Dpt Proposal

‫ﻣﺸﺨﺼﺎﺕ ﻛﻠﻲ‪ ،‬ﺑﺮﻧﺎﻣﻪ ﻭ ﺳﺮ ﻓﺼﻞ ﺩﺭﻭﺱ‬ ‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ (‪) DPT‬‬ ‫ﮔﺮﻭﻩ ﭘﺰﺷﻜﻲ‬

‫ﺑﻬﻤﻦ ‪1387‬‬

‫‪1‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪Physiotherapy‬‬

‫ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ (‪) DPT‬‬

‫‪- 1‬ﻣﻘﺪﻣﻪ ‪:‬‬

‫ﻫﻤﺮﺍﻩ ﺑﺎ ﺗﻮﺳﻌﻪ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺳﻄﺢ ﺩﺍﻧﺶ ﺩﺭ ﺣﻴﻄﻪ ﻫﺎﻱ ﻣﺨﺘﻠﻒ‬

‫ﻋﻠﻮﻡ ﭘﺰﺷﻜﻲ‪ ،‬ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻣﻌﺘﺒﺮ ﺟﻬﺎﻥ ﺍﺯ ﺳﺎﻝ ‪ ،1999‬ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﺮﺑﻴﺖ ﻭ‬

‫ﭘﺮﻭﺭﺵ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﻣﺘﺨﺼﺺ ﺩﺭ ﺳﻄﺢ ﺩﻛﺘﺮﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ( ﺩﻱ ﭘﻲ ﺗﻲ) ﻧﻤﻮﺩﻩ ﺍﻧﺪ ‪.‬ﺑﻪ ﻧﺤﻮﻱ ﻛﻪ ﺍﻧﺠﻤﻦ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻣﺮﻳﻜﺎ ﻫﻤﮕﺎﻡ ﺑﺎ‬ ‫ﺍﻧﺠﻤﻦ ﺟﻬﺎﻧﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﺮﺍﻱ ﺍﺭﺗﻘﺎﻱ ﺳﻄﺢ ﺩﺍﻧﺶ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﻣﻘﻄﺢ ﺩﻱ ﭘﻲ ﺗﻲ ﺗﺎﺳﺎﻝ ‪ 2020‬ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﻛﺮﺩﻩ ﺍﺳﺖ ‪.‬ﻻﺯﻡ ﺑﻪ‬ ‫ﺫﻛﺮ ﺍﺳﺖ ﻛﻪ ﺍﺟﺮﺍﻱ ﺍﻳﻦ ﺑﺮﻧﺎﻣﻪ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻳﻲ ﻧﻈﻴﺮ ﺍﺳﺘﺮﺍﻟﻴﺎ ‪ ،‬ﻛﺎﻧﺎﺩﺍ‪ ،‬ﻫﻨﺪ ﻭ ﭘﺎﻛﺴﺘﺎﻥ ﺁﻏﺎﺯ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬

‫ﺩﺭﻛﺸﻮﺭﻣﺎ ﻧﻴﺰ ﻭﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭘﻴﺸﺮﻓﺖ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺗﺨﺼﺺ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻋﻠﻮﻡ ﺑﺎﻟﻴﻨﻲ ﻫﻤﭙﺎﻱ ﺩﺍﻧﺶ ﻧﻮﻳﻦ ﺟﻬﺎﻧﻲ‪ ،‬ﺭﺷﺘﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻧﻴﺰ ﺑﺎﻳﺪ‬

‫ﻫﻤﮕﺎﻡ ﺑﺎ ﺁﻧﻬﺎ ﺗﻮﺍﻧﻤﻨﺪﻱ ﻫﺎﻱ ﺗﺨﺼﺼﻲ ﺧﻮﺩ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﻫﺪ ‪.‬ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺑﺎ ﮔﺬﺷﺖ ﺑﻴﺶ ﺍﺯ ﺩﻭ ﺩﻫﻪ ﺍﺯ ﺗﺮﺑﻴﺖ ﻛﺎﺭﺷﻨﺎﺱ ﺍﺭﺷﺪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ‬ ‫ﺣﻴﻄﻪ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻣﻮﺯﺷﻲ ﻭﺩﺭﻣﺎﻧﻲ ﺁﻥ ‪ ،‬ﻫﻨﻮﺯ ﻛﺎﺳﺘﻲ ﻫﺎﻳﻲ ﺩﺭ ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﺗﺨﺼﺼﻲ ﻣﻄﺎﺑﻖ ﺑﺎ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺟﻬﺎﻧﻲ ﺍﻳﻦ ﺭﺷﺘﻪ ﺑﻪ ﭼﺸﻢ ﻣﻲ‬

‫ﺧﻮﺭﺩ ‪ ،‬ﺿﻤﻦ ﺍﻳﻨﻜﻪ ﻫﺪﻑ ﺍﺻﻠﻲ ﺍﺯ ﺗﺮﺑﻴﺖ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﻣﻘﺎﻃﻊ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻭ ﺩﻛﺘﺮﺍﻱ ﺗﺨﺼﺼﻲ (ﭘﻲ ﺍچ ﺩﻱ) ﺗﻮﻟﻴﺪ ﺩﺍﻧﺶ ﻭ ﺣﺮﻛﺖ‬ ‫ﺩﺭ ﻣﺮﺯﻫﺎﻱ ﺁﻥ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﺎﻣﻴﻦ ﻧﻴﺮﻭﻫﺎﻱ ﻣﺘﺨﺼﺺ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺍﺳﺖ ‪.‬ﻟﺬﺍ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺭﻭﺯ ﺁﻣﺪ ﺩﺭ ﺟﻬﺖ ﺗﺮﺑﻴﺖ ﻧﻴﺮﻭﻫﺎﻱ‬ ‫ﻣﺘﺨﺼﺺ ﺩﺭ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﺕ ﻣﻲ ﻳﺎﺑﺪ ‪.‬‬

‫ﺑﺮ ﺍﻳﻦ ﻣﺒﻨﺎ ﻭ ﺑﺮﺍﺳﺎﺱ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ ﺍﺯﺑﺮﺭﺳﻲ ﻫﺎﻱ ﻛﺎﺭﺷﻨﺎﺳﺎﻧﻪ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺗﻮﺳﻂ ﺻﺎﺣﺒﻨﻈﺮﺍﻥ ﺍﻳﻦ ﺭﺷﺘﻪ ﺩﺭ ﺳﻄﺢ ﻛﺸﻮﺭ‪ ،‬ﻣﺒﺎﻧﻲ ﺑﺮﻧﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ‬

‫ﻣﺪﻭﻥ ﺟﻬﺖ ﺍﺭﺗﻘﺎﺉ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﻣﻘﺎﻃﻊ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﻣﻘﻄﻊ ﺩﻱ ﭘﻲ ﺗﻲ(ﺑﺼﻮﺭﺕ ﻧﺎ ﭘﻴﻮﺳﺘﻪ ) ﻭ ﻧﻴﺰ ﺗﺮﺑﻴﺖ‬

‫ﻧﻴﺮﻭﻫﺎﻱ ﻣﺘﺨﺼﺺ ﺩﺭ ﻣﻘﻄﻊ ﺩﻱ ﭘﻲ ﺗﻲ (ﺑﺼﻮﺭﺕ ﭘﻴﻮﺳﺘﻪ ) ﻭ ﻣﻄﺎﺑﻖ ﺑﺎ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻣﻌﺘﺒﺮ ﺩﻧﻴﺎ ﺗﺪﻭﻳﻦ ﮔﺮﺩﻳﺪ ‪.‬‬

‫‪- 2‬ﺗﻌﺮﻳﻒ ﺭﺷﺘﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻳﻜﻲ ﺍﺯ ﻣﻘﺎﻃﻊ ﺗﺤﺼﻴﻠﻲ ﺍﻳﻦ ﺭﺷﺘﻪ ﺍﺳﺖ ﻛﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺁﻥ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻛﺴﺐ ﺷﺪﻩ ﺩﺭ‬

‫ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺗﺨﺼﺼﻲ ﻣﺨﺘﻠﻒ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻜﻲ ﺍﺯ ﻣﺘﺨﺼﺼﻴﻦ ﺣﻴﻄﻪ ﺳﻼﻣﺖ ‪ ،‬ﺑﻪ ﺍﺭﺯﻳﺎﺑﻲ ‪ ،‬ﺷﻨﺎﺳﺎﻳﻲ ‪ ،‬ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﻣﺸﻜﻼﺕ ﻭﻣﺤﺪﻭﺩﻳﺖ‬ ‫ﻫﺎﻱ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﻧﺎﺗﻮﺍﻧﻲ ﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺣﺮﻛﺖ‪ ،‬ﻋﻤﻠﻜﺮﺩ ﻭ ﺳﻼﻣﺖ ﺍﻓﺮﺍﺩ ﺟﺎﻣﻌﻪ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ‪.‬‬

‫ﺍﺭﺗﻘﺎﺉ ﺑﺮ ﺗﺮﺑﻴﺖ ﺍﺭﺟﺢ ﺑﺎﺷﺪ‪.‬‬

‫‪- 3‬ﻓﻠﺴﻔﻪ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪ ‪:‬‬

‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪ ،‬ﺑﻤﻨﻈﻮﺭ ﺣﻔﻆ ﻭ ﺍﺭﺗﻘﺎﺉ ﺳﻼﻣﺖ ﺁﺣﺎﺩ ﺟﺎﻣﻌﻪ ﺑﺮ ﻣﺤﻮﺭﺍﻓﺰﺍﻳﺶ ﭘﺘﺎﻧﺴﻴﻞ ﺗﺠﺮﺑﻪ ﺑﺎﻟﻴﻨﻲ ﺍﺯ‬

‫ﻃﺮﻳﻖ ﺗﻌﺎﻣﻞ ﺳﻪ ﻋﺎﻣﻞ ﺁﻣﻮﺯﺵ ‪ ،‬ﺗﺠﺮﺑﻪ ﺑﺎﻟﻴﻨﻲ ﻭ ﭘﮋﻭﻫﺶ ﺍﺳﺘﻮﺍﺭ ﺍﺳﺖ ‪.‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﻋﺪﺍﻟﺖ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺗﻮﺟﻪ ﺑﻪ ﻛﺮﺍﻣﺖ ﺍﻧﺴﺎﻧﻲ ﺣﻜﻢ ﻣﻴﻜﻨﺪ ﻛﻪ ‪،‬‬ ‫ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ ﻫﻤﮕﺎﻡ ﺑﺎ ﺗﻮﺳﻌﻪ ﻋﻠﻢ ‪ ،‬ﻓﻦ ﺁﻭﺭﻱ ﻭ ﺧﺪﻣﺎﺕ ﺭﺳﺎﻧﻲ ﺳﺎﻳﺮ ﺭﺷﺘﻪ ﻫﺎﻱ ﻋﻠﻮﻡ ﭘﺰﺷﻜﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻧﻴﺎﺯﻣﻨﺪ ﺍﺯ ﺟﺎﻣﻊ ﺗﺮﻳﻦ ﺭﻭﺷﻬﺎﻱ ﺗﺸﺨﻴﺼﻲ‬ ‫‪-‬ﺩﺭﻣﺎﻧﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﺁﺳﻴﺐ ﻫﺎﻱ ﺟﺴﻤﺎﻧﻲ ‪ ،‬ﺭﻭﺣﻲ ﻭ ﺭﻭﺍﻧﻲ ﻣﻮﺟﻮﺩ ‪ ،‬ﺑﺮﺧﻮﺭﺩﺍﺭ ﮔﺮﺩﻧﺪ‪.‬ﻟﺬﺍ ﺑﺮ ﺍﺳﺎﺱ ﻣﻮﺍﺯﻳﻦ‬

‫ﺍﺧﻼﻗﻲ ﺟﺎﻣﻌﻪ ﭘﺰﺷﻜﻲ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺒﺎﻧﻲ ﺩﻳﻨﻲ ‪،‬ﻭﻧﻴﺰ ﻛﺮﺍﻣﺖ ﻭﺭﺷﺪ ﻭ ﺗﻌﺎﻟﻲ ﺍﻧﺴﺎﻧﻬﺎ ‪ ،‬ﺍﺣﺘﺮﺍﻡ ﺑﻪ ﻓﺮﻫﻨﮓ‪ ،‬ﻧﮋﺍﺩ‪ ،‬ﺟﻨﺲ ﻭ ﺳﻦ ﺑﻴﻤﺎﺭ‪ ،‬ﻫﻤﭽﻨﻴﻦ‬

‫ﺭﻋﺎﻳﺖ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ‪ ،‬ﺍﻧﺘﺨﺎﺏ ﻭ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺑﻬﺘﺮﻳﻦ ﺷﻴﻮﻩ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ﻭ ﻣﺴﺘﻨﺪﺍﺕ ﺍﺯ ﺍﻫﻤﻴﺖ ﻭﻳﮋﻩ ﺍﻱ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ‪.‬‬

