Residency & Fellowship Resources

Residency and Fellowship Resources

The Residency/Fellowship Education Special Interest Group of the APTA Academy of Education has developed a compendium of educational resources for residency/fellowship education. These resources have been shared with us by many residency and fellowship programs across the country and have been vetted by a work group within the SIG.  We would like to encourage continued excellence in residency/fellowship education through the sharing of resources.


Have a resource you would like to share?

Submit your resource to RFeducationSIG@gmail.com 

Resources for Program Administration
Overview
A range of APTA Learning Center courses related to ethics, professionalism, and mentoring. The review committee reviewed all topics and selected a few that were deemed relevant for programs to consider.
Clinical Reasoning

Teaching Clinical Reasoning: Lessons Learned in Medical Educations 
This course was presented by Dr. Steven Durning, a physician who is nationally known for his research on clinical reasoning and mentoring in medical residency education. The quality of the video is variable due to the manner in which it was taped, however, the content is good. Important to keep abreast of research that is being done by Dr. Durning. 

http://learningcenter.apta.org//ytudent/Catalogue/xro?seCatalogue.asp=b6uer73teaching-54clinical-54reasoning
Entrustable Professional Assessment

Entrustable Professional Activities: Lessons from Medical Education
EPA's are the center of considerable discussion and research in Medical Residency Education. This online course provides you an introduction to EPA's and their impact on MRE. There is current discussion and interest in exploring the development of EPA's in PT Education and PT Residency and Fellowship education. You may wish to review this course in combination with the online resources provided to keep current with these issues.

http://learningcenter.apta.org/student/MyCourse.aspx?id=653f17c4-1201-42be-95d2- f954486ac265&categoryid=&programid=dcca7f06-4cd9-4530-b9d3- 4ef7d2717b5d&returnUrl=Student/Catalogue/Catalogue.aspx
Successful Mentorship in Residency Fellowship Education
This is extensive course on mentoring concepts and strategies is a valuable training course for program directors who are designing training new and ongoing mentor training for mentors, new mentors, and for experienced mentors who are updating their own skills and/or providing oversight of other mentors. The course is most beneficial if taken in segments with reflection and discussion among mentors to integrate the concepts and strategies. A range of interactive and self-reflection activities are provided along with an extensive reading list of current research.
American Physical Therapy Association: Successful Mentorship for Residency and Fellowship Education (apta.org)
ATI PT Orthopedic and Sports Residencies
ATI Physical Therapy Orthopedic and Sports Residencies and Upper Extremity Athlete Fellowship
Contact:Contact Thomas Denninger 
Thomas.denninger@atipt.com
ATI Physical Therapy Orthopedic and Sports Residencies and Upper Extremity Athlete Fellowship has provided an PPT used for mentor training including a variety of important topics, e.g. qualities of a good mentor, mentor responsibilities, differences between the student versus resident and how that impacts the types of reflective questions a mentor might utilize, and how to apply the Dreyfus Model to residency mentoring. The examples of reflective questions for the mentor are particularly valuable for training novice and experienced mentors. 
Kessler Neurologic Physical Therapy Residency

Kessler Neurologic Physical Therapy Residency 
What is noteworthy about the mentor training program of Kessler is the consistency with which the program strives to train mentors and keep them communicating about the progress of the resident. At annual faculty meeting s, experienced mentors bring case scenarios to collaboratively discuss how residents are performing related to program expectations . Mentors also meet quarterly to discuss resident performance and receive feedback. Mentor Training Overview provides a description of the ongoing mentor training activities activities. PPT from the Mentor training workshop includes expectations of the mentor before and during mentoring, a description of the 5 Microskills and how they can be applied in mentoring, and common pitfalls of mentoring.

Contact Kimberly Miczak. 
miczakk@einstein.edu
Mentor Training Workshop Kessler NeuroPT Residency 2017 (details here)

Moss Rehab Neurologic PT Residency

Moss Rehab Neurologic PT Residency  

Mentor training workshop with PT and OT: The interdisciplinary collaboration is a strong commitment of Moss Rehab. Mentors from varied specialty areas come prepared with practical case examples to share and problem solve with the group. This fosters rich discussion from varied mentors and discipline-specific perspectives, and takes the workshop from more of a theory-based experience to a practical training session. The session is also tailored to the mentors' and program's needs. 

