APTA Maryland and DC's Annual Conference
Energized - Engaged - Transformed
Live and On Demand Viewing Options
Attend a live course and get entered into our E-Raffle
- Purchase the live virtual event and attend 4 courses – (twelve contact hours 1.2 CEUs)
- Purchase the full catalog that includes on demand access of the full catalog for 7 courses – twenty-one (2.1 CEUs)
Watch our pre recorded poster presentations throughout the months of Nov.-Dec. at your leisure.
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Semi-Annual Chapter Member Meeting Saturday November 13 @ 11:30 am-12:30 pm
Be a Part of our 2021 Conference & put a spotlight on your company
Registration Fees and Options
|Full Conference Catalog |
(Includes 7 Courses w/ Live & On Demand Access)
|Real Time Virtual Only|
(Includes 4 Courses) No On Demand Access
|Member: $95||Member: $65|
|Non Member: $150||Non Member: $100|
|Student: $30||Student: $25|
Saturday, November 13th
Morning Sessions 8:15-11:15 am
Frankie to Elton, Beatles and DDD: One size just never fits all!
- The Orthopedic Physical Therapist’s Guide to Pelvic Floor Screening, Evaluating, Treating, and Referring
- Implicit Bias – Blind Spots in Physical Therapy Practice
APTA Maryland Member Meeting 11:30-12:30 pm
Afternoon Sessions 1:00-4:00 pm
- Addressing Social Determinants of Health in Physical Therapy Practice
- Best practices for Professional Presentations for the Classroom, Conference, Interview, and Beyond
Sunday, November 14th
Morning Session 9:00 am – 12:00 pm
- Motor Modules: Clinical Application of a New Theory for Gait Analysis Post-Stroke
Afternoon Session 1:30 – 4:30 pm
- Innovative Tools to Promote Employee Engagement and Improve Your Company Structure
- Lumbar Radiculitis and Concomitant Hip Related Groin Pain: A Case Report Describing The Clinical Decision Making and Management of A 34-Year-Old Archaeologist
- Preparing PT’s for Interprofessional Telehealth Practice: A Pilot Study
Course Descriptions by Category
Best practices for professional presentations for the classroom, conference, interview, and beyond
(Recorded session with a live Q&A)
NOW: By March 2020, the President had just declared a national state of emergency, with state at home orders mandated throughout most of the country. Our university (and MOST if not all) completely shut down and went to fully remote learning instruction. It wasn’t long before the US was and still is #1 with reported cases and deaths from COVID-19.
LATER: One example of a large conference proceeding in our profession is the APTA Combined Sections Meeting annual meeting, which has become one of the largest physical therapy conferences in the U.S. over the past decade. This yearly meeting has an overwhelming amount of options for sessions to attend. There is an excitement in the air as all storm the conference locations, eager to learn and grow. Does disappointment ensue when “session regret” sets in as the speaker began? Or how many times have you thought to yourself, “this speaker is not the best, but I don’t know if I could do any better?” If you have had any of these thoughts or experiences, then this is the session for you!
Public speaking is challenging. Even for the most confident, public speaking is terrifying. Physical therapy programs now have strict research requirements that require a professional presentation. Unfortunately, there is little instruction or specific curriculum courses devoted to tips for successful public speaking. As a result, former students, now current session presenters, might be lacking in professional presentation education.
This educational session is designed for any learner that wants to improve their presentation skills for any audience. In addition, there will be a follow up Part 2 session, that will focus more on tips for getting accepted to present at a conference and poster presentation tips for success. Part 3 will be a virtual live Q&A with the conference presenters “Lorio & Cline.”
- Verbalize independently 10 tips for improving platform/online/Inservice presentations.
- Learn resources that you can use to develop a slide deck for future presentations based on tips learned.
- Successfully prepare for an interview in today’s online post-covid world.
- Verbalize tips for strengthening an abstract submission for conference proceedings.
- Verbalize 10 tips for improving poster design for conference proceedings.