‫‪2‬‬

‫ﭘﺲ ﺍﺯ ﻃﻲ ﺍﻳﻦ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ ﻛﻪ ﺑﺮ ﻣﺤﻮﺭ ﻣﺸﺎﺭﻛﺖ ﻓﻌﺎﻝ ﺩﺍﻧﺸﺠﻮﺑﻪ ﻣﻨﻈﻮﺭ ﺗﻮﺳﻌﻪ ﺩﺍﻧﺶ ﭘﺎﻳﻪ ﻭ ﺑﺎﻟﻴﻨﻲ ﺑﻨﺎ ﻧﻬﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﻪ ﻗﺎﺩﺭ‬ ‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﻣﻬﺎﺭﺕ ﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺧﻮﺩ ﺭﺍ ﺟﻬﺖ ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﺩﺭﻣﺎﻧﻲ ﻣﻄﻠﻮﺏ ﻭ ﺭﻭﺯﺁﻣﺪ ﺑﻜﺎﺭ ﮔﻴﺮﺩ ‪.‬ﺟﻬﺖ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻫﺪﺍﻑ ﻓﻮﻕ ‪ ،‬ﺩﺍﻧﺸﻜﺪﻩ‬

‫ﻫﺎﻱ ﺗﻮﺍﻧﺒﺨﺸﻲ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﺩﺭﺳﻲ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻭﺗﺮﺍﭘﻲ ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﺠﺎﺩ ﺑﺴﺘﺮ ﻣﻨﺎﺳﺐ ﺁﻣﻮﺯﺷﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﻣﺒﺘﻨﻲ ﺑﺮﺩﺭﻣﺎﻥ ‪،‬ﺑﺎ ﺍﺭﺍﺋﻪ ﻭ‬

‫ﺗﺒﺎﺩﻝ ﻣﺠﻤﻮﻋﻪ ﺍﻱ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﺳﺎﺯﻣﺎﻥ ﻳﺎﻓﺘﻪ ﺩﺭ ﻣﻮﺭﺩ ﺭﻭﺵ ﻫﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﺗﺤﻘﻴﻘﺎﺕ ﭘﻴﺮﺍﻣﻮﻥ ﺁﻧﻬﺎﻭ‬ ‫ﺑﻜﺎﺭ ﮔﻴﺮﻱ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻠﻬﺎ ‪،‬ﻫﺪﺍﻳﺖ ﺗﺠﺮﺑﻴﺎﺕ ﻭ ﺍﻧﺠﺎﻡ ﭘﮋﻭﻫﺶ ﻣﻲ ﻛﻮﺷﻨﺪ ﺗﺎ ﺗﻮﺍﻧﻤﻨﺪﻱ ﻫﺎﻱ ﺣﺮﻓﻪ ﺍﻱ ﺑﺎﻟﻴﻨﻲ ‪-‬ﺗﺨﺼﺼﻲ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺭﺍ ﺑﻴﺎﻓﺰﺍﻳﻨﺪ ‪.‬‬

‫‪- 4‬ﻣﺎﻣﻮﺭﻳﺖ (ﺭﺳﺎﻟﺖ) ‪:‬‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮﺵ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺣﻴﻄﻪ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪ ،‬ﺭﺳﺎﻟﺖ ﻣﻘﻄﻊ ﺁﻣﻮﺯﺷﻲ ﺩﻱ ﭘﻲ ﺗﻲ‪ ،‬ﺗﺮﺑﻴﺖ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﻫﺎﻳﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎ‬

‫ﺍﺭﺗﻘﺎء ﺩﺍﻧﺶ ﻭ ﺑﻴﻨﺶ ﻋﻠﻤﻲ ﻭ ﺑﺎﻟﻴﻨﻲ ﺧﻮﺩ ﻭﺑﺎ ﺗﻮﺳﻞ ﺑﻪ ﺍﺻﻮﻝ ﺍﺧﻼﻗﻲ ﺣﺮﻓﻪ ﺍﻱ ﻭﺩﻳﻨﻲ ﻭ ﺍﻧﺴﺎ ﻧﻲ ﺑﻪ ﺧﺪﻣﺖ ﻫﺮ ﭼﻪ ﻣﻄﻠﻮﺏ ﺗﺮ ﻭﺷﺎﻳﺴﺘﻪ ﺗﺮ ﺑﻪ‬

‫ﻫﻤﻨﻮﻋﺎﻥ ﻧﻴﺎﺯﻣﻨﺪ ﺑﭙﺮﺩﺍﺯﻧﺪ ‪.‬ﻣﺎﻣﻮﺭﻳﺖ ﻫﺎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫ﺍﻟﻒ – ﺁﻣﻮﺯﺵ ﻣﻬﺎﺭﺕ ﻫﺎﻱ ﻻﺯﻡ ﺩﺭ ﺯﻣﻴﻨﻪ ﺍﺭﺯﻳﺎﺑﻲ ﺗﺨﺼﺼﻲ ‪،‬ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﻭ ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ﺑﺎ‬ ‫ﺭﻭﻳﻜﺮﺩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺏ – ﺍﺭﺗﻘﺎء ﺳﻄﺢ ﺁﮔﺎﻫﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺑﺮﻭﺯ ﺍﻧﻮﺍﻉ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﻣﻌﻠﻮﻟﻴﺘﻬﺎ ﻭ ﻧﻴﺰ ﺍﻧﺠﺎﻡ ﻏﺮﺑﺎﻟﮕﺮﻱ ﻧﺎﺗﻮﺍﻧﻲ ﻫﺎﻱ ﺟﺴﻤﺎﻧﻲ‬ ‫ﺩﺭ ﺳﻄﺢ ﺟﺎﻣﻌﻪ‬

‫ﺝ ‪-‬ﺁﻣﻮﺯﺵ ﻣﻬﺎﺭﺕ ﻫﺎﻱ ﻻﺯﻡ ﺟﻬﺖ ﺍﺭﺍﺋﻪ ﻣﺸﺎﻭﺭﻩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﮔﺮﻭﻩ ﻫﺎﻱ ﻧﻴﺎﺯﻣﻨﺪ ﻭ ﺟﺎﻣﻌﻪ ﭘﺰﺷﻜﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﻘﻮﻳﺖ ﻛﺎﺭ ﺗﻴﻤﻲ‬

‫ﺩ ‪-‬ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﻄﺎﺑﻖ ﺑﺎ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺟﻬﺎﻧﻲ ﺩﺭ ﺳﻄﻮﺡ ﭘﻴﺸﮕﻴﺮﻱ ‪ ،‬ﺩﺭﻣﺎﻧﻲ ﻭ ﻣﺸﺎﻭﺭﻩ ﺍﻱ ﺑﻪ ﺁﺣﺎﺩ ﺟﺎﻣﻌﻪ ﻭ ﺳﺎﺯﻣﺎﻧﻬﺎﻱ‬ ‫ﺑﻬﺪﺍﺷﺘﻲ ﻣﺮﺗﺒﻂ‬

‫ﻩ ‪-‬ﺗﻮﺳﻌﻪ ﭘﻴﻮﻧﺪ ﭘﮋﻭﻫﺸﻬﺎﻱ ﻛﺎﺭﺑﺮﺩﻱ ﻭ ﺍﻣﻮﺭ ﺑﺎﻟﻴﻨﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪- 5‬ﭼﺸﻢ ﺍﻧﺪﺍﺯ ‪:‬‬

‫ﺗﺎ ﺳﺎﻝ ‪( 1404‬ﻣﻄﺎﺑﻖ ﺑﺎ ﺯﻣﺎﻥ ﭘﺎﻳﺎﻧﻲ ﺳﻨﺪ ﭼﺸﻢ ﺍﻧﺪﺍﺯ ﺑﻴﺴﺖ ﺳﺎﻟﻪ ﻛﺸﻮﺭ) ﺧﺪﻣﺎﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺗﻮﺳﻂ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﻫﺎﻳﻲ ﺍﺭﺍﺋﻪ ﺧﻮﺍﻫﺪ ﺷﺪ ﻛﻪ‬

‫ﺣﺪﺍﻗﻞ ﺩﺍﺭﺍﻱ ﻣﺪﺭﻙ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻮﺩﻩ ﻭ ﮔﻮﺍﻫﻲ ﺗﺨﺼﺼﻲ ﺑﻮﺭﺩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺭﺍ ﺩﺭﻳﺎﻓﺖ ﻛﺮﺩﻩ ﺑﺎﺷﻨﺪ ‪.‬ﺑﻌﺪ ﺍﺯ ﺯﻣﺎﻥ ﻳﺎﺩ ﺷﺪﻩ‪،‬‬ ‫ﻣﺮﺍﺟﻌﻴﻦ ﻭ ﻣﺘﺨﺼﺼﻴﻦ ﺣﻮﺯﻩ ﺳﻼﻣﺖ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺘﺨﺼﺼﻴﻦ ﺑﺮﮔﺰﻳﺪﻩ ﺩﺭ ﺍﻣﺮ ﭘﺬﻳﺮﺵ ﻣﺴﺘﻘﻴﻢ ﺑﻴﻤﺎﺭﺍﻥ ﺑﻪ ﻣﻨﻈﻮﺭ ﺗﺸﺨﻴﺺ ‪،‬ﻣﺪﺍﺧﻠﻪ ﻭ‬

‫ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﻣﺸﻜﻼﺕ ﺟﺴﻤﺎﻧﻲ ‪ ،‬ﻣﺤﺪﻭﺩﻳﺖ ﻫﺎﻱ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﻧﺎﺗﻮﺍﻧﺎﻳﻲ ﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺣﺮﻛﺖ‪ ،‬ﻋﻤﻠﻜﺮﺩ ﻭ ﺳﻼﻣﺖ ﻣﻲ ﺷﻨﺎﺳﻨﺪ ‪.‬ﻓﺮﺁﻳﻨﺪ ﻳﺎﺩ ﺷﺪﻩ‬

‫ﺑﻴﻤﺎﺭ ‪-‬ﻣﺤﻮﺭ‪ 1‬ﺑﻮﺩﻩ ﻭ ﺑﺮ ﺗﻌﺎﻣﻞ ﺑﻴﻤﺎﺭ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺗﺄﻛﻴﺪ ﺩﺍﺭﺩ ‪.‬‬

‫ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﻳﻦ ﻣﻘﻄﻊ ﺗﺤﺼﻴﻠﻲ‪ ،‬ﺑﺎ ﻛﺴﺐ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﻱ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﻭ ﺗﻮﺍﻧﺎﻳﻲ ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﺑﺎﻟﻴﻨﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ‪ ،‬ﺗﻼﺵ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ‬

‫ﺑﺎ ﺍﺭﺍﺋﻪ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺍﻧﺠﺎﻡ ﺗﺤﻘﻴﻘﺎﺕ ﺑﺎﻟﻴﻨﻲ ﻭ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺩﺭﻋﺎﻟﻴﺘﺮﻳﻦ ﺳﻄﻮﺡ ﻓﻦ ﺁﻭﺭﻱ‪ ،‬ﺟﻬﺖ ﺑﻬﻴﻨﻪ ﺳﺎﺯﻱ ﺳﻄﺢ ﺳﻼﻣﺖ ﻭ‬ ‫ﺑﻬﺪﺍﺷﺖ ﺟﺎﻣﻌﻪ‪ ،‬ﮔﺎﻡ ﺑﺮﺩﺍﺭﻧﺪ ‪.‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﻳﻦ ﻣﻘﻄﻊ‪ ،‬ﺿﻤﻦ ﻛﻤﻚ ﺑﻪ ﭘﻴﺸﺒﺮﺩ ﺍﻫﺪﺍﻑ ﺁﻣﻮﺯﺷﻲ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎﻱ ﺗﻮﺍﻧﺒﺨﺸﻲ ‪ ،‬ﺑﺎﻳﺪ‬ ‫ﺑﺘﻮﺍﻧﻨﺪ ﺳﻬﻢ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺗﻮﻟﻴﺪ ﺩﺍﻧﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻋﺮﺻﻪ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﺍﻳﻔﺎ ﻧﻤﻮﺩﻩ ﻭ ﺑﻄﻮﺭ ﻓﻌﺎﻝ ﻣﺴﺌﻮﻟﻴﺖ ﺭﺷﺪ ﻭ ﺍﺭﺗﻘﺎﺉ ﺣﺮﻓﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺑﻬﺒﻮﺩ‬

‫‪Patient-centered‬‬

‫‪3‬‬

‫‪1‬‬

‫ﺳﻼﻣﺖ ﻣﺮﺩﻡ ﺭﺍ ﻋﻬﺪﻩ ﺩﺍﺭﮔﺮﺩﻧﺪ ‪.‬ﺍﻧﺘﻈﺎﺭ ﻣﻴﺮﻭﺩ ﺑﺎ ﺭﺍﻩ ﺍﻧﺪﺍﺯﻱ ﻭ ﺍﺟﺮﺍﻱ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺑﺎﻻﺗﺮﻳﻦ ﻭ ﺷﺎﺧﺺ ﺗﺮﻳﻦ‬

‫ﺟﺎﻳﮕﺎﻩ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻣﻨﻄﻘﻪ ﺧﺎﻭﺭﻣﻴﺎﻧﻪ‪ ،‬ﺍﻣﻜﺎﻥ ﭘﺬﻳﺮ ﮔﺮﺩﺩ ‪.‬‬

‫‪- 6‬ﻫﺪﻑ ﻛﻠﻲ‬

‫‪:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺍﺯ ﻃﺮﺍﺣﻲ ﻭ ﺍﺟﺮﺍﻱ ﺑﺮﻧﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻳﺠﺎﺩ ﺁﻣﺎﺩﮔﻲ ﺩﺭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺮﺍﻱ ﻣﺸﺎﺭﻛﺖ ﺩﺭ ﻓﻌﺎﻟﻴﺖ‬

‫ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﺭﺷﺘﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﻧﻴﺰﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺵ ﻫﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﺗﺨﺼﺼﻲ (ﻧﻈﻴﺮ ﺁﻧﺎﻟﻴﺰ ﺣﺮﻛﺘﻲ‪ ،‬ﺗﺴﺘﻬﺎﻱ ﺍﻳﺰﻭﻛﻴﻨﺘﻴﻚ ‪ ،‬ﺁﺯﻣﻮﻧﻬﺎﻱ‬ ‫ﺗﻌﺎﺩﻟﻲ ﻭ ﺛﺒﺎﺕ ﭘﻮﺳﭽﺮﺍﻝ ﻭ‪ )...‬ﻭﺩﺭﻙ ﻭﻓﻬﻢ ﺑﻬﺘﺮ ﻧﺘﺎﻳﺞ ﺁﺯﻣﻮﻧﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﭘﺎﺭﺍﻛﻠﻴﻨﻴﻜﻲ (ﻧﻈﻴﺮ ﺁﺯﻣﺎﻳﺸﺎﺕ ﺍﻟﻜﺘﺮﻭﻧﻮﺭﻭﻣﻴﻮﮔﺮﺍﻓﻲ ‪ ،‬ﺁﻧﺎﻟﻴﺰ‬

‫ﮔﺎﺯﻫﺎﻱ ﺗﻨﻔﺴﻲ ‪ ،‬ﺍﻡ ﺁﺭ ﺁﻱ ﻭ ‪ )...‬ﻭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺧﺪﻣﺎﺕ ﺗﺨﺼﺼﻲ ﭘﻴﺸﮕﻴﺮﻱ ﻛﻨﻨﺪﻩ ﻭ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﺴﺘﻨﺪﺍﺕ ﻭ‬

‫ﺷﻮﺍﻫﺪ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﺟﺎﻣﻌﻪ ﺩﺭ ﺟﻬﺖ ﺍﺭﺗﻘﺎء ﺳﻄﺢ ﺳﻼﻣﺖ ﻋﻤﻮﻣﻲ ﺟﺎﻣﻌﻪ ﺍﺳﺖ ‪.‬‬

‫‪- 7‬ﻧﻘﺶ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ‪:‬‬

‫ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﺎ ﺩﺭﻙ ﺗﻌﺎﻣﻞ ﻋﻮﺍﻣﻞ ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ‪ ،‬ﺑﻴﻮﻣﻜﺎﻧﻴﻜﻲ ﻭ ﺭﻓﺘﺎﺭﻱ‪ ،‬ﺑﺘﻮﺍﻧﻨﺪ‬

‫ﺩﺭ ﺣﻴﻄﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻧﻘﺶ ﻫﺎﻱ ﻏﺮﺑﺎﻟﮕﺮﻱ‪ ،‬ﺗﺸﺨﻴﺼﻲ ‪ ،‬ﭘﻴﺸﮕﻴﺮﻱ ‪ ،‬ﺩﺭﻣﺎﻧﻲ ‪ ،‬ﻣﺸﺎﻭﺭﻩ ﺍﻱ ‪ ،‬ﻭ ﭘﮋﻭﻫﺸﻲ ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﮔﻴﺮﻧﺪ ‪.‬‬

‫‪- 8‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ‪:‬‬

‫ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻫﺮ ﻳﻚ ﺍﺯ ﻧﻘﺶ ﻫﺎﻱ ﺧﻮﺩ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺯﻳﺮ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪:‬‬

‫ﺍﻟﻒ ‪ -‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﻏﺮﺑﺎﻟﮕﺮﻱ ﻋﺒﺎﺭﺗﻨﺪﺍﺯ ‪:‬‬

‫‪ )1‬ﺑﺮﺭﺳﻲ ﻛﻠﻲ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﺑﺪﻥ ﺷﺎﻣﻞ ‪ ،‬ﻗﻠﺒﻲ –ﻋﺮﻭﻗﻲ – ﺭﻳﻮﻱ ‪ ،‬ﮔﻮﺍﺭﺷﻲ ‪...‬ﻭ ﺳﻼﻣﺖ ﻋﻤﻮﻣﻲ ﺑﻴﻤﺎﺭ ﺟﻬﺖ ﺍﺭﺟﺎﻉ ﺑﻴﻤﺎﺭ ﺩﺭ ﺻﻮﺭﺕ‬ ‫ﻧﻴﺎﺯ‬

‫‪ ) 2‬ﺷﻨﺎﺳﺎﻳﻲ ﮔﺮﻭﻫﻬﺎﻱ ﺩﺭ ﻣﻌﺮﺽ ﺁﺳﻴﺐ ﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﺩﺭ ﺳﻄﺢ ﺟﺎﻣﻌﻪ‬ ‫‪ )3‬ﺍﺭﺟﺎﻉ ﺍﻭﻟﻴﻪ ﺑﻴﻤﺎﺭ ﺩﺭ ﺻﻮﺭﺗﻴﻜﻪ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ ﻭﻱ ﺧﺎﺭﺝ ﺍﺯ ﻣﺤﺪﻭﺩﻩ ﺗﻮﺍﻧﻤﻨﺪﻱ ﻫﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﺎﺷﺪ‬

‫ﺏ ‪ -‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﺗﺸﺨﻴﺼﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫‪- 1‬ﺷﻨﺎﺳﺎﻳﻲ ﺍﺧﺘﻼﻻﺕ ﻭ ﻧﺎﺗﻮﺍﻧﺎﻳﻲ ﻫﺎﻱ ﻋﻤﻠﻜﺮﺩﻱ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫‪- 2‬ﺍﺭﺯﻳﺎﺑﻲ ﺑﺎﻟﻴﻨﻲ‬

‫‪- 3‬ﺍﻧﺠﺎﻡ ﺁﺯﻣﻮﻧﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫‪- 4‬ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﺍﻃﻼﻋﺎﺕ‬

‫‪- 5‬ﺗﻌﻴﻴﻦ ﻧﻮﻉ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﺳﻄﺢ ﻧﺎﺗﻮﺍﻧﻲ‬

‫ﺝ ‪-‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺑﺮﻭﺯ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫‪- 1‬ﺷﻨﺎﺳﺎﻳﻲ ﻋﻮﺍﻣﻞ ﺧﻄﺮ ﺯﺍﻱ ﺗﻬﺪﻳﺪ ﻛﻨﻨﺪﻩ ﺳﻼﻣﺖ ﺟﺴﻤﻲ ﺟﺎﻣﻌﻪ‬

‫‪- 2‬ﺍﺭﺍﺋﻪ ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﻣﻨﺎﺳﺐ ﺑﻪ ﻓﺮﺩ ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺟﺎﻣﻌﻪ ﺑﺎ ﻫﺪﻑ ﭘﻴﺸﮕﻴﺮﻱ‬ ‫‪- 3‬ﺍﺭﺯﻳﺎﺑﻲ ﻣﻴﺰﺍﻥ ﺗﺎﺛﻴﺮ ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﺩﺭ ﺍﺭﺗﻘﺎء ﺳﻄﺢ ﺳﻼﻣﺖ ﺟﺎﻣﻌﻪ‬ ‫ﺩ ‪-‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﺩﺭﻣﺎﻧﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫‪4‬‬

‫‪- 1‬ﺗﻌﻴﻴﻦ ﺍﻫﺪﺍﻑ ﺩﺭﻣﺎﻧﻲ‬

‫‪- 2‬ﻃﺮﺍﺣﻲ ﺑﺮﻧﺎﻣﻪ ﺩﺭﻣﺎﻧﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫‪- 3‬ﺍﺟﺮﺍﻱ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺗﻜﻤﻴﻠﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫‪- 4‬ﺍﺭﺯﻳﺎﺑﻲ ﺩﻭﺭﻩ ﺍﻱ ﻧﺘﺎﻳﺞ ﺩﺭﻣﺎﻥ‬

‫‪- 5‬ﺍﺻﻼﺡ ﺑﺮﻧﺎﻣﻪ ﺩﺭﻣﺎﻧﻲ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺭﻭﻧﺪ ﺑﻬﺒﻮﺩﻱ‬

‫ﺩ ‪-‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﻣﺸﺎﻭﺭﻩ ﺍﻱ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫‪- 1‬ﺍﺭﺍﺋﻪ ﻣﺸﺎﻭﺭﻩ ﺍﺧﺘﺼﺎﺻﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺭﺟﺎﻉ ﺷﺪﻩ ﺗﻮﺳﻂ ﭘﺰﺷﻜﺎﻥ ﻣﺘﺨﺼﺺ‬ ‫‪- 2‬ﻣﺸﻮﺭﺕ ﺑﺎ ﭘﺰﺷﻚ ﻣﺘﺨﺼﺺ ﻣﺴﺌﻮﻝ ﺑﻴﻤﺎﺭ ﺩﺭ ﻣﻮﺍﺭﺩ ﻧﻴﺎﺯ‬ ‫‪- 3‬ﻣﺸﺎﻭﺭﻩ ﺑﺎ ﺗﻴﻢ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫‪- 4‬ﺍﺭﺍﺋﻪ ﺭﺍﻫﻨﻤﺎﻳﻲ ﻫﺎﻱ ﻣﺸﺎﻭﺭﻩ ﺍﻱ ﺑﻪ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻴﻤﺎﺭ‬

‫ﻥ ‪-‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﺩﻭ ﺑﺨﺶ ﺁﻣﻮﺯﺵ ﺑﻴﻤﺎﺭ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻣﺮﺍﻗﺒﺎﻥ ﺑﻴﻤﺎﺭ ﻭ ﺁﻣﻮﺯﺵ ﻫﻤﻜﺎﺭﺍﻥ‬ ‫ﻭﻋﻤﻮﻡ ﺟﺎﻣﻌﻪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫‪: 1‬ﺁﻣﻮﺯﺵ ﺑﻴﻤﺎﺭ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻣﺮﺍﻗﺒﺎﻥ ﺑﻴﻤﺎﺭ‬

‫‪-‬ﺗﻮﺻﻴﻒ ﻭﺿﻌﻴﺖ ﺑﻴﻤﺎﺭﻱ‪ ،‬ﻧﺘﻴﺠﻪ ﺍﺭﺯﻳﺎﺑﻴﻬﺎ‪ ،‬ﺑﺮﻧﺎﻣﻪ ﺩﺭﻣﺎﻧﻲ ﻃﺮﺍﺣﻲ ﺷﺪﻩ‪ ،‬ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻴﺪﺑﻜﻬﺎﻱ ﺑﻴﻤﺎﺭ ﺑﺮﺍﻱ‬

‫ﺗﻐﻴﻴﺮ ﺍﺣﺘﻤﺎﻟﻲ ﺑﺮﻧﺎﻣﻪ ﺩﺭﻣﺎﻧﻲ ﻭ ﻧﺘﺎﻳﺞ ﻣﻮﺭﺩ ﺍﻧﺘﻈﺎﺭ ﺍﺯ ﺩﺭﻣﺎﻥ ﺑﺮﺍﻱ ﺑﻴﻤﺎﺭ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻣﺮﺍﻗﺒﺎﻥ ﺑﻴﻤﺎﺭ‬

‫‪-‬ﺁﻣﻮﺯﺵ ﺩﻗﻴﻖ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﻛﻪ ﺑﺎﻳﺪ ﺩﺭ ﺧﺎﻧﻪ ﺍﻧﺠﺎﻡ ﺷﻮﺩ ﻭ ﺍﻃﻤﻴﻨﺎﻥ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺻﺤﻴﺢ ﺁﻧﻬﺎ‬

‫‪-‬ﺗﻮﺻﻴﻒ ﻣﺎﻫﻴﺖ ﺍﺧﺘﻼﻝ ﻋﻤﻠﻜﺮﺩﻱ ﺑﻴﻤﺎﺭ ﻭ ﺁﻣﻮﺯﺵ ﻣﺤﺪﻭﺩﻩ ﺍﻳﻤﻦ ﻋﻤﻠﻜﺮﺩﻱ ﺑﻪ ﺑﻴﻤﺎﺭ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻣﺮﺍﻗﺒﺎﻥ ﺑﻴﻤﺎﺭ‬

‫‪: 2‬ﺁﻣﻮﺯﺵ ﻫﻤﻜﺎﺭﺍﻥ ﻭ ﻋﻤﻮﻡ ﺟﺎﻣﻌﻪ‬

‫‪-‬ﺁﺷﻨﺎ ﻛﺮﺩﻥ ﺳﺎﻳﺮ ﻫﻤﻜﺎﺭﺍﻥ ﺑﺨﺶ ﺳﻼﻣﺖ ﺑﺎ ﺍﻫﺪﺍﻑ ﻭ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﻓﺰﺍﻳﺶ‬

‫ﻫﻤﻜﺎﺭﻳﻬﺎﻱ ﮔﺮﻭﻫﻲ ﺑﺮﺍﻱ ﺍﺭﺗﻘﺎ ﻛﻴﻔﻴﺖ ﺩﺭﻣﺎﻥ‬

‫‪-‬ﺍﺭﺍﺋﻪ ﺍﻃﻼﻋﺎﺕ ﻋﻠﻤﻲ ﺭﻭﺯﺁﻣﺪ‪ ،‬ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﻋﻠﻤﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺍﺯﻃﺮﻳﻖ‬

‫ﺳﺨﻨﺮﺍﻧﻴﻬﺎﻱ ﻋﻠﻤﻲ‪ ،‬ﻛﺎﺭﮔﺎﻩ ﻫﺎﻱ ﻋﻤﻮﻣﻲ ﻭ ﺗﺨﺼﺼﻲ ﻭ ﺭﺳﺎﻧﻪ ﻫﺎﻱ ﺟﻤﻌﻲ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﻣﺘﺨﺼﺼﺎﻥ ﻭ ﻋﻤﻮﻡ ﺟﺎﻣﻌﻪ‬‫ﺁﻣﻮﺯﺵ ﺭﻭﺷﻬﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﺁﺳﻴﺒﻬﺎﻱ ﺟﺴﻤﺎﻧﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ‬‫ﮔﺮﻭﻫﻬﺎﻱ ﻫﺪﻑ( ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ‪ ،‬ﺳﺎﻟﻤﻨﺪﺍﻥ‪ ،‬ﺯﻧﺎﻥ ﻭ ‪)...‬‬

‫ﻭ ‪-‬ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﻧﻘﺶ ﭘﮋﻭﻫﺸﻲ ‪:‬‬

‫‪- 1‬ﺟﺴﺘﺠﻮ ﺩﺭ ﻣﻨﺎﺑﻊ ﻋﻠﻤﻲ ﺑﺮﺍﻱ ﭘﺎﺳﺦ ﺑﻪ ﻣﺸﻜﻼﺕ ﺑﺎﻟﻴﻨﻲ‬ ‫‪-2‬ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ ﻣﻨﺎﺑﻊ ﻋﻠﻤﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﻃﺮﺍﺣﻲ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺭﻭﺯﺁﻣﺪ‬

‫‪-3‬ﺍﺭﺍﺋﻪ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﻋﻠﻤﻲ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﻪ ﺻﻮﺭﺕ ﺳﺨﻨﺮﺍﻧﻲ‪ ،‬ﮔﺰﺍﺭﺵ ﻣﻜﺘﻮﺏ ﻳﺎ ﭼﺎپ ﻣﻘﺎﻟﻪ‬

‫‪-4‬ﻣﺸﺎﺭﻛﺖ ﺩﺭ ﺗﺒﺎﺩﻝ ﺍﻃﻼﻋﺎﺕ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﺎ ﻣﺮﺍﻛﺰ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺗﻌﺮﻳﻒ ﺍﻭﻟﻮﻳﺘﻬﺎﻱ‬ ‫‪5‬‬

‫ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﭘﺮﻭژﻩ ﻫﺎﻱ ﭘﮋﻭﻫﺸﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺭﻣﺎﻥ‬

‫‪-5‬ﺗﺒﺎﺩﻝ ﻧﻈﺮ ﻭ ﻫﻤﻜﺎﺭﻱ ﺑﺎ ﺗﻴﻤﻬﺎﻱ ﭘﮋﻭﻫﺸﻲ ﺑﺨﺶ ﺳﻼﻣﺖ ﺑﺮﺍﻱ ﺷﻨﺎﺳﺎﻳﻲ ﻣﺸﻜﻼﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺧﺘﻼﻻﺕ‬ ‫ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﻧﻴﺎﺯﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﮔﺮﻭﻫﻬﺎﻱ ﻫﺪﻑ‬

‫‪- 9‬ﺍﺳﺘﺮﺍﺗﮋﻱ ﻫﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺑﺮﻧﺎﻣﻪ ‪:‬‬ ‫‪- 1‬ﻣﺒﺘﻨﻲ ﺑﺮ ﻧﻴﺎﺯﻫﺎﻱ ﻣﻠﻲ ﻭ ﻣﺤﻠﻲ ﺍﺳﺖ ‪.‬‬

‫‪- 2‬ﺗﺎﻛﻴﺪ ﺑﺮ ﻣﻬﺎﺭﺕ ﺗﺠﺰﻳﻪ ﻭﺗﺤﻠﻴﻞ ﻳﺎﻓﺘﻪ ﻫﺎ ﻭﺍﺳﺘﺪﻻﻝ ﺑﺎ ﻟﻴﻨﻲ ﺩﺍﺭﺩ ‪.‬‬

‫‪- 3‬ﺗﻮﺟﻪ ﺑﻪ ﭘﻴﻮﻧﺪ ﺳﻼﻣﺖ ﻭﭘﻴﺸﮕﻴﺮﻱ ﺟﻬﺖ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺩﺭ ﻣﻮﺭﺩ ﺍﺧﺘﻼﻻﺕ ﭘﻴﭽﻴﺪﻩ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺍﺭﺩ‪.‬‬ ‫‪- 4‬ﻣﺒﺘﻨﻲ ﺑﺮﻣﺸﺎﺭﻛﺖ ﺩﺭ ﺗﻮﺳﻌﻪ ﺳﻼﻣﺖ ﻭ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺿﺎﻳﻌﺎﺕ ﺑﺮﺍﻱ ﻋﻤﻮﻡ ﻣﺮﺩﻡ ﺩﺭ ﻃﻮﻝ ﺯﻧﺪﮔﻲ ﻣﻲ ﺑﺎﺷﺪ ‪.‬‬ ‫‪- 5‬ﺗﺎﻛﻴﺪ ﺑﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺷﻮﺍﻫﺪ ﺩﺭ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ‬ ‫‪- 6‬ﺗﺎﻛﻴﺪ ﺑﺮﻛﺴﺐ ﻣﻬﺎﺭﺕ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻛﺎﺭ ﮔﺮﻭﻫﻲ‬ ‫‪- 7‬ﻧﻘﺪ ﻭ ﺑﺮﺭﺳﻲ ﻣﺪﺍﻭﻡ ﻣﻄﺎﻟﻌﺎﺕ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫‪- 8‬ﺍﻳﺠﺎﺩ ﺗﻮﺍﻧﺎﺋﻲ ﻭ ﻋﻼﻗﻪ ﺟﻬﺖ ﻃﺮﺡ ﺳﻮﺍﻻﺕ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﭘﻴﺸﺒﺮﺩ ﺗﺤﻘﻴﻘﺎﺕ‬ ‫‪-9‬ﺍﻳﺠﺎﺩ ﺗﻮﺍﻧﺎﺋﻲ ﺍﻧﺠﺎﻡ ﺗﺤﻘﻴﻘﺎﺕ ﺑﻪ ﺻﻮﺭﺕ ﺍﻳﻤﻦ ﻭ ﻛﺎﺭﺁﻣﺪ‬

‫‪- 10‬ﺗﺎﻛﻴﺪ ﺑﺮ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺩﺭ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻮﺛﺮ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﻛﺎﺭﺣﺮﻓﻪ ﺍﻱ‬ ‫‪-11‬ﺩﺭ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ ﺍﺳﺘﺮﺍژﻱ ﺁﻣﻮﺯﺷﻲ ﻏﺎﻟﺐ ﺣﺮﻛﺖ ﺑﻪ ﺳﻮﻱ ﺩﺍﻧﺸﺠﻮ ﻣﺤﻮﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫‪- 12‬ﺁﻳﻨﺪﻩ ﻧﮕﺮ ﺍﺳﺖ ‪.‬‬

‫‪-13‬ﺑﺮ ﺁﻣﻮﺯﺵ ﺩﺭ ﻣﺤﻴﻂ ﻫﺎﻱ ﻛﺎﺭ ﻭﺍﻗﻌﻲ ( ﺑﺎﻟﻴﻦ ﺑﻴﻤﺎﺭ) ﺗﺎﻛﻴﺪ ﺩﺍﺭﺩ‪.‬‬

‫‪ - 10‬ﺷﺮﺍﻳﻂ ﻭ ﻧﺤﻮﻩ ﭘﺬﻳﺮﺵ ﺩﺍﻧﺸﺠﻮ‪ :‬ﺍﻭﻟﻴﻦ ﺳﻄﺢ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ( ‪) Entry Level‬ﺩﺭ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ‬ ‫ﺍﻟﻒ ‪-‬ﺷﺮﺍﻳﻂ ﭘﺬﻳﺮﺵ ‪:‬ﺍﺯ ﻃﺮﻳﻖ ﺷﺮﻛﺖ ﻭ ﻗﺒﻮﻟﻲ ﺩﺭ ﺁﺯﻣﻮﻥ ﻛﻨﻜﻮﺭ ﺳﺮﺍﺳﺮﻱ ﺳﺎﺯﻣﺎﻥ ﺳﻨﺠﺶ ﻛﺸﻮﺭ ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ‬ ‫ﺩﻳﭙﻠﻢ ﻣﺘﻮﺳﻄﻪ‬

‫ﺏ ‪-‬ﺳﻬﻤﻴﻪ ‪: -‬‬

‫ﺝ ‪-‬ﻣﻮﺍﺩ ﺍﻣﺘﺤﺎﻧﻲ ﻭ ﺿﺮﺍﻳﺐ ﻫﺮ ﻛﺪﺍﻡ ‪:‬ﻣﻄﺎﺑﻖ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞ ﺳﺎﺯﻣﺎﻥ ﺳﻨﺠﺶ ﻛﺸﻮﺭ ﺑﺮﺍﻱ ﻫﺮ ﻛﺪﺍﻡ ﺍﺯ ﺩﺭﻭﺱ ﻋﻤﻮﻣﻲ ﻭ‬ ‫ﺍﺧﺘﺼﺎﺻﻲ ﺩﺭ ﺁﺯﻣﻮﻥ ﻛﻨﻜﻮﺭ ﺳﺮﺍﺳﺮﻱ ﺳﺎﺯﻣﺎﻥ ﺳﻨﺠﺶ ﻛﺸﻮﺭ ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ ﺩﻳﭙﻠﻢ ﻣﺘﻮﺳﻄﻪ‬

‫ﺩ ‪-‬ﻧﻮﻉ ﺳﻮﺍﻻﺕ ﻛﺘﺒﻲ ‪:‬ﺗﺴﺘﻲ ﭼﻬﺎﺭ ﮔﺰﻳﻨﻪ ﺍﻱ‬

‫ﻩ – ﺳﻮﺍﻻﺕ ﻣﻮﺭﺩ ﻧﻈﺮ ﺩﺭ ﻣﺼﺎﺣﺒﻪ ‪:‬ﻧﻴﺎﺯﻱ ﺑﻪ ﻣﺼﺎﺣﺒﻪ ﻧﺪﺍﺭﺩ‬ ‫ﻭ ‪-‬ﺷﺮﺍﻳﻂ ﺧﺎﺹ ( ﺍﺯ ﻗﺒﻴﻞ ﻧﻘﺺ ﻋﻀﻮ) ‪:‬ﻣﻌﻠﻮﻟﻴﺖ ﺩﺭ ﺍﻧﺪﺍﻡ ﻓﻮﻗﺎﻧﻲ ﺑﻪ ﻫﺮ ﺷﻜﻞ ‪ ،‬ﻣﻌﻠﻮﻟﻴﺖ ﺩﺭ ﺍﻧﺪﺍﻡ ﺗﺤﺘﺎﻧﻲ ﺑﻪ‬

‫ﮔﻮﻧﻪ ﺍﻱ ﻛﻪ ﺍﺳﺘﻘﻼﻝ ﻓﺮﺩﻱ ﺭﺍ ﻣﺨﺘﻞ ﻧﻤﺎﻳﺪ ﻭ ﻫﻤﭽﻨﻴﻦ ﻧﻘﺺ ﻛﺎﻣﻞ ﻳﻚ ﭼﺸﻢ ﻳﺎ ﻳﻚ ﮔﻮﺵ ﻭ ﻳﺎ ﻟﻜﻨﺖ ﺷﺪﻳﺪ ‪،‬‬

‫ﻣﺎﻧﻊ ﺍﺯ ﭘﺬﻳﺮﺵ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬

‫‪ - 11‬ﺭﺷﺘﻪ ﻫﺎﻱ ﻣﺸﺎﺑﻪ ﺟﺪﻳﺪ ﺩﺭ ﺩﺍﺧﻞ ﻛﺸﻮﺭ ‪:‬‬

‫‪6‬‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺶ ﻭﻭﻇﺎﻳﻒ ﻣﻮﺭﺩ ﺍﻧﺘﻈﺎﺭ ﺑﺮﺍﻱ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮﺭﺷﺘﻪ ﻣﺸﺎﺑﻬﻲ ﺩﺭ‬

‫ﺩﺍﺧﻞ ﻛﺸﻮﺭ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ‪.‬‬

‫‪ - 12‬ﺭﺷﺘﻪ ﻫﺎﻱ ﻣﺸﺎﺑﻪ ﺟﺪﻳﺪ ﺩﺭﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ ‪:‬‬

‫ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﻛﺎﻳﺮﻭﭘﺮﺍﻛﺘﻴﻚ ﻭ ﺍﺳﺘﺌﻮﭘﺎﺗﻲ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻣﻌﺘﺒﺮ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺟﻬﺎﻥ‬ ‫ﺍﺯ ﺟﻤﻠﻪ ﺁﻣﺮﻳﻜﺎ ﻭ ﻛﺎﻧﺎﺩﺍ ﻭ ﺣﺘﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻣﺠﺎﻭﺭ ﻧﻈﻴﺮ ﭘﺎﻛﺴﺘﺎﻥ ( ﺑﺎ ﺭﻭﻳﻜﺮﺩﻫﺎﻭ ﻧﻘﺶ ﻭ ﻭﻇﺎﻳﻒ ﻧﺴﺒﺘﺎ ﻣﺘﻔﺎﻭﺕ)‬

‫ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪.‬‬

‫‪ - 13‬ﺷﺮﺍﻳﻂ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﺮﺍﻱ ﺭﺍﻩ ﺍﻧﺪﺍﺯﻱ ﺭﺷﺘﻪ ‪:‬‬

‫ﺍﻟﻒ ‪ -‬ﺁﺯﻣﺎﻳﺸﮕﺎﻩ ‪:‬ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻬﺎﻱ ﻓﻴﺰﻳﻚ‪ ،‬ﺑﻴﻮﻣﻜﺎﻧﻴﻚ‪ ،‬ﻓﻴﺰﻳﻮ ﻟﻮژﻱ ‪ ،‬ﺍﻟﻜﺘﺮﻭﻓﻴﺰﻳﻮﻟﻮژِﻱ ﻭ ﺑﺎﻓﺖ ﺷﻨﺎﺳﻲ ﻭ ﺁﺳﻴﺐ‬

‫ﺷﻨﺎﺳﻲ‪ ،‬ﺁﻧﺎﺗﻮﻣﻲ( ﺳﺎﻟﻦ ﺗﺸﺮﻳﺢ )‬

‫ﺏ‪ -‬ﻟﻮﺍﺯﻡ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ‪:‬ﺍﺳﻴﻠﻮﺳﻜﻮپ ‪ ،‬ﺗﺠﻬﻴﺰﺍﺕ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻗﺪﺭﺕ ﻋﻀﻼﻧﻲ ( ﺩﻳﻨﺎﻣﻮﻣﺘﺮ ﺩﺳﺘﻲ ﻭ ﺍﻳﺰﻭﻛﻴﻨﺘﻴﻚ )‬ ‫ﺍﺑﺰﺍﺭ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻭ ﺭﺍﺳﺘﺎﻱ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ( ﮔﻮﻧﻴﺎﻣﺘﺮ‪ ،‬ﺍﻟﻜﺘﺮﻭﮔﻮﻧﻴﺎﻣﺘﺮ‪ ،‬ﺍﺳﻜﻮﻟﻴﻮﻣﺘﺮ‪،‬‬

‫ﺍﻳﻨﻜﻠﻴﻨﻮﻣﺘﺮﺩﻳﺠﻴﺘﺎﻝ‪ ،‬ﭘﻮﺳﭽﺮﻭﮔﺮﺍﻓﻲ) ‪ ،‬ﺷﺘﺎﺏ ﺳﻨﺞ ﺩﻳﺠﻴﺘﺎﻝ ‪ ،‬ﺗﺮﻣﻮﻣﺘﺮ‪ ،‬ﺩﻭﭼﺮﺧﻪ ﺍﺭﮔﻮﻣﺘﺮﻱ‪ ،‬ﺗﺮﺩﻣﻴﻞ ‪ ،‬ﺩﺳﺘﮕﺎﻩ‬ ‫ﺍﻟﺘﺮﺍﺳﻮﻧﻮﮔﺮﺍﻓﻲ ‪ ،‬ﺗﺠﻬﻴﺰﺍﺕ ﺁﻧﺎﻟﻴﺰ ﮔﺎﺯﻫﺎﻱ ﺧﻮﻥ ‪ ،‬ﺍﺳﭙﻴﺮﻭﻣﺘﺮﻱ ‪ ،‬ﺗﺠﻬﻴﺰﺍﺕ ﺁﻧﺎﻟﻴﺰﺣﺮﻛﺖ ‪ ،‬ﺍﻟﻜﺘﺮﻭﻛﺎﺭﺩﻳﻮﮔﺮﺍﻓﻲ‪ ،‬ﺍﻧﻮﺍﻉ‬

‫ﺗﺨﺖ ﻫﺎﻱ ﻣﻌﺎﻳﻨﻪ ﺩﺭ ﺣﺮﻛﺖ ﺩﺭﻣﺎﻧﻲ‬ ‫ﺝ‪ -‬ﺑﺨﺶ ﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ ‪:‬ﺷﺎﻣﻞ ‪:‬‬

‫‪- 1‬ﺑﺨﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺷﺎﻣﻞ ﺗﺠﻬﻴﺰﺍﺕ ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ‪ ،‬ﻣﻜﺎﻧﻮﺗﺮﺍﭘﻲ ﻭ ﻫﻴﺪﺭﻭﺗﺮﺍﭘﻲ‬ ‫‪- 2‬ﺑﺨﺶ ﻫﺎﻱ ﺗﺨﺼﺼﻲ ﻭﻓﻮﻕ ﺗﺨﺼﺼﻲ ﺍﺭﺗﻮﭘﺪﻱ‪ ،‬ﺗﺮﻭﻣﺎﺗﻮﻟﻮژﻱ ‪ ،‬ﺁﺳﻴﺒﻬﺎﻱ ﻭﺭﺯﺷﻲ ‪ ،‬ﺭﻭﻣﺎﺗﻮﻟﻮژﻱ ﻭ ﺗﺮﻣﻴﻤﻲ‬ ‫‪- 3‬ﺑﺨﺶ ﻧﻮﺭﻭﻟﻮژﻱ ‪ ،‬ﻧﻮﺭﻭﭘﺴﻴﻜﻮﻟﻮژﻱ‪،‬ﺟﺮﺍﺣﻲ ﺍﻋﺼﺎﺏ ﻭ ‪ICU‬‬ ‫‪- 4‬ﺑﺨﺶ ﻗﻠﺒﻲ – ﺭﻳﻮﻱ ‪-‬ﻋﺮﻭﻗﻲ ﻭ ‪CCU‬‬

‫‪- 5‬ﺳﺎﻳﺮ ﺑﺨﺶ ﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺷﺎﻣﻞ ﺯﻧﺎﻥ‪ ،‬ﺳﺮﻃﺎﻥ‪ ،‬ﭘﻮﺳﺖ‪ ،‬ﺳﻮﺧﺘﮕﻲ‪ ،‬ﺍﻃﻔﺎﻝ‪ ،‬ﺳﺎﻟﻤﻨﺪﺍﻥ‬ ‫ﺩ‪ -‬ﻋﺮﺻﻪ ﺁﻣﻮﺯﺷﻲ ﻋﻤﻠﻲ ‪:‬‬

‫‪—1‬ﺑﻴﻤﺎﺭﺳﺘﺎﻥ ﻫﺎ‬

‫‪-2‬ﺩﺭﻣﺎﻧﮕﺎﻩ ﻫﺎﻱ ﺗﺨﺼﺼﻲ‬ ‫‪- 3‬ﻣﻮﺳﺴﺎﺕ ﺁﻣﻮﺯﺷﻲ ﻭ ﻣﺮﺍﻛﺰ ﺻﻨﻌﺘﻲ (ﺑﻤﻨﻈﻮﺭ ﻏﺮﺑﺎﻟﮕﺮﻱ)‬ ‫‪- 4‬ﻣﺮﺍﻛﺰ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫ﻥ ‪-‬ﻓﻀﺎﻫﺎﻱ ﺧﺎﺹ ﺁﻣﻮﺯﺷﻲ ‪:‬‬

‫ﺑﺨﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﺮﺍﻛﺰﺁﻣﻮﺯﺷﻲ ﺗﻮﺍﻧﺒﺨﺸﻲ ‪،‬ﺩﺭﻣﺎﻧﮕﺎﻩ ﻫﺎ ﻱ ﺳﺮﭘﺎﻳﻲ ﻭ ﺑﺨﺶ ﻫﺎﻱ ﺑﺴﺘﺮﻱ ﻗﻠﺐ ﻭ ﺭﻳﻪ‪ ،‬ﺍﺭﺗﻮﭘﺪﻱ‪،‬‬ ‫ﻧﻮﺭﻭﻟﻮژﻱ ‪ ،‬ﺗﺮﻣﻴﻤﻲ ‪ ،‬ﺟﺮﺍﺣﻲ ﻋﻤﻮﻣﻲ‪،‬ﺯﻧﺎﻥ ﻭ ﺍﻋﺼﺎﺏ ﻭ ﺭﻭﺍﻧﭙﺰﺷﻜﻲ‪ Post CCU, CCU , ICU ،‬ﻭ ﺍﺗﺎﻕ ﻫﺎﻱ‬

‫ﻋﻤﻞ ‪ ،‬ﺑﺨﺶ ﺍﻟﻜﺘﺮﻭﻓﻴﺰﻳﻮﻟﻮژﻱ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎﻱ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫‪7‬‬

‫* ﺣﻀﻮﺭ ﺩﺭ ﺩﺭﻣﺎﻧﮕﺎﻩ ﻭ ﺍﺗﺎﻕ ﻋﻤﻞ ﻓﻘﻂ ﺑﻪ ﻣﻨﻈﻮﺭ ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪.‬‬ ‫ﻭ ‪-‬ﺗﺠﻬﻴﺰﺍﺕ ﻓﻨﻲ ﻭﺭﺍﻳﺎﻧﻪ ﺍﻱ ‪:‬‬

‫ﺳﺎﻳﺖ ﺍﻳﻨﺘﺮﻧﺖ‪ ،‬ﺗﺠﻬﻴﺰﺍﺕ ﺳﺨﺖ ﺍﻓﺰﺍﺭﻱ ﻭ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺩﺭ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻬﺎ ﻭ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺵ ﺑﺎﻟﻴﻨﻲ‬

‫ﻩ ‪-‬ﺍﺳﺎﺗﻴﺪ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﻭ ﺩﺭﺟﻪ ﻋﻠﻤﻲ ﺁﻧﻬﺎ ‪:‬‬

‫‪- 1‬ﺍﻋﻀﺎﺉ ﻫﻴﺌﺖ ﻋﻠﻤﻲ ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ ﺑﺎ ﺣﺪﺍﻗﻞ ﺩﺭﺟﻪ ﺍﺳﺘﺎﺩﻳﺎﺭﻱ ﺩﺭ ﺭﺷﺘﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺗﺨﺼﺺ ﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ ﻣﺮﺗﺒﻂ‬ ‫‪- 2‬ﺑﻪ ﺍﺯﺍﺉ ﻫﺮ ‪ 10‬ﻧﻔﺮ ﺩﺍﻧﺸﺠﻮﺣﺪ ﺍﻗﻞ ﻳﻚ ﻋﻀﻮ ﻫﻴﺌﺖ ﻋﻠﻤﻲ ﺍﻟﺰﺍﻣﻲ ﺍﺳﺖ ‪.‬‬ ‫‪- 3‬ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ ﻭﺟﻮﺩ ﺣﺪﺍﻗﻞ ‪ 5‬ﻋﻀﻮ ﻫﻴﺌﺖ ﻋﻠﻤﻲ ﺍﻟﺰﺍﻣﻲ ﺍﺳﺖ‪.‬‬

‫‪- 14‬ﻣﻮﺍﺭﺩ ﺩﻳﮕﺮ ( ﻣﺎﻧﻨﺪ ﺑﻮﺭﺳﻴﻪ ﺷﺪﻥ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‪)....‬‬

‫ﺩﺭ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﺩﺍﻧﺸﺠﻮﻱ ﺑﻮﺭﺳﻴﻪ ﻭﻳﺎ ﻣﻮﺍﺭﺩﻱ ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻞ ﭘﺬﻳﺮﻓﺘﻪ ﻧﻤﻲ ﺷﻮﺩ ‪.‬‬

‫ﻓﺼﻞ ﺩﻭﻡ ‪:‬‬

‫‪- 1‬ﻃﻮﻝ ﻭﺳﺎﺧﺘﺎﺭ ﺩﻭﺭﻩ‬

‫ﻧﺎﻡ ﺭﺷﺘﻪ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪ ( Physiotherapy‬ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ‪DPT‬‬

‫ﻣﺪﺭﻙ ﺗﺤﺼﻴﻠﻲ ﺑﺮﺍﻱ ﺷﺮﻭﻉ ﺑﻪ ﺗﺤﺼﻴﻞ‪ :‬ﺩﻳﭙﻠﻢ ﻣﺘﻮﺳﻄﻪ ﻭ ﻗﺒﻮﻟﻲ ﺩﺭ ﻛﻨﻜﻮﺭ ﺳﺮﺍﺳﺮﻱ‪.‬‬

‫)‬

‫ﻃﻮﻝ ﺩﻭﺭﻩ ‪:‬ﺷﺶ ﺳﺎﻝ ( ﺩﻭﺍﺯﺩﻩ ﺗﺮﻡ)‬ ‫ﺗﻌﺪﺍﺩ ﻛﻞ ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ ‪190 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ ( ﺑﺮ ﺣﺴﺐ ﻧﻮﻉ ﻭﺍﺣﺪ) ‪:‬‬ ‫ﻧﻈﺮﻱ‬

‫‪128‬‬

‫ﻋﻤﻠﻲ‬

‫‪30‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ‬

‫‪32‬‬

‫ﻻﺯﻡ ﺑﻪ ﺫﻛﺮ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﭘﺎﻳﺎﻥ ﺩﻭ ﻭﺍﺣﺪ ﺍﻭﻝ ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ( ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ) ﺍﺯ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺍﻣﺘﺤﺎﻥ( ﺍﻣﺘﺤﺎﻥ ﺍﺯ ﺭﺋﻮﺱ‬

‫ﻣﻄﺎﻟﺐ ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ ﻭ ﺩﻳﮕﺮ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﮔﺬﺭﺍﻧﻴﺪﻩ ﺷﺪﻩ ﺗﺎ ﺁﻥ ﻣﻘﻄﻊ) ﺑﻪ ﻋﻤﻞ ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﺍﺩﺍﻣﻪ ﻭﺍﺣﺪ ﻫﺎﻱ ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ‬ ‫ﺁﻧﻬﺎ ﻣﻨﻮﻁ ﺑﻪ ﻗﺒﻮﻟﻲ ﺩﺭ ﺁﻥ ﺍﻣﺘﺤﺎﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪.‬ﺩﺭ ﭘﺎﻳﺎﻥ ﭼﻬﺎﺭ ﻭﺍﺣﺪ ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ﻣﺴﺘﻘﻞ ﻫﻢ ﺍﻣﺘﺤﺎﻥ ﭘﺎﻳﺎﻥ ﻛﺎﺭﺁﻣﻮﺯﻱ ﺑﻪ ﻋﻤﻞ‬

‫ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻨﻮﻁ ﺑﻪ ﻗﺒﻮﻟﻲ ﺩﺭ ﺍﻣﺘﺤﺎﻥ ﻣﺰﺑﻮﺭ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪..‬‬

‫ﺷﺮﺍﻳﻂ ﺍﺩﺍﻣﻪ ﺗﺤﺼﻴﻞ ﺩﺭ ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﺻﻮﺭﺕ ﻧﺎﭘﻴﻮﺳﺘﻪ ‪:‬‬

‫ﺩﺍﺭﻧﺪﮔﺎﻥ ﻣﺪﺍﺭﻙ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻭ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺎ ﮔﺬﺭﺍﻧﺪﻥ ﻭﺍﺣﺪﻫﺎﻱ ﺩﺭﺳﻲ ﺗﻜﻤﻴﻠﻲ ﻃﺒﻖ‬

‫ﺿﻤﻴﻤﻪ ﺷﻤﺎﺭﻩ ﻳﻚ (ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ ﻣﺪﺭﻙ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ) ﻭ ﺿﻤﻴﻤﻪ ﺷﻤﺎﺭﻩ ﺩﻭ (ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ ﻣﺪﺭﻙ ﻛﺎﺭﺷﻨﺎﺳﻲ‬

‫ﺍﺭﺷﺪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ) ﻣﺘﻘﺎﺿﻲ ﻭﺭﻭﺩ ﺑﻪ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﺻﻮﺩﺕ ﻧﺎﭘﻴﻮﺳﺘﻪ ﻣﻄﺎﺑﻖ ﺑﺎ ﻣﻘﺮﺭﺍﺕ ﻭﺯﺍﺭﺕ ﺑﻬﺪﺍﺷﺖ‪،‬‬ ‫ﺩﺭﻣﺎﻥ ﻭ ﺁﻣﻮﺯﺵ ﭘﺰﺷﻜﻲ ﺑﺎﺷﻨﺪ ‪.‬ﺩﺭ ﺗﻤﺎﻣﻲ ﻣﻮﺍﺭﺩ ﺩﺍﺷﺘﻦ ﻣﺪﺭﻙ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻟﺰﺍﻣﻲ ﺍﺳﺖ ‪.‬‬ ‫ﺍﻟﻒ – ﺟﺪﻭﻝ ﺩﺭﻭﺱ ﻋﻤﻮﻣﻲ ﻣﻘﻄﻊ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪8‬‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫‪01‬‬

‫ﻣﻌﺎﺭﻑ ﺍﺳﻼﻣﻲ(‪) 1‬‬

‫‪2‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﻋﻤﻠﻲ‬

‫ﺟﻤﻊ‬

‫‪34‬‬

‫‪-‬‬

‫‪43‬‬

‫‪02‬‬

‫ﻣﻌﺎﺭﻑ ﺍﺳﻼﻣﻲ (‪) 2‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪03‬‬

‫ﺍﺧﻼﻕ ﻭ ﺗﺮﺑﻴﺖ ﺍﺳﻼﻣﻲ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪44‬‬

‫‪04‬‬

‫ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﻲ ﻭﺭﻳﺸﻪ ﻫﺎﻱ ﺁﻥ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪05‬‬

‫ﺗﺎﺭﻳﺦ ﺍﺳﻼﻡ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪06‬‬

‫ﻣﺘﻮﻥ ﺍﺳﻼﻣﻲ( ﺁﻣﻮﺯﺵ ﺯﺑﺎﻥ ﻋﺮﺑﻲ)‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪07‬‬

‫ﻓﺎﺭﺳﻲ ×‬

‫‪3‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪08‬‬

‫ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻋﻤﻮﻣﻲ ×‬

‫‪3‬‬

‫‪34‬‬

‫‪34‬‬

‫‪68‬‬

‫‪09‬‬

‫ﺗﺮﺑﻴﺖ ﺑﺪﻧﻲ(‪) 1‬‬

‫‪1‬‬

‫‪-‬‬

‫‪34‬‬

‫‪34‬‬

‫‪10‬‬

‫ﺗﺮﺑﻴﺖ ﺑﺪﻧﻲ (‪) 2‬‬

‫‪1‬‬

‫‪-‬‬

‫‪34‬‬

‫‪34‬‬

‫‪11‬‬

‫ﺟﻤﻌﻴﺖ ﻭ ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮﺍﺩﻩ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪22‬‬

‫‪323‬‬

‫‪102‬‬

‫‪425‬‬

‫ﺟﻤﻊ‬

‫× ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﻭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﺍﻟﺰﺍﻣﺎً ﺑﺎﻳﺪ ﺩﺭ ﺩﻭ ﺟﻠﺴﻪ ﺗﺪﺭﻳﺲ ﺵﻭﺩ ‪..‬‬ ‫ﺏ ‪:‬ﺩﺭﻭﺱ ﭘﺎﻳﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﻋﻤﻠﻲ‬

‫ﺟﻤﻊ‬

‫‪12‬‬

‫ﻓﻴﺰﻳﻚ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪3‬‬

‫‪34‬‬

‫‪34‬‬

‫‪68‬‬

‫‪-‬‬

‫‪1-13‬‬

‫‪-‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﻤﻮﻣﻲ(‪) 1‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪14‬‬

‫ﺗﺸﺮﻳﺢ ‪:‬‬

‫‪13‬‬

‫‪2-13‬‬

‫ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺍﻧﺴﺎﻧﻲ ‪:‬‬

‫‪-‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ(‪) 2‬‬

‫‪3‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪-‬‬

‫‪1-14‬‬

‫‪-‬ﺳﺮ ﻭ ﮔﺮﺩﻥ ‪1‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪3-14‬‬

‫‪-‬ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ‪3‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪-‬ﺍﻋﺼﺎﺏ‪5‬‬

‫‪2‬‬

‫‪2-14‬‬ ‫‪4-14‬‬ ‫‪5-14‬‬

‫‪6-14‬‬ ‫‪15‬‬ ‫‪16‬‬

‫‪9‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫‪ -‬ﺗﻨﻪ ‪2‬‬

‫‪-‬ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‪4‬‬

‫‪2‬‬ ‫‪2‬‬

‫‪-‬ﺳﻄﺤﻲ ﺑﺪﻥ ‪6‬‬

‫‪2‬‬

‫ﺑﺎﻓﺖ ﺷﻨﺎﺳﻲ‬

‫‪2‬‬

‫ﺟﻨﻴﻦ ﺷﻨﺎﺳﻲ‬

‫‪1‬‬

‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪17‬‬

‫‪34‬‬ ‫‪34‬‬ ‫‪-‬‬

‫‪51‬‬ ‫‪51‬‬ ‫‪34‬‬

‫‪34‬‬

‫‪51‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪17‬‬

‫‬‫‪-‬‬

‫‪2-14 ،1-14‬ﻭ ‪3-14‬‬ ‫‪2-14 ،1-14‬ﻭ ‪3-14‬‬ ‫‪-‬‬

‫‪17‬‬

‫ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ‬

‫‪19‬‬

‫ﺑﻴﻮﺷﻴﻤﻲ ﻭ ﻓﺎﺭﻣﺎﻛﻮﻟﻮژﻱ ﺩﺭ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﺍﻳﻤﻮﻧﻮﻟﻮژﻱ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮ ﻟﻮژﻱ‬

‫‪18‬‬

‫‪20‬‬

‫ﺗﻐﺬﻳﻪ‬

‫‪22‬‬

‫ﺭﻭﺍﻧﭙﺰﺷﻜﻲ‬

‫‪24‬‬

‫ژﻧﺘﻴﻚ‬

‫‪26‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﺍﺧﻠﻲ ‪:‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪3‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪-‬‬

‫‪2‬‬ ‫‪2‬‬

‫‪21‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ ﻭ ﺑﻴﻤﺎﺭﺍﻥ‬

‫‪23‬‬

‫ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭﻣﺎﻥ ﻭ ﻣﺮﺍﻗﺒﺖ‬

‫‪25‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ‬

‫‪1-26‬‬

‫ﻱ‬ ‫ﻱ‪ ،‬ﻋﺮﻭﻕﻱ ﻭ ﺗﻨﻔﺲ‬ ‫‪-‬ﻗﻠﺐ‬

‫‪3-26‬‬

‫‪-‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﮔﻮﺍﺭﺷﻲ ﻭ ﻏﺪﺩ‬

‫‪2‬‬

‫‪28‬‬

‫ﺟﺮﺍﺣﻲ ﻋﻤﻮﻣﻲ‬

‫‪2‬‬

‫‪1-29‬‬

‫ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ‬

‫‪30‬‬

‫ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪2‬‬

‫‪2-26‬‬ ‫‪27‬‬ ‫‪29‬‬

‫‪-‬ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‬

‫ﺍﺭﺗﻮﭘﺪﻱ‬

‫‪2-29‬‬

‫ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪1‬‬

‫‪1-30‬‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ‬

‫‪31‬‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ‪2‬‬

‫‪33‬‬

‫ﻛﻤﻚ ﻫﺎﻱ ﺍﻭﻟﻴﻪ‬

‫‪35‬‬

‫ﺭﻭﺵ ﺗﺤﻘﻴﻖ‬

‫‪2-30‬‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ‪1‬‬

‫‪32‬‬

‫ﺭﻭﺷﻬﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺗﺸﺨﻴﺺ ﭘﺰﺷﻜﻲ‬

‫‪34‬‬

‫ﺭﻳﺎﺿﻲ ﻭ ﺁﻣﺎﺭ‬

‫ﺭﺍﻳﺎﻧﻪ(‪) IT‬‬ ‫ﺟﻤﻊ‬

‫‪34‬‬ ‫‪34‬‬ ‫‪34‬‬

‫‪2‬‬

‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪1‬‬

‫‪17‬‬

‫‪1‬‬

‫‪34‬‬

‫‪2‬‬

‫‪34‬‬

‫‪2‬‬

‫‪34‬‬

‫‪2‬‬

‫‪34‬‬ ‫‪34‬‬

‫‪2‬‬

‫‪34‬‬ ‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪1‬‬

‫‪17‬‬

‫‪2‬‬

‫‪17‬‬ ‫‪17‬‬

‫‪1‬‬

‫‪17‬‬

‫‪2‬‬

‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪1‬‬

‫‪-‬‬

‫‪1‬‬

‫‪62‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪17‬‬

‫‬‫‪34‬‬ ‫‬‫‪-‬‬

‫‪21‬‬ ‫‪21‬‬ ‫‪-‬‬

‫‪5-14، 2-13‬‬ ‫‪1- 13‬‬ ‫‪-‬‬

‫‪1-13‬‬ ‫‪-‬‬

‫‪1-14‬ﺗﺎ ‪5-14‬‬ ‫‪1-14‬ﺗﺎ ‪5-14‬‬

‫‪1-29‬‬

‫‪17‬‬

‫‪18‬‬

‫‪1-30‬‬

‫‪34‬‬ ‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪901‬‬

‫‪-‬‬

‫‪51‬‬

‫‪51‬‬

‫‪34‬‬

‫‪-‬‬

‫‪25 ، 5-14،2-13‬‬

‫‪17‬‬

‫‪-‬‬

‫‪-‬‬

‫‪340‬‬

‫‪1241‬‬

‫ﺝ ‪:‬ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬ ‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫‪36‬‬

‫ﺯﺑﺎﻥ ﺗﺨﺼﺼﻲ‬

‫ﺍﺻﻮﻝ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪2‬‬ ‫‪1‬‬

‫‪34‬‬

‫‪-‬ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬

‫‪2‬‬

‫‪34‬‬

‫‪37‬‬ ‫‪38‬‬

‫‪1-38‬‬ ‫‪2-38‬‬

‫‪10‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ‪:‬‬ ‫ﻱ‬ ‫ﻱ‪ ،‬ﻋﺮﻭﻕﻱ ﻭ ﺗﻨﻔﺲ‬ ‫‪-‬ﻗﻠﺐ‬

‫‪2‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﻋﻤﻠﻲ‬

‫ﺟﻤﻊ‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪17‬‬

‫‪-‬‬

‫‪-‬‬

‫‪34‬‬

‫‪34‬‬

‫‪34‬‬ ‫‪51‬‬

‫‪8‬‬

‫‪-‬‬

‫‪25‬‬

‫‪1-26‬‬

‫‪3-38‬‬

‫‪-‬ﺭﻣﺎﺗﻴﺴﻢﻱ ﻭ ﭘﻮﺳﺘﻲ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪2-26‬‬

‫‪5-38‬‬

‫‪-‬ﺍﺭﺗﻮﭘﺪﻱ (‪) 1‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪28‬‬

‫‪-‬ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‬

‫‪2‬‬

‫‪-‬‬

‫‪34‬‬

‫‪9-38‬‬

‫‪-‬ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫‪2‬‬

‫‪1-39‬‬

‫‪-‬ﻛﻠﻴﺎﺕ ﻭ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ‪1‬‬

‫‪3-39‬‬

‫‪-‬ﺟﺮﺍﺣﻲ‬

‫‪4-38‬‬

‫‪-‬ﺍﺭﺗﻮﭘﺪﻱ (‪) 2‬‬

‫‪6-38‬‬ ‫‪7-38‬‬

‫‪-‬ﺩﺭ ﻛﻮﺩﻛﺎﻥ‬

‫‪8-38‬‬

‫ﻛﻴﻨﺰﻳﻮﻟﻮژﻱ ﻭ ﺑﻴﻮ ﻣﻜﺎﻧﻴﻚ ‪:‬‬

‫‪39‬‬

‫‪2-39‬‬

‫‪42‬‬

‫‪2‬‬

‫‪-‬ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪3‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪1-14‬ﻭ ‪2-14‬‬

‫ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺗﻤﺮﻳﻦ‬

‫‪2‬‬

‫‪1-42‬‬ ‫‪3-42‬‬

‫‪-‬ﺑﻴﻤﺎﺭﺍﻥ ﻓﻠﺞ ﻧﻴﻤﻪ ﺑﺪﻥ ‪3‬‬

‫‪43‬‬

‫‪2‬‬ ‫‪2‬‬

‫‪3‬‬

‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪20، 2-30‬‬

‫‪2‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪12‬‬

‫‪17‬‬

‫‪34‬‬

‫‪51‬‬

‫‪1-30 ،23‬‬

‫‪ -‬ﺑﻴﻤﺎﺭﺍﻥ ﻓﻠﺞ ﻣﻐﺰﻱ ‪4‬‬

‫‪2‬‬

‫‪1-43‬‬ ‫‪44‬‬

‫ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ‬

‫‪2‬‬

‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺳﺘﮕﺎﻩ ﻋﺼﺒﻲ ﻋﻀﻼﻧﻲ ﺍﺳﻜﻠﺘﻲ‬

‫‪2‬‬

‫ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺳﺘﮕﺎﻩ ﻋﻀﻼﻧﻲ ﺍﺳﻜﻠﺘﻲ‬

‫‪45‬‬ ‫‪46‬‬

‫ﻣﺎﺳﺎژ‬

‫‪47‬‬ ‫‪48‬‬

‫ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ‪:‬‬

‫‪1-48‬‬

‫‪-‬ﺍﻧﺪﺍﻣﻬﺎ‬

‫‪49‬‬

‫ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ)‪(EBP‬‬

‫‪51‬‬

‫ﺗﺸﺨﻴﺺ ﻫﺎﻱ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪2-48‬‬

‫‪-‬ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﻫﺎ‬

‫‪50‬‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎﻳﮕﺰﻳﻦ‬

‫‪52‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ‬ ‫‪Primary care practice‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﻭ ﻫﺪﺍﻳﺖ ﺩﺭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ‬

‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬

‫‪3‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬

‫ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﻭ ﻣﻼﺣﻈﺎﺕ ﻗﺎﻧﻮﻧﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪2‬‬

‫ﭘﺮﻭژﻩ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫‪4‬‬

‫ﺳﻤﻴﻨﺎﺭ‬

‫‪1‬‬ ‫‪74‬‬

‫ﺟﻤﻊ‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪13‬‬

‫‪34‬‬

‫‪-‬ﺭﻭﺷﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ‪(PNF)2‬‬

‫‪-‬ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻫﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪16‬‬

‫‪68‬‬

‫‪2‬‬

‫ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ‪:‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪4-14‬‬

‫‪1-29 ،3-14، 2-14‬‬

‫‪-‬ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ ‪1‬‬

‫‪2-43‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪1-38‬‬

‫‪34‬‬

‫‪-‬ﺍﺻﻮﻝ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ‪1‬‬

‫‪4-42‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪1-26 ،25 ،24‬ﻭ ‪28‬‬

‫‪-‬‬

‫ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ‪:‬‬

‫‪2-42‬‬

‫‪3‬‬

‫‪34‬‬

‫‪27‬‬

‫‪34‬‬

‫ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺎﻓﺘﻲ‬

‫‪41‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪28‬‬

‫‪3-14‬‬

‫‪-‬ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‪2‬‬

‫‪40‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪27‬‬

‫‪17‬‬ ‫‪17‬‬

‫‪34‬‬ ‫‪34‬‬ ‫‪17‬‬ ‫‪-‬‬

‫‪17‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‪34‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‬‫‬‫‪918‬‬

‫‪34‬‬ ‫‪34‬‬

‫‪34‬‬ ‫‪34‬‬ ‫‪34‬‬ ‫‪34‬‬ ‫‪34‬‬ ‫‪68‬‬

‫‪51‬‬

‫‪1-30‬‬

‫‪51‬‬

‫‪3-30‬‬

‫‪68‬‬

‫‪12، 2-13‬‬

‫‪68‬‬ ‫‪51‬‬

‫‪3-14، 2-14، 1-14‬‬

‫‪34‬‬

‫‪3-14، 2-14، 1-14‬‬

‫‪44‬‬

‫‪51‬‬

‫‪ 1-39‬ﻭ ‪2-39‬‬

‫‪85‬‬

‫‪3-39‬‬

‫‪-‬‬

‫‪17‬‬

‫‪28‬‬

‫‪-‬‬

‫‪34‬‬

‫‪28‬‬

‫‪-‬‬

‫‬‫‬‫‬‫‪-‬‬

‫‪34‬‬

‫‪17‬‬ ‫‪34‬‬

‫‪ 1-38‬ﺗﺎ ‪10-38‬‬

‫‪17‬‬

‫‪51‬‬

‫‪17‬‬ ‫‪34‬‬ ‫‪34‬‬

‫‪136‬‬

‫‪136‬‬

‫‪680‬‬

‫‪1598‬‬

‫‪56‬‬

‫ﻩ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ‪:‬‬ ‫ﻛﺪ‬

‫‪11‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫ﺳﺎﻋﺖ‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫‪58‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ )‬

‫‪60‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻡﺍﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ)‬

‫‪59‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪64‬‬ ‫‪65‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫‪68‬‬

‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬ ‫‪74‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ)‬ ‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺗﺮﻣﻴﻤﻲ ﻭ ﺳﻮﺧﺘﮕﻲ )‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ)‪1‬‬

‫ﻧﻈﺮﻱ‬

‫ﻛﺎﺭﺁﻣﻮﺯ‬

‫ﺟﻤﻊ‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪-‬‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪58‬‬

‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ)‪2‬‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻛﻮﺩﻛﺎﻥ)‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺑﻴﻤﺎﺭﺍﻥ ﺳﺮﭘﺎﻳﻲ)‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ ) ‪1‬‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ)‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ ) ‪2‬‬ ‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ)‬ ‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺳﺎﻟﻤﻨﺪﺍﻥ)‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ)‬

‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺩﺭ ‪ICU‬ﻭ ‪) CCU‬‬

‫‪1‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﻣﺴﺘﻘﻞ ) ‪2‬‬

‫‪2‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﻣﺴﺘﻘﻞ ) ‪1‬‬

‫‪2‬‬ ‫‪32‬‬

‫ﺟﻤﻊ‬

‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‪-‬‬

‫ﻱ‬

‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬

‫‪-‬‬

‫‪51‬‬

‫‪-‬‬

‫‪102‬‬

‫‬‫‬‫‪-‬‬

‫‪51‬‬

‫‪102‬‬ ‫‪1632‬‬

‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪102‬‬ ‫‪51‬‬ ‫‪51‬‬

‫‪102‬‬ ‫‪102‬‬

‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬ ‫‪58‬‬

‫‪1632‬‬

‫ﻓﺼﻞ ﺳﻮﻡ ‪:‬‬

‫ﺷﺮﺡ ﺩﺭﻭﺱ ﭘﺎﻳﻪ‪ ،‬ﺗﺨﺼﺼﻲ‪ ،‬ﺍﺧﺘﻴﺎﺭﻱ ﻭ ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﻓﻴﺰﻳﻚ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪12:‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ ‌‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪3:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ – ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ‌‪:‬ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻓﻴﺰﻳﻚ ﻭ ﻣﻜﺎﻧﻴﻚ ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻥ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﻴﺰﻳﻚ ﻭ ﻣﻜﺎﻧﻴﻚ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺷﻜﺎﻻﺕ ﻭ ﺑﻜﺎﺭﮔﻴﺮﻱ ﻭﺳﺎﻳﻞ ﻭ ﺗﺠﻬﻴﺰﺍﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ‬

‫ﺍﺳﺖ‪.‬‬

‫‪12‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ( ‪ 34‬ﺳﺎﻋﺖ ) ‪:‬‬

‫ﺍﻟﻒ ‪-‬ﻓﻴﺰﻳﻚ ﺷﺎﻣﻞ ﻣﺒﺎﺣﺚ ﺯﻳﺮ ‪:‬‬

‫‪- 1‬ﻣﻮﺟﻬﺎﻱ ﺻﻮﺗﻲ ﻭ ﻓﺮﺍﺻﻮﺗﻲ ﻭ ﺧﺼﻮﺻﻴﺎﺕ ﺁﻧﻬﺎ‪،‬‬ ‫‪- 2‬ﺩﻣﺎ ﻭ ﮔﺮﻣﺎ ‪-‬ﻣﺒﺎﺩﻟﻪ ﻛﺎﺭ ﻭ ﮔﺮﻣﺎ ( ﻗﺎﻧﻮﻥ ژﻭﻝ ) ‪ -‬ﻗﻮﺍﻧﻴﻦ ﺗﺮﻣﻮﺩﻳﻨﺎﻣﻴﻚ ‪-‬ﺭﻭﺷﻬﺎﻱ ﺍﻧﺘﻘﺎﻝ ﮔﺮﻣﺎ ( ﺭﺳﺎﻧﺎﺋﻲ ‪ ،‬ﻫﻤﺮﻓﺖ ‪ ،‬ﺗﺎﺑﺶ ) ‌‬ ‫‪-‬ﭘﺮﺗﻮﻫﺎﻱ ﻧﺎﻳﻮﻧﻴﺰﺍﻥ ( ﻧﻮﺭ ﻣﺮﺋﻲ ‪ ،‬ﻣﺎﺩﻭﻥ ﻗﺮﻣﺰ ‪ ،‬ﻣﺎﻭﺭﺍء ﺑﻨﻔﺶ ) ‪ -‬ﻣﻨﺎﺑﻊ ﺗﻮﻟﻴﺪ ﻭ ﺁﺛﺎﺭ ﭘﺮﺗﻮﻫﺎﻱ ﻧﺎﻳﻮﻧﻴﺰﺍﻥ ‪-‬ﻟﻴﺰﺭ ﻭ ﺍﻧﻮﺍﻉ ﺁﻥ ‪،‬‬

‫ﻛﺎﺭﺑﺮﺩ ﺍﻧﻮﺍﻉ ﻟﻴﺰﺭ ‪-‬ﺭﻭﺷﻬﺎﻱ ﻣﺒﺎﺩﻟﻪ ﻛﺎﺭ ﻭ ﮔﺮﻣﺎ ﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ‪-‬ﺗﻌﺎﺩﻝ ﮔﺮﻣﺎﻳﻲ ﺑﺪﻥ‬

‫‪- 3‬ﺍﺻﻮﻝ ﻭ ﻗﻮﺍﻧﻴﻦ ﻣﻬﻢ ﺍﻟﻜﺘﺮﻳﺴﻴﺘﻪ ‪-‬ﺍﻧﻮﺍﻉ ﺟﺮﻳﺎﻥ ﺍﻟﻜﺘﺮﻳﻜﻲ (‬

‫‪ AC‬ﻭ ‪ - ) DC‬ﻋﻨﺎﺻﺮ ﺍﻟﻜﺘﺮﻳﻜﻲ (ﻣﻘﺎﻭﻣﺖ ‪ ،‬ﺧﺎﺯﻥ ‪،‬‬

‫ﺍﻟﻘﺎﮔﺮ ) ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ‪-‬ﻣﺨﺘﺼﺮﻱ ﺍﺯ ﺑﻴﻮﺍﻟﻜﺘﺮﻳﺴﻴﺘﻪ ‌‪-‬ﺍﻳﻤﻨﻲ ﺍﻟﻜﺘﺮﻳﻜﻲ ‪-‬ﻣﺸﺨﺼﻪ ﻓﻴﺰﻳﻜﻲ ﺟﺮﻳﺎﻧﻬﺎﻱ ﮔﺎﻟﻮﺍﻧﻴﻚ ﻭ‬

‫ﻓﺎﺭﺍﺩﻳﻚ – ﺟﺮﻳﺎﻧﻬﺎﻱ ﻭﻟﺘﺎژ ﺑﺎﻻ – ﺟﺮﻳﺎﻧﻬﺎﻱ ﺗﺪﺍﺧﻠﻲ ‪.‬‬

‫‪- 4‬ﻣﻴﺪﺍﻧﻬﺎ ﻭ ﻣﻮﺟﻬﺎﻱ ﺍﻟﻜﺘﺮﻭﻣﻐﻨﺎﻃﻴﺴﻲ ﭘﺮ ﻓﺮﻛﺎﻧﺲ (ﺧﺼﻮﺻﻴﺎﺕ‪ ،‬ﺍﺛﺮﺍﺕ‪ ،‬ﺭﻭﺵ ﺗﻮﻟﻴﺪ ﻭ ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﺁﻧﻬﺎ‪.‬‬ ‫ﺏ ‪ –-‬ﻣﻜﺎﻧﻴﻚ ﺷﺎﻣﻞ ﻣﺒﺎﺣﺚ ﺯﻳﺮ ‪:‬‬

‫‪- 1‬ﺍﺻﻮﻝ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ‪-‬ﺩﺳﺘﮕﺎﻩ ﻭﺍﺣﺪﻫﺎ ‪ ،‬ﻧﻴﺮﻭ ‪ ،‬ﺑﺮﺁﻳﻨﺪ ﻧﻴﺮﻭﻫﺎ ‪ ،‬ﺗﺠﺰﻳﻪ ﻧﻴﺮﻭﻫﺎ ‪ ،‬ﺍﻧﻮﺍﻉ ﻧﻴﺮﻭ – ﺍﺻﻄﻜﺎﻙ‬ ‫‪- 2‬ﮔﺸﺘﺎﻭﺭ ﻧﻴﺮﻭ ‪ ،‬ﺷﺮﺍﻳﻂ ﺗﻌﺎﺩﻝ ﺍﻳﺴﺘﺎﻳﻲ ( ﺍﺳﺘﺎﺗﻴﻚ ) ‪ ،‬ﺍﻧﻮﺍﻉ ﺗﻌﺎﺩﻝ ‪ ،‬ﺗﻌﺎﺩﻝ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‬ ‫‪- 3‬ﻣﺮﻛﺰ ﮔﺮﺍﻧﺶ ﻭ ﺭﻭﺷﻬﺎﻱ ﺗﻌﻴﻴﻦ ﺁﻥ ﺩﺭ ﺍﺟﺴﺎﻡ ﻭ ﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‬ ‫‪- 4‬ﺍﻫﺮﻣﻬﺎ ‪ ،‬ﻗﺮﻗﺮﻩ ﻫﺎ ‪ ،‬ﻧﻴﺮﻭﻫﺎﻱ ﻛﺸﺸﻲ ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ‬

‫‪- 5‬ﺍﻧﻮﺍﻉ ﺣﺮﻛﺖ ‪ ،‬ﺳﺮﻋﺖ ‪ ،‬ﺷﺘﺎﺏ ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ ﺩﺭ ﺗﺤﻠﻴﻞ ﺣﺮﻛﺖ ﺩﺭ ﻫﻨﮕﺎﻡ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﺩﻭﻳﺪﻥ‬ ‫‪- 6‬ﺣﺮﻛﺖ ﺩﺍﻳﺮﻩ ﺍﻱ ‪ ،‬ﮔﺸﺘﺎﻭﺭ ﺍﻳﻨﺮﺳﻲ ‪ ،‬ﺳﺮﻋﺖ ﻭ ﺷﺘﺎﺏ ﺯﺍﻭﻳﻪ ﺍﻱ ‪ ،‬ﺷﺘﺎﺏ ﺷﻌﺎﻋﻲ ﻭ ﻣﻤﺎﺳﻲ‬ ‫‪- 7‬ﻣﻜﺎﻧﻴﻚ ﻣﻮﺍﺩ – ﺍﺳﺘﺮﺱ ﻭ ﺍﺳﺘﺮﻳﻦ ﻭ ﻣﺜﺎﻟﻬﺎﻳﻲ ﺩﺭ ﺑﺪﻥ‬ ‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ( ‪ 34‬ﺳﺎﻋﺖ ) ‪:‬‬ ‫ﺁﺯﻣﺎﻳﺸﮕﺎﻩ ﻣﻜﺎﻧﻴﻚ ﺷﺎﻣﻞ ‪:‬‬

‫ﺁﺯﻣﺎﻳﺶ ﺑﺮﺁﻳﻨﺪ ﻧﻴﺮﻭﻫﺎ ‪ ،‬ﺍﻫﺮﻣﻬﺎ ﻭ ﻗﺮﻗﺮﻩ ﻫﺎ – ﮔﺸﺘﺎﻭﺭ ﻧﻴﺮﻭ ﻭ ﺗﻌﺎﺩﻝ ﺍﺟﺴﺎﻡ – ﻗﻮﺍﻧﻴﻦ ﺩﻳﻨﺎﻣﻴﻚ – ﺳﻘﻮﻁ ﺁﺯﺍﺩ ‪…-‬‬

‫ﺁﺯﻣﺎﻳﺸﮕﺎﻩ ﻓﻴﺰﻳﻚ ﺷﺎﻣﻞ ‪:‬‬

‫ﺁﺯﻣﺎﻳﺶ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻣﺸﺨﺼﺎﺕ ﻓﻴﺰﻳﻜﻲ ﻓﺮﺍﺻﻮﺕ ( ﻃﻮﻝ ﻣﻮﺝ ‪ ،‬ﺷﺪﺕ ﻓﺮﻛﺎﻧﺲ ‪ ،‬ﻭ ﺳﺮﻋﺖ ﺍﻧﺘﺸﺎﺭ ﺩﺭ ﻣﺤﻴﻄﻬﺎﻱ ﻣﺨﺘﻠﻒ ) ‪-‬‬

‫ﻛﺎﻟﺮﻱ ﻣﺘﺮﻱ ﻭ ﺗﺤﻘﻴﻖ ﻗﺎﻧﻮﻥ ژﻭﻝ – ﺗﺎﺑﺶ ﮔﺮﻣﺎﻳﻲ ﻭ ﻗﻮﺍﻧﻴﻦ ﺗﺎﺑﺶ – ﺁﺯﻣﺎﻳﺶ ﺗﻮﻟﻴﺪ ﺟﺮﻳﺎﻧﻬﺎﻱ ﭘﺮﻓﺮﻛﺎﻧﺲ ‪-‬ﻣﺸﺎﻫﺪﻩ ﺁﺛﺎﺭ‬ ‫ﺩﻳﺎﺗﺮﻣﻲ ﻣﻮﺝ ﻛﻮﺗﺎﻩ ﻭ ﻣﻴﻜﺮﻭﻭﻳﻮ – ﻛﺎﺭ ﺑﺎ ﺍﺳﻴﻠﻮﺳﻜﻮپ ﻭ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻣﺸﺨﺼﻪ ﻫﺎﻱ ﻣﻮﺟﻬﺎ ﻭ ﺷﻜﻞ ﻣﻮﺝ ﺍﻧﻮﺍﻉ ﺟﺮﻳﺎﻧﻬﺎﻱ‬

‫ﺍﻟﻜﺘﺮﻳﻜﻲ ( ‪ ، AC ، DC‬ﮔﺎﻟﻮﺍﻧﻴﻚ ‪ ،‬ﻓﺎﺭﺍﺩﻳﻚ ‪) … ،‬‬ ‫ﻣﻨﺎﺑﻊ ‪:‬‬

‫‪1-Biomechanics of human motion, Williams & Lissners, Last ed.,‬‬ ‫‪2- Physical agents in rehabilitation, Last ed.,‬‬

‫‪13‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪ ،‬ﺗﺸﺮﻳﺤﻲ ﻭ ﻳﺎ ﻧﻘﻄﻪ ﭼﻴﻦ ‪.‬‬

‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺼﻮﺭﺕ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻛﺪ ﺩﺭﺱ ‪1-13:‬‬

‫‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﻤﻮﻣﻲ ‪1‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺵﻧﺎﻳﻲ ﺑﺎ ﻛﺎﺭ ﺳﻠﻮﻝ ﻭ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﻗﻠﺐ‪ ،‬ﻋﺮﻭﻕ‪ ،‬ﺗﻨﻔﺲ‪ ،‬ﮔﻮﺍﺭﺵ‪ ،‬ﺩﻓﻊ ﺍﺩﺭﺍﺭ‪ ،‬ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻭ ﻏﺪﺩ ﺩﺍﺧﻠﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ‬

‫ﺍﺳﺖ ‪.‬‬

‫‪:‬ﺵﻧﺎﺧﺖ ﻣﺨﺘﺼﺮ ﻛﺎﺭ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺩﺍﺧﻠﻲ ﺑﺪﻥ ﺑﺮﺍﻱ ﺗﻤﺎﻡ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺎ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭ ﺳﺮ ﻭ ﻛﺎﺭ ﺩﺍﺭﻧﺪ ﺿﺮﻭﺭﻱ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ ( ‪ 1‬ﻭﺍﺣﺪ‪ 17 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﻘﺪﻣﻪ ﺍﻱ ﺑﺮ ﻓﻴﺰﻳﻮﻟﻮژﻱ‪ ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻛﺎﺭ ﺳﻠﻮﻝ‪ ،‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺩﺳﺘﮕﺎﻩ ﮔﺮﺩﺵ ﺧﻮﻥ‪ ،‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺗﻨﻔﺲ‪ ،‬ﺗﻨﻈﻴﻢ ﺣﺮﺍﺭﺕ ﺑﺪﻥ‪،‬‬

‫ﺩﺳﺘﮕﺎﻩ ﮔﻮﺍﺭﺵ‪ ،‬ﺗﺮﺷﺢ ﺍﺩﺭﺍﺭ‪ ،‬ﺗﻌﺎﺩﻝ ﺁﺏ ﻭ ﺍﻟﻜﺘﺮﻭﻟﻴﺖ ﻫﺎ‪ ،‬ﺩﺳﺘﮕﺎﻩ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻭ ﺩﺳﺘﮕﺎﻩ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ‬

‫‪ ،‬ﺍﺳﺘﺨﻮﺍﻥ ﻭ‬

‫ﻏﻀﺮﻭﻑ ‪.‬‬

‫ﺏ ‪:‬ﻋﻤﻠﻲ ( ‪1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﺍﺳﭙﻴﺮﻭﻣﺘﺮﻱ‪ ،‬ﺭﻭﺵ ﺷﻤﺎﺭﺵ ﺳﻠﻮﻝ ﻭ ﺭﻧﮓ ﺁﻣﻴﺰﻱ ﻻﻡ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﮔﺎﻳﺘﻮﻥ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺼﻮﺭﺕ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪ ،‬ﺗﺸﺮﻳﺤﻲ ﻭ ﻳﺎ ﻧﻘﻄﻪ ﭼﻴﻦ ‪.‬‬ ‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺼﻮﺭﺕ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬ ‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪2-13:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪3:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻛﺎﺭ ﺍﻋﺼﺎﺏ ﻭ ﻋﻀﻼﺕ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﭼﻮﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﻴﺸﺘﺮ ﺩﺭ ﺟﻬﺖ ﺑﻬﺒﻮﺩ ﻧﺎﺭﺳﺎﻳﻴﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪-‬ﻋﻀﻼﻧﻲ ﺑﺪﻥ ﻛﺎﺭ ﻣﻲ ﻛﻨﺪ ﺑﺮﺍﻱ ﺍﻭ‬ ‫‪14‬‬

‫ﺷﻨﺎﺧﺖ ﺩﻗﻴﻖ ﺭﻭﺵ ﻛﺎﺭ ﺍﻋﺼﺎﺏ ﻭ ﻋﻀﻼﺕ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ 3 (:‬ﻭﺍﺣﺪ‪ 51 ،‬ﺳﺎﻋﺖ)‬

‫ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻭ ﺳﺎﺧﺘﻤﺎﻥ ﺳﻠﻮﻝ ﻋﺼﺒﻲ‪ ،‬ﭘﺘﺎﻧﺴﻴﻠﻬﺎﻱ ﻏﺸﺎء‪ ،‬ﭼﮕﻮﻧﮕﻲ ﭘﻴﺪﺍﻳﺶ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﺍﺯ ﻋﺼﺐ ﺑﻪ‬

‫ﻓﻴﺒﺮ ﻋﻀﻠﻪ‪ ،‬ﻓﻴﺰﻭﻟﻮژﻱ ﺳﻠﻮﻝ ﻋﻀﻼﻧﻲ‪ ،‬ﻣﻜﺎﻧﻴﺴﻤﻬﺎﻱ ﺍﻧﻘﺒﺎﺿﻲ ﻓﻴﺒﺮ ﻋﻀﻠﻪ‪ ،‬ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﻋﻀﻼﺕ ‪.‬ﺧﺴﺘﮕﻲ ﻋﻀﻼﻧﻲ‪ ،‬ﺍﺛﺮ ﺗﻤﺮﻳﻦ‬ ‫ﺑﺮ ﻋﻀﻼﺕ ﻭ ﺧﺴﺘﮕﻲ‪ ،‬ﮔﻴﺮﻧﺪﻩ ﻫﺎﻱ ﺣﺴﻲ ﻭ ﺭﻓﻠﻜﺴﻬﺎ( ﻛﻴﺮﻧﺪﻩ ﻫﺎﻱ ﻣﻜﺎﻧﻴﻜﻲ ﭘﻮﺳﺘﻲ ﻭ ﻋﻀﻼﻧﻲ)‪ ،‬ﺳﻴﻨﺎﭘﺲ‬

‫ﺩﺳﺘﮕﺎﻩ ﻋﺼﺒﻲ‬

‫ﻣﺮﻛﺰﻱ ﻭ ﻣﺤﻴﻄﻲ‪ .‬ﺁﻭﺭﺍﻧﻬﺎ ﻭ ﺗﻘﺴﻴﻤﺎﺕ ﺁﻧﻬﺎ‪ ،‬ﺍﺭﺳﺎﻝ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻱ ﻣﺤﻴﻄﻲ ﺑﻪ ﻧﺨﺎﻉ‪ ،‬ﮔﻴﺮﻧﺪﻩ ﻋﻀﻼﻧﻲ ﻭ ﺳﺎﺧﺘﺎﺭ ﺁﻥ‪،‬‬ ‫ﭘﺮﺩﺍﺯﺵ ﺣﺲ ