Clinical Pattern in Manual Therapy and Advanced Motor Control

22M1160

Master

German

5.0

only summer term

1 semester

Block 1

Consolidation of findings and treatment in the lower quadrant. Neuromusculoskeletal Differential Diagnosis of the Lower Extremity - Recognizing Clinical Patterns and Evidence-Based Treatment of Lumbar Stenosis. Clinical approach to the investigation and appropriate treatment of different levels of motor control of the lumbar spine-pelvis region and lower limb.

Block 2

Functional and learning processes of motor systems - deepening the knowledge of motor learning, motor memory and its translation into daily function.  How cortical and subcortical sensorimotor factors influence e.g. sensory input, neuromuscular feedback, motor experience and pain perception of the motor learning process, motor readiness and coordination (timing). 

Block 3

Influences on motor function - pain and its clinical consequences for sensorimotor strategies and automated and protective movement patterns - contextual factors? and motor control - biomechanical and neuroreflective treatment models for facilitation and inhibition of muscle function

Block 4

Current knowledge of pain neurobiology and implementation according to Pain Neuroscience Education(PNE) strategies and their application

IFOMPT criteria: A1, 3; D1, 3, 4, 5; K1, 3, 4, 6, 11 S1, 3, 5, 6, 7

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

• Homework / Assignment or
• Project Report, written

Howework  of 10-15 pages, project report: written approx. 15-20 pages,

Project report oral 30 min , 

Project report presentation approx. 30 minutes 

The students have a broad knowledge of assessments and treatments of neuromusculoskeletal dysfunctions. They are able to recognise partly complicated patterns via functional motor control tests and have the possibility to integrate corresponding assessments and treatments into their daily practice via forward-reasoning strategies. They deepen the theoretical knowledge of motor function circuits and the resulting consequences for motor control in physical pathologies and dysfunctions. They know influences and contextual factors on motor functions and their underlying neurophysiological and biomechanical mechanisms. They have subject-related knowledge of underlying models and theories. They know and understand different principles and concepts of motor rehabilitation, functional training applied in rehabilitation and sports as well as influencing factors such as overload, training specificity, periodisation and deconditioning.The students expand their knowledge of the neurobiology of pain, which they can apply in the education and rehabilitation of neuromuscular dysfunctions and pain.

Students will deepen their knowledge in neuromusculoskeletal patterns and corresponding dysfunctions, such as CAM impingement of the hip joint, soft tissue dysfunctions, anterior knee pain, achillodynia, shoulder impingement, tennis elbow and carpal tunnel syndrome. They critically interpret the current evidence on motor dysfunctions and motor learning strategies and transfer these to current clinical neuromusculoskeletal patterns in different body regions, such as the cervical spine, lumbar spine or hip. The students know the "state of the art" of rehabilitation methods of motor systems and reflect and interpret these methods critically against the background of the individual problem of the patient and the evidence base.The students are able to interpret and reflect the influence of pain on motor functions and can assess the general consequences for motor rehabilitation processes based on international guidelines for the classification of pain.

Students integrate their knowledge of clinical neuromuculoskeletal patterns and motor learning processes and influencing factors in complex therapy situations. They decide on the best possible strategy for optimising manual techniques and motor learning processes on the basis of their knowledge and problem-solving skills. In doing so, they take into account current evidence, individual ideas and prerequisites of the patient as well as their own experiences. They initiate their own projects in therapeutic practice in order to gain new knowledge in motor rehabilitation.

Students can put into practice what they have learned to generate clinical research questions

Students have manual and cognitive skills to apply the principles of motor learning and rehabilitation in daily practice with individual patients in situations they are familiar with and also in new situations.

By combining evidence bases and new teaching (skills, theories and models), new researchquestion can emerge in the field.

The students have communicative skills to communicate the principles of clinical assessments, motor learning processes and rehabilitation to their patients in daily practice at a simple level and to professional representatives at a scientific level in an understandable way. They guide patients according to motor learning principles, taking into account current underlying theories. They disseminate the latest learning principles in the therapeutic team and clearly communicate their reasons for movement. They can use neurobiological knowledge of pain as a basis for treatment strategies such as graded exposure, graded activity and pacing.

• Musculoskeletal Therapy (Manual Therapy - OMT)

• Piekartz, Herman Josef Maria

• Piekartz, Herman Josef Maria
• Timpe, Timo
• Hamilton, Christine