Anne Lorio is a Clinical Associate Professor in the Department of Physical Therapy at Georgia State University, and a 3rd year Ph.D. student studying Educational Psychology in the Department of Learning Sciences. She is the course coordinator and primary instructor for the PT Management of Neuromuscular disorders course series (II-V), Lifespan IV: Geriatrics, PT Interventions II: Integument, Service-Learning and the Study Abroad Nicaragua elective courses in the DPT curriculum. Dr. Lorio was named a Georgia State University Hall of Fame Champion in 2020 for her tireless work converting her classroom content to a remote format. She was the recipient of the 2018 Physical Therapy Association of Georgia (PTAG) Achievement in Education Award, and the 2017 Georgia State University’s Lewis College of Nursing and Health Professions Teaching Excellence award.
Jennifer (Jen) Cline is the Director of Therapies at Atrium Health Carolinas Medical Center (CMC). She leads 90 physical, occupational, and speech therapists at a Level I Trauma Center. Jen is a mentor in the neurological residency program and is an administrator in the occupational therapy critical care fellowship. With 30 years of clinical experience in acute care, home health, and inpatient rehabilitation, Jen has committed her professional career to evidence-based practice, patient advocacy, and lifelong learning for herself as well as others. Knowing that she might help a patient move again after a catastrophic accident is what keeps her motivated. Prior to her current position, Jen was the Director of Clinical Education at Georgia State University and is a credentialed Clinical Instructor trainer. She earned a Bachelor of Science in Physical Therapy from Boston University and a Master of Science in Anatomy from Case Western Reserve University and is currently enrolled in the Doctor of Health Science program at the University of Indianapolis. She speaks publicly often and has enjoyed it since high school.
Educational Credit: This course meets the criteria for three Hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners
Implicit Bias – Blind Spots in Physical Therapy Practice
This course will explore racial and ethnic disparities in health status, health care, and physical therapy. It will also review social vulnerabilities from these inequities including substance use disorders to treat acute and chronic pain.
Speakers: Dr. Danelle Dickson, PT, DPT, OCS, Roy J. Film PT, DPT, OCS, FAAOMPT
- Discuss racial bias and discrimination as it relates to inequities in pain experiences and pain care for black and brown communities
- Recognize the impact of implicit or explicit bias in the management of patients with opioid use disorder
- Discuss how the language we use stigmatizes patients with opioid use disorder
- Identify one’s own implicit biases.
Addressing Social Determinants of Health in Physical Therapy Practice
A panel of PTs and PTAs from various settings to discuss the impact of social determinants of health and psychosocial factors on health disparities and inequities. Research shows that gender, race/ethnicity, level of education, environment, access to transportation, employment, socioeconomic status, and insurance are all factors that affected the likelihood of physical therapy use and recovery. In addition, being an agent of change within your organization to improve the system of care requires innovation and leadership.
Speakers: Jennifer Ibe Aiken PT, DPT, Valerie Rucker PT, DPT, NCS
Tamiko L. Stanley is vice president and chief Diversity Equity and Inclusion (DEI) officer for Luminis Health. Stanley joined Luminis Health Anne Arundel Medical Center (LHAAMC) in 2017 as director and head of diversity equity and inclusion. During her tenure, she has been at the forefront of the design and execution of innovative strategies that have enhanced workforce diversity, cultural inclusion, and increased outcomes in health equity for patients. By establishing business resource groups, ambassador committees, and accountability councils, she has empowered staff to model inclusive behaviors and reduce implicit bias.
She was also instrumental in the creation of the health system’s Health Equity and Anti-Racism Task (HEART) Force, consisting of members of the board of trustees, senior leaders, medical staff, community partners and stakeholders.
- The Why: business case for focusing on health equity
- Culture: Cultural Competency Cultural Humility and Culturally Customized Care
- The Power of Me: Mitigating the impact of bias for improved quality , outcomes, and patient experience
- Poll- Health equity understanding i.e. health ecosystem.
- Care redesign: SDOH and how to address them in care delivery .
- Break out Sessions: What can you do differently to address and contribute to disrupting the cycle of inequity
- Examples and journey sharing
- Breakouts : revisit and action planning
- Name one immediate change
Frankie to Elton, Beetles and DDD: One size just never fits all!
So, you have a difficult client? Maybe there are cognitive challenges, maybe they are just grumpy, but as movement specialists Physical Therapists must get them moving. Research is increasingly showing the strong links between sedentary behavior and mortality and frailty. It is critical that we encourage the older adult to consider the latest physical activity guidelines of “some is better than none” – but how do we achieve this? Tapping into different behavior change theories; analyzing the different cohorts; and looking at how to engage those with cognitive challenges; this highly interactive session (be ready to jitterbug and rock and roll) looks at appropriate clinical interventions to motivate our older adults. This session will examine and demonstrate how Physical therapists can “hide” PT interventions focused on balance, strengthening, gait and movement, in fun ways that support individualized patient care. This session will also discuss the changes in approach needed for those with cognitive challenges. Faculty, clinicians, and students will get immediate ideas they can take back to the clinic, or the classroom.
- Analyze the differences in our current geriatric population through comparing and contrasting the silent generation with the early Boomers.
- Discuss the physical activity guidelines for the older adult with emphasis on movement and fall prevention.
- Analyze the difference between Dementia, Depression, and Delirium and understand the benefits of physical activity for each.
- Examine the different cognitive levels and how these can inform PTs for appropriate interventions.
- Analyze the motivation and behavior change theories with respect to encouraging participation.
- Analyze different and fun ways to provide appropriate evidence informed interventions for clients who are cognitively challenged.
- Demonstrate outside the box interventions to address typical geriatric PT issues such as balance, gait, strengthening. cognitive dual tasking and multi dimension interventions.
Speaker: Chris Childers BSc (Hons), MS, PhD
Chris Childers is an associate professor specializing in teaching Geriatrics, Wellness, and behavior change. She utilizes service learning for her students and developed a movement and music program that she uses to promote fun physical activity in the older adult, including those with cognitive challenges. Chris has been the chair of the CMHSIG for the past 3 years and serves on the Allen Cognitive board. Chris has worked in multiple roles for the FSBPT and the ABPTS including coordinating the recent revision of the description of specialty practice, for the geriatric section. Chris has presented several times at CSM as well as other state and national conferences. She is currently the director of the Advanced competency in Home Health for the Home health section and continues to see patients in the home setting to maintain her clinical skills.
Motor Modules: Clinical Application of a New Theory for Gait Analysis Post-Stroke
Motor control theorists and researchers studying gait have suggested a new way to think about and describe motor impairments for people with neurologic disease. They hypothesize that the brain controls the multiple variables present in the task of walking with four simple motor modules. Motor modules are groups of muscles activated with specific timing and sequencing, and organized to accomplish a functional activity. In addition to creating this new way of thinking about how walking is organized, research findings have identified exactly how changes in motor modules post-stroke explain the specific deficits observed during clinical gait analysis.
This seminar introduces the use of modular complexity as a neurologic component for observational gait analysis in people poststroke. Although typical gait assessments include biomechanical analysis (Rancho) and functional analysis (speed and endurance), understanding modular complexity provides a neural analysis that is currently missing for persons post-stroke.
A clinical framework for assessment and intervention will be utilized to describe the neural underpinnings of motor modules, including sequencing and postural prerequisites. Facilitators will perform an evidence-based review of modular control literature, propose neural requirements for emergence of modular complexity, and provide intervention recommendations.
Small and large group discussion, movement labs and patient case videos derived from existing evidence will be used to facilitate participant application of content to the clinical setting. Participants will be introduced to clinical assessments that help determine underlying sequencing ability of the limbs, as well as the postural prerequisites. Participants will leave this seminar with a new neural language to describe observations during gait analysis, as well as a novel approach to assess and treat gait impairment for persons post-stroke.
- Describe the four muscle modules observed during gait in healthy (non-neurologically involved) people.
- Differentiate between neural, biomechanical and functional approaches to gait analysis.
- Analyze gait of individuals post-stroke utilizing a modular approach.
- Perform clinical assessments, including the Fugl-Meyer Quick Screen and trunk postural movement components, to measure modular complexity levels.
- Discuss intervention strategies that focus on impaired modular patterns post-stroke.
Speakers: Susan Ryerson PT, DSc is a physical therapist with over 50 years of experience and owns a private practice, Making Progress at Body Dynamics Inc, in Northern Virginia. She is the director of the Medstar National Rehabilitation Hospital/GWU Physical Therapy Neurologic Residency program and has a research lab at Medstar NRHl in Washington, DC,. Her research interests include the link between postural control and function in people with neurologic movement disorders and the role of proprioception in posture, gait, and balance.
In 2008, she received the American Physical Therapy Association’s Florence Kendall Award and in 2000 the APTA Neurology Section Award for Clinical Excellence in Neurology. Susan is a past president of the DC Chapter of the APTA, a member of numerous national and local PT committees, and has participated in APTA clinical practice guideline development. Over her 50 year career she has lectured at over 100 state local national and international conferences including CSM, APTA Annual Conference (NEXT), and the World Congress of Physical Therapy.
Elizabeth Ruckert PT, is an associate professor in the DPT Program in the Division of Biokinesiology and Physical Therapy at the University of Southern California (USC). She received a bachelor’s degree in clinical science and doctorate of physical therapy degree from Ithaca College. Although her interest in neurologic physical therapy lead her to pursue and complete a neurologic residency program at the University of Southern California and Rancho Los Amigos National Rehabilitation Center in Los Angeles, California, this residency ignited a passion for entry-level DPT teaching. She went on to complete a graduate certificate in adult learning and leadership through the George Washington University (GW) in 2013. Dr. Ruckert was the founding program director for the MedStar National Rehabilitation Network and George Washington University Neurologic Residency Program from 2013-2019. She currently teaches in the hybrid pathway of the USC’s DPT program, is a faculty mentor in USC’s Division Institute for Excellence in Teaching, and serves as a neurologic residency faculty mentor.
Dr. Ruckert’s scholarly work has focused on best practices in teaching and learning in physical therapy. She has published three peer reviewed articles and three book chapters related to instructional design, critical thinking, and use of technology to promote physical therapy student learning outcomes. Dr. Ruckert has presented regionally and nationally on topics related to education, technology, and reflection at conferences including: the American Physical Therapy Association Combined Sections and Annual Conferences, the Lilly Conference on University Teaching & Learning, the Sloan Consortium Blended Learning Conference and Workshop, and GW’s Annual Teaching Day.
Dr. Ruckert’s instructional expertise has been recognized through numerous teaching awards, including the Outstanding Faculty Award by the GW Doctor of Physical Therapy Classes of 2013, 2014, and 2016, as well as the Golden Apple Award for Excellence in Teaching in 2016 and 2019. Dr. Ruckert was also the recipient of the Distinguished Young Alumni Award from Ithaca College in 2012.
The Orthopedic Physical Therapist’s Guide to Pelvic Floor Screening, Evaluating, Treating, and Referring
This course is designed to provide outpatient orthopedic physical therapists with an evidence based review of prevalence rates of
potential pelvic floor involvement in common orthopedic diagnoses; and to equip therapists with a better understanding of how pelvic
floor muscles can play an integral role in low back, hip or pelvic pain.
In this session, we will review relevant history questions, external examination and treatment techniques, and outcome measures that
every orthopedic physical therapist should be using for patients with low back and hip pain. Also, we will discuss when it is
appropriate to refer to a physical therapist with training in internal assessment and treatment. Upon completion of this course the
therapist will be able to successfully screen their orthopedic patients for pelvic floor involvement, understand basic treatment concepts
for incorporating the PF into an exercise program, and know when an appropriate pelvic floor referral is appropriate.
1. Define the current evidence and established link between pelvic floor dysfunction and low back and hip pain
2. Gain an understanding of internal and external anatomy, and the relationship between lumbar spine, diaphragm, hip complex, and
pelvic floor structures.