Contact: Kimberly Miczak


Additional resources:

The Jackson Clinics

The Jackson Clinics  

The Jackson Clinics (Orthopedic Residency and Upper Extremity Athlete Fellowship) has a strong professional development culture for its mentors, residents and fellows which is grounded in: developing shared core values among the mentors, residents, fellows in training and with the sponsoring organization, developing a common language and framework to build consistency of mentoring, setting expectations the mentors will consistently understand the curriculum and the developmental stages of the learners, building communication styles that support varying learning styles and building mentors with a long term commitment to professional development. The program has shared their mentor training process including the instructors lesson plan for training mentors, mentoring feedback and clinical reasoning forms for residents, performance eval of the mentor. The individual forms are listed again in their separate categories, e.g. Clinical Reasoning, Resident Performance Review, next to other programs with similar forms so that you can easily compare the priorities of each program.

Contact Kris Porter 
kporter@thejacksonclinics.com

Additional Resources:

Therapeutic Associates Orthopedic Residency Program

Therapeutic Associates Orthopedic Residency Program 

Overall this group has an extensive mentor training foundation and supports it with established theory. The documents focus more on the mentor and how they are trained and evaluate residents. They have many references to support their guidelines and learning points. The mentor manual is good and outlines the expectations. The mentee clinical reasoning form aims to assist the resident in their reasoning prior to the session. The program seeks to continue to modify and improve their forms and their training process. Contact David Deppler 

Additional Resources:

ABPTRFE Notification of Addition of New Mentor (apta.org)

Mentoring observation document

Duke University OMPT Fellowship
The program has shared a mentor assessment form that is used in their OMPT Fellowship. 
Contact: Michael Schmidt
Emory University Orthopedic PT Residency
The Mentor Observation Form is used annually by the Program Coordinator to observe and provide feedback to other mentors within the program. 
Contact: Kathleen Geist
Good Shepherd Penn Partners Women’s Health Residency

The Womens Health Residency has developed a user friendly numerical scale for scoring their mentor's performance.
Contact: Lisa Sator

The Jackson Clinics Orthopedic Residency and UE Athlete Fellowship

The Mentor Performance Review form is used for the annual mentor evaluation process. The Program director gathers information throughout the year and also observes the mentor co-treating with a resident. This form is used to score their performance, provide feedback and set-up goals for the continuing professional development of the mentor.
Contact:Kris Porter
Marquette University & Zablocki VA Neurologic PT Residency 
Marquette University and Zablocki VA Neurologic PT Residency have shared two excellent online courses appropriate for residency and fellowship education. The courses offer the unique perspectives on ethical issues in health care from a faculty member who is a PT and the other a lawyer. These courses have applicability across specialty areas. A program residency or fellowship director and/or faculty member may elect to purchase one or both of these courses as you are developing content for your own curriculum. Group discounts are also available if you wish to have your residents/fellows take these courses.
ContactTina Stoeckmann
Additional Resources:
ATI Physical Therapy Orthopedic and Sports Residencies and Upper Extremity Athlete Fellowship
ATI Physical Therapy Orthopedic and Sports Residencies and Upper Extremity Athlete Fellowship has shared an excellent PPT used to teach critical inquiry. Content includes: identifying independent/dependent variables, research design and deciding if appropriate for research question, statistics and deciding if appropriate, sensitivity and specificity and their effect on clinical decision making, likelihood ratios; differentiating use of rate ratio, odds ratio, and hazard ratios; interpreting standards of clinical relevance for continuous and discrete data, specifically effect sizes, MCID, and numbers needed to treat. 
Contact Thomas Denninger 
Resource: 
Critical inquiry_ATI_PTOrtho_Sports_Resid_UEAthleteFellowship.pdf
Brooks Institute of Higher Learning - Residency Programs Geriatrics, Neurology (PT and OT), Pediatrics, Orthopedics, Women’s Health, and Sports J

