients safely (PDSB) using proper body mechanics
7. Design and implement interventions based on previous musculoskeletal theoretical
knowledge
8. Develop communication skills with the client and with a multidisciplinary/
interdisciplinary team
9. Document relevant findings in patient charts using the S.O.A.P.I.E method of
recording
10. Generate physiotherapy differential diagnosis
Course Content: The course content is determined by the assigned clinical supervisor,
according to the student learning objectives of each clinical course. A learning contract
is completed by the supervising therapist and the student, during the first week of the
clinical affiliation.
Course Materials: Prior to the Clinical Affiliation I, the Student Clinical Experience
Booklet, the Clinical Education Guidelines as well as the Hospital Handbook will be
provided to students. Other Reference Materials will be provided by the clinical
instructor, as required in the particular rotation.

Assignments
Students will present a topic or a case presentation of 30 to 60 minutes during their
Clinical Affiliation 1. Topics and cases will be determined with the supervisor(s).
Evaluation
An evaluation of performance is given for each rotation by the supervising therapists
who use the clinical assessment form Clinical Performance Instrument, shown in the
student information booklet. The student will receive a mid-term and a final evaluation.
If a student does not achieve a satisfactory standing on a particular rotation, IT MUST
BE REPEATED AND A SATISFACTORY LEVEL OF ACHIEVEMENT MUST BE

OBTAINED. If a student is unsuccessful in the repeat rotation, he/she will be asked to
Every effort will be made to arrange the repeat rotation within the three-year period. As
this, however, is not always possible, students required to complete an additional
clinical rotation should be prepared to have their convocation in the fall of the final year.
Please note that only one rotation may be repeated if failed. A failure of any
subsequent Clinical Affiliation course will require the student to withdraw from the
program. Satisfactory standing in all required professional courses and clinical
placements each year are mandatory to be able to continue in the Physical Therapy
program. Students must pass all the required professional courses before undertaking
the designated clinical course for their level of training. If a clinical placement has to be
deferred which would lead to it being completed out of the specified program sequence
of professional-clinical-professional courses, the student may not be given permission to
take the subsequent professional courses until that clinical placement has been
successfully completed. This would lead to delayed graduation.
Please refer to section f) of the Academic Advancement in the Academic Regulations.

In Addition please note that beginning with the admission class in 2002, all clinical
affiliation courses (PHTH-220, PHTH-320, PHTH-321, PHTH-420, PHTH-421) will be
graded PASS/WEAK PASS/ FAIL. Two weak passes will be considered as equivalent
to a FAILURE and therefore a rotation must be repeated for which a satisfactory level of
achievement must be obtained. If a subsequent weak pass is obtained during the
program, the student will be required to withdraw from the program.

Hospital Evaluation
For each rotation the student is required to complete the "Student Evaluation of Hospital
Affiliation" form. The completed form must be handed to the Centre Coordinator of
Clinical Education on the last day of the rotation. As well, students must complete a
self-evaluation form.
Student Portfolio
During the clinical program the students are required to complete the appropriate
clinical experience sheets provided in the student portfolio. This booklet constitutes the
students portfolio and is made available during the Clinical Seminars in the winter term
of the first year of studies. The student is responsible to enter all required information
and reflections during each clinical affiliation. Students Portfolios are to be presented in
small groups to the ACCE at the end of each year. Following completion of the final
rotation in U3 the completed portfolio must be returned to the Academic
Coordinator of Clinical Education, Room D7, Davis House. Failure to do so may
result in a delay of final clinical mark and graduation. Students must make a
photocopy of their portfolio prior to handing it in.

Hospital Handbook
One week before the beginning of a rotation the student must obtain the Hospital
Handbook from the Clinical Practicum Office (D5). The student must read it before the
start of the clinical rotation.
Immunization
Before entering the first clinical placement: All students must obtain the
immunization card from the McGill Student Health Services. This card indicates that the
student has the necessary inoculations for clinical practice. The card must be
presented to the Centres Coordinator of Clinical Education on the first morning of each
clinical practice period.
Failure to complete the required immunizations and tests before the Clinical
affiliation: Student will not be permitted to enter the clinical setting.
Cardiopulmonary Resuscitation
Before entering the first clinical placement: It is compulsory that all students have a
valid up-to-date CPR certificate. This certification must be maintained over the three
years of the program. Without a valid up-to-date CPR certificate Level C, the student
will not be permitted to enter the clinical setting. The student is required to present a
copy of the certification to Croce Filteau, Administrative Coordinator of Clinical
Education, in Davis Room 4, before the last day of January of the UI program.

Dress Code: Each student is responsible to purchase the following for use in the
clinical setting: full length navy blue or black pants; white top either polo style or shirt
with sleeves; plain white or navy sweater may be worn over the shirt. Walking shoes
(no canvas shoes or sandals) and socks are required. An identification tag (purchased
through the Students Society) is compulsory and must be worn on the outside of the
shirt or sweater at all times when in the clinical setting.
Attendance: Students are required to attend all scheduled clinical days. The cumulative
number of hours during the program is 1120 hours and students are not permitted any
absences. In the event of student illness a medical certificate must be provided to the
school and to the supervisor. Individual arrangements are made with respective
supervisors to assure the full complement of fieldwork hours is met.
a language is one of the objects of the course. Students CPI self-evaluation can be
filled out in French or in English.

Consequences of not completing assignments as requested: Incomplete
assignment may result in failing the clinical rotation.

PHTH 235 MOVEMENT SCIENCE AND PRACTICE
Credits: 3
Prerequisites: None
Instructors: Diane. St-Pierre, PhD (Coordinator)

Liliane Asseraf-Pasin, BSc
Amelia Gaglietta, BSc
Guylaine Boutin, BSc
Mark Mattei

Diane St-Pierre, Davis D25, Telephone: (514) 398-5588
Amelia Gaglietta, Davis D41,Telephone: (514) 398-4511
Liliane Asseraf-Pasin, Davis D14, Telephone (514) 398-5594,
Course Objective: The goal of this course is to enable students to design and
implement an appropriate and effective exercise for patients of all ages who have
musculoskeletal impairments.
Course Structure: This course is made up of a combination of 2 (two) hours of

lectures, 3 (three) hours of small groups and 3 (three) hours of Open and Skills labs
over 13 weeks.

By the end of this course the student will
1. describe and apply knowledge of the properties of muscle and connective tissue
to choose a safe and effective exercise aimed at improving proprioception, range
of motion, flexibility, strength, power, endurance, balance and/or function.
2. choose an exercise to improve body structure and function and activity limitation
that is client-centered.
3. discuss the general principles of massage and perform general massage
techniques on simulated patient
4. demonstrate appropriate verbal communication skills with a simulated patient or
caregiver in order to:
- educate the patient or caregiver
- teach the exercise program and/or the use of an assistive device
- encourage the patients independence throughout the treatment plan

5. demonstrate appropriate and safe manual skills and good body mechanics when:
- applying specific techniques to improve range of motion, flexibility, strength,
power, endurance, balance and proprioception
- teaching effective exercises
- assisting the patient in lifts and transfers
- adjusting an assistive device
6. concisely write exercises for presentation in a chart, and for a patient as part of a
home program.
7. search the literature and present orally their findings as to the evidence
underlying a given treatment approach.
Course Content:
Theory and practice of exercise, including how to move effectively and teach an
exercise, will be explored across the life span.
Topics to be covered:
- Exercise specificity
- Assistive devices
- The healing process
- General massage techniques
- Determining short and long term goals
- Range of motion and stretching exercises
- Properties of connective tissue
- Properties of skeletal muscle
- Strength training
- Muscle endurance training
- Power training
- Proprioception and balance
- Aquatic rehabilitation
Course Materials:
Required text: Therapeutic Exercise. Foundations and Techniques. Carolyn Kisner

and Lynn Allen Colby. F.A. Davis, 4th edition.
Recommended text: Therapeutic Exercise Techniques for Intervention. By William D

Brandy and Barbara Sanders. Lippincott Williams and Wilkins, 2001-06-27
Course pack and articles available on the web

3 Quizzes worth 5% 15%
Group assignment 20%
Small written assignment 5%
Spot checks 10%
Final Written Examination 50%
Formative OSCE 0%
Special Requirements for Course Completion and Program Continuation: This

course is a pre-requisite to PHTH-236 (Movement 1 - Musculoskeletal) and to PHTH-
220 (Clinical Affiliation I) offered in the second semester and must be passed prior to
entering the clinical rotation.

Dress Code: Students must dress in shorts and T-shirt, with or without sleeves
depending on the area of the body to be treated.


PHTH 236 MOVEMENT I - MUSCULOSKELETAL
(Treatment Procedures for Disorders of the Musculoskeletal System)
Credits: 4
Prerequisites: None
Section A: Management of Musculoskeletal Disorders:
Instructors: Jean Pierre Dumas, MSc (Coordinator)

Amelia Gaglietta BSc (Co-coordinator)
Rekha Toomey, (Co-coordinator)
Mark Mattei
and Guest Lecturers

Jean Pierre Dumas, Hosmer 307, Telephone: (514) 398-5864
email [email protected]
Amelia Gaglietta, Davis D38, Telephone : (514) 398-4511, email
[email protected]
Rekha Toomey, email [email protected]
Mark Mattei, email [email protected]
Course Objective: The teaching goal is to present a comprehensive approach to the

physical rehabilitation of clients with surgical and non-surgical musculoskeletal
conditions in view of improving their function and quality of life throughout the lifespan.
Course Structure: A combination of lectures, seminars, practicals, clinical formats, site

visits, and open labs will be offered.
A case-based approach is used integrating acquired and new knowledge to plan and
implement physical therapy interventions appropriate at different stages of rehabilitation
for individuals of all ages with musculoskeletal conditions.
Hours:
Management of Musculoskeletal Conditions: 6 (six) hours/week

Open Labs: 2 (two) to 3 (three) hours/week

By the end of this course, the student will:
1. Describe the pathophysiology and the signs and symptoms of a variety of

musculoskeletal conditions and the impact they may have on a clients function.
2. Recognize the basic actions of pharmaceutical agents used in the treatment of
orthopaedic conditions and explain their implications to therapeutic intervention.
3. Identify the affected areas of performance, analyze the clients therapeutic
needs, and solicit the personal expectations of a simulated client.
4. Recommend and prioritize appropriate short and long-term goals that take into
consideration prognostic factors (pathology, age, lifestyle, motivation, etc).
5. Develop and progress an appropriate musculoskeletal physical therapy treatment
plan, from initial assessment to discharge, for a given client that incorporates:
A sound interpretation of the assessment results leading to a differential
diagnosis
Education of client and care-giver
An exercise program
A home program
Identifying the psycho/social issues relevant to the client
A choice of simple modalities
6. Implement a treatment plan by demonstrating:
Specific manual techniques to improve function
The teaching of an exercise that effectively achieves its goal
The ability to safely assist the client in lifts and transfers
Observational skills to ensure effectiveness of the technique
The ability to adjust the assistive device
7. Recognize the components of different types of upper and lower limb prostheses
and orthoses.
8. Describe the basic principles of how prosthesis and orthoses function.
9. Deduce when a referral to other health professionals is indicated.
Course Content: TBA on the first day of class
Course Materials:
Required texts:
Prentice, W.E. and Voight, M.I. (2001). Techniques in Musculoskeletal Rehabilitation,
(1st edition). Published by McGraw-Hill Companies, Inc.
Steinberg, G.G., Akins, C.M. and Baran, D.T. (1999). Orthopaedics in Primary Care,
(3rd edition). Published by Lippincott, Williams and Wilkins.
Primer on the Rheumatic Disease - committee of the American Rheumatism

Association, Section of the Arthritis Foundation.

Readings for Rheumatology lectures will be assigned from the Arthritis Canada web site
address: http://www.arthritis.ca/new.html.
Additional material will be available via course website.
Course Pack.
Recommended texts:
Bella J. May. Amputations and Prosthetics- A Case Study Approach, F.A. Davis Co.
Salter, R.B. (1999). Textbook of Disorders and Injuries of the Musculoskeletal System.
(3rd edition). Baltimore, Maryland, Williams and Wilkins.
Ron Seymour: Prosthetics and Orthotics Lower limb and Spinal, Lippimcott, Williams &
Wilkins 1998 revision- New York University Medical Centre
Reference texts:
Kisner, C, and Colby, L.A. (2002) Therapeutic Exercise (4th edition). Philadelphia, PA,
F.A.Davis Company.
Moore, K.L., and Dalley, A.F. (1999) Clinical Oriented Anatomy (4th edition), New York,
Lippincott, Williams & Wilkins.
Goodman, Boissonnault & Fuller (2003) Pathology: Implications for the Physical
Therapist. (2nd edition), Elsevier.
Section B:
Integrative/Reflective Approach to Management of Musculoskeletal Disorders
Instructors:
Sylvie Beaulieu, MSc (Co-coordinator)
Jean Pierre Dumas, MSc (Co-coordinator)
Amelia Gaglietta, MSc
Cynthia Perlman, MEd
Other lecturers include faculty, guest/sessional lecturers.

Sylvie Beaulieu Hosmer 300c, Telephone: (514) 398-5590, email :
[email protected]
Jean Pierre Dumas, Hosmer H307, Telephone: (514) 398-5864,
email: [email protected]
Amelia Gaglietta Davis D38, Telephone : (514) 398-4511, email :
[email protected]
Cynthia Perlman Hosmer H306, Telephone (514) 398-5593,
email [email protected]

Course Objective: Occupational and physical therapy students will work together to
integrate and apply knowledge acquired in U1 courses, for the management of clients
with musculoskeletal conditions using a client-centered approach.
Course Structure: This course will consist of nine (9) seminars, over three (3) weeks.

At the end of this course, the student will:
1. Demonstrate integration of knowledge acquired in OT U1 or PT U1

2. Demonstrate the use of the client-centered approach in case management.
3. Demonstrate adequate communication skills required for taking a history,
assessing, and treating clients and interacting with colleagues.
4. Describe the similarities and differences between physical and occupational
therapists within the framework of the International Classification of Functioning
model (ICF).
5. Identify the roles of other allied health professionals involved in a clients care.
6. Summarize and prioritize important aspects of a case.
7. Demonstrate professional behaviour in working with lecturers and fellow
classmates.
8. Apply Evidence-Based principles to case studies of people with musculoskeletal
disorders.
Course Content: Through case presentations with guest lecturers, students will apply
team case management principles while respecting a client-centred approach.
Course Materials: TBA to be handed out the first day of class
Student Assignment & Evaluation: TBA to be handed out the first day of class


Dress Code: Required dress for laboratory sessions: shorts and tank tops. Women
can wear halter-type or racer-back tops.

Students who miss more than 10% of laboratory or small group sessions for reasons
which are not valid or approved may be refused permission to write the final exam.


PHTH 241 ASSESSMENT II: MUSCULOSKELETAL
Credits: 2
Prerequisites: None
Instructors: Jean-Pierre Dumas, MSc (Coordinator)

Isabelle Audet
Nino Liverani

Jean-Pierre Dumas, Hosmer 307 Telephone: (514) 398-5864,
Course Objective: The teaching goal of the course is to enable the student to
understand and apply basic principles of objective and subjective evaluation of
musculoskeletal conditions, in clients across the life span.
Course Structure: This course is made up of a combination of lectures, practicals, and

open labs for a total of four and a half (4.5) hours a week over nine (9) weeks.

After completion of the course, the students will be able to:
1. Perform a subjective evaluation and identify the nature, severity and the
impact of a simulated patient's condition.
2. Perform a specific peripheral and vertebral evaluation including
observation, active, passive and resisted movements, special tests and
palpation to identify the structures which require treatment.
3. Analyse data from the evaluation, including relevant pathology to create a
problem list and propose a differential diagnosis of the physical problem.
4 Identify indications for and contra-indications to specific evaluation
procedures.
5. Describe the theory on which evaluation procedures are based
(biomechanics).
6. Describe and take into consideration the psychometric properties of tests
in the selection of evaluation procedures.

Course Content (by week):
1st week Basic concepts in musculoskeletal assessments
2nd week Evaluation of the shoulder complex
3rd week Evaluation of the shoulder and elbow complex
4th week Evaluation of the wrist and hand
5th week Evaluation of the hip and knee
6th week Evaluation of the ankle and foot
7th week Evaluation of the lumbar spine
8th week Evaluation of the lumbar spine
9th week Evaluation of the cervical spine
Course Materials:
Required textbook: TBA in the first week of class

OSCE: TBA in the first week of class
Midterm: TBA in the first week of class
Written Exam: TBA in the first week of class
Video: TBA in the first week of class
Video project description:
The goal of the project is to conduct a complete assessment of a peripheral joint

including the subjective and objective aspects of the evaluation. The results will be
summarized (max: 4 pages) in SOA format (treatment excluded). The assessment will
be videotaped and the final version submitted in VHS format (max. length 35 minutes).
A team of four or five students will contribute to the project.



Dress Code: Appropriate clothes (i.e.: shorts and t shirt) will be required for all labs.


POTH 239 ASSESSMENT IN REHABILITATION I
Credits: 2
Prerequisites: None
Instructors: Adriana Venturini, MSc (Coordinator)

Amelia Gaglietta, BSc (Co-coordinator)
Nino Liverani (Lecturer)
Terry Norcia, (Lecturer)
Rekha Toomey (Lecturer)

Adriana Venturini: [email protected]
Rekha Toomey: [email protected]
Amelia Gaglietta: [email protected], Davis D38 Telephone: (514) 398-4511
Nino Liverani: [email protected]
Terry Norcia: TBA
Course Objective: The focus of this course is to teach physiotherapy students

assessment. A global approach to assessment is introduced to compliment the hands
on impairment level physical assessment, giving students an understanding of the
profession. The plan is to introduce the International Classification of Functioning (ICF),
clinical reasoning, provide context in terms of clinical conditions, and introduce
differential diagnosis skills. Students will be introduced to the vision of primary health
care in Canada, as it represents the first contact with our health system. Primary health
care is the first step in the continuum of care, emphasizing health promotion and illness
prevention, and provides the link to more intense or specialized care provided in
hospitals.
Course Structure:
One (1) hour lecture/week
One and a half (1.5) hours/week of case studies-small group learning.
Two (2) hour lab/week of clinical skills

The student will:
1. demonstrate beginning-level knowledge and skills necessary for the basic physical
assessment of clients seen by physical therapists with emphasis on self-directed
learning and evidence-based practice (EBP).
2. describe the ICF and EBP
3. identify key components of clinical reasoning and clinical assessment

4. demonstrate knowledge by being able to:
Reinforce material learned in Anatomy, ANAT-315
Perform an on-line literature search
Interpret and apply the basic principles of reliability and validity theory to
physical assessment
5. apply the SOAPIE method of charting.
Conduct an initial history-taking interview
Document the information obtained in an initial history-taking interview in
SOAPIE format
Document the information obtained in the objective evaluation in SOAPIE
format
6. demonstrate safe and effective patient handling skills.
7. demonstrate respect of peers, self and faculty.
8. demonstrate the ability to establish rapport with simulated patients.
The student will be able to accurately perform the following assessment skills:
Visual inspection
Goniometry
Manual muscle testing
Palpation of bony and soft tissue landmark
Evaluation of sensory function
Evaluation of hand and finger strength
Evaluation of oedema
Evaluation of posture
Evaluation of gait and its deviations
Moreover, the student will demonstrate:

organization skills by completing the lab preparation activities and working
independently in labs
modification of behaviour following constructive criticism
the ability to identify concepts that are not understood and to formulate
appropriate questions for clarification
team/group building skills
independence in seeking pertinent information on materials covered

Schedule of sessions: to be announced first week of class
Topics addressed in the lectures include:
Introduction to the International Classification of Functioning as it pertains to
assessment in rehabilitation
Introduction to clinical reasoning: types of thinking used in clinical practice, models
of clinical reasoning and concept of differential diagnosis.
Introduction to evidence-based practice and basic skills in critical appraisal of
clinical literature.

Clinical assessment, rehabilitation assessment in the context of primary health
care
Principles and concepts of musculoskeletal assessment
Documenting functional outcomes
Measuring functional outcomes, types of measures
Introduction to goal setting
Topics addressed in small group sessions include:

Case histories with discussion focusing on history taking, goniometry, muscle strength
testing, sensation testing, pain assessment, gait assessment, posture and balance
assessment, clinical reasoning, goal-setting.
Topics addressed in the clinical skills labs:

Hands on skills for goniometry, muscle strength testing, sensation testing, palpation,
pain assessment, assessment of oedema, gait assessment, posture and balance
assessment using the previously presented cases.
Course Materials:
Required texts:
Clarkson, H.M. (2000) Musculoskeletal Assessment. Joint Range of Motion and
Manual Muscle Strength. (2nd edition). Lippincott Williams & Wilkins.
Goodman, Boissonnault & Fuller (2003) Pathology, 2nd Edition: Implications for the
Physical Therapist. Elsevier.
Magee, D.J. (2002). Orthopedic Physical Assessment. (4th edition). Philadelphia: W.B.
Saunders.
Coursepack: Assessement in Rehabilitation I (POTH239)
Clinical Tools Kit: goniometers: 360o 30cm, 180o 15cm, finger goniometer, and tape
measure. To be purchased in class during the first week, price to be announced.
Recommended text:
Finch E., Brooks D., Stratford PW. Mayo NE. Physical Rehabilitation Outcome
Measures A guide to enhanced clinical decision-making (2nd edition) 2002 Canadian
Physiotherapy Association BC Decker Inc
Student Assignment and Evaluation: TBA the first week of class

Students will be advised to practice the clinical skills throughout second term because
they will be evaluated on those skills in March for their OSCE. The final practical exam
(i.e. the OSCE in March) must be passed with a C+ or better in order to pass the course
and in order to be admitted to the first clinical placement, PT Clinical Affiliation I - PHTH
220.

Dress Code: Required dress for laboratory sessions: Shorts and tank tops. Women
can wear halter-type or racer-back tops.
Attendance: Students who miss more than 10% of laboratory or small group sessions
for reasons which are not valid or approved may be refused permission to write the final
exam


IV. B.SC. PHYSICAL THERAPY U2
TABLE OF CONTENTS
IV. B.SC. PHYSICAL THERAPY U2 CURRICULUM .......................................................119
POTH 455 NEUROPHYSIOLOGY...................................................................................................123

PHTH 320 CLINICAL AFFILIATION II .............................................................................................126
PHTH 321 CLINICAL AFFILIATION III ............................................................................................126
PHTH 328 BIOPHYSICAL AGENTS ..............................................................................................131
PHTH 336 MOVEMENT II: CARDIORESPIRATORY ...................................................................135
PHTH 337 MOVEMENT III: NEUROMUSCULAR .........................................................................138
PHTH 338 MOVEMENT IV: NEUROLOGICAL ..............................................................................142
PHTH 340 EXERCISE PHYSIOLOGY ............................................................................................147

IV. B.Sc. PHYSICAL THERAPY U2 CURRICULUM

Curriculum Plan B.Sc. Physical Therapy 2004-2005
POTH 455 NEUROPHYSIOLOGY
PHYSICAL THERAPY
PHTH 320 CLINICAL AFFILIATION II

PHTH 321 CLINICAL AFFILIATION III
PHTH 328 BIOPHYSICAL AGENTS
PHTH 336 MOVEMENT II: CARDIORESPIRATORY
PHTH 337 MOVEMENT III: NEUROMUSCULAR
PHTH 338 MOVEMENT IV: NEUROLOGICAL
PHTH 340 EXERCISE PHYSIOLOGY

FALL TERM: Registration Period Apr. 1 to Aug. 2, 2004

Course Change (drop/add period) Apr. 1 to Sept. 12, 2004
Last Day of Lectures Dec. 3, 2004
Examination Period Dec. 6 to 21, 2004
WINTER TERM: Lectures Begin Jan. 4, 2005

Course Change (drop/add period) Apr. 1, 2004 to Jan. 16, 2005
Midterm Break - three days Feb. 21 to 25, 2005
Easter March 25 to 28, 2005
Last Day of Lectures April 13, 2005
Examination Period April 14 to 29, 2005
SUMMER TERM: CLINICAL AFFILIATION II and III
U2 Two (2) six (6) Week Rotations taken during the following
periods:
May 2 to Jun. 10, 2005
(Holiday: Victoria Day - May 23, 2005)
Jun. 13 to Jul. 22, 2005
(Holidays: Fte Nationale - Jun. 24, 2005
Canada Day Jul. 1, 2005)
Jul. 25 to Sept. 2, 2005
4 x 1 hour seminars- Two (2) in October and two (2) in March or April
Total of 6 hours

FALL TERM WINTER TERM SUMMER TERM

Academic Term (13 wks) + Exams (2 wks) = Total 15 Wks Academic Term (13 wks) + Exams (2 wks) = Total 15 Wks Clinical Affiliation II (6wks) + Clinical Affiliation III (6 wks) = Total 12 Wks
Academic Term Exams Academic Term Exams Clinical Clinical Clinical

Affiliations Affiliations Affiliations
Sept 1 to Dec 3 Dec 6 to 21 Jan 4 to Apr 13 Apr 14 to 29 May 2 to June 13 to July 25 to
Jun 10 Jul 22 Sept 2
ANAT-321 PHTH-328
CIRCUITRY OF THE HUMAN BRAIN BIOPHYSICAL AGENTS
3cr 2cr PHTH-320 PHTH-320 PHTH-321
Clinical Clinical Clinical
POTH-455 PHTH-336 Affiliation II Affiliation II Affiliation III
NEUROPHYSIOLOGY MOVEMENT II:
3cr CARDIORESPIRATORY 6cr 6cr
3cr 6cr
PHTH-337 MOVEMENT III: PHTH-338
or
NEUROMUSCULAR MOVEMENT IV: NEUROLOGICAL or
4cr
3cr
ARTS & SCIENCE COMPLEMENTARY PHTH-340 PHTH-321
COURSE EXERCISE PHYSIOLOGY Clinical
3cr 3cr Affiliation III
ARTS & SCIENCE COMPLEMENTARY ARTS & SCIENCE 6cr
COURSE COMPLEMENTARY COURSE
3cr 3cr or

PHGY = Physiology

Fall Term Winter Term Clinical Affiliations

Sept. 1 to Dec 3, 2004 Jan. 4 to Apr. 13, 2005 May 2 to Sept. 2, 2005
Exam Period Exam Period

Dec. 6 to 21, 2004 Apr. 14 to 29, 2005

Combined Courses
ANAT-321 Circuitry of the Human Brain 3
POTH-455 Neurophysiology 3
PT Courses Only
PHTH-328 Biophysical Agents 2
PHTH-336 Movement II: Cardiorespiratory 3
PHTH-337 Movement III: Neuromuscular 3
PHTH-338 Movement IV: Neurological 4
PHTH-340 Exercise Physiology 3
Faculties of Arts of Science Arts & Science Complementary Course 3
PT Courses Only
PHTH-320 Clinical Affiliation II 6
PHTH-321 Clinical Affiliation III 6
SUMMER TERM TOTAL CREDITS 12

Combined Courses
ANAT-321 Circuitry of the Human Brain 3
POTH-455 Neurophysiology 3
OT Courses Only
OCC1-335 OT Practice II: Neurological Conditions - Part I 2
OCC1-336 OT Practice II: Neurological Conditions - Part II 4
OCC1-337 OT Practice III: Psychiatry 3
OCC1-338 OT Practice IV: Mental Health 3
OCC1-339 Strategies for Independent Living 2
OCC1-340 Assessment of Performance II 2
OCC1-341 Assessment of Performance III 3
OT Courses Only
OCC1-320 Clinical Affiliation II 6
OCC1-321 Clinical Affiliation III 6
SUMMER TERMS TOTAL CREDITS 12

POTH 455 NEUROPHYSIOLOGY
Credits: 3
Prerequisites: PHGY201 Human Physiology: Control Systems 3 credits

and
PHGY202 human physiology: body functions 3 credits
Instructors: Robert Dykes, PhD (Coordinator)

Genevieve Ct-Leblanc, OT MSc (Co-coordinator)
Adriana Venturini, PT MSc (Co-coordinator)
Robert Dykes, Office Hours: Hosmer 308, TBA, Telephone: (514) 398-5586
Email:[email protected]
Genevieve Ct-Leblanc:Hosmer 303c, Office Hours: TBA

Telephone: (514) 514-398-1021, email: [email protected]
Adriana Venturini:Office Hours: Tuesday and Thursday afternoon, Telephone: TBA,

Course Objective: To provide the student with neurophysiological principles, concepts

and mechanisms that explains normal and pathological functioning of the individual.
The student will understand the function of the major brain structures and learn signs
and symptoms of a variety of neurological diseases.
Course Structure:
Two (2) sessions per week totalling four (4) hours
For each of the topics, the first session will consist of a lecture; while the second
session will be divided between a question and answer period and small group work.

Upon completion of this course the students will be able to:
1. Describe neurophysiological concepts, principles and mechanisms underlying
normal functioning and explain their relationships to normal and pathological
functioning of the individual
2. Identify key components of the etiology, the epidemiology and the clinical
characteristics of common neurological conditions associated with malfunctioning
of the brain structures and appreciate factors leading to a differential diagnosis.
3. Identify the key components of the medical treatment and surgical interventions
associated with common neurological conditions and understand the impact of
such treatment on the functional outcome of clients.

4. Organize the available information about the neurological conditions presented
and select information that is potentially important in regard to their needs as
future rehabilitation specialists.
5. Recognize the main impairments associated with common neurological
conditions and appreciate how rehabilitation intervention can address the
resulting disabilities.
Course Content (by week): exact medical conditions and order of the topics are subject to
changes.
Date Topics
Sept. 1st Introductory class
Review of neurological exam & of the main diagnostic neurological
tests
Sept. 8 & 13th Overview of neuroembryology and CSF production and flow
Conditions: Hydrocephalus & Myelomeningocele
Sept. 15th & 20 Blood supply, and Blood-Brain Barrier
Conditions: Cerebral Palsy, Encephalopathies & Meningitis.
Sept. 22nd & 27th Functional localization in the brain & Cranial Nerves
Conditions: CVA, Brain tumors & Traumatic brain injury
Sept.29th & Oct. Spinal cord and the long pathways of the brain+ Sept. 29th Quiz
4th (30 minutes 10 questions)
Conditions: Spinal cord injury & tumors of the spinal cord
Oct. 6th Feedback on the Quiz to entire class & Optional tutorial
How to get the most out of your study time using self-learning
modules and other learning methods
Oct. 13th & 18th Motor pathways and nuclear functions
Conditions: Parkinsonism, cerebellar disorders (tremor, ataxia, mov.
accuracy), & vestibular disorders
Oct. 20th & 25th The sensory systems & Cranial Nerves
Conditions: Sensory deficits (blindness, deafferentations, deafness)
Oct. 27th & Nov. 1st The pain pathways and theories of pain mechanisms
Conditions: Neurogenic pain & thalamic pain, pain treatments
Nov. 3rd & 8th Synaptic functions and nerve conduction
Conditions: Genetic and immune disorders, Muscular dystrophy,
Peripheral neuropathies, Guillain Barr Syndrome, ALS, Multiple
Sclerosis, Polio
Nov. 10th & 15th Learning, Memory and Brain Plasticity
Conditions: Austism, Dyslexia, Attention deficit/ hyperactivity disorder
Nov. 17th & 22 The aging brain and loss of neural functions
Conditions: Alzheimers Disease, Diffuse encephalopathies, various
dementias
Dec. 1st Review session
Exam Week FINAL EXAM
Course Materials:

Required text: TBA during the first week of class
Course pack
Student Assignment and Evaluation: TBA during the first week of class



course of the semester. It is each students responsibility to have appropriate attire
during all class assignments and learning activities.
Attendance: The course instructors reserve the right to require attendance in classes
where student participation is expected, such as student presentations, case studies
review or discussion questions, if it is felt that the lack of attendance is detrimental to
the learning of the attending students.


PHTH 320 CLINICAL AFFILIATION II
PHTH 321 CLINICAL AFFILIATION III
Credits: 6 PHTH 320

6 PHTH 321
attend the Clinical Affiliation Seminars before undertaking the PHTH 320 and 321
(Clinical Affiliation II and III)
Clinical affiliation seminars: Prior to the second and third affiliations, in the Winter
Term, U2 students will participate in a series of seminars, which will cover topics
such as: Clinical Performance Instrument, International Placement
Opportunities, Out-of-Province Placement Guidelines, Review: Journal Writing
and Portfolio, Learning Contracts and Objectives. Traditional Clinical Affiliations
and role emerging placements (Non-Traditional Clinical Affiliations) will also be
discussed. These seminars are mandatory.
Instructors: Liliane Asseraf-Pasin, BSc (Academic Coordinator of Clinical

Education)
Education)

Liliane Asseraf-Pasin: Davis D7, Telephone: (514) 398-5594,
Amelia Gaglietta, Davis D38, Telephone::(514) 398-4511
Course Objective: The second and third clinical affiliations provide skills in assessment
and treatment management in two core areas of the physiotherapy practice, such as
neurology and cardio-respiratory. Students will develop their competence in critical
thinking and clinical decision-making with respect to a variety of population, which may
include paediatrics, adults and /or geriatrics.

Course Structure: The Physical Therapy Program is made up of 105 credits of
academic and clinical courses given over three years in seven semesters. The five
Clinical Affiliation courses make up over 1000 hours of clinical practice and have a
course value of 18 credits. Fieldwork placement will be arranged with McGill teaching
hospitals, McGill affiliated hospitals and centres. Every effort will be made to place
students in the Montreal region. At times students may request fieldwork outside of the
Montreal region. When students are placed in out-of-town facilities, travel and
accommodation are the students responsibility. Clinical affiliations start in winter term of
Year one, incorporate a summer semester of 12 weeks between Years two and three,
and finish with a fall and winter block in Year three.
PHTH 320 and PHTH 321 are the second and third Clinical Affiliation courses and are
given in the U2 summer term. The clinical practice context includes acute care, home
care, schools, specialized hospitals and rehabilitation centers. Students must complete
two 6-weeks placements within the three clinical periods during the U2 Summer
session. The U2 Clinical affiliation dates for 2005 are:
PHTH 320 Summer Term 2005 - 6 weeks - 6 credits

May 2nd to June 10th, 2005
PHTH 321 Summer Term 2005 - 6 weeks - 6 credits

June 13th to July 22nd, 2006
July 25th to Sept 2nd, 2006)

By the end of the Clinical affiliation II and III, the student will:
1. Integrate and apply theoretical knowledge of the basic and clinical sciences for
neurological and cardio-respiratory conditions
2. Demonstrate the use of evidence-based-practice to supplement and reinforce the
material covered in the academic curriculum
3. Develop observational, analytical and interpretive abilities for effective evaluation
of the patient and planning of treatment goals
4. Perform effective evaluation procedures
5. Design appropriate treatment programs and modify them according to the
changing status and safety of the patient
6. Develop student's ability to execute effective therapeutic procedures
7. Develop student's organizational ability so as to make optimal use of time
8. Develop qualities necessary for effective interpersonal relationships (with
patients, other health care professionals and non-professional staff)
9. Develop verbal and written skills
10. Develop professional behaviour in accordance with the existing code of ethics of
the O.P.P.Q.
11. Define and strive for achievable outcomes
12. Generate physiotherapy differential diagnosis and predict prognosis

according to the student learning objectives of each clinical course. A learning contract
is completed by the supervising therapist and the student, during the first week of the
clinical affiliation.
Course Materials: Prior to the Clinical Affiliation II and III, the Hospital Handbooks will
be provided to students. Students will continue to use the Student Clinical Experience
Booklet and the Clinical Education Guidelines, provided to them in first year. Other
Reference Materials will be provided by the clinical instructor, as required in the
particular rotation.

Assignments
Clinical Affiliation I. Topics and cases will be determined with the supervisor(s).
Evaluation
An evaluation of performance is given for each rotation by the supervising therapist(s)
who use(s) the clinical assessment form Clinical Performance Instrument, included in
the Clinical Education Guidelines. The student will receive a mid-term and a final
evaluation.
If a student does not achieve a satisfactory standing on a particular rotation, IT MUST

BE REPEATED AND A SATISFACTORY LEVEL OF ACHIEVEMENT MUST BE
this, however, is not always possible, students required to complete an additional
clinical rotation should be prepared to have their convocation in the fall of the final year.
Please note that only one rotation may be repeated if failed. A failure of any
subsequent Clinical Affiliation course will require the student to withdraw from the
program. Satisfactory standing in all required professional courses and clinical
placements each year are mandatory to be able to continue in the Physical Therapy
program. Students must pass all the required professional courses before undertaking
the designated clinical course for their level of training. If a clinical placement has to be
deferred which would lead to it being completed out of the specified program sequence
of professional-clinical-professional courses, the student may not be given permission to
take the subsequent professional courses until that clinical placement has been
successfully completed. This would lead to delayed graduation.

graded PASS/WEAK PASS/ FAIL. Two weak passes will be considered as equivalent
to a FAILURE and therefore a rotation must be repeated for which a satisfactory level of

Hospital Evaluation
Clinical Education on the last day of the rotation. As well, students must complete a
self-evaluation form.
Student Portfolio
During the clinical program the students are required to complete the appropriate
clinical experience sheets provided in the Student Clinical Experience Booklet. This
booklet constitutes the students portfolio and is made available during the Clinical
Seminars in the winter term of the first year of studies. The student is responsible to
enter all required information and reflections during each clinical affiliation. Students
Portfolios are to be presented in small groups to the ACCE at the end of each year.
Following completion of the final rotation in U3 the completed portfolio must be
returned to the Academic Coordinator of Clinical Education, Room D7, Davis
House. Failure to do so may result in a delay of final clinical mark and
graduation. Students must make a photocopy of their portfolio prior to handing it in.
Hospital Handbook
Immunization
Before entering the first clinical placement: All students must obtain the immunization
card from the McGill Student Health Services. This card indicates that the student has
the necessary inoculations for clinical practice. The card must be presented to the
Centres Coordinator of Clinical Education on the first morning of each clinical practice
period. Failure to complete the required immunizations and tests before the
Clinical affiliation: Student will not be permitted to enter the clinical setting.

Cardiopulmonary Resuscitation (CPR)
It is compulsory that all students have a valid up-to-date CPR certificate before entering
the first clinical placement. This certification must be maintained over the three years of
the program. Without a valid up-to-date CPR certificate Level C, the student will not be
permitted to enter the clinical setting. The student is required to present a copy of the
certification to Croce Filteau, Administrative Coordinator of Clinical Education, in Davis
Room 4, before January 31st of the UI program.

Dress Code: Each student is responsible to purchase the following for use in the
clinical setting: full length navy blue or black pants; white top either polo style or shirt
with sleeves; plain white or navy sweater may be worn over the shirt. Walking shoes
(no canvas shoes or sandals) and socks are required. An identification tag (purchased
through the Students Society) is compulsory and must be worn on the outside of the
shirt or sweater at all times when in the clinical setting.
a language is one of the objects of the course. Students CPI self-evaluation can be
filled out in French or in English.

assignments may result in failing the rotation.

PHTH 328 BIOPHYSICAL AGENTS
Credits: 2
Prerequisites: Successful completion of all U1 courses including Clinical Affiliation

requirements.
Instructor: Monica Kosiuk (Coordinator)

Course Objective: This course will be given in interactive lecture, practical and
workshop formats over 13 weeks of Winter Term starting the week of January 4, 2005.
Relating case studies to evidence-based selections of modalities and treatment will be
emphasized.
Course Structure: This course is designed to introduce the student to the latest
technology available in the use of Biophysical Agents for orthopaedic conditions. The
physiological effects of these modalities on the healing process, pain, swelling, loss of
mobility, and loss of strength will be discussed in relation to cases.
I. Thermal Modalities
Based on best available evidence, the student shall be able to:
1. Identify contraindications to treatment with thermal and electrical modalities and

take precautions when applying them.
2. Discuss the physiological effects of thermal modalities including hydrotherapy,
hot packs, ice packs, ice massage, and contrast baths.
3. Compare the therapeutic benefits of applying cold versus heat-generating
modalities.
4. Demonstrate competence in applying the thermal modalities available to real or
simulated models.
5. Choose appropriate thermal modalities as an adjunct to treatment of common
musculoskeletal conditions.
6. Choose appropriate thermal modalities as an adjunct to treatment of neurological
conditions.
7. Discuss safety standards with respect to the use of thermal modalities.

II. Ultrasound
1. Discuss the thermal and non-thermal effects of ultrasound.

2. Discuss the physiological effects of modifying insonation parameters of treatment
including frequency, intensity, insonation intervals, and duration of each
application.
3. Demonstrate competence in applying ultrasound to real or simulated models.
4. Select appropriate insonation parameters for treatment of common
musculoskeletal conditions.
5. Recognize contraindications and take appropriate precautions to treatment with
ultrasound in various patient populations.
III. Laser Therapy
1. Discuss the physiological effects and indications of low power medical lasers.
2. Demonstrate the technical details of application of laser therapy to real or
simulated models.
3. Recognize contraindications and take appropriate precautions to treatment with
laser therapy in various patient populations.
IV. Electrical Stimulation
1. Integrate past knowledge and skills with new knowledge and electro-therapeutic
techniques so as to effectively evaluate, plan, and treat patients with whatever
resources are available.
2. Discuss safety standards with respect to the use of electrical equipment.
3. Describe the theories underlying the application of electric currents for
therapeutic purposes.
4. Compare sensory and motor nerve responses to electrical stimulation.
5. Describe the current wave forms, temporal characteristics and the physiological
effects of various low and medium frequency electric currents (TENS, FES,
diadynamic and interferential currents).
6. Choose appropriate electrical stimulation parameters (TENS) that could modify
the perception of acute and chronic pain.
7. Prescribe the appropriate currents available on electrotherapeutic units as a form
of treatment in more common musculoskeletal conditions.
8. Apply TENS, functional electrical stimulation (FES), diadynamic and interferential
currents to real or simulated models with a variety of real or simulated functional
disorders.

9. Compare the physiological effects of an electrically induced muscle contraction
with a voluntary muscle contraction based on evidence in the literature.
10. Compare the physiological effects of electrical stimulation of innervated versus
denervated muscle based on evidence in the literature.
Course Content:
The sequence of lectures, workshops and practicals (subject to availability of
equipment) is as follows:
Role of Biophysical Agents in Orthopaedics and Neurology

Cryotherapy and the Physiological effects of cold
Electroshock
Therapeutic heat: - Superficial/Deep
- Physiological effects of Heat
Ultrasound
- Physiological effects and indications for use
- Dosage parameters and modifications
Laser Therapy
Theory of Electrical Stimulation
- Inflammation and Healing of soft tissue using low frequency currents
Sensory stimulation
- TENS
Motor stimulation
- Stimulation of Innervated and Denervated Muscle
- Functional Electrical Stimulation (FES)
Diadynamic/Interferential Current Therapy
Biofeedback, clinical applications
Modality combinations, case studies
Course Materials:
Required text:
Cameron, M. (1999). Physical Agents in Rehabilitation. W.B. Saunders Company.

Midterm Examination - practical 15%
Final Examination - Written 45%
Final Practical Examination 40%


Dress Code: Shorts and T-shirts for all laboratory classes.


PHTH 336 MOVEMENT II: CARDIORESPIRATORY
Credits: 3
Prerequisites: Courses in anatomy, basic physiology and clinical skills, and some
exposure to an acute-care hospital environment.
Instructors: Uriel Pierre (Coordinator)

Judith Soicher (Co-Coordinator)
Nancy Alarie (Sessional Lecturers)
Michelle Bourgeois (Sessional Lecturers)
Myra Iracleous (Sessional Lecturers)
Rebecca Punjabi (Sessional Lecturers)
Maria Stathatos (Sessional Lecturers)

Contact information for sessional lecturers to be provided during course.
Course Objective: The overall goal of this course is to apply principles of anatomy and
physiology, combined with clinical skills, to the physiotherapy management of medical
and surgical cardiorespiratory conditions. Students will acquire the theoretical
knowledge and practical techniques necessary to treat acute and chronic conditions
encountered throughout the life span.
Course Structure: The course consists of lectures/seminars and practical sessions.

Patient sessions and hospital visits are integrated into the course as appropriate. The
course consists of one 2 (two) hour lecture and one 2 (two) hour lab per week for 12
weeks and 1 (one) revision session.

By the end of the course, the student will be able to:
1. evaluate a patients cardiopulmonary status by integrating findings from the

physiotherapy assessment, standardized outcome measures, and diagnostic tests;
2. plan and implement a physiotherapy treatment program based on the above
findings, and be aware of relevant contraindications to treatment;
3. perform physiotherapy treatment techniques used in cardiopulmonary care, and be
able to justify their use based on knowledge of evidence-based practice;
4. use clinical reasoning skills to modify a treatment program based on the patients
response and/or change in clinical status;
5. judge when to notify another team member in the event of an acute deterioration in
patient status;

6. judge when referral to other health care professionals is necessary for
comprehensive multidisciplinary patient care and discharge planning;
7. apply skills in literature searching, information retrieval, and critical appraisal to (i)
update knowledge of clinical conditions/procedures and (ii) evaluate the
effectiveness of physiotherapy treatment techniques;
8. describe the continuum of care for cardiorespiratory patients, from the acute care
setting through to community-based rehabilitation.

Week Lecture Practical Session
1 Anatomy and physiology of the Respiratory assessment
respiratory system
2 Acute respiratory conditions Assessment of acute respiratory conditions
Medications Treatment techniques
Investigative techniques
3 Pulmonary Rehabilitation Exercise Prescription
4 Peri-operative physiotherapy Pre/post op assessment and treatment
Dyspnea Deep breathing and coughing
Outcome measures (I) Oxygen therapy and oximetry
5 Review of cardiac anatomy and Cardiovascular and physical activity
physiology assessment
Medical cardiac conditions Cardiac arrhythmias and EKG interpretation
6 Study Break Study Break
7 Surgical cardiac conditions Physiotherapy post cardiac surgery
Medications Mobilization, transfers, positioning
8 Cardiac rehabilitation Exercise testing and prescription
9 Multisystem conditions Suctioning
Critical care
10 Pediatrics Pediatric respiratory assessment
Chest x-rays
11 Hospital visit - inpatient
12 Pulmonary edema Hospital visits - inpatient
13 Practical Lab Revision Session
Course Materials:
Required texts:
Smith M, Ball V. 1998. Cardiovascular / Respiratory Physiotherapy.
Philadelphia/London: Mosby, 1998.
Frownfelter D, Dean E (eds). Principles and practice of cardiopulmonary physical

therapy. St. Louis: Mosby, 1996.
Additional readings to be provided by sessional lecturers during course.

Web access for WebCT, in order to facilitate communication and resource sharing
between instructors and students.
Equipment Required:
A stethoscope and a watch with a second hand. Stethoscopes are required for the first
lab and can be purchased at the McGill Bookstore.

Midterm written exam: 30%
Final written exam: 40%
Final practical exam: 30%


Dress Code: A t shirt or tank top is required for all practical sessions.
Attendance: Students who have missed more than 10% of laboratory or practical
Consequences of not completing assignments as requested: Will lose 5 marks per

day unless a prior agreement with the professor is reached.

PHTH 337 MOVEMENT III: NEUROMUSCULAR
Credits: 3
Prerequisites: Successful completion of all U2 courses including Clinical

Affiliation requirements
Instructors: Jean-Pierre Dumas, MSc (Coordinator)

Julie Gardner
Karine Rivest
Isabelle Audet
Access to the Instructors :

Jean-Pierre Dumas, telephone: (514) 398-5864, email: [email protected]
Course Objective: The teaching goal of the course is to enable the student to
understand and apply, advanced principles in the evaluation and treatment of spinal
conditions in clients across the life span.
Course Structure: This course is made up of a combination of lectures, group

discussion and practical labs for five and a half (5.5) hours a week over 13 weeks.
Students Learning Outcomes:

After completion of the course, the student will:
1. Demonstrate advanced strategies in the evaluation and treatment of spinal

disorders based on available evidence.
2. Apply knowledge of anatomy, physiology and pathology supporting a holistic and
integrated approach to the physical therapy management of spinal disorders.
3. Select and administer appropriate evaluative tests and measures for different types
of spinal disorders.
4. Describe the importance of psychosocial factors in the development of disability
associated with chronic spinal disorders.
5. Demonstrate clinical reasoning strategies in the analysis of vertebral disorders
case histories.
6. Use best available evidence to plan and administer physiotherapeutic treatments
for person with spinal disorders
Incorporate health promotion and lifestyle education to encourage return to work
and adoption of healthy lifestyle.

Course Content:
Week 1
Sept. 1st Sept. 8th
Overview of the course Introduction to clinical reasoning
Lumbar spine case analysis
Week 2
Sept 13th Sept 15th
McKenzie approach Lab: Lumbar spine evaluation
Lecturer: Danile Poulain
Week 3
Sept 20th Sept 22nd
Student presentation on spinal pathology Lab: Small group discussion
Week 4
Sept 27th Sept 29th
Management of acute Lab: Management of acute
and subacute low back pain and subacute low back pain
Clinical guidelines
Traction
Use of outcome measures
Lumbar stability
Week 5
Oct 4th Oct 6th
Psychosocial predictors of chronicity Lab: Waddell signs
Psychological impact of chronic pain Management of chronic LBP
Lecturer (9h00-10h30): Dr Aurelio Sita Sacro-iliac joint
Week 6
Oct 11th Oct 13th
Lab: Management of chronic LBP
Holiday Sacro-iliac joint
Week 7
Oct 18th Oct 20th
Cervical spine Lab: Cervical spine
Whiplash Vertebral artery testing
Dizziness, Headache
Week 8
Oct 25th Oct 27th
Student presentation on spinal pathology Lab: Small group discussion

Week 9
Nov. 1st Nov 3rd
Management of cervical spine disorders Lab: idem lecture
Acute to chronic
Week 10
Nov 8th Nov 10th
Student presentation on thoracic pathology Lab: Thoracic spine
Surface Anatomy
Week 11
Nov. 15th Nov 17th
Management of thoracic disorders Lab: Small group discussion
Management of thoracic disorders
Week 12
Nov. 22nd Nov 24th
Surgical and post surgical Lab: Progression of treatment
management of the spine
Week 13
Nov 29th Dec 1st
Review Open lab
Course Materials:
Required text:
Magee D.J. Orthopedic Physical Assessment, 4th edition W.B. Saunders Company,
2002.
Course pack (available from Eastman)

Participation 10%
Spot check performance, preparation to small group discussion, WebCT self test,
behaviour in class and adherence to dress code will count toward the participation
mark.
Project 15%
The goal of the project is to conduct a complete assessment of a client with lumbar or
cervical pain. The written report (maximum 5 pages) will include the subjective,
objective, the analysis (using the clinical reasoning model) and the treatment plan. The
results will be summarized in SOAP format. The assessment will be videotaped and the
final version submitted in VHS format (or on CD-ROM) (maximum length 40 minutes).
A team of four or five students will contribute to the project. It is mandatory that you
have your project approved before you start your work.

Oral presentation 15%
The oral presentation is a team project on spinal pathology with four or five students per
team. The content of your presentation should include differential diagnosis and an
overview of the medical treatment of the condition. The length of presentation will be 15
minutes per team and a question period from the students and the instructor will follow.
Your most important references should be mentioned in your oral presentation. It is
suggested to use Power Point (to facilitate posting on WebCT). It is mandatory that you
meet with the instructor to discuss your project before your presentation.
Practical exam 25%
Modified OSCE
Written exam 35%
The written exam material will include all the material covered in class this year,
material from Assessment 2 (U1) on the spine and the most important aspects of
students oral presentations.

A minimum grade of 60 % or C+ is necessary to pass the course.



PHTH 338 MOVEMENT IV: NEUROLOGICAL
Credits: 4
Prerequisites: All students registered in this course must have completed and
passed the following courses or their equivalents:
- ANAT-321 Circuitry of the Human Brain
- POTH-455 Neurophysiology
Instructors: Joyce Fung, PhD (Coordinator)

Adriana Venturini, MSc (Lab Coordinator)
Lauredanna Campo (Sessional Lecturer)
Michel Danakas (Sessional Lecturer)
Elizabeth Dannenbaum (Sessional Lecturer)
Anna Falco (Sessional Lecturer)
Rosalba Guerrera (Sessional Lecturer)
Eileen Kennedy (Sessional Lecturer)
Annette Kruse (sessional Lecturer)
Paula Demerson (Teaching Assistant)
Lois Finch (Teaching Assistant)
Debra Gelber (Teaching Assistant)
Access to the Instructors: Professors Fung and Venturini are available to meet with
students on Mondays or Wednesdays in Hosmer, H303.
Telephone: (514) 398-5734, or email through WebCT.
Course Objective: The overall teaching goal of this course is to provide students with
an understanding of the principles and practice of assessment and treatment in the
rehabilitation of neurological disorders across the life span.
Course Structure: Six (6) hours of lectures, workshops, and practical laboratories will
be conducted on a weekly basis (Mondays and Wednesdays) for a total of 14 weeks.
Three (3) hours on every Friday will be reserved for case-based learning at
rehabilitation sites and review of practical skills for course review and group practice to
prepare for the final Objective Standardized Clinical Exam (OSCE). Emphasis will be
placed on self-directed learning and evidence-based practice (EBP). Four (4) quizzes
and four (4) mini quizzes are scheduled throughout the course. The last week is
reserved. Students are expected to perform an extensive search and critical review of
the clinical and scientific literature, and give an oral presentation of their findings, as
part of the evaluation process (see below). Didactic lectures are designed for students
to acquire basic knowledge and information. Workshops emphasize group participation,
interaction and problem-based learning. Practical laboratories emphasize practice of
assessment and treatment skills, usually in small groups of two (2) or four (4). Lectures
and workshops are given by the course coordinator and guest lecturers who are experts
in the field. Practical labs are conducted by the clinical and teaching assistants (TAs).
A variety of clinical rehabilitation settings (acute and intensive) have been selected for

live case demonstrations. The cases are presented by experienced therapists who are
specialists in the field.
Dates: January 5 - April 13, 2005.

Time: Mondays, Wednesdays and Fridays, 9:00 a.m. - 12:00 p.m.
Place: Coach House Gymnasium and selected rehabilitation sites
Student Learning Objectives: Part I - Pelvic Floor Physiotherapy:
The student will be able to:
1. Describe the basic anatomy of the pelvic floor and related structures.
2. Describe the basic physiology of the urinary system and lower digestive tract.
3. Discuss pelvic floor dysfunction in relation to urinary, ano-rectal and sexual
disorders.
4. Demonstrate knowledge in the physiotherapy approach to pelvic floor dysfunction
(s/a evaluation, treatment and outcome measures).
Explanation, demonstration and discussions pertaining to treatment will allow the

student to recognize the functional application of pre-learned modalities such as
education, exercise, manual techniques, electrical stimulation and biofeedback.
Part II - Pediatrics and Geriatrics:

1. Demonstrate an understanding for the pathophysiology and clinical manifestations

of the conditions discussed in the class.
2. Demonstrate an understanding for the way in which the pathophysiology of the
condition affects the sensory-motor function of the child or older adult.
3. Develop the knowledge and skills to use appropriate assessment tools and
outcome measures in the evaluation process.
4. Formulate a plan and implement effective treatment strategies based on the
clinical manifestations of the condition and the needs of the individual and the
family.
5. Be able to adapt intervention strategies during the transitions from childhood to
adolescence and adolescence to adulthood.

Part III Developing Cultural Competence:
1. Demonstrate an understanding of cultural differences and formulate treatment

goals appropriately.
2. Demonstrate an understanding of the effect of ones own value system on
professional practice.
Course Content:
Week 1 (Jan 5&7)
- Principles and practice of motor learning
- Theoretical frameworks in the practice of neurorehabilitation
Week 2 (Jan 10&14)
- Principles of assessment of pediatric conditions
- Control of posture and balance
- Basic skills in the assessment and retraining of posture and movement (I)
Week 3 (Jan 17&21)
- Assessment and treatment of balance disorders
- Control of mobility functions
- Basic skills in the assessment and retraining of posture and movement (II)
Week 4 (Jan 24&28)
- Assessment and treatment of mobility disorders
- Principles of treatment of pediatric conditions
- Basic skills in the assessment and retraining of posture and movement (III)
Week 5 (Jan 31&Feb 4)
- Assessment and treatment of pediatric conditions
- Stroke rehabilitation
- Assessment and treatment of muscle tone disorders
Week 6 (Feb 7&11)
- Assessment and treatment of advanced balance and mobility functions
- Assessment and treatment of Guillain Barr and Multiple Sclerosis
Week 7 (Feb 14&18)
- Assessment and treatment of hemiparesis resulting from stroke
- Assessment and treatment of ALS and postpolio syndromes
Week 8 (Feb 28&Mar 4)
- Rehabilitation of spinal cord injury
Week 9 (Mar 7&11)
- Rehabilitation of traumatic brain injury

Week 10 (Mar14&18)
- Assessment and treatment of sensory and upper extremity dysfunctions
- Vestibular rehabilitation
Week 11 (Mar 21&23)
- Integrated neuorehabilitation I (Parkinsons disease and cerebellar disorders)
- Multiple handicaps: Intellectual and developmental delay
Week 12 (Mar 30&Apr 1)
- Group projects on evidence-based practice in neurorehabilitation (oral
presentations)
Week 13 (Apr 4&8)
- Integrated neuorehabilitation II (tumours, multiple and mixed conditions)
- Cognitive rehabilitation
- OSCE preparation
Week 14 (Apr 11&13)
- OSCE preparation and review
Course Materials:
Required texts (can be purchased through the McGill Chapters bookstore):
- Chedoke-McMaster Stroke Assessment Manual. (1995). Chedoke-McMaster
Hospitals and McMaster University.
- Shumway Cook, A. and Woollacott, M. (2003). Motor Control. Theory and
Practical Applications. William & Wilkins.
Current reviews and research articles required to be read before attending each class
are compiled as a course pack that can also be purchased through the McGill Chapters
bookstore.
Students need to access other course materials through WebCT:
Reading materials for each weeks practical lab must be downloaded from WebCT.
Students are required to print and read the materials before attending each lab.
The powerpoint presentation for each lecture in handout formats can be downloaded
and printed from WebCT. Additional handouts and readings, as well as videoclips, that
are relevant but not required for this course are also available in WebCT.

Students are evaluated by their performance in three sections:
Quizzes 30%
Oral presentation (group project) 20%
Final OSCE 50%
Total course mark 100%
Special Requirements for Course Completion and Program Continuation: A grade

of at least C+ (60%) must be obtained in each section and in the final OSCE, in order to
pass the course. Students must pass this course before proceeding to Clinical Affiliation
PHTH-320 & PHTH-321.

Dress Code: Students are required to wear shorts and T-shirt or tank top is required
for all practical laboratory sessions. For clinical site visits, the same dress code as
clinical affiliation applies.
student presentations. Students who miss more than 10% of practical laboratory
sessions or clinical site visits for reasons which are not valid or approved may be
refused permission to write the final exam.


PHTH 340 EXERCISE PHYSIOLOGY
Credits: 3
Prerequisites: Successful completion of all U2 courses including all Clinical

Affiliation requirements
Instructors: Patricia McKinley PhD (Coordinator)

Diane St Pierre, PhD
Gerald Zavorsky
Teaching Assistant(s)

Patricia McKinley; Hosmer H 301; office hours by appt, Telephone: (514) 398- 4498;
email [email protected];
Diane St-Pierre; Davis D 25; office hours by appt ,Telephone: (514) 398x 5588;
email [email protected];
Gerald Zavorsky; TBA
Course Objective: To understand, discuss and evaluate the basic principles of

exercise physiology as they pertain to cardiovascular, respiratory and muscular function
in normal and pathological conditions.
Course Structure:
Two (2) hour lectures per week for nine (9) weeks. Two (2) hour seminars per week for
three (3) weeks.

1. Discuss the effect of exercise on muscle performance, and cardiovascular
respiratory function.
2. Search for, read, and evaluate primary literature in the exercise physiology domain.
3. Identify clients health status and determine needs in collaboration with the client.
4. Design an exercise program that includes realistic goals, client centered outcomes
and expected time for achievement.
5. Relate how self efficacy for pain and exercise impact on client motivation, and
adherence to an exercise program.
6. Collaborate with team members in a class presentation.
7. Provide education to classmates using pedagogical principles in an oral
presentation.
8. Document the assessment, planning and intervention in case presentations in a
written paper.

Course Content
The following topics will be covered:
Introduction to exercise physiology, classification of physical activities by energy
expenditure, energy substrates, use of heart rate to determine energy
expenditure
Energy transfer, food sources and exercise
Overview of pulmonary structure and function, gas exchange and transport
Respiratory adaptation to exercise in normals and in lung disease
Cardiovascular regulation and integration
Functional capacity of the cardiovascular system
Measurement of energy capacities
Training for normal populations
Aging, coronary heart disease and cancer
Ingestive aids for exercise
Muscle development, determinants of fiber types
Muscle fatigue
The effects of strength, endurance and power training on muscle function
The effects of immobilization, denervation, partial denervation and degeneration
on muscle function
The impact of exercise to alleviate or restore loss of muscle function
The impact of age and exercise on muscle function.
Course Materials:
Required text:
Exercise Physiology, McArdle, Katch and Katch - Dr. McKinley
Course pack - Dr. St-Pierre
Access to WebCT

Midterm exam 50% (on all lecture material)
Case Presentation:
Written Report 12.5%
Presentation 12.5%
Final Exam 25% (using principles of exercise physiology in application to
clinical populations as covered in case presentations)

Students must participate in all aspects of the course for completion.


Attendance: Attendance to the class is expected and is mandatory for the student
presentation.
Consequences of not completing assignments as requested: The student must

complete all aspects of the course to receive a grade.

V. B.SC. PHYSICAL THERAPY U3
TABLE OF CONTENTS
V. B.SC. PHYSICAL THERAPY U3 CURRICULUM .......................................................151
POTH 401 RESEARCH METHODS ................................................................................................155
POTH 445 ADMINISTRATION/MANAGEMENT............................................................................158
PHTH 420 CLINICAL AFFILIATION IV ...........................................................................................165
PHTH 421 CLINICAL AFFILIATION V ............................................................................................165
PHTH 432 PAIN MANAGEMENT ...................................................................................................170
PHTH 433 COORDINATED REHABILITATION I ..........................................................................173
PHTH 434 BIOMECHANICS ............................................................................................................176
PHTH 435 CO-ORDINATED REHABILITION II .............................................................................179
PHTH 438 FITNESS AND INJURY MANAGEMENT ....................................................................182
POTH 446 CURRENT TOPICS IN REHABILITATION .................................................................185
POTH 447 SPECIALIZED AREAS OF PRACTICE .......................................................................190

V. B.Sc. PHYSICAL THERAPY U3 CURRICULUM

Curricula Plan B.Sc. Physical Therapy 2004-2005
POTH 401 RESEARCH METHODS

POTH 445 ADMINISTRATION/MANAGEMENT
PHYSICAL THERAPY
PHTH 420 CLINICAL AFFILIATION IV

PHTH 421 CLINICAL AFFILIATION V
PHTH 432 PAIN MANAGEMENT
PHTH 433 COORDINATED REHABILITATION I
PHTH 434 BIOMECHANICS
PHTH 435 COORDINATED REHABILITATION II
PHTH 438 FITNESS & INJURY MANAGEMENT
POTH 446 CURRENT TOPICS IN REHABILIATION
POTH 447 SPECIALIZED AREAS OF PRACTICE

FALL TERM: Registration Period Mar. 25 to Aug. 2, 2004

Course Change (drop/add period) Mar. 25 to Sept. 10, 2004
Last Day of Lectures Nov. 5, 2004
Examination Period Nov.8 to 12, 2004
WINTER TERM: Classes Commence Feb. 7, 2005

Course Change (drop/add period) Mar. 25, 2004 to Jan. 14, 2005
Midterm Break Feb. 21 to 25, 2005
Easter March 25 to 28, 2005
Last Day of Lectures April 13, 2005
Examination Period April 14 to 29, 2005
FALL/WINTER TERM: CLINICAL AFFILIATIONS IV and V
U3 Two (2) five (5) Week Rotations
Nov. 15 to Dec. 17, 2004

Jan. 3 to Feb. 4, 2005
2 x 1 hours in September
hour (international and out-of-province placement requests)
hour debriefing sessions in September
Total of 6 hours

FALL TERM WINTER TERM

Academic Term (9 wks) + Exams (1 wks) + Clinical Affiliation IV (5 wks) = Total 15 Wks Clinical Affiliation V (5wks) +Academic Term (8 wks) + Exams (2 wks) = Total 21 Wks
Academic Term Exams Clinical Clinical Academic Term Exams

Affiliation Affiliation
Sep 7 to Nov 5 Nov 8 Nov 15 to Dec 17 Jan 3 to Feb 4 Feb 7 to Apr 13 Apr 14 to
to 12 29
POTH-401 PHTH-420 PHTH-421 POTH-445
RESEARCH METHODS CLINICIAL CLINICIAL ADMINISTRATION/MANAGEMENT
3cr AFFILIATION IV AFFILIATION V 4cr
PHTH-432 PHTH-434
PAIN MANAGEMENT 3cr 3cr BIOMECHANICS
3cr 3cr
PHTH-433 PHTH-435
COORDINATED REHABILITATION I COORDINATED REHABILITATION II
3cr 2cr
POTH-447 PHTH-438
SPECIALIZED AREAS OF PRACTICE FITNESS/INJURY MANAGEMENT
2cr 2cr
POTH-446
CURRENT TOPICS IN REHABILITATION
3cr

PHGY = Physiology

Fall Term Clinical Affiliations Winter Term

Sept 7 to Nov 5, 2004 Nov 15 to Feb 4, 2005 Feb 7 to Apr 13, 2005
Exam Period Exam Period

Nov 8 to 12, 2004 Apr 14 to 29, 2005

Combined Courses
POTH-401 Research Methods 3
POTH-445 Administration/Management 4
PT Courses Only
PHTH-420 Clinical Affiliation IV 3
PHTH-421 Clinical Affiliation V 3
PHTH-432 Pain Management 3
PHTH-433 Coordinated Rehabilitation I 3
PHTH-434 Biomechanics 3
PHTH-435 Coordinated Rehabilitation II 3
PHTH-438 Fitness and Injury Management 2
POTH-446 Current Topics in Rehabilitation 2
POTH-447 Specialized Areas of Practice 2

Combined Courses
POTH-401 Research Methods 3
POTH-445 Administration/Management 4
OT courses Only
OCC1-420 Clinical Affiliation IV 3
OCC1-421 Clinical Affiliation V 3
OCC1-424 Splinting and Orthotics 2
OCC1-436 OT Practice V: Medical & Surgical Conditions 3
OCC1-437 OT & Community Mental Health 3
OCC1-438 Psychosocial Theories in OT 3
OCC1-440 Prevocational & Vocational Rehabilitation 2
OCC1-441 Advanced Technology 2
See B.Sc. OT U3 Professional Specialty Course 2

POTH 401 RESEARCH METHODS
Credits: 3

requirements.
Instructor: Nicol Korner-Bitensky, PhD
Final Seminar: various graduate fellows and Faculty members

Hosmer H201, Telephone: (514) 398-5457, Home: 514-624-1345 (not after 9:30 PM
please) email: [email protected]
Course Objective: The purpose of this course is to expand the knowledge and skills
related to research, so that the graduating therapist is able to critically appraise the quality
of the research available and to actively participate in research projects.
Course Structure:
Two (2) two (2) hour sessions (Tuesday and Thursday from 1:00 PM to 3:00 PM) per
week for nine (9) weeks. Lectures, seminars or self-directed sessions. Fall term in the
third year of the program

Upon completion of this course the student will be able to:
1. Describe strengths, weaknesses and applications of various research designs.

2. Design a questionnaire for use with clients, family members or health professionals.
3. Discuss the factors to be considered when selecting a measurement tool for clinical
practice or research.
4. Classify the current evidence on the effectiveness of an intervention according to
specific guidelines and synthesize this information for clinical applicability.
5. Design an evaluation of an existing or a new program.
6. Describe the concepts of cost, cost effectiveness and cost benefit and how they relate
to intervention studies.
7. Have the necessary understanding of research ethics guidelines to serve as a
member of an ethics committee that reviews rehabilitation protocols.

Course Content:
1. Overview of course: survey methods (sampling)
2. Questionnaire design
3. Statistics: use and misuse
4. Cross-sectional studies: theory and application in rehabilitation
5. Case-control studies: theory and application in rehabilitation/ critical analysis
6. Cohort studies: theory and application in rehabilitation diagnostics /critical analysis
7. Experimental and quasi-experimental designs
8. Critical analysis of experimental designs
9. Cross over studies Association versus cause
10. Outcome measures: reliability, validity, responsiveness, selection/application
11. In-class quiz
12. Asking and answering a research question
13. Single subject designs: use in clinical practice and research
14. Program evaluation
15. Qualitative approaches
16. Cost analysis in health care
17. Ethics in research
18. Seminars for selected topics
Course Materials:
Required text:
Foundations of Clinical Research : Applications to Practice. 2nd ed. Portney LG, Watkins
MP. Appleton & Lange; Norwalk, Connecticut, 2000.
Additional readings:
A course syllabus will be made available on the first day of class. Additional readings may
be assigned during the course.

1. Quiz: 30 marks
2. Seminar presentation and topic critique: 35 marks (10 oral/25 written)
3. Final exam: 35 marks

Plagiarism/Academic Integrity: McGill University values academic integrity. Therefore,

all students must understand the meaning of consequences of cheating, plagiarism and
other academic offences under the Code of Student Conduct and Disciplinary Procedures
(see www.mcgill.ca/integrity for more information).

course of the semester. It is each students responsibility to have appropriate attire during
all class assignments and learning activities.
examinations and theses in English or in French except in courses where knowledge of a
language is one of the objects of the course.
Consequences of not completing assignments as requested: An individual who does

not complete a required assignment and does not have a university recognized reason for
deferral would receive a 0 in that portion of the evaluation.

POTH 445 ADMINISTRATION/MANAGEMENT
Credits: 4

requirements.
Instructors: Caroline Storr, BSc, MBA (Co-Coordinator)

Antoinette Di R (MUHC) (Co-Coordinator)

Caroline Storr: Davis D2, Telephone: (514) 398-6561, email: [email protected]
Antoinette DiRe, email: [email protected]
Office hours by appointment.
Course Objective: This course is the second professional issues course and builds on
knowledge acquired in Healthcare and Professionalism, POTH 250.
As the practice of Physical and Occupational Therapy shifts from a hospital/rehabilitation

base to ambulatory care, the community and the private sector, and given the move to
programmatic structure, increased business and management skills are needed. This
course is designed to incorporate business administration as it pertains to the health field
to include organizational and management knowledge for the development of skills and
behaviours required to support practice both in the public and the private sector. It
incorporates an understanding of organizational and change theory, as well as marketing
and entrepreneurial strategies.
These skills and behaviours in administration and management are developed and refined
with experience gained following graduation, and are not expected to be well developed in
the entry-level practitioner.
Thus, the skills and behaviours anticipated in the new graduate will involve knowing where
and how to obtain the supports, mentoring and resources to fulfill the responsibilities
related to administration and management functions which may be required in the work
situation. Life-long learning in the area of administration/management is an anticipated
outcome.
The goal of this course therefore is to sensitize students to the administrative and
management processes appropriate for the changing roles that the physical or
occupational therapy graduate will have in the years to come in order to support career
planning and growth.

Course Structure: The course will be given from 9:30 -12:30 on Mondays and
Wednesdays starting on February 7th, 2005.
The course geared to Physical and Occupational Therapy will consist of

lectures/seminars/presentations over an eight week period on Monday and Wednesday
mornings from 9:30 a.m. - 12:30 p.m. starting February 7, 2004 following Clinical Affiliation
V;OCC1 421/PHTH 421.
Student Learning Objectives: Based on a knowledge of organizational theory,

management, health care and human resource policies, the student shall be able to:
1. reflect on personal leadership abilities in preparation for professional practice as a

clinician and a fieldwork educator
2. given public and private rehabilitation facility situations:
a) perform an environmental scan
b) identify the administrative tasks involved in their management
c) identify and prepare pertinent facility records and reports and indicate how
they are used and maintained
d) design a rehabilitation facility for each setting taking into account the specific
client population needs and the economic, architectural and human resource
factors and merits
e) understand and apply marketing principles
f) outline a total quality management control program including risk and
utilization parameters
3. analyse and appraise the intricacies of interpersonal relationships and team
interactions within the health care system
4. identify and provide positive reinforcing recommendations for interpersonal
relationships and team management
5. assess and modify program process and outcomes
6. relate professional ethics, liability issues and the law to professional practice
7. apply the dimensions of Codes of Ethics to the practice of Occupational and Physical
Therapy
8. position the professions of Occupational and Physical Therapy in relation to legisla-
tion, health professional organizations and unionization

Course Content:
A. Principles of Management Theory to Include:
development of mission and mandate
leadership theory
facilitation of teams
program and service delivery planning
matrix and program management and evaluation
quality management, quality improvement, quality assurance, risk management
policies and procedures - purpose and development
departmental planning in public and private sectors
B. Human Resource Policy, Planning and Management:

recruitment, selection, retention, evaluation
compensation systems
supervision, delegation and facilitation
labour relations - impact on workplace, work teams, conflict resolution
curriculum vitae/resume - preparing and interpreting
job interview process, job preview process
employee assistance, e.g. stress management counselling
alternative employment contracts
equity issues
C. Marketing and Entrepreneurial Strategies:

environmental analysis
developing the business plan and requests for proposal
outsourcing on non-core competencies, e.g. technical writing, public relations
strategic marketing
- business marketing, strategic business planning
- social marketing
D. Fiscal Resource Management Including:

budgeting process
productivity
cost-effectiveness
E. Modes of Service Delivery Including:

institutional practice
private practice
community based practice including health management organizations (HMOs),
local community health clinics (CLSCs)
industrial/worksite based practice
evidence-based practice

F. Strategic Information Management:
outcome/effectiveness indicators and charting
management information, productivity and service utilization
client-based information systems (case mix, grouping, methodologies and clinical
records)
market and business analysis
privacy/confidentiality requirements and responsibilities
G. Standards of Practice Issues:

efficiency
efficacy
appropriateness
cost effectiveness
outcome measures
ethical/legal considerations
H. Principles of Organizational Theory:

organizational design and behaviour theory
development and strategy
organizational change theory and strategy
organizational restructuring
governance

Course Schedule
WINTER TERM - 2005
DATE TOPIC INSTRUCTOR
Feb. 7 . I Leadership/Advocacy C. Storr

Feb 9 II Human Resource Policy C. Storr
Feb 14 III Marketing Concepts C. Storr
Assignment 1
Feb 16 IV Private Practitioner Panel/Workshop C. Storr & guests
Project Outline Due
Feb 27 V Entrepreneurship & small business C. Storr
Mar 1 VI The Basics of Financial Accounting M.Ford/C. Storr
/Cost-benefit analysis
Mar 6 VII Principles of Management Theory A. DiRe
Assignment 1 due
Mar 8 VIII Service Delivery Models/Gaps in Service G. Prata
Mar 13 IX Quality management/program evaluation A. DiRe
Assignment 2
Mar 15 X Standards of Practice Issues A. DiRe
Mar 20 XI Fiscal Resources & Strategic A. DiRe
Information Management
Mar 22 XII Student Presentations C. Storr
Mar 27 XIII Student Presentations C. Storr
Mar 29 XIV Student Presentations C. Storr
Apr 3 XV Student Presentations C. Storr
Apr 5 XVI Student Presentations C. Storr
Assignment 2 Due
Course Materials:
Required readings:
Code des Professions - Editeur Official du Qubec
To be assigned by different lecturers.
Recommended readings:
Bailey, D.M. & Schwartzberg, S.L. Ethical and Legal Dilemmas in Occupational Therapy.
F.A. Davis.
Blair, J. & Gray, M. (1985). The Occupational Therapy Manager. The American
Occupational Therapy Association.
Health Care Restructuring: A Resource Manual for Physiotherapists (CPA) (Available from
the McGill Book Store)

Hickok, R.J. Physical Therapy Administration and Management, (2nd edition). American
Physical Therapy Association.
Fazio, L. (2001) Developing Occupation-Centered Programs for the Community. Prentice

Hall, N.J.
Gabard, D. L., Martin, M. W. (2003) Physical Therapy Ethics, Davis Company,
Philadelphia.
Physiotherapy/Occupational Therapy Workload Measurement System-Manuel de Gestion
Financiere.
Purtilo, R. (1993). Ethical Dimensions in the Health Professions. W.B. Saunders.
The Canadian Patient's Book of Rights _ Lorne Elkin Rozovsky.
Treatment and Progress Records: A Guide to the Preparation and Keeping of Treatment
and Progress Records- Canadian Physiotherapy Association.
Walter, J. (1993). Physical Therapy Management. Mosby.
Clinical Practice Guidelines, A Discussion Paper for the Canadian Physiotherapy
Association - The Canadian Physiotherapy Association, May 1996.
Additional references:
Kotler,Philip,Turner, Ronald, E., Marketing Management 1989, Prentice Hall, Inc.,
Scarborough, Ont.
CAOT Publications Jesierski Rhoda, Gauch, Patric, On Your Own An Introduction to

Private Practice and Self Employment.
Carlson, J. (2003) Complementary Therapies and Wellness. Prentice Hall, N.J.
Ontario Society of Occupational Therapy Developing a Private Practice
Ontario Physiotherapy Association Private Practice Manual, Setting up a Physiotherapy

Practice in Ontario
Sandstrom, R.W., Lohman, H. Bramble, J.D. (2003) Health Services, Policy and Systems
for Therapists.
Prentice Hall, N.J.
The American Occupational Therapy Association, Inc. 1990 Private Practice, Strategies
for Success

Links to marketing business plan
1. HTTP://STRATEGIS.IC.GC.CA
2. HTTP://WWW.CBSC.ORG/IBP
3. WWW.SSMU.MCGILL.CA/START-UP
4. HTTP://mss.gouv.qc.ca (good for C.V.)
5. WWW.yesmtl,.org (Montreal-based resource for young entrepreneurs)

1. Group OT/PT Project 50%
Presentation (scheduled during last 5 classes) (45%)
Project Outline - Due: Feb 16, 2005 ( 5%)
Description in course pack
2. Case-based Assignments (Individual) 50%

Case 1 - Due: March 6, 2005 (25%)
Case 2 - Due: April 5, 2005 (25%)



professional program. It is each students responsibility to have appropriate attire during
lectures and presentations.
Attendance: Students are expected to attend every lecture. Attendance is compulsory for
all group presentations and will be marked accordingly.
language is one of the objects of the course. Group oral presentations are to be given in
English as they are a group learning activity.
Consequences on not completing assignments as requested: Assignments not

handed in on due dates will not be marked and a mark of 0 will be given.

PHTH 420 CLINICAL AFFILIATION IV
PHTH 421 CLINICAL AFFILIATION V
Credits: 3 PHTH 420

3 PHTH 421
attend the Clinical Affiliation Seminars before undertaking the PHTH 420 and 421 (Clinical
Affiliation IV and V)
Clinical affiliation seminars: Prior to the fourth and Fifth affiliations, in the Fall Term,
U3 students will participate in a series of seminars, which will cover topics such as:
Clinical Performance Instrument, International Placement Opportunities, Out-of-
Province Placement Guidelines, Review: Journal Writing and Portfolio, Learning
Contracts and Objectives. Ethical clinical decision making and cultural competence
will also be addressed. These seminars are mandatory.
Instructors: Liliane Asseraf-Pasin, BSc (Academic Coordinator of Clinical

Education)
Education)

Amelia Gaglietta, Davis D38, (514) 398-4511, email: [email protected]
Course Objective: The fourth and fifth clinical affiliations provide students with the
opportunity to practice in an area not previously covered in clinical placements I, II and III,
and to practice in a particular area of interest to them. The learning objectives for the last
two clinical placements are considered at an entry-level performance stage, where
students demonstrate professional autonomy and are involved at all levels of client-
centered care.
Course Structure: The Physical Therapy Program is made up of 105 credits of academic
and clinical courses given over three years in seven semesters. The five Clinical Affiliation
courses make up over 1000 hours of clinical practice and have a course value of 18
credits. Fieldwork placement will be arranged with McGill teaching hospitals, McGill
affiliated hospitals and centres. Every effort will be made to place students in the Montreal
region. At times students may request fieldwork outside of the Montreal region. When
students are placed in out-of-town facilities, travel and accommodation are the students
responsibility. Clinical affiliations start in winter term of Year one, incorporate a summer
semester of 12 weeks between Years two and three, and finish with a fall and winter block
in Year three.

PHTH 420 and PHTH 421 are given at the end of the U3 Fall term and the beginning of
the U3 Winter term. The clinical practice context includes acute care, home care, schools,
specialized hospitals and rehabilitation centers. Students must complete two 5-weeks full-
time placements. The U3 Clinical affiliation dates are:
PHTH 420 Fall Term 2004 5 weeks 3 credits

November 15th to December 17th, 2004
PHTH 421 Winter Term 2005 5 weeks 3 credits

rd th
January 3 to February 4 , 2005

By the end of the Clinical affiliation IV and V, the student will:
1. Demonstrate the use of evidence-based-practice to supplement and reinforce the

material covered in the academic curriculum
2. Demonstrate ethical behaviour and adhere to ethical and legal practice standards
3. Assume the role and responsibilities of a physical therapist, with minimal
supervision for patients in the core areas of practice (musculoskeletal, cardio-
respiratory and neurological conditions) and moderate supervision for patients in
complex areas of practice (spinal cord injury, head trauma, burns, etc.)
4. Document and communicate in an effective and professional manner with the
members of the physiotherapy staff and other healthcare team members
5. Organize his/her time efficiently and participate in professional activities conferred
by the clinical setting
6. Develop qualities necessary for effective interpersonal relationships (with patients,
other health care professionals and non-professional staff)
7. Demonstrate progressive professional autonomy in the assessment and treatments
of clients
8. Generate physiotherapy differential diagnosis and predict prognosis
according to the student learning objectives of each clinical course. A learning contract is
completed by the supervising therapist and the student, during the first week of the clinical
affiliation.
Course Materials: Prior to the Clinical Affiliation IV and V, the Hospital Handbooks will be
provided to students. Students will continue to use the Student Clinical Experience
Booklet and the Clinical Education Guidelines, provided to them in first year. Other
Reference Materials will be provided by the clinical instructor, as required in the particular
rotation.

Assignments
Clinical Affiliation I. Topics and cases will be determined with the supervisor(s).
Evaluation
An evaluation of performance is given for each rotation by the supervising therapist(s) who
use(s) the clinical assessment form Clinical Performance Instrument, included in the
Clinical Education Guidelines. The student will receive a mid-term and a final evaluation.
If a student does not achieve a satisfactory standing on a particular rotation, IT MUST BE

REPEATED AND A SATISFACTORY LEVEL OF ACHIEVEMENT MUST BE
this, however, is not always possible, students required to complete an additional clinical
rotation should be prepared to have their convocation in the fall of the final year. Please
note that only one rotation may be repeated if failed. A failure of any subsequent Clinical
Affiliation course will require the student to withdraw from the program. Satisfactory
standing in all required professional courses and clinical placements each year are
mandatory to be able to continue in the Physical Therapy program. Students must pass
all the required professional courses before undertaking the designated clinical course for
their level of training. If a clinical placement has to be deferred which would lead to it
being completed out of the specified program sequence of professional-clinical-
professional courses, the student may not be given permission to take the subsequent
professional courses until that clinical placement has been successfully completed. This
would lead to delayed graduation.

graded PASS/WEAK PASS/ FAIL. Two weak passes will be considered as equivalent to a
FAILURE and therefore a rotation must be repeated for which a satisfactory level of

Hospital Evaluation
Clinical Education on the last day of the rotation. As well, students must complete a self-
evaluation form.

Student Portfolio
During the clinical program the students are required to complete the appropriate clinical
experience sheets provided in the Student Clinical Experience Booklet. This booklet
constitutes the students portfolio and is made available during the Clinical Seminars in the
winter term of the first year of studies. The student is responsible to enter all required
information and reflections during each clinical affiliation. Students Portfolios are to be
presented in small groups to the ACCE at the end of each year. Following completion
of the final rotation in U3 the completed portfolio must be returned to the Academic
Coordinator of Clinical Education, Room D7, Davis House. Failure to do so may
result in a delay of final clinical mark and graduation. Students must make a
photocopy of their portfolio prior to handing it in.
Hospital Handbook
Immunization
Before entering the first clinical placement: All students must obtain the immunization
card from the McGill Student Health Services. This card indicates that the student has the
necessary inoculations for clinical practice. The card must be presented to the Centres
Coordinator of Clinical Education on the first morning of each clinical practice period.
Failure to complete the required immunizations and tests before the Clinical
affiliation: Student will not be permitted to enter the clinical setting.
Cardiopulmonary Resuscitation (CPR)

It is compulsory that all students have a valid up-to-date CPR certificate before entering
the first clinical placement. This certification must be maintained over the three years of
the program. Without a valid up-to-date CPR certificate Level C, the student will not be
permitted to enter the clinical setting. The student is required to present a copy of the
certification to Croce Filteau, Administrative Coordinator of Clinical Education, in Davis
Room 4, before January 31st of the UI program.

Dress Code: Each student is responsible to purchase the following for use in the clinical
setting: full length navy blue or black pants; white top either polo style or shirt with
sleeves; plain white or navy sweater may be worn over the shirt. Walking shoes (no
canvas shoes or sandals) and socks are required. An identification tag (purchased
through the Students Society) is compulsory and must be worn on the outside of the shirt
or sweater at all times when in the clinical setting.

language is one of the objects of the course. Students CPI self-evaluation can be filled
out in French or in English.

assignments may result in failing the rotation.

PHTH 432 PAIN MANAGEMENT
Credits: 3

requirements
Instructors: Anouk Lamontagne, PhD (Coordinator),

Robert W. Dykes, PhD.
and Guest Lecturers

Office: Hosmer 305, Telephone: (514) 398-5864, email: [email protected]
Course Objective:
Assessment and treatment of chronic pain syndromes.
Course Structure: This lecture/seminar course takes place in the fall term, 2 (two) hours
per week twice a week for 9 (nine) weeks. Students will attend lectures, participate in
clinical solving sessions and perform case presentations.

On completion of this course, the student will:
1. Integrate the anatomical and neurophysiological bases of pain, including peripheral

and central mechanisms, as well as pain modulation.
2. Explain and assess values of the current theories underlying the physical,
psychological and pharmacological bases of pain relief.
3. Discriminate how age, gender, culture and the environment contribute to experience of
pain and must be considered in the assessment and management.
4. Assess pain in adult, pediatric and elderly clients.
5. Explain the difference between acute and chronic pain in terms of assessment and
management.
6. Plan appropriate interventions for specific chronic pain syndromes such as phantom
limb pain, hemiplegic shoulder, fibromyalgia, neuropathic pain and others.
7. Integrate the principles of psychological and pharmacological intervention to treat pain,
and the multidisciplinary approach undertaken by pain clinics.
8. Discuss the ethical issues related to alternative and complementary therapies
9. Perform a short literature review.
10. Critically analyze the assessment and intervention strategies in pain management.

Week 1: Introduction
Assessment and Management of Pain
Week 2: Physiology of Pain- Part II
Physiology of Pain- Part III
Week 3: Pharmacological Approaches
Alternatives Approaches
Week 4: Non-Pharmacological Approaches
Pain in Pediatrics
Week 5: Pain in Geriatrics
Problem Series: Fibromyalgia
Week 6: Problem Series: Neuropathic & Central Pain
Problem Series: Hemiplegic Shoulder
Week 7: Clinical cases
Revision
Course Materials:
Required text:
Pain: A Textbook for Therapists (2002). J. Strong, A.M. Unruh, A. Wright and G.D. Baxter.
(Eds). Churchill Livingston, Toronto, 461 p.
Recommended text: TBA

Self-Learning 10%
Assignment 20%
Case presentation (oral) 20%
Final Exam (written) 50%



Attendance: Students are required to attend all scheduled classes. Students who miss
more than 3 practical classes or laboratories in a course without a legitimate excuse will
not be permitted to take the final exam.
Consequences of not completing assignments as requested: Student groups that do

not hand in the term project on time will have two marks deducted, for each day the
assignment is overdue, from the 35 marks allocated for the project.

PHTH 433 COORDINATED REHABILITATION I
Credits: 3

requirements
Instructors: Deborah Da Costa, PhD

Office hours: TBA Tel: (514) 934-1934 ext: 44723, email: [email protected]
Course Objective: To provide a theme-based study of the interdisciplinary approach to

rehabilitation. Themes will include health care issues and behaviours across the lifespan
and in clinical populations. The focus is on long-term management.
Course Structure:
Four (4) hours per week for nine (9) weeks
Classes will consist of lectures, and student lead discussions/presentations.

1. Demonstrate an understanding regarding the determinants of health and illness with
emphasis on the link between health-enhancing/compromising behaviors and health.
2. Demonstrate an understanding of the various health behaviour theories.
3. Identify determinants that influence health behaviours and that hinder positive health
behaviour change and maintenance through the lifecycle (i.e. children/adolescents,
adults, elderly)
4. Predict behavioral factors in specific chronic conditions (i.e. cardiovascular disease,
cancer, arthritis)
5. Apply behavioral theories to patients with chronic conditions
6. Design interventions to promote health behaviour change and maintenance throughout
the lifecycle and with clinical populations.

1. Role of health enhancing and health compromising behaviors on health and disease-
management
2. Levels of intervention and prevention
3. Theories of Behavior Change Health Belief Model, Theory of Reasoned Action,
Theory of Planned Behavior, Self-Efficacy Theory, Transtheoretical Model
4. Determinants of health behaviors and adherence throughout the lifecycle (children,
adolescents, elderly)
5. Behavioural factors in cardiovascular disease, cancer, arthritis
6. Specific strategies to promote healthy behaviors
7. Ethical issues in promoting health behavior change

Schedule and lecture outline: to be placed on WebCT prior to the first day of class
Course Materials:
Required text:
Articles, texts and handouts will be distributed to the students.
Other references:
Berrigan D, Dodd K, Troiano RP, Krebs-Smith SM, Barbask RB. Patterns of health
behavior in U.S. adults. Prev Med 2003; 36: 615-23.
NK Janz, VL Champion, VJ Stretcher. The Health Belief Model. In K. Glanz, B.K Rimer,
F.M. Lewis (Eds). Health Behavior and Health Education: Theory, Research, and Practice
(Third Edition). San Francisco: Jossey-Bass (p.45-63).
Montano, DE, Kasprzyk D, Taplin SH. (2002). Theory of reasoned action and the theory of
planned behavior. In K. Glanz, B.K Rimer, F.M. Lewis (Eds). Health Behavior and Health
Education: Theory, Research, and Practice (Third Edition). San Francisco: Jossey-Bass
(p.67-98).
Baranowski T, Perry CL, Parcel GS (2002). How individuals, environments and health
behavior interact: Social Cognitive Theory. In K. Glanz, B.K Rimer, F.M. Lewis (Eds).
Health Behavior and Health Education: Theory, Research, and Practice (Third Edition).
San Francisco: Jossey-Bass (p.165-184).
Prochaska JO, Redding CA, Evers KE (2002). The transtheoretical model and stages of
change. In K. Glanz, B.K Rimer, F.M. Lewis (Eds). Health Behavior and Health Education:
Theory, Research, and Practice (Third Edition). San Francisco: Jossey-Bass (p.99-120).
Hayman LL, Mahon MM, Turner JR. (2002). Health and Behavior in Childhood and
Adolescence. New York: Springer
Two quizzes 15% each 30%

In Class Group Presentation 30%
Final Examination (written) 40%



Attendance: Students are requested to attend all lectures and are required to attend all


PHTH 434 BIOMECHANICS
Credits: 3
Prerequisite: POTH 222 Kinesiology
Instructor: Sophie De Serres, PhD

Hosmer H305 (by appointment) Telephone: (514) 398-4548 McGill,
Telephone: (450) 688-9550 ext. 622 - JRH Research Lab, email: [email protected]
Course Objective: This is a problem-based course covering the application of physical,

physiological and technological principles to the study of the human body in health or
disease across the life span. The students will develop knowledge of how these principles
relate to the mechanisms of traumatic or chronic injury, clinical evaluations, and
treatments.
Course Structure:
Two (2) two and a half (2.5) hour periods per week for ten (10) weeks, on Monday and
Wednesday.

1) Describe the fundamental principles and theories related to the mechanics of the
human body and technical aids.
2) Integrate these principles and theories to prior knowledge of anatomy, physiology,
physics and mathematics and apply to problems that are novel situations when
compared to those presented in class, by formulating the appropriate solutions.
3) Analyze musculoskeletal problems and specify the assumptions relevant to the
situations of interest.
4) Contrast the mechanical properties of biological tissues across the lifespan and
examine their adaptation to immobilization and overuse.
5) Synthesize and criticize the arguments related to a biomechanical theory which
generates controversial opinions in the current scientific literature.

Course Content:
The following topics will be addressed in the course:
Introduction and basic concepts in biomechanics
Material mechanics
Biomechanics of bone, articular cartilage, tendons, ligaments, muscles and
peripheral nerves
Adaptation of tissue biomechanics
Joint biomechanics and mechanisms of injury
Remedial equipment
Course Materials:
Required text:
Nordin, M. and Frankel, V.H. (2001). Basic Biomechanics of the Musculoskeletal System,
3rd Edition. Lippincott Williams & Wilkins, Philadelphia, PA (available at the McGill
Bookstore in January).
Handouts:
The instructors PowerPoint presentation notes will be available through WebCT during
the semester.
Additional materials:
Examples, review problems and other supplemental texts will also be available through
WebCT during the semester.
Other references:
Bell F (1998). Principles of Mechanics and Biomechanics. Stanley Thornes Ltd.,
Cheltenham, UK.
Enoka RM (2001). Neuromechanical Basis of Kinesiology (3rd Edition). Human Kinetics,
Champaign, IL.
Hamill J and Knutzen KM (1995). Biomechanical Basis of Human Movements. Williams &
Wilkins, Media, PA.
Nigg BM and Herzog W (1994). Biomechanics of the Musculoskeletal System. John Wiley
& Sons, New York, NY.
zkaya N and Nordin M (1991). Fundamentals of Biomechanics: Equilibrium, Motion, and
Deformation. Van Nostrand Reinhold, New York, NY.
Whiting WC and Zernicke RF (1998). Biomechanics of Musculoskeletal Injury. Human
Kinetics, Champaign, IL.

The distribution of marks will be as follows:
i. Five quizzes (5% each) 15% (best 3 out of 5)
ii. First examination 25%
iii. Second examination 25%
iv. End of term project (small group) 35%

Minimum of 60% required to pass the course.


all class assignments and learning activities
Shorts and T-shirts for all tutorial sessions/classes.
Consequences of not completing assignments as requested: Student groups that do

not hand in the term project on time will have two marks deducted (out of 35) for each day
the project is overdue.
Disabilities at (514) 398-6009 before your do this.

PHTH 435 CO-ORDINATED REHABILITION II
Credits: 3

requirements
Instructors: Liliane Asseraf-Pasin, BSc (Coordinator)

Claudia Brown, (Section I Lecturer)
Mindy Levin, PhD (Section II Coordinator)
and Guest Lecturers

Mindy Levin, PhD Davis 34, Telephone: (514) 398-3994
Claudia Brown - TBA
Guest Lecturer - TBA
Course Objective: Part I - Pelvic Floor Physiotherapy:

During the first 2 weeks of this course the student will have the opportunity to understand
the concept of pelvi-perineal re-education as well as the role of the physiotherapist in the
treatment of pelvic floor disorders. Lectures will cover anatomy, pathophysiology and
treatment in reference to each of the three systems inter-related within the pelvic floor.
The second two weeks will begin with a laboratory demonstration of biofeedback
applications. The importance of outcome measures and research, evident in this area of
expertise as in any other area of physiotherapy, will be underlined. Variations in
pathology throughout the life cycle will be demonstrated, and the problem of urinary
incontinence within the geriatric population will be highlighted.
Part II - Pediatrics and Geriatrics

The following pediatrics conditions, and their treatment will be discussed: Cerebral Palsy,
Spina Bifida, Osteogenesis Imperfecta, Piagocephaly/Torticollis, Brachial Plexus Lesions,
Juvenile Rheumatoid Arthritis and Scoliosis/Kyphosis.

During the last week of class, the student will be introduced to the key elements of
developing cultural competence in professional practice through different case studies.
Students will also share cultural issues faced during their clinical experiences to stimulate
small group discussions and class presentations.

Course Structure: This course will consist of three parts:
Part I - two (2) hours a week for eight (8) weeks, in Pelvic Floor Physiotherapy
Part II - two (2) hours a week for eight (8) weeks, in Pediatrics and Geriatrics
Part III - two (2) hours a week for one (1) week, in Developing Cultural
Competence in Professional Practice and presentation of students projects
Part I - Pelvic Floor Physiotherapy:
1. Describe the basic anatomy of the pelvic floor and related structures.
2. Describe the basic physiology of the urinary system and lower digestive tract.
3. Discuss pelvic floor dysfunction in relation to urinary, ano-rectal and sexual
disorders.
4. Demonstrate knowledge in the physiotherapy approach to pelvic floor dysfunction
(s/a evaluation, treatment and outcome measures).
Explanation, demonstration and discussions pertaining to treatment will allow the student
to recognize the functional application of pre-learned modalities such as education,
exercise, manual techniques, electrical stimulation and biofeedback.
Part II - Pediatrics and Geriatrics:

1. Demonstrate an understanding for the pathophysiology and clinical manifestations of

the conditions discussed in the class.
2. Demonstrate an understanding for the way in which the pathophysiology of the
condition affects the sensory-motor function of the child or older adult.
3. Develop the knowledge and skills to use appropriate assessment tools and outcome
measures in the evaluation process.
4. Formulate a plan and implement effective treatment strategies based on the clinical
manifestations of the condition and the needs of the individual and the family.
5. Be able to adapt intervention strategies during the transitions from childhood to
adolescence and adolescence to adulthood.

1. Demonstrate an understanding of cultural differences and formulate treatment

goals appropriately.
2. Demonstrate an understanding of the effect of ones own value system on
professional practice.
Course Content: TBA in the first week of class
Course Materials:
Required text: TBA in the first week of class
Student Assignment and Evaluation: TBA in the first week of class



all class assignments and learning activities


PHTH 438 FITNESS AND INJURY MANAGEMENT
Credits: 2
Prerequisites: PHTH 340 Exercise Physiology

PHTH 337 Movement III: Neuromuscular
Instructors: Diane St Pierre, PhD (Coordinator)


Diane St-Pierre, Davis D25, Telephone: (514) 398-5588. email: [email protected]
Guylaine Boutin, Telephone (514) 983-4315 email: [email protected]
Course Objective: The focus of this lecture/seminar/practical course is on fitness

evaluation, exercise program design and prescription, and concepts of wellness as a
means of managing and promoting health across the lifespan.
Course Structure: There will be lectures, seminars and labs. These will be eight (8)
three (3) hour sessions. The course will be held on Mondays from 13:00 to 6:00 PM in the
Coach House.

By integrating previous knowledge and experience gained throughout the program
coupled with new knowledge and skills, the student will be able to:
explain the basic concepts and definitions of fitness, health & wellness and
exercise.
design and perform fitness/physical evaluations.
design, monitor and progress exercise programs for fitness, injury rehabilitation &
prevention, and disease management.
discuss how exercise / training effects relate to performance and can be translated
to the athlete as well as sedentary patients.
gain new knowledge in the areas of protective equipment, basic taping techniques
and management of sports injuries.

Course Content:
Topics covered include the following:
x Fitness assessment, measures and interpretation;

x Exercise programs: concepts; types; designs; special considerations; monitoring and
progression
x Assessment of orthopaedic sports injuries
x Exercise design for common orthopedic conditions;
x Compliance and psychological issues related to sports;
x Wellness and Exercise issues to specific women, men elderly, adolescents and
children ;
x Basic taping and bandaging techniques;
x Protective equipment and supplies for sports physiotherapy;
x Functional assessments to determine ability to return to play (on field assignment).
Course Materials:
To be determined

To be determined


more than 10% of laboratory or small group sessions for reasons which are not valid or
approved may be refused permission to write the final exam.


POTH 446 CURRENT TOPICS IN REHABILITATION
Credits: 2

requirements
Instructors: Mary-Ann Dalzell, MSc (Coordinator)

Guest Lecturers

Office Hours: Wednesday 1:00 to 4:00 pm - by appointment
Course Objective: This course will give the student a background on cancer pathology,
risk stratification, the treatment process and rehabilitation needs throughout the disease
trajectory. Targeted clinical issues will include rehabilitation of cancer-related fatigue, pain,
lymphedema, radiation fibrosis, neuropathies, cachexia, dyspnea, and musculoskeletal
dysfunction. Rehabilitation issues specific to patients with breast, lung, CNS,
osteosarcoma, myelosarcoma, bone marrow transplants, head and neck cancers will be
addressed.
Course Structure: Three (3) hours of class per week lasting nine (9) weeks, the course
will be given in the fall term
This course will be offered to students in both physical and occupational therapy as well
as graduates of these programs who wish to specialize in the field of Rehabilitation
Oncology. An interdisciplinary whole-person approach to management of dysfunction in
patients with a diagnosis of cancer will be emphasized. Patients and invited speakers from
within the McGill community of oncologists, radio - oncologists, surgical oncologists,
palliative care clinicians, clinical nurse specialists, psychologists, mind-body therapists and
rehabilitation scientists will be invited to share their expertise with students. Each seminar
will be followed by case-based panel discussions and workshops, which focus upon the
evidence available in the literature relative to the cost-benefits of rehabilitation
interventions. Students will participate actively in the formulation of research questions
and the development of studies in this field.

By the end of the course, the students will:
1. Describe:
Cancer pathology and the impact of the disease and its treatment on function and quality
of life.
The needs of patients with specific cancers and the effects of a large variety of surgical,
chemotherapeutic and radiation protocols on functional capacity.
Cancer cachexia anorexia asthenia syndrome.
Cancer fatigue
Cancer pain
Lymphedema secondary to cancer treatment
2. Demonstrate the ability to establish a physiotherapy prognosis and intervention strategy

based upon:
Understanding medical treatment issues related to specific cancers

An understanding of the determinants of cancer survival
Identifying clients needs in collaboration with clients and designated care-givers
Realistic goals and client-centered outcomes dependent upon the expected time course of
survival.
3. Implement a comprehensive intervention plan that may include but is not limited by:
Therapeutic modalities
Therapeutic exercise
Functional activity training
Cardiovascular and cardiopulmonary training
Using the appropriate measures to evaluate the outcome of interventions
4. Communicate with other health team members and family caregivers by having
knowledge and skills of:
Providing education for clients and colleagues using pedagogical principles

Consulting and collaborating with other professional within the oncology team
Participatory decision-making
5. Demonstrate knowledge and participate actively in research related to cancer

rehabilitation through the process of:
Formulation of research questions

Critical evaluation and synthesis of the cancer rehabilitation literature
Development of data collection tools
Choosing relevant outcomes and endpoints for studies in this field

Course Content:
Overview of cancer pathology: Staging, growth, metastasis, and treatment protocols.
Overview of cancer rehabilitation: Restorative, adaptive, and palliative treatment

interventions.
Breast cancer: Post-operative management (partial and total mastectomies with axial
node dissections), post-reconstruction rehab protocols (tram-flap procedures, prosthetic
replacements), management of lymphedema, radiation fatigue, and chemotherapy-
induced neuropathies.
Strategies for management of cancer fatigue: Nutritional interventions, exercise protocols,

management of sleep disturbances.
Rehabilitation of lung cancer: A multidisciplinary approach to control of pain, dyspnea,

breathing pattern abnormalities, developmental scoliosis, fatigue and muscle loss.
Cancer cachexia: Multidisciplinary interventions including nutritional supplementation,

resistance exercise training, and psychological support.
Rehabilitation following bone marrow and stem cell transplantation.
Neurorehabilitation in cancer: management of peripheral neuropathies, radiation-induced

plexopathies, and CNS tumors.
Cancer rehabilitation and palliative care.
Osteosarcoma and myosarcoma: management of radiation fibrosis, amputations and

reconstructions,
Biophysical modalities in patients with cancer: Guidelines for use based upon the stage of
disease and physiological mechanisms underlying their effectiveness.
Head and neck cancers: Rehabilitation following surgery and reconstruction.
Pediatric cancers: long term functional disorders, prevention of treatment-induced obesity,

and other complications.

Course Materials:
Course pack which includes selected readings from the following texts:
Gerber LH and Vargo M: Rehabilitation for patients with cancer diagnosis.

In: Rehabilitation Medicine: Principles and practice, Third Edition, Edited by: DeLisa JA
and Gans BM. Lippencott-Raven Publishers, Philadelphia,1998.
Weissleder H and Schuchardt C: Lymphedema-Diagnosis and Therapy, Kagerer

Kommunikation, 1997.
Cavelli F, Hansen HH, and Kaye SB: Textbook of Medical Oncology. Second Edition,
Login Brothers Book Co., Winnipeg, 2000.

Students will be evaluated by means of small group projects to be assigned or
approved by the course coordinator. These projects are to be presented to the
Class and submitted (15-20pages).
Evaluation will be comprised of the following:
Presentation-class grade 10%
Instructors grade 20%
Reference material 10%
Audiovisual material 10%
Written paper- Content 50%


Attendance: Students are requested to attend all lectures and are required to attend all



POTH 447 SPECIALIZED AREAS OF PRACTICE
Credits: 2
Prerequisites: Successful completion of all U2 courses including

Clinical Affiliation requirements
Instructors: Jean Pierre Dumas, MSc (Coordinator)

Nino Liverani
Christine Gibson
Isabelle Audet

Jean Pierre Dumas, Hosmer 307, Telephone: (514) 398-5864,
Course Objective: The presentation of this course will focus on a case-based, client
centred approach emphasizing outcome measures
This course will provide U3 students the opportunity to build upon their previous U1 and
U2 learning skills and to integrate the evaluation and treatment approach with the client
care experience gained from their clinical rotations.
Course Structure: This course is made up of a combination of lectures, group discussion

and practices for six (6) hours a week over eight (8) weeks.

Following this course, the student will be able to:
1. Demonstrate evidence of knowledge integration of U1 and U2 material in areas such

as:
nature, severity and irritability of patients problem
articular signs
neurological signs
neuromeningeal test
compression and traction tests
arterial patency tests
basic palpation of articular and soft tissue structures
basic palpation of articular and soft tissue structures
peripheral joint screening tests

active, passive resisted movements
muscle length, and
ligament stress test
2. Demonstrate sills and knowledge in the evaluation and treatment of selected

orthopaedic conditions such as temporomandibular disorders and pelvic joints
dysfunctions.
3. Recognize non-mechanical disorders of the neuromusclar articular system (differential
diagnosis) and decide which patients may require further professional opinion.
4. Identify and present the scientific evidence related to a clinical question.
5. Justify the choice of orthopaedic clinical tests based on their values and limitations.
6. Apply clinical reasoning skills in complex orthopaedic cases through the development
of assessment and treatment plans.
Course Content (by week based on 8 weeks): Schedule 2004
September 17th Lecture 9h00-12h00

Lab 13h00-16h00
September 24th Lecture 9h00-12h00

Lab 13h00-16h00
October 1st Lecture 9h00-12h00

Lab 13h00-16h00
October 8th Lecture and

Meeting with the instructor 9h00-12h00
(in preparation for the oral presentation)
Lab 13h00-16h00
October 15th Lecture 9h00-12h00

Lab 13h00-16h00
October 22nd Group work
October 29th Lecture 9h00-12h00 and 13h00 to 16h00

Students oral presentation
November 5th Lecture 9h00-12h00

Students oral presentation
Review lab 13h00-16h00

LECTURES
1. September 17th
Course description and evaluation
Diagnostic in Physical Therapy
Evaluation of posture
Differential diagnosis: headache
Craniovertebral ligament stress tests
Neural tissue provocation tests
Cervical stabilisation
2. September 24th
Assessment of passive mobility
Temporomandibular joint overview
Myofascial pain
Case history: upper quadrant
Progression of treatment
3. October 1st
Sacro-iliac joint evaluation and treatment
Case history: lower quadrant
Progression of treatment
4. October 8th
Assessment of passive mobility
Outcome measures
Group meeting
5. October 29th
Student presentation AM
- Differential diagnosis: Case 1
- Pathology overview: Shoulder impingement
- Clinical question: Factors associated with back pain in children and adolescents
- Pathology overview: Tennis elbow
Student presentation PM
- Pathology overview: Carpal tunnel and double crush syndrome
- Clinical question: Hip dysfunction and low back pain
- Clinical question: Leg length discrepancy and low back pain

6. November 5th
Student presentation
- Pathology overview: Patellofemoral syndrome
- Clinical question: Efficacy of physiotherapy for osteoarthritis of the lower limb
PRACTICAL SESSIONS
Lab 1
Evaluation of posture in the upper quadrant

Craniovertebral ligament stress test
Cervical stabilisation
Lab 2
Neural tissue provocation tests

TMJ evaluation and treatment
Lab 3
Upper extremity mobilization

Lower extremity mobilization
Lab 4
Evaluation of posture in the lower quadrant

Lumbosacral stability
Lab 5
Clinical evaluation and group discussion
Lab 6
Review

Course Materials:
Required texts: Goodman, C. and T. Snyder (2000). Differential Diagnosis in Physical

Therapy 2nd ed., London, W.W. Saunders
Magee, D. (2002). Orthopedic Physical Assessment 4th ed. Philadelphia, W.B. Saunders.

Oral Presentation: 25%
Practical Examination: 30%
Written Examination: 45%
The oral presentation is a team project with 4-5 students per team. The length of
presentation will be 25 minutes per team and a question period from the students and the
instructor will follow. Your most important references should be mentioned in your oral
presentation. It is suggested to use Power Point (to facilitate posting on WebCT). It is
mandatory that you meet with the instructor to discuss your project before your
presentation.
The written exam material will include all the material covered in class this year and the
students oral presentations.


Dress Code: Appropriate clothes (i.e. shorts and T shirt) will be required for all labs.
more than 10% of laboratory or small group sessions for reasons which are not valid or
approved may be refused permission to write the final exam.


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COURSE GUIDE 2004-2005

B.Sc. PHYSICAL THERAPY PROGRAM

B.Sc. Occupational Therapy

Fall 2004 Semester (13 weeks beginning September 1, 2004)

Fall 2005 Semester (13 weeks);

Year III 2006-2007

McGill University Physical Therapy Course Guide 2004-2005 1

have acquired a knowledge of normal and abnormal physiology and behavior

have the adaptability to meet various professional roles as a therapist, treatment

McGill University Physical Therapy Course Guide 2004-2005 2

have acquired an appreciation of the medical, psychological and social aspects of

be committed to health promotion and the prevention of impairment, disability and

be cognizant of the necessity for ongoing education and self-directed learning.

Professor Sharon Wood-Dauphinee

Dr. Mindy Levin Professor Sandra Everitt

McGill University Physical Therapy Course Guide 2004-2005 3

I. Rules and Regulations for Student Evaluation and Promotion

II. Important Information for Students to Know

III. B.Sc Physical Therapy U1 Curriculum

IV. B.Sc Physical Therapy U2 Curriculum

V. B.Sc Physical Therapy U3 Curriculum

McGill University Physical Therapy Course Guide 2004-2005 4

Our means to achieve this:

As members of the McGill community, we affirm our position of leadership in the

Educational Mission Statement of the Physical Therapy Program

McGill University Physical Therapy Course Guide 2004-2005 5

Mission Statement of the School of Physical and Occupational Therapy .................................................5

Educational Mission Statement of the Physical Therapy Program ...........................................................5

I. RULES AND REGULATIONS FOR STUDENT EVALUATION AND PROMOTION ....14

Evaluation and Promotion.......................................................................................................................14

Promotion Periods ..................................................................................................................................17

Deferred Examinations, Remedials and Supplemental Examinations ....................................................24

Student Performance Review Committees .............................................................................................26

Review of Grades, Evaluations and Decisions .......................................................................................27

II. IMPORTANT INFORMATION FOR STUDENTS TO KNOW ........................................33

Attendance and Term Work ....................................................................................................................33

Code of Conduct for Users of McGill Computing Facilities .....................................................................34

Code of Student Conduct........................................................................................................................35

Email Policy ............................................................................................................................................36

Examination Regulations - University .....................................................................................................37

Examination Regulations School of P & OT - Addendum.......................................................................38

Examination Regulations Cheating......................................................................................................38

Faculty Advisor .......................................................................................................................................38

McGill University Physical Therapy Course Guide 2004-2005 6

Leaves of Absence .................................................................................................................................41

Safety and Well-being.............................................................................................................................41

Student Rights and Responsibilities .......................................................................................................43

APA Research Style Crib Sheet .............................................................................................................45

Audio Visual Equipment Borrowing Guidelines.......................................................................................62

McGill Libraries .......................................................................................................................................63

Health Sciences Library ..........................................................................................................................64

Occupational Therapy Assessment Library ............................................................................................67

Undergraduate and Graduate Computer Laboratory ..............................................................................68

Hosmer 301 ............................................................................................................................................69

III. B.SC. PHYSICAL THERAPY U1 CURRICULUM .........................................................71

B.SC. PHYSICAL THERAPY U1 IMPORTANT DATES..........................................................72

U1 CURRICULUM PLAN 2004-2005 PHYSICAL THERAPY PROGRAM..............................73

U1 PHYSICAL AND OCCUPATIONAL THERAPY LIST OF REQUIRED COURSES............74

ANAT 315 REGIONAL ANATOMY OF THE LIMBS & BACK .................................................................75