3. Review appropriate screening outcome measures and history questions to rule in/rule out pelvic floor dysfunction for patient with
main complaint of hip and low back pain
4. Demonstrate muscle assessment including observation and external palpation appropriate for low complexity pelvic floor
5. Demonstrate techniques to integrate pelvic floor into a core coordination retraining program
Speakers: Kimberly Durant PT, DPT, OCS, FAAOMPT has been treating as a physical therapist for the past 11 years. After receiving her degree from Gannon University, she attained her orthopaedic specialist certification from APTA in 2016. Her commitment to learning led her to complete a Fellowship in Orthopaedic Manual Therapy at Regis University in Denver, Colorado in 2018. Dr. Durant has been teaching orthopaedics to physical therapist assistants for the past 5 years for two PTA programs in Maryland. Over the past three years, Dr. Durant has taken further
continuing education to treat pelvic floor dysfunctions.
Meghan Musick PT, DPT, OMPT earned her doctorate of physical therapy from the University of Maryland in 2010. In 2014 she completed the orthopedic
manual therapy residency program through Evidence in Motion (EIM); then attained her orthopedic clinical specialist certification from
the APTA in 2016. In 2018 she completed the pelvic health residency program through EIM; and has since been on a mission to
assist in educating fellow orthopedic therapists on the importance of routine pelvic floor screening. Most recently, Dr. Musick has
started a pelvic health program at her local hospital and has developed a continuing education course for in-house staff.
Innovative Tools to Promote Employee Engagement and Improve Your Company Structure
There has been a paradigm shift not only in physical therapy, but in the business of private practice management. Many owners/managers are feeling squeezed at both ends of the spectrum and require innovative systems that will integrate into a practice structure that today’s new generation of therapists will thrive with. You cannot afford to keep operating like it’s 1995. This session will outline an organizational structure that will enable your staff to feel the stability they desire, with the validation that they need for healthy, long-term staff retention. Being profitable is still important, but it is not the primary factor in how you will attract and retain leading members in the profession. By creating a better organizational structure, you will provide a strong foundation for your business to grow. Implementing efficient systems of operation will empower your staff to take pride in being a member of your team. Our session will include handouts along with role-play demonstrations to ensure proper duplication and accurate application of the skills taught. The result will be greater certainty through more effective communication, a stronger company structure, innovative systems of operations, and a healthy company culture.
- Implement a streamlined practice structure that enhances efficiency, resulting in greater productivity.
- Formulate more effective policies & procedures that better represent the needs of patients and personnel in today’s workforce.
- Develop a plan of proven effective leadership strategies that you can implement immediately.
- Apply the technique of “role-play” for expert application of the soft personnel management skills taught.
Speaker: Brian Gallagher, PT graduated from Daemen College in 1992 with a degree in Physical Therapy. Immediately upon graduation he practiced physical therapy for both pediatrics and adults in various settings, taking over 30 continuing education courses further increasing his skills. In the late 1990’s, Brian and his wife founded what became one of Maryland’s largest therapy staffing companies, while at the same time launching their own PT private practice business, comprised of 6 out-patient clinics. Both businesses boomed, with a resulting sale of the entire operation in 2006. Brian re-acquired the practices in late 2008, at which time he grew them larger than before, winning “Practice of the Year” in 2011. In January of 2017, Brian once again sold his private practices so that he could devote 100% of his attention to MEG Business Management, which he started in 2006. MEG began as purely an educational consulting company for private practice owners across the country. Today, MEG has taken a major leap forward by developing a Virtual Training platform for practice owners to now have the tools and training resources to professionally enhance, track and manage employee performance & compliance. MEG also provides leading PT Billing solutions, Credentialing services and website design support for Marketing in private practice. When Brian is not consulting and training, he can be found giving lectures at the APTA, PPS and CSM Annual Conferences, as well as at several APTA State Chapters and Physical Therapy Schools across the country. Brian can be reached through his website at www.megbusiness.com or via email at firstname.lastname@example.org.
Educational Credit: This course meets the criteria for three hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners