Pedorthic Pre-certification Distance Learning Program For New Balance Team Members Level One Syllabus

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1 A 501(c)(3) Not-For-Profit School Founded Incorporated 2003 Pedorthic Pre-certification Distance Learning Program For New Balance Team Members Level One Syllabus Welcome! Thank you for selecting The Robert M. Palmer, M.D. Institute of Biomechanics. We are looking forward to this opportunity to assist you with reaching your goals toward pedorthic education where helping people step by step is our mission. Course Description Our Pedorthic Pre-Certification Course is designed to teach the fundamentals of Pedorthics and prepare each student to successfully sit for the Pedorthic Certification Exam. This Level One, distance learning course uses multi-media and the internet allowing the student to choose when to study and eliminating travel expenses. Upon successful completion of this course, the student should understand and demonstrate basic knowledge in foot and ankle anatomy, biomechanics, and common foot pathologies. The student should be able to demonstrate the ability to properly fit shoes and pre-made foot orthoses. The course is divided into modules according to the subject matter covered. These modules are listed below and described in detail in the Level One Modules section of this document. Terminology Module Anatomy of the Foot and Ankle Module Biomechanics Module Gait Module Pathologies Module

2 Shoe Fitting Module Shoe Construction and Modification Module Pre-fabricated Foot Orthoses Module Basic Retail Shoe and Business Management Module The Online Classroom This online, distance learning course incorporates a variety of learning theory principles, offering opportunities to collaborate, cooperate, engage other students, and utilize multiple learning pathways. Students have online access to faculty, create e-portfolios, and participate in assessment activities. The online format presents the information through a variety of media including video lectures, PowerPoint slide presentations, and interactive learning programs. This allows the student to proceed at his or her own pace, repeat selected sections, or look up information for reference. The course includes the basic instructions students may need to access and navigate the lessons and material. Also, the instructor is available for assistance. Student Evaluation (Grading) Student performance will be evaluated based upon the quality and completion of the assignments and final exams within each module (subject). A final grade of 70% or greater is required to pass this course. The total grade is comprised of 20% in and 80% in Final Exams. Required Text, References, and Materials Broadband Internet Access PFA members receive a discount by purchasing directly through the Pedorthic Footwear Association on their website ( or by phoning Ext Please contact KimS@assocadmin.com if you have questions about your PFA book order. The materials may also be purchased through The Robert M. Palmer, M.D. Institute of Biomechanics from our for-profit bookstore.

3 The Instructor - Rick E. Sevier, B.S. Ed., C. Ped., ROPA Instructor Contact Information Rick E. Sevier, B.S. Ed., C. Ped., ROPA rsevier@sbcglobal.net Phone: (918) Office Hours: 8am 8pm CST School Contact Information The Robert M. Palmer, M.D. Institute of Biomechanics, Inc. Address: 1601 Main Street, Elwood, Indiana Website: rmpinst@aol.com Phone: Fax:

4 Objective Content Project Terminology Module Develop an understanding of the meaning of relevant medical and pedorthic terminology. The information in this module is presented within the school website and can be repeated and referenced. 1) Briefly explain the differences between varus, valgus, inversion and eversion, open chain kinematics and closed chain kinematics. The description should be at least one paragraph in length. 2) Submit the completed assignment to the instructor within or attached to an . Contemporary Pedorthics Authors: Wayne Decker, C.Ped. and Stephen Albert, DPM, C.PED.

5 Objectives Content Project Anatomy of the Foot and Ankle Module Develop an understanding of the basic anatomy of the human foot and ankle. Identify and name the bones of the human foot and ankle. Identify and name the muscles of the human foot and their function. Identify and name the three anatomic divisions of the human foot. Identify and name bones of the hindfoot. Identify and name bones of the midfoot. Identify and name bones of the forefoot. The information in this module is presented in an interactive, computer based training program developed by OSU-Okmulgee s Pedorthic Footwear Technology Program - OSU Foot Anatomy CD. This program is provided on the school website. 1) Create a list of the bones of the foot. Categorize these into the three sections of the foot (forefoot, midfoot and hindfoot). 2) Submit the completed assignment to the instructor within or attached to an . 3) Identify which metatarsal is located on the midline of the foot and what is its most unique characteristic. 4) Identify what major muscles are in each of the four quadrants of the lower leg. The OSU Foot Anatomy CD may be purchased for additional study and future reference.

6 Objectives Content Biomechanics & Gait Module Develop an understanding of basic biomechanics as it relates to foot function. Understand planes of motion Understand ideal foot function. Understand components of gait. The information in this module is presented in a video (flash) lecture as well as MPEG files supporting the (flash) lecture. This program is provided on the school website. 1) Using masking tape on the floor, measure out a distance of exactly twenty feet with ten feet to spare at the furthest distance from the starting line. 2) Ask five individuals to participate in a biomechanics and gait study. These individuals should consist of each of the following categories: normal male, normal female, geriatric of either gender, child of either gender, and an individual of either gender with an anatalgic gait. 3) Have each individual to begin by marching in place approximately 10 steps, one foot length prior to the beginning of the twenty feet. 4) While each individual is marching in place, observe and document if the foot appears rigid, semi-rigid, flexible, hypermobile, with ligament laxity or flaccid. 5) Can the participant march in place without loosing their balance? 6) Have the patient to stop marching and stand in this position. Observe for each participant their base of support (base of gait) and angle of gait. 7) Ask the participant to adjust their stance to what is normal or comfortable for them (also known as their relaxed stance position). Are their any changes to their base of support (base of gait) and angle of gait? 8) From this relaxed stance position, identify and document any suspected foot pathologies or abnormalities in stance. 9) Have the participant to walk at their normal walking pace past the twenty foot mark being careful to not allow the participant to slow down as they approach the end. 10) Identify and document if any of the following abnormalities are present for each participant: head tilt, shoulder tilt, one arm swinging more than its opposing arm, pelvic tilt or rotation, a potential inequality of limb length, circumduction, toe-drag etc. 11) Identify any suspected foot pathologies or abnormalities during gait for each segment of the foot in regards to the forefoot, midfoot and rearfoot. All analysis should include but not limited to: Forefoot: excessive forefoot abduction or adduction, metatarsus adductus, bunions, hallux rigidus or hallux limitus, hammertoes etc. Midfoot: Midfoot subluxation (potential Charcot), navicular protrusion, navicular drop or medial navicular migration, pes planus (collapsed arch) or pes cavus (high arch), dorsal exostosis (bony prominence) etc. Rearfoot: Excessive heel inversion/eversion, fat pad displacement

7 medially/laterally, early heel off, abductory twist, limited ankle dorsiflexion, Haglunds deformity, etc. 12) the results to your instructor. If you have the capability, send a video of your study. Project Submit the completed assignment to the instructor within or attached to an . Coming soon: Stepping Up To Biomechanics - Video Series Gait Analysis By Jacqueline Perry, PhD Verify Info!!!!!!!!

8 Objectives Pathologies Module Develop an understanding of the most common foot pathologies. Understand when molded shoes should be indicated. Content The information in this module is presented in a PowerPoint presentation; 30 Common & Not So Common Foot Pathologies, Conditions & Observations. The PowerPoint viewer is provided, if necessary. This program is provided on the school website. Project 1) Pick any four pathologies listed in the Pathology module. 2) Find and list Internet for each of the first two pathologies using the Reference Library tab on the Main Menu page. 3) Find and list two Internet references (web page addresses and date accessed) for the last two pathologies selected. This will help you become more familiar with methods used to look up information on pathologies. 4) Find a pathology from each of the categories listed below and submit the above information on them: Degenerative, Overuse, Hereditary, Systemic, Traumatic, Neuromuscular, 5) Submit the completed assignment to the instructor within or attached to an . Contemporary Pedorthics Authors: Wayne Decker, C.Ped. and Stephen Albert, DPM, C.PED. 30 Common Foot Pathologies CD

9 Shoe Fitting Module Objectives Content Develop an understanding of goals and techniques for measuring feet, and demonstrate the ability to properly fit shoes. Proper measuring techniques using the Brannock device (and others). Understanding shoe sizing; U.S., U.K., Euro. Proper techniques for checking shoe fit. Proper techniques for fitting over an AFO (plastic). Fitting children, teens, adults, elderly, and athletes. Fitting special feet by understanding different foot shapes, and basic pathology. Develop an understanding when molded shoes should be indicated. Proper fitting techniques using minor modification tools. The student will develop an understanding of common Pedorthic shoe modification and their function. Basic rocker sole, understand the function, and biomechanical effects. Stabilizers/flairs/wedges, lateral/medial, understand the function, and biomechanical effects. Build ups, internal/external, understand the function, and biomechanical effects of a leg length discrepancy. The information in this module is presented in a video (flash) lecture. This program is provided on the school website. Project 1) Ask three individuals to participate in a shoe fitting study. 2) Do a worn shoe evaluation on each individual using the methods learned in the Shoe Fitting module. IMPORTANT: Do not use the individual s names. Instead, use "STUDY 1", "STUDY 2" and "STUDY 3". Each study should average a single paragraph. 3) Have the participant to stand on an appropriately sized white piece of paper. Using a standard #2 pencil, draw around the participants foot with the pencil held at a 90 degree angle at all times during the tracing. 4) By placing an identifying mark, indicate the location of the center of the First MPJ, Fifth MPJ, distal and proximal edges of the navicular and base of the fifth as well as the long axes of the metatarsals. 5) Ask the participant to remove their foot from this paper. Transfer the marks of the locations identified above to the inside parameter of the participants foot print. 6) Using scissors, cut out the foot imprint precisely in the middle of your pencil mark. 7) Place this static imprint within the participants shoe aligning the paper within the heel area of the shoe with no curling up of the paper.

10 8) Observe your document your findings. 9) Explain to the participant the importance of proper shoe length and width and that this imprint should lay within their shoe without curling up on the medial, lateral or distal toe region. 10) Submit the completed assignment to the instructor within or attached to an . When the Shoe Fits Workbook Professional Shoe Fitting

11 Shoe Construction and Modification Module Objectives Content Develop an understanding of shoe construction and modification. Identify and describe the primary sections and basic components of the shoe. Identify and describe the basic construction of a shoe including last patterns and function of last shape. The information in this module is presented in a video (flash) lecture. This program is provided on the school website. Project 1) Visit a local New Balance retailer. Locate a shoe with each of the following constructions; Cement Process Heat Mold Process Balmoral Opening, Blucher Opening. 2) List the Model Number, Style, and Price. 3) Determine the largest and widest shoe and the smallest and most narrow shoe sold at this New Balance retailer. Indicate the Model, Name, Style, Price and SKU Number. 4) Identify if the widest and smallest shoe is an orthopedic shoe, running shoe, walking shoe, cross trainer or casual shoe, etc. 5) Submit the completed assignment to the instructor within or attached to an . Contemporary Pedorthics Authors: Wayne Decker, C.Ped. and Stephen Albert, DPM, C.PED.

12 Objectives Content Pre-fabricated Foot Orthoses Module Develop the proper techniques in order to fit over-the- counter foot orthoses. Understand the difference between ¾ length vs. full length. Understand Rigid, semi-rigid, accommodative materials and identify differences and benefits. Perform basic Level One foot orthoses modifying techniques for better fit and comfort. The information in this module is presented in a video (flash) lecture. This program is provided on the school website. Project 1) Using The Pedorthic Footwear Association's website, locate 3 suppliers of prefabricated foot orthoses and list their contact information. 2) Visit a local retailer and determine which prefabricated foot orthosis has the highest and lowest arch height and which prefabricated orthosis would control the hindfoot motion more effectively than the others. 3) Submit the completed assignment to the instructor within or attached to an . Contemporary Pedorthics Authors: Wayne Decker, C.Ped. and Stephen Albert, DPM, C.PED.

13 Basic Retail Shoe and Business Management Module Objectives Content Understand basic retail shoe and business management. Know basic management skills. Understand proper inventory. Understand point of sale data. Know about Medicare laws pertaining to Pedorthics. Know about Employment laws. The information in this module is presented This program is provided on the school website. Project 1) Determine which Medicare Supplier Region you are in. 2) Determine what the Medicare allowables are for the following codes: A5500, A5512, A ) Submit the completed assignment to the instructor within or attached to an . Contemporary Pedorthics Authors: Wayne Decker, C.Ped. and Stephen Albert, DPM, C.PED.

14 Academic Integrity Academic dishonesty or misconduct is neither condoned nor tolerated at RMPI. Any student found guilty of academic dishonesty or misconduct shall be subject to disciplinary action. Academic dishonesty and/or misconduct includes, but is not limited to, the following actions: (1) Plagiarism: the representation of previously written, published, or creative work as one s own; (2) Unauthorized collaboration on projects; (3) Cheating on examinations; (4) Unauthorized advance access to exams; (5) Fraudulent alteration of academic materials; (6) Knowing cooperation with another person in an academically dishonest undertaking. Students are required to actively protect their work against misuse by others. Student Conduct Students are expected to cooperate in maintaining a classroom environment conducive to learning. Courteous and respectful behavior will be expected from all students in the on-line environment. Americans With Disabilities Act (ADA) According to the Americans with Disabilities Act, each student with a disability is responsible for notifying RMPI of his or her disability and to request accommodations. If any member of the class feels that he/she has a qualified disability and needs academic accommodations, he/she should notify the Counseling Office to request verification of eligibility for accommodations. Faculties have an obligation to respond when they receive official notice to provide academic accommodations but are under no obligation to provide retroactive accommodations. Non-Discriminatory Policy The Robert M. Palmer, M.D., Institute of Biomechanics, Inc., admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. These courses are approved by the Board for Certification in Pedorthics (BCP) as meeting all of BCP s pre-certification education requirements.