Contact: Jackie Osborne and Trent Harrison
Overview: OUTCOMES MEASURE LOG: The geriatric residents complete a weekly Outcome Measures Log. The objective of this log is for residents to think critically about the rationale for choosing the outcome measure that they are using with their patients. MEDICATIONS LOG: The residents also complete a Medications Log. They make three entries over the course of each of their three rotations. The goal is to identify and follow the complete medication list for a patient over the course of that patient’s length of stay. They meet periodically over the course of the residency year so that the residents can present their logs and discuss any learning moments and opportunities for improvement. JOURNAL CLUB: Throughout the residency year, the orthopaedic physical therapy residents participate in a journal club. They are paired with current Fellows-in-Training and required to identify, critically review and present an article. The geriatric and neuro PT residents also participate in regular journal clubs. Of particular interest is that neuro and geriatric residents are paired to discuss and present their article reviews. OT resident are also participate in the presentations, creating a strong collaborative environment. The involvement of the ortho resident with the fellows in training creates an environment to enable the FIT to role model professional behaviors and to develop their teaching skills.
Additional Resources:
JournalClub_Brooks Geriatric_NeuroResidencies_Presentations_Guidelines.pdf
OutcomesMeasuresMeds_Log_BrooksHealth.xlsx
Emory University Orthopedic PT Residency

Contact: Kathleen Geist
kgeist@emory.edu

Overview: Residents must complete the quantitative journal review form prior to meeting for our monthly journal reviews. They meet once a month to review peer-reviewed articles published within the last 1-2 years. The journal review is set up to discuss articles related to the assigned body region per the residency schedule.
Additional Resources:
Critical review_quantitative_studies_Emory_OrthoPTResidency.pdf

Marquette University

Contact: Philip Malloy, PT, PhD, Arcadia University

Overview: Dr. Malloy has developed an online course to teach clinicians how to review disseminated research findings to then decide if the clinician should incorporate the findings into their own clinical practice. This course was designed as a didactic teaching tool for residents and fellows to meet the required learning dimensions for critical inquiry principles and methods for accredited residency and fellowship programs within the APTA.

Additional Resources:
Marquette Research Course Links

Medical University of South Carolina
Contacts: Mark Bowden and Sara Kraft
kraftsv@musc.edu

Overview: The MUSC Neurologic PT Residency has a multiple step process for facilitating the use of evidence in clinical reasoning and insuring that the resident applies didactic concepts from class. In brief, the resident creates a video of their patient, examines evidence to determine their intervention(s), applies the evidence for one week, videotapes the patient during application of the intervention, and reflects upon their management plan. This learning activity incorporates technology driven pedagogy and the teaching and learning of Evidence Based Practice. MUSC has created learning activities facilitates the resident's ability to select and justify their interventions and reflect on their decisions.

Additional Resources:
Technolog _ EBP_CaseVideo_MUSC_NeuroPTResidency.pdf

The Ohio State University Wexler Medical Center Residencies and Fellowship
John DeWitt
John.Dewitt@osumc.edu
Overview: The Ohio State University Wexler Medical Center has multiple residency programs and one OMPT fellowship : National Church Residences and The Ohio State University Geriatric Residency , The Ohio State University Nisonger Center and Nationwide Children’s Hospital Pediatric Residency, The Ohio State University Wexner Medical Center with residencies in Neurologic, Women’s Health Residency, Sports Residency, Orthopedic Residency and Orthopedic Manual Therapy Fellowship, Performing Arts Fellowship, Upper Extremity Athlete Fellowship. OSUMC offers an overview and then the PPT that is used for the class.
Additional Resources:
Basic Stats for the Clinician_OSUMC.pdf
Statistics_Overview_OSUMCResidencies.pdf
Brooks Institute of Higher Learning - Residency Programs
Brooks Institute of Higher Learning(BIHL) Residency Programs: Geriatrics, Neurology (PT and OT), Pediatrics, Orthopedics, Women’s Health, and Sports

