UNIVERSITY OF COLORADO -ANCHUTZ MEDICAL CAMPUSPHYSICAL THERAPY PROGRAM

Course Title: Patient Care Seminar I Credit Hours: 2In-Class Hours: 17

Course Number: DPTR 5611

Semester: Spring I Spring 2013

Course Coordinator: Tami Struessel, PT, DPT, OCS, MTC E-mail: Tami.Struessel@UCDenver.edu

Other Course Instructors: Meghan Bawn PT, DPT Meghan.Bawn@UCDenver.eduAngie Bruflat PT, DPT Angela.Bruflat@UCHealth.comLara Canham PT, DPT Lara.Canham@gmail.comKatherine Deines PT, DPT, NCS KDeines8@msn.com Rebecca Downey PT, DPT Rebecca.Downey@UCDenver.eduJustin Dudley PT, DPT, EMT dudj@hotmail.comHope Yasbin Engel PT, DPT Hope.Yasbin@gmail.comRebekah Griffith PT, DPT Rebekah.Griffith@UCHealth.comJan Harting PT, DPT, NCS HartingJ@earthink.net Jennifer Hide PT, DPT JHide@comcast.netLauren Hinrichs PT, DPT Lauren.Hinrichs@gmail.comLisa Hymes PT, DPT Lisa.Hymes@gmail.comSharon Jordan PT, MA Sharon.Jordan@ UCDenver.eduAndy Kittleson PT, DPT Andrew.Kittelson@UCDenver.eduGuy Lev PT, DPT, COMT Guy.Lev@UCHealth.comDan Malone PT, PhD, CCS Dan.Malone@UCDenver.edu Mark Manago PT, DPT, NCS Mark.Manago@UCHealth.comAmy McDevitt PT, DPT, OCS Amy.McDevitt@UCDenver.eduNicole Parker PT, DPT, NCS N2Parker@hotmail.comStephanie Pascoe PT, DPT Stephanie.Pascoe@colorado.eduRenee Peter PT, DPT, ATC Renee.Peter@UCHealth.comMelissa Randall PT, DPT Melissa.Randall@ChildrensColorado.orgKyle Ridgeway PT, DPT Kyle.Ridgeway@UCHealth.comLeslie Schein PT, DPT Leslie.Schein@ChildrensColorado.orgBahar Shahidi PT, DPT Bahar.Shahidi@UCDenver.eduDanielle Sockolosky PT, DPT, OCS Danielle.Sockolosky@UCHealth.comAudrey Waldron PT, DPT Audrey@waldronspt.com

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Course Communication

Both Canvas and email will be used to communicate with students during this course. Students are responsible to check both on a regular basis. Students also are responsible to ascertain the preferred communication method of their specific instructor.

Communication with your Instructor

Communication to set up meetings and exchange information with your instructor should be initiated by email using the email addresses provided in this syllabus or on Canvas. However, students should determine from their instructors the preferred method of communication at the beginning of the semester.

Suggested revisions and feedback on preliminary outlines, or other submissions should be managed using the Track Changes function in Microsoft Word.

Required meetings are to be held face-to-face between student and instructors.

Course Description: This seminar introduces critical thinking and clinical reasoning skills. The ICF framework is used to organize clinical information and is applied for initial clinical judgments. Included are patients across the life span with a variety of clinical conditions.

Course Objectives: On completion of this course, the student will demonstrate the following via application to a single case analysis:

1. Encourage active involvement of the patient/client in his or her care. (CC 5.9) 3

2. Apply concepts of expressive and receptive communication in a culturally competent manner with patients/clients, family members, caregivers, and practitioner. (CC5.17, CC5.18, CC 2) 3

3. Examine concepts of clinical judgment and reasoning to minimize errors and enhance patient/client outcomes. (CC5.19, 2) 1

4. Display consistent application of current knowledge, theory, and professional judgment while considering the patient/client perspective in patient/client management. (CC 5.20, 2) 2

5. Identify appropriate resources and evaluate applicable biological, physical, behavioral and clinical sciences. (CC 1, 3, 5.21) 3

6. Consistently utilize information technology to access sources of information to support clinical decisions. (CC 5.21) 1

7. Describe the basic best evidence for practice from sources of information and patient/client values to determine the best care for a patient/client. (CC5.23, 2) 2

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8. Develop initial contributions to the evidence for practice by written systematic reviews of evidence or written descriptions of practice in limited areas.(CC5.24 ) 1

9. Explore patterns of best clinical practice for various populations (CC5.25) 1

10. Examine data from a simple examination (history, systems review, and tests and measures) to make clinical judgments regarding patients/clients. (CC5.31, CC2) 2

11. Develop a diagnosis that guides future patient/client management for a single case. (CC5.32) 2

12. Explore basic concepts of prognosis and formulate a patient/client prognosis based on case information and research on a single case. (CC5.33) 1

13. Explore concepts of patient centered care with information on a case with patients/clients, family members, payers, other professionals, and other individuals to inform a plan of care that is acceptable, realistic, culturally competent, and patient-centered.

(CC5.34, 5.6) 2

14. Develop elements of a simple physical therapy plan of care that is safe, effective, and patient/client centered for a single patient case. (CC5.35, CC1) 1

15. Demonstrate proficiency in group presentation of patient cases (CC 2 group) 2

16. Complete peer review of patient cases presentations. (CC 2) 2

Required Texts, Readings and modules:

The International Classification of Functioning, Disability, and Health: Overview moduleGo to APTA.org Learning Center.Be sure to take the FREE version:The International Classification of Functioning, Disability, and Health: Overview (No CEUs) Author(s): Tonya Miller, PT, DPT, COS-C; Jennifer Walsh, PT, DPT Price: $0 Member | $0 Nonmember   CEU:0 CEUs (0 contact hours)Specific step by step instructions are posted on Canvas if you are having a hard time locating the course.

American Physical Therapy Association: Guide to Physical Therapist Practice, Second Edition, APTA, Arlington, VA, 2003 revised version (paperback or online version acceptable)

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Recommended Readings and Resources:

Strongly recommended: Endnote X3 (or higher) citation management software system.

AMA format for referencing:  http://www.samford.edu/schools/pharmacy/dic/amaquickref07.pdf

Visual Imaging References: Your Canvas site includes a folder; Effective PowerPoint Presentations, which includes a sample PowerPoint PCS presentation and a list of resources to obtain images and guidelines for creating effective presentations.

Curricular Threads:The Physical Therapy Program emphasizes several content areas. These content areas are called curriculum threads because they span the curriculum rather than being contained in one or two courses. The curricular threads addressed in this course include:

Patient Centered Care Application of Movement Science Use of Evidence and Critical Thinking in Clinical Decision-Making Functioning in a Doctoring Profession

Teaching methods: Seminar format with facilitation by instructors.

Evaluation Methods:

Grades and grading policies: Grades will be given based on the standard requirements and grading scheme described in the Student Policy and Procedure Manual. Completion of course requirements includes the following:

1. receive at least a 73 on the written case outline; 2. receive at least a 73 on the oral case presentation; 3. complete critique of several student presentations;4. demonstrate appropriate professional behavior throughout the course.

ICF quiz 2.5%Homework 2.5%Initial outline quality (excludes adherence to due dates) 20%Final Outline 40%Presentation 25%Adherence to time lines (adheres to due dates) 5%Appropriate work with partner/prof. behaviors 5%

100%

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Course Policies:

Collaboration: Students will work in pairs and should refer to #3 in the Collaboration policy in the Student Policy and Procedures manual. Students will be responsible for all material related to their case. Both students will receive the same grade for the course.

Professional Behaviors:Professional behaviors are expected of all students enrolled in courses in the University of Colorado Doctor of Physical Therapy Program.  This course maintains the same expectations for professional behavior. The course coordinator reserves the right to deduct points should a student consistently display behavior that is not reflective of a Doctor of Physical Therapy. 

This course is designed in part to assist students to learn to present and critique clinical case information in a professional manner. Therefore, students are expected to participate in this seminar as if they were at a professional meeting or patient case conference in a health care setting. This includes but is not limited to the following:

1. Timeliness in meeting all deadlines for preparation and presentation of your case2. Professional attire; cell phones off; timeliness to class3. Professional language and demeanor when presenting a case or discussing a

colleague’s case4. Attentiveness during presentations when serving as a reviewer

Expectations for references: Students are expected to find quality articles published in peer-reviewed journals.  They

are expected to understand the basic hierarchy of research quality.  For instance, a case report is less desirable than a Randomized Controlled Trial.  They will be expected to locate and cite an adequate number of references to elucidate the key concepts of the grading rubric. Due to the nature of the core/clinical sciences, it is acceptable to use textbooks in certain circumstances.

Web site references are to be avoided.  However, occasionally a website from a recognized organization such as the NIH or other government sites may be used.  More often, websites can be used to find reference lists whose articles may then be located in full text and used in the project.

Course notes are not acceptable references.

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Presentation Guidelines/helpful hints: Each presentation will be 20 minutes long with 10 minutes for questions at the end. 

Based on this length, students should plan on 15-30 slides depending on how quickly they tend to present.

When designing the slide show, use points per category from the rubric to drive time spent on each section.  There are certain sections that should be emphasized more than others.

Remember, the goal is to paint a picture of the patient, not include every detail imaginable.

For clarity and consistency in referencing on slides, we would like students to use a specific format.  Please use (primary author, year) format.  i.e. (Johnson, 2003)

Students do not need one slide per element of the rubric.  They are encouraged to include multiple areas on one slide to conserve slides, while still including required material.

Students should use note cards if they feel they will forget some material, rather than including every detail on the slides.

Practice, practice, practice!  Practice will make you both better and faster!

Health Condition-we appreciate you could spend hours on this.  Please only summarize the basics you feel best clarify the diagnosis.

Pay attention to key words in the rubric such as:  Brief, relevant, pertinent, summarize

Class Schedule and Format:

This course will be taught using introductory lectures and a session of small working groups. Students will work in pairs on informational outlines and PowerPoint presentations with the assistance of their instructor. Students will be fully responsible for the content of the entire outline and presentation. Cases and pairs will be assigned randomly. Late in the semester, students will present their case to all members of their lab group, and some of the faculty members in the content area, including their instructor. Each student will present half of his/her groups Power Point, which half will be based on a random drawing on the date of presentation.

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Bolded dates are class sessionsDate/Deadline Activities Additional

informationFeb. 10, 2014 First introductory session; clinical

reasoning, cases/pairs assigned 2 preliminary assignments: #1. APTA online ICF course:

complete course and online quiz due based on in-class content and APTA ICF course: Feb. 16

#2. Homework assigned and due to instructor on Feb. 18List the:

o Health Conditiono Participation issueso Activity Limitationso Body Structures/Functionso Contextual factors (personal and

environmental)

Submit a single document, created as a pair

Struessel

Between Feb 10 and first meeting date with instructor

Begin working on your case (developed from the case history with format based on grading rubric).

Extensively research the diagnosis and information relevant to the case

Feb. 12, 2014 Second introductory session; logistics of PCSI

Struessel

Feb. 13, 2014 No later than this date, students will have met as pairs and will have initiated contact with their instructor by email to schedule a meeting to occur BEFORE the end of day on Feb. 21, 2014

Feb. 14, 2014 Third introductory session; how to integrate published literature recap/Foreground Inquiry. Computer lab/pairs work session

2nd hour working sessions with pairs (Background Inquiry)

Struessel/Hebert

Feb. 14, 2014 Optional orientation session for Endnote citation software

Blomquist

Feb. 16, 2014 Preliminary assignment #1 due:

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Complete Canvas ICF quiz based on free APTA online ICF course and in-class content (See instructions to access APTA course on Canvas)

Feb. 18, 2014 Preliminary assignment #2 due (Homework)

Submit to instructor by email Submit a single document,

created as a pairFeb. 19, 2014 Talk through outline process for

clarification Optional

Feb 21, 2014

[Deadline to have 1st meeting with instructor]

No later than this date, meet with your instructor as a pair to review and discuss case

You should have completed initial searching on topics related to the health condition and case. Be prepared to discuss the case in an informed manner.

Schedule 2nd meeting with your instructor to occur before March 14, 2014

Feb. 24, 2014 Case based problem solving session Struessel/Kriekels/Hebert/Stevens-Lapsley

March 7, 2014 Submit the outline, including all elements, to your instructor. Your instructor will then review the outline and provide extensive feedback to assist with your next submission (revised outline).

Outline should be sent by email

After March 7 , 2014 Work on the presentation/Power point Use rubric for key elements

Between March 7 and March 26, 2014

Continue to enhance outline and prepare to submit final version

March 10, 2014 Continuum of Care Struessel/KriekelsMarch 14, 2014 No later than this date, meet with your

instructor to receive feedback and discuss the outline

Mar. 26, 2014 Submit the FINAL detailed outline to your instructor. This outline should incorporate all feedback from the original submission.

Final outline should be sent by email

Mar. 31, 2014 Submit draft of your PPT presentation Draft of PPT should be

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to your instructor. Student is encouraged to use “notes” feature of Power Point to clearly represent material to be presented orally. This version should be well developed, and demonstrate clearly the intended final product.

sent by email, or if images are too large, hand deliver a CD or jump/thumb drive to instructor

Apr.2, 2014 Receive feedback from instructor on draft PPT by today

Additional meetings or revisions may be required by your instructor

Apr. 3, 2014Group 1 Optional help session

Apr. 3, 2014Group 2 Optional help session

Apr. 4, 2014Group 3Optional help session

PPT critique and technical advice Mike Pascoe

Apr. 6, 2014 Final version of PowerPoint due to instructor.

May receive feedback from instructor on items which MUST be changed prior to presentation.

April 7-8, 2014 Optional PCSI presentation practice time on your own. Room scheduled and available.

April 9, 2014See final schedule

Student Presentations

Mandatory Attendance all students

Each pair of students will present their case to students, instructor and attending faculty. 20 min. is allocated for the presentation. Students, instructor and attending faculty will then discuss the case, with 10 minutes allocated for this discussion.

April 10, 2014See final schedule

Student Presentations

Mandatory Attendance all students

April 11, 2014See final schedule

Student Presentations

Mandatory Attendance all students

April 14, 2014 Wrap up/feedback session

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Appendix 1:GRADING RUBRIC FOR OUTLINEOutline should be heavily referenced.

COMPONENTSAvailable Points

Points Awarded

EXAMINATION-HISTORY

Systematic gathering of historical data related to why the patient/family is seeking the services of the physical therapist, to

learn about the patient’s life and life circumstances/support, coexisting health problems and other health needs.

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Patient / Family reasons for seeking PT (e.g., what did the patient / family hope would be accomplished?). Pay special attention to participation and activity with a description of the person’s ability to participate.

Describe any comorbid and/or premorbid conditions.

EXAMINATION-SYSTEMS REVIEWA brief or limited examination of the 4 primary systems

(Cardiovascular/Pulmonary, Integumentary, Musculoskeletal, Neuromuscular) and Communication/Cognition. The result is a

more focused screening of all these systems to determine a)need for additional specific testing (tests and measures) b) need for referral

to another healthcare professional c) need for monitoring of a particular system for change

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List the systems covered in the systems review for your case. (e.g. Cardiovascular/Pulmonary, Communication/Cognition, Integumentary, Musculoskeletal, Neuromuscular, Other (Endocrine, GI, GU, etc.). For each item, briefly explain what you believe led the writer of the case to determine that a system needs or does not need further review.

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INITIAL HYPOTHESISA synthesis of the information from the History and Systems Review

which will allow the clinician to prioritize as they move forward into the tests/measures. The initial hypothesis is based on a combination of the therapist’s knowledge base,

clinical experience and weighing the importance of the various pieces of information that have been obtained.

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For PCSI, you will not complete an actual initial hypothesis. The exercise below will help you get used to pulling out key elements from the History and Systems Review. In the future, you will use items like these to create a full Initial Hypothesis.

List 5 items from the History and/or Systems Review (the initial section of your case BEFORE this statement “Based on the findings of the history and systems review, the following additional tests/measures were completed,” which you believe would help you formulate a better understanding of this patient’s medical diagnosis. You will be able to complete this more fully once you have completed initial background research on the primary health condition and determined typical associated signs and symptoms.

e.g. Diagnosis of Lateral Ankle Sprain-one piece of the history that would help you better understand the diagnosis is that he was playing basketball and he describes rolling his ankle to the outside. This would be one of the items you would include in your list of 5.

EXAMINATION-TESTS AND MEASURESThe methods/means of gathering data/information about the

patient/client. Used to help in evaluation of initial hypothesis as well as gather baseline data for future comparison.

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List all tests and measures (PT or otherwise) used in your case. Highlight the test/measure you consider most relevant and explain why.

Research one physical therapy related test / measure: research then discuss, reliability, validity, specificity, sensitivity, and/or other relevant psychometric properties.

Select one functional task that you might analyze with this individual and explain why you have chosen the task.

Optional: Are there additional tests/measures you might consider using with this individual? If so, briefly state.

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List and Rank items in the following categories in order of perceived importance to the patient/family. The most important should be listed as #1 (from the information provided in case).

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Limitations in Participation

Activity Limitations

Body Structures/Functions involved

EVALUATIONA dynamic process in which the physical therapist makes clinical judgments based on data gathered during the examination and

knowledge about the health condition.

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Overall assessment of functional links Using the sample ICF graphic provided on Canvas or your own graphic illustration, show how the body structure/function and activity limitations are linked to your highest-ranked participation restriction and to each other. CHOOSE ONLY ONE PARTICIPATION FOR THIS ACTIVITY

EVALUATION-HEALTH CONDITION

A portion of the evaluation; PTs typically use an understanding of the Health Condition to identify the impact of a condition on function at the level of the system (especially the movement system) and at the

level of the whole person.

HEALTH CONDITION (primary diagnosis only) 35

Research, then provide a general overview of this health condition.

Research, then discuss the relevant anatomical structures or physiological processes involved, including the relevant histology of those structures/tissues.

Research, then briefly describe any relevant Growth/Development and/or Aging concepts relevant to this individual.

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Based on the knowledge you have gained from the above research, contrast how the pathological state in the health condition varies from “normal”.

Research, then briefly discuss the expected medical (physician) management of this condition.

State the Practice Pattern based on The APTA’s Guide to Physical Therapist Practice (2nd Ed. revised)

Provide a general overview of this health condition as you would now explain it to your patient, using only “layman’s” terms.

State the Clinical Impression based on material presented in the introductory lectures, your case and your research.

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EVALUATION-PROGNOSIS

A portion of the evaluation, prognosis is a determination of the level of optimal improvement that may be attained through intervention

and the amount of time required to reach that level.

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Research, then estimate and explain, the prognosis for this health condition in general, including time frame for change using literature to support your judgment. Do you expect this condition to:

Recover without intervention? OR

Improve with physical therapy treatment? OR

Decline over time [e.g., degenerative process]?

Prognosis for a specific individual can be impacted by many factors. Based on your case and your research, and using the material presented in the introductory lecture, list all the factors,including personal & environmental factors, you feel may have an impact on this individual’s prognosis. Divide the factors into those expected to positively affect and those expected to negatively affect the prognosis. If, depending on the situation, some factors could have a negative or positive affect, please indicate. A simple tablesuch as the example below may be suitable to present this information.

An otherwise healthy 23 year old with a femur fracture:

Prognostic Factor Positive Negative Neutral ReasonAge X Because…

Apply the information described in the last 2 sections to state whether your patient’s condition is expected to improve or decline and why.

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EVALUATION-PLAN OF CAREA portion of the evaluation, the plan of care is the overarching planincluding blanket strategies. It should take into consideration allof the information you have gathered up to this point. The Plan of

Care should be organized around Remediation, Compensation andPrevention.

Categories for Plan of Care:1. Remediation or the reversal of identified deficits. 2. Compensation or adaptation, or the alteration of the

environment or the task when it is determined that remediation is not possible.

3. Prevention or management of anticipated problems.

Components of intervention in the Guide to Physical Therapist Practice:

1. Communication, collaboration and documentation2. Patient/client-related home instruction3. Procedural intervention

and whether it is at the level of the Person, Task, or Environment (from Movement Science and Motor Control/Motor Learning).

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Briefly describe the Plan of Care for this individual, using the format of the table below for brevity. Please note: For this assignment, identify three or four priority participationrestrictions, activity limitations, or body structure and function limitations that you would address in your first few sessions with this patient. Very specific types of intervention are not required at this point; instead, generalities are used in the initial plan. So you may state (quadriceps strengthening, but should not go into specifics of leg press, leg extensions, Straight Leg Raise etc.). Not all categories are applicable for all of the cases. References are not expected for this section.

EXAMPLES:Participation restriction,activity or body structure/function limitation

StrategyCompensationRemediationPrevention

Intervention

Intervention componentCoordination/communicationdocumentationPatient related instructionProcedural intervention

LevelPersonTaskEnvironment

Hip weakness

Remediation

Strengthenextensors

Procedural interventionPatient related instruction

Person

Decreased balance

Compensation

Provide walker

Patient related instruction

PersonTask

Heel cord contracture

Remediation

Phone call to orthopedic surgeon about surgical options

Coordination/communicationdocumentation

Person

*EXTENSIVE USE OF REFERENCESExtensive use of references with reference list following outline. All articles should be cited within the outline and superscripted, then listed in order of appearance in a Reference list following the outline. (AMA format)

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TOTAL 100

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Presentation Split:On the day of presentation, the student will randomly draw to determine if he/she will be presenting Section 1 (Student 1 below) or Section 2 (Student 2 below).

Student 1: Begins presentation, from beginning through Initial Hypothesis (see rubric below)

Student 2: Follows first presenter. Presents Tests/Measures through Plan of Care and concludes the presentation.

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Appendix 2:

GRADING RUBRIC FOR PRESENTATION OF CASE PCS I

This order is modified from the outline to enhance flow of presentation to an audience with little familiarity of the subject.

Please note: you will be teaching the audience novel information. In your presentation, be sure to focus on the points you believe will help the audience to best understand this individual and the information you have learned in the PCS process.

TITLE/FIRST SLIDE SHOULD BE ABOUT THE PERSON, NOT JUST THE DIAGNOSIS

COMPONENTSAvailable Points

Points Awarded

EXAMINATION

Patient Case History 10Patient / Family reasons for seeking PT

Discuss this individual’s current activity and participation status including assets which may make participation more likely.

EVALUATION

Description of health condition 20Provide an overview of the medical condition including anatomy, histology and pathology. Also briefly describe any comorbid and/or premorbid conditions.

Briefly describe the expected medical (physician) management of this condition

What is the natural progression of the health condition?

State this person’s Practice Pattern based on The Guide to Physical Therapist Practice

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EXAMINATION

Systems Review 4Based on the information from the systems review for your case, briefly explain what led the writer of the case to determine that a system needs or does not need further review.

Initial Hypothesis 1

Briefly state the most significant items from the History and Systems Review which you feel have guided decisions on Tests/Measures.

Tests/Measures 10Briefly discuss the most important tests and measures used in the case. Which findings from these are most relevant and why?

For the one test / measure you researched, discuss reliability, validity, sensitivity, and other relevant psychometric properties If appropriate, briefly describe any additional tests/measures that you may have found that you might consider using with this patient

EVALUATION

Interrelationships 15

Explain how your patient’s participation status is linked to his/her activity limitations and body structures/functions

State the Clinical Impression, highlighting the most important items for the audience to understand.

Prognosis 20

Utilize a list or a table to clearly describe the positive and negative factors that have an impact on this individual’s prognosis.

Using sound clinical judgment, discuss your expectation for your

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patient’s recovery or decline and how this individual will respond to physical therapy intervention (include a time frame).

PLAN OF CARE 5Briefly summarize your physical therapy plan of care in your first few treatment sessions for this individual. Focus on the strategies that you listed in the table from your outline.

USE OF REFERENCES 5

Appropriate use of references on slides (Author and year in parentheses). Full references at end of presentation.

PRESENTATION 10

1. Were the presenters organized and prepared?2. Was the presentation easy to read and follow?3. Did presenters include additional visually stimulating

images such as pictures or graphs?4. Were presenters dressed professionally and did they use

professional language and manner?5. Was the presentation polished and did the presenters

provide adequate voice projection and eye contact?6. Was each presenter’s knowledge of the material adequate

to answer questions posed from the audience?

TOTAL 100

Cite references on slide using the format (Author, Year) e.g. (Smith, 2005)*

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Appendix 3Presenters’ Names_______________________________Date _______________________________

PATIENT CARE SEMINAR Presentation Assessment

Based on the presentation, I…Disagree Agree

understand the pathology of the primary health condition 1 2 3 4 5

understand the relationships amongfunction, health conditions, activities etc. for this individual 1 2 3 4 5

can identify the basic physical therapy and 1 2 3 4 5medical management for this condition

understand factors that contributeto the medical and physical therapy prognosis for this individual 1 2 3 4 5

have knowledge of an appropriate basic PT Plan of Care 1 2 3 4 5

feel that the Power Point presentation was effective and well utilized 1 2 3 4 5

feel that the presenters used good eye contact 1 2 3 4 5

feel that the presenters’ voice projection was appropriate for the size of the room and the number of participants in the audience 1 2 3 4 5

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The following aspects of the presentation were particularly helpful to me:

I have the following suggestions that may enhance my classmates’ presentation skills:

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Presenter____________________________________Date _______________________________________

PATIENT CARE SEMINAR ISelf Assessment

During this presentation, I

Disagree Agree

Was poised, professional and confident 1 2 3 4 5

Presented material clearly 1 2 3 4 5

Was succinct but complete 1 2 3 4 5

Used good eye contact and voice projection 1 2 3 4 5

Held the participants’ interest 1 2 3 4 5

Used Power Point effectively 1 2 3 4 5

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