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This certificate program expands your understanding of person-centered care through specific tools and examples that span the clinical process. You’ll leave with real-life examples and tools that will help you understand how (and why) to implement person-centered actions into assessment, goal setting, treatment, and home programs for adults in speech therapy.
Speech-language pathologists working with adults in various settings, including acute care, inpatient rehab, skilled nursing facilities, outpatient therapy, home health, private practice, and long-term care.
12 hours of online video lectures and patient demonstrations.
Recorded Q&A sessions between instructors and practice managers.
Case-based quizzes to evaluate and improve clinical reasoning.
Person-Centered Approach for Assessment of Adult Neurogenic Disorderskeyboard_arrow_downCourse
This chapter will compare and contrast the best practice recommendations for assessment with a traditional medical model approach (use of standardized tests alone).
This chapter will describe and use case examples for three key components of a person-centered, nonstandardized assessment.
This chapter is a case study with a video example of person-centered assessment. This case example demonstrates where a nonstandardized assessment fits in the overall clinical flow.
This chapter will review philosophy and goals behind choosing standardized testing, including speaker recommendations for tests that include more than impairment level results. Insurance coverage will also be addressed.
This chapter will describe three frameworks that can be used to create functional, measurable goals, in contrast to nonrelevant medical goals. In order to write successful goals that include person-centered outcomes, SLPs may need to broaden how or what they measure. Workbook activities or generic goals can be tempting because they are easy to quantify. This section will make a case for consideration of multiple factors that can be measured or quantified to show improvement during the course of therapy, using a functional context and evidence-based frameworks. It will also include goal examples for neurological disorders, by setting.
Close The Game Closet: Evidence & Tools for a Person-Centered Approach for Treatment of Adult Neurogenic Disorders (Recorded Webinar)keyboard_arrow_downCourse
We often hear about “person-centered care,” “functional therapy,” and “practicing at the top of our license.” This section will describe what exactly person-centered care means and why it is vitally important for our field of speech pathology in the future.
This section will briefly summarize the research that shows how person-centered care supports meeting the goals of the “Triple Aim.” As SLPs, we can use this knowledge to provide best-practice therapy for our patients and also support the larger goals of the health systems in which we work.
Discovering functional needs of the patient in an efficient way is vital to creating a therapy plan that is person-centered. The previous medical model did not emphasize this skill. This section will describe tools and ideas to assist with discovering functional needs that matter to the unique patients you treat.
Research has shown that many language interventions do not carry over to novel vocabulary or contexts. In other words, playing Scrabble will not improve word-finding for telephone conversations! This section looks at how we can use evidence-based language treatments, as well as personally-relevant vocabulary and context, to meet functional language needs.
Best practice guidelines support that training for attention, problem-solving, and memory skills needs to be completed in-context and is not likely to generalize from rote drills. In other words, playing solitaire will not help someone improve with medication management skills! This section will look at how we can use evidence-based cognitive interventions, with personally-relevant context, to meet meaningful outcomes for our unique patients.
A person-centered care approach may be a new and different approach for many practicing SLPs. This section shares a simple “formula” to keep this approach useable and adaptable across many settings and patients.
This section contains a patient and spouse interview looking at their perspectives on the speech therapy they received following a stroke, and how they felt it assisted their real-life goals. Following the video, a discussion will review missed opportunities and how a person-centered approach may have been helpful.
In order to shift to a person-centered care approach, one must first be able to recognize therapy interventions that are not person-centered. This section will compare and contrast medical model treatment interventions with person-centered care interventions, allowing opportunities for listeners to “makeover” game therapy materials to be more person-centered.
There are some challenges to implementing person-centered care with ease in every setting. This section will address challenges as well as solution-oriented ideas to address those challenges.
This chapter is a viewer-submitted question and answer session facilitated by Sarah Baar.
Why and How to Practice Real-Life Activities in Speech Therapy (Recorded Webinar)keyboard_arrow_downCourse
The first chapter of this course discusses the principles of neuroplasticity, language complexity theory, and best-practice cognition concepts. Best-practice memory, motor speech, and PPA concepts are also reviewed.
In this chapter, Sarah Baar discusses the benefits of using participation as an intervention, including patient confidence, identity, and overall satisfaction.
This chapter demonstrates the how-to of using participation as intervention. Case studies show the use of participation with patients experiencing aphasia, motor speech impairment, memory impairment, and primary progressive aphasia.
This section is a viewer-submitted question and answer session facilitated by Sarah Baar.
Creating Functional Home Programs in Adult Rehabkeyboard_arrow_downCourse
This chapter identifies current tools, and patient reactions to traditional speech therapy home programs. The discrepancy between this approach and person-centered care will be introduced. We will look at what the evidence says for why we assign home programs and what components those home programs should include.
This chapter introduces person-centered care as a definition and describes the evidence for using this type of approach. A model workflow for using a person-centered approach in a home program will be discussed.
An SLP may desire to provide more functional, person-centered home programs yet be unsure about how to begin. In this chapter, simple tools will be shared that can be used to set up measurable, functional homework.
This chapter includes a video that compares and contrasts a patient’s home program with both a medical model and a person-centered model.
How can we use our knowledge about person-centered care to create a more meaningful and effective home program? This chapter includes includes ideas for functional home programs across the continuum. Examples from acute care, home health, subacute rehab, and outpatient therapy are included. These examples will be contrasted with a traditional medical model approach.
The Forest or the Trees: Goals and Documentation in Adult Rehabkeyboard_arrow_downCourse
This chapter uses the life participation philosophy as the foundation to think about how and what we include when writing goals and documenting patient care. Information about client perspectives will be included.
Because of the person-centered care movement, we have a broadened definition of the ways therapy can impact someone’s life. This chapter uses clinical examples to demonstrate the many factors we can measure for meaningful goal setting, using the Living with Aphasia: Framework for Outcome Measurement (A-FROM) as a foundation.
As clinical speech-language pathologists, we have several frameworks and tools to help us set goals that reflect meaningful change for the individual. Three favorite ready-to-use tools will be shared, with client examples.
Meaningful Goals Just Got Easier: Patient-Reported Outcome Measures (Recorded Webinar)keyboard_arrow_downCourse
This chapter establishes the current healthcare climate, emphasizing person-centered care while also describing the accompanying workflow challenges.
This chapter introduces patient-reported outcome measures (PROMs) and discusses them as a tangible way to implement person-centered care as well as a solution to several challenges in goal setting within adult rehab.
This chapter clarifies the unambiguous support that insurance/reimbursement has for the use of patient-reported outcome measures.
HealthMeasures is a hub of broad PROMs. This chapter gives a curated summary for the rehab professional of how to use this website and examples of measures that may be helpful and relevant.
Many PROMs have also been created for specific clients, settings, or needs. This chapter will look at several examples, highlighting the populations they would benefit.
This chapter highlights how certain PROMs or adaptations may be used to gain patient reports, even in tricky clinical situations.
This chapter connects the clinical process with clear examples so that the rehab professional can make the link between giving a PROM, writing a goal, and spending therapy time.
In this section, Sarah Baar takes questions from the audience to further clarify the material presented.
Supporting Patient Relationships by Reflecting Patient Values: Five Ideaskeyboard_arrow_downCourse
The relationship we establish with patients ends up being one of the most significant factors impacting the overall outcome of therapy. This chapter will cover the basics of therapeutic relationships, why they matter, and what they can impact.
Healthcare trends emphasize transparency and the use of patient values within clinical settings. This chapter will look at how therapists can reflect patient values to impact the therapeutic relationship. It will address clinical moments that are natural opportunities to gain and reflect patient values.
This chapter describes specific interaction ideas to integrate patient values into therapy. Several clinical examples will be shared.
Get this Certificate Program and so much more! All included in the MedBridge subscription.
Our clinic could not be happier with MedBridge.
Amy Lee, MPT, OCS
Physical Therapy Central
MedBridge has allowed us to create a culture of learning that we were previously unable to attain with traditional coursework.
Zach Steele, PT, DPT, OCS
Outpatient Physical Therapy & Rehabilitation Services
MedBridge has created a cost-effective and quality platform that is the future of online education.
Grant R. Koster, PT, ATC, FACHE
Vice President of Clinical Operations, Athletico Physical Therapy
Do I get CEU credit?
Each course is individually accredited. Please check each course for your state and discipline. You can receive CEU credit after each course is completed.
When do I get my certificate?
You will receive accredited certificates of completion for each course as you complete them. Once you have completed the entire Certificate Program you will receive your certificate for the program.
Each course is individually accredited and exact hours will vary by state and discipline. Check each course for specific accreditation for your license.
Do I have to complete the courses in order?
It is not required that you complete the courses in order. Each Certificate Program's content is built to be completed sequentially but it is not forced to be completed this way.
How long do I have access to the Certificate Program?
You will have access to this Certificate Program for as long as you are a subscriber. Your initial subscription will last for one year from the date you purchase.
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