Trent Harrison and Jackie Osborne
Trent.Harrison@Brooksrehab.org,and jackie.osborne@brooksrehab.org,
Overview: The curriculum is divided into tiers. The first tier is called ‘Foundations’ and is content that is common to all of the residency program housed within the BIHL: Geriatrics, Neurology (PT and OT), Pediatrics, Orthopedics, Women’s Health, and Sports. ‘Evidence Based Practice’ is a 3 contact hour lab-based class delivered by Dr. Raine Osborne DPT, OCS, FAAOMPT, the Director of the Brooks Rehabilitation Clinical Research Center. This model of having an Ortho Faculty teach residents from multiple specialties helps residents to understand the decision-making of their peers. For the Journal Club of the Ortho Residency, the resident is paired with a Fellow in Training which emphasizes 'layered learning' thereby facilitating the teaching/mentoring/role modeling skills of the Fellow. For the Geriatric and Neuro Residencies, residents are paired across specialty areas and OT Residents are also involved, building strong interprofessional collaboration. See attached journal club description.
Additional Resources:
Brooks Residencies_Presentation_Guidelines.pdf
The Ohio State University Wexner Medical Center
Contact: John DeWitt
john.dewitt@osumc.edu
Overview: The Ohio State University Wexner Medical Center residencies/UE Athlete Fellowship have created a collaboration between their programs and partnered with the community to present an InterResidency Conference to the community.
Additional Resources:
Interprofessional_Collaboration_OSUMC_Residencies.pdf
UT Southwestern Medical Center Ortho and Sports Residencies
Contact: Jason Zafereo
Jason.zafereo@utsouthwestern.edu
Overview: UT Southwestern has developed selected layer learning opportunities to build interprofessional education with first year medical students that has been viewed as a very valuable learning experiences by their residents. See attached summary.
Additional Resources:
Interprofessional Ed_UTSouthwestern_Ortho_Sports_Residencies.pdf
Brooks Institute of Higher Learning Geriatric Residency Program
Contact: Jackie Osborne Jackie.Osborne@Brooksrehab.org

Overview: During the geriatric residency the residents complete three clinical narratives, one during each rotation. They meet as a group with the faculty to 'unbundle' the narratives together. Attached are documents which describe how to write and unbundle a narrative.
Additional Resources:
Narratives How to Unbundle a Reflective Narrative - Brooks Health.pdf
Narratives_How to Write a Reflective Narrative - Brooks Health.pdf

Creighton University Residencies
Contact: Julie Patterson JuliePatterson@creighton.edu
Overview: Writing narrative reflections are a key element of the Creighton residencies. How they are used and scored are included in the description along with a journal article by the residency faculty.
Additional Resources:
Narrative reflection_Creighton Univ Residencies.pdf
Childrens Healthcare of Atlanta Sports Residency Program
Contact: Julie Johnson julie.johnson@choa.org
Overview: Children’s Healthcare of Atlanta (CHOA) Sports Residency Program has a Learning Services Department that offers comprehensive programs and educational resources to support professional development and leadership. One of the Sports Residency Program goals is to develop competent mentors, instructors and leaders in the field of sports physical therapy. This is achieved through the provision of formal training in leadership development and organizational effectiveness via instructor-led and computer based training courses. The program has shared descriptions of the courses that their residents are required to take as part of our emphasis on developing competent leaders. It is important to note how this program has leveraged resources within their organization to maximize leadership development.
Additional Resources:
Professionalism Leadership CHOA Sports Residency.pdf
Medical University of South Carolina
Contacts: Mark Bowden and Sara Kraft kraftsv@musc.edu
Overview: Neuro and Ortho PT residents are provided instruction in various leadership styles. They prepare interview questions for incoming DPT applicants, interview the students, decide what type of leadership style they feel THAT student would benefit from and reflect on. This process reflects the commitment of the program to have the residents receive didactic instruction in leadership and apply their knowledge in an authentic, interactive learning activity.
Additional Resources:
Leadership - MUSC Neuro PT Residency.pdf

The Ohio State University Medical Center Residencies and Fellowship

Contact: John DeWitt John.Dewitt@osumc.edu

Overview: Ohio State University Wexner Medical Center has developed a leadership development series for their residents. They developed the series for several reasons. First the residents don’t always see themselves as leaders. The program recognized that their residents, when they struggle, do so with professional issues rather than clinical knowledge or application. They sought a more intentional way to train accountability, emotional intelligence, communication, time/stress management, self-awareness, etc. The attached description includes the elements of the program, goals, and how they plan to assess outcomes of this program.

Additional Resources:
Leadership_OSUMCResidencies.pdf

Therapeutic Associates Orthopedic Residency Program

Contact: David Deppler davidd@taipt.com

Overview: Therapeutic Associates has a leadership training program integrated regularly into the Orthopedic Residency. Refer to the attached description for the program elements. The program is moving forward with making leadership a priority and its training is consistent the APTA Leadership Development initiative.

Additional Resources:
Leadership - Therapeutic Associates Ortho Residency.pdf

University of Minnesota Geriatric Physical Therapy Residency

Becky Olson-Kellogg olso184@umn.edu

Overview: The program has developed an innovative way to build leadership and foster community service involvement by matching physical therapists in a geriatric residency program with a living environment where they interact with senior adults. The program benefits both the geriatric residents and the senior adults. The focus of the interactions between the geriatric residents and the senior adults is social rather than medical. This gives the geriatric residents an opportunity to view senior adults through a different lens and in a different environment. The program has provided a description of how the community service program was established and barriers/challenges of the process.

Additional Resources:
Community Service Leadership - Univ Minn Geriatric Residency.pdf

University of Pittsburgh MC Rehab Services Orthopaedic PT Residency

Keelan Enseki ensekikr@upmc.edu

Overview: Early on in the residency, each resident attends a “Primer/Crucial Conversation” activity. It is a 1 – 3 hour talk/discussion (in person) that is held within the first month of residency. It is led and taught by an accomplished leader within the organization. They choose someone who is usually a clinician and has made a large impact in the field. See document describing the development of this learning activity.

Additional Resources:
Leadership Professionalism - Univ Pittsburgh Ortho Residency.pdf

Baylor Scott_White Institute Rehab-Texas Woman's University Womens Health Residency
Contact: Lorien Hathaway lhathaway@bswrehab.com
Overview: The program has shared a weekly mentoring feedback form which is used in their Women's Health Residency. An overview of the mentoring feedback process is provided. The Clinical Reasoning form is also listed in the Clinical Reasoning section. 
Additional Resources:
MentorFeedback_to_Resident.pdf
Mentoring Feedback Overview.pdf
Emory University Orthopedic PT Residency
Contact: Kathleen Geist kgeist@emory.edu
Overview: Mentoring Weekly Assessment form: The mentor provides feedback and fills out the form regarding the resident's strengths and weaknesses, however if the resident wants to add to the strength/weakness section of the form they can do that. The resident completes the other components of the form, goals for the future encounters, expected challenges and ways in which they want feedback and then they complete the self-reflection portion following each mentoring session. This form helps the mentor see trends in performance, beyond session by session performance. This is an important 'reflection' skill for the mentor and the resident.
Additional Resources:
Mentoring - Weekly Assessment - Emory Ortho PT Residency.pdf

The Jackson Clinics

Kris Porter kporter@thejacksonclinics.com

Overview: This form assesses the resident's ongoing performance and includes several categories with a grading scale. This form is most useful to review in the context of the overall mentor training of the program.

Additional Resources:
Mentoring Feedback(Resident)_TheJacksonClinics.pdf

Bellin College OMPT Fellowship

Contact: Mark Shepard, Program Director
Mark.Shepherd@bellincollege.edu

Overview: The Bellin College OMPT Fellowship has developed some interesting ways to use technology to engage in asynchronous, video-based discussions that do not lend themselves to the traditional forum discussion boards.  This platform can be used for case discussion, technique demonstration, or evidence reviews. The opportunities and challenges of this technology are presented in the resource description. 

Additional Resources:
Technology_resources_BellenCollege_OMPT_Fellowship.pdf 

Medical University of South Carolina Neurologic PT Residency

Contact: Sara Kraft kraftsv@musc.edu

Overview: The MUSC Neurologic PT Residency has a multiple step process for facilitating the use of evidence in clinical reasoning and insuring that the resident applies didactic concepts from class. In brief, the resident creates a video of their patient, examines evidence to determine their intervention(s), applies the evidence for one week, videotapes the patient during application of the intervention, and reflects upon their management plan. This learning activity incorporates technology driven pedagogy and the teaching and learning of Evidence Based Practice. 

Additional Resources:
Technolog EBP CaseVideo - MUSC Neuro PT Residency.pdf

Physionexus

https://physionexus.org/

Overview: Dr. Trent Harrison, PT, DPT, OCS, FAAOMPT has developed a free educational platform that can be used to dramatically help Residency & Fellowship programs in terms of tracking information, data, and also spreading educational resources. Click on the website above to get started.

Note: The site is currently tailored towards Orthopaedic Residencies & Manual Fellowships; however, Dr. Harrison is willing to create other specialty-specific content if requested. You can contact him directly at physionexus@gmail.com to discuss any additional outcomes, areas, etc that would be needed. 

Additional Resources:
Links_Physionexus.pdf

The Jackson Clinics Orthopedic Residency and UE Athelete Fellowship
Contact: Kris Porter kporter@thejacksonclinics.com 
Overview: The Jackson Clinics Orthopedic Residencies and UE Athlete Fellowship utilizes technology in several ways at their various sites to build consistency in communication between the program director, mentors and the residents/fellows. Please see attached description.
Additional Resources:
Technology - Jackson Clinics - Ortho Residency - UE Athlete Fellowship.pdf

Therapeutic Associates Orthopedic Residency Program

Contact: David Deppler davidd@taipt.com

Overview: Therapeutic Associates uses a variety of communication platforms, including OneDrive, MS SharePoint and Skype to promote communication throughout the residency between the residents, mentors and program director and to track administrative data. The platforms promote reflection by the resident and mentor, contributing to the professional growth of both groups. 

Additional Resources:
Technology Platforms - Therapeutic Associates Ortho Residency.pdf

Baylor Scott & White Institute Rehab-Texas Woman’s University (BSWIR-TWU) Women’s Health Residency 

Contact: Lorien Hathaway
Overview The BSWIR-TWU Clinical reasoning form is completed by the resident after an initial evaluation and provides avenues for the resident to analyze and reflect upon their evaluation and plans for management of the patient.
Resource: Baylor Scott & White Institute Rehab-Texas Woman’s University Women’s Health Clinical Reasoning Form.pdf

Duke University Orthopedic Residency and OMPT Fellowship

Contact: Michael Schmidt  

Overview: Clinical reasoning form used to assist ortho residents and OMPT Fellows in training during mentoring sessions. Clinical reasoning activity using imaging case studies from JOSPT are used within the ortho residency and OMPT Fellowship.

Resources:
Clinical Reasoning with JOSPT Imaging Cases Duke OrthoRes OMPT Fellowship.pdf
Clinical Reasoning Form DukeOrthoRes Fellowship.pdf

Evidence in Motion Residencies and OMPT Fellowship

Contact: Julie Whitman 

Overview: EIM has shared from the Orthopedic Residency and OMPT Fellowship two clinical reasoning forms: one is directed toward planning the physical therapy examination and the other is used after mentoring to assist the resident/FiT to reflect on their patient care from Day 1, assess and plan their management plan for day 2 and beyond.

Resources:
Clinical Reasoning End of Day One EIM OrthoResidency.pdf
Clinical Reasoning Plan Phys Exam_EIM_OrthoResidency.pdf

The Jackson Clinics Orthopedic Residency and UE Athlete Fellowship

Kris Porter kporter@thejacksonclinics.com

Overview: Clinical reasoning form is used during the mentoring sessions and includes the blank form and a key for how to use the form.

Resources:
Clinical Reasoning Form_TheJacksonClinics.pdf
Clinical Reasoning Form_TheJacksonClinics_KEY.pdf

The University of Chicago Medicine Orthopedic PT Residency

Contact: Molly Malloy

Overview: Excellent PPT on Advanced Clinical Reasoning and EBM including Traits of Novice Clinicians, Types of Clinical Reasoning, Clinical Reasoning strategies (diagnostic reasoning, narrative reasoning, intervention procedures reasoning, interactive reasoning, collaborative reasoning, reasoning about patient education, predictive reasoning, ethical reasoning) Common clinical reasoning errors, Components of CR and EBP, Pitfalls and errors of CR and EBP. 

Resources:
Clinical Reasoning_UC_OrthoPTResidency_Essentials_ExaminationModule.pdf
Clinical Reasoning_UC_OrthoPTResidency_Lecture.pdf

Therapeutic Associates Orthopedic Residency Program

Contact: David Deppler 

Overview: Clinical reasoning form is one of the forms used during the mentoring sessions for the Orthopedic Residency Program. The forms includes some excellent questions to consider in developing a form which brings encourages reflection by the resident and feedback by the mentor. Refer to the overall description of the Mentor Training program of Therapeutic Associates Inc. for more information.

Resources:
Clinical Reasoning Short Form_TherapeuticAssociates.pdf

Virginia Orthopedic Manual Physical Therapy Institute (VOMPTI)

Contact: Eric Magrum 

Overview: 3 page clinical reasoning form for OMPT Fellowship which has several components which may be of interest to orthopedic residencies or OMPT Fellowships.

Resource:
Clinical_reasoning_form_OMPT_VOMPTI.pdf

ATI Physical Therapy Orthopedic and Sports Residencies and Upper Extremity Athlete Fellowship

Contact: Thomas Denninger Thomas.denninger@atipt.com
Overview: Mentoring prep form requires the resident to review his/her patient from several perspectives before going into mentoring. Mentor reviews and comments before the session.
Resource: Mentoring Prep ATI Ortho PT Residency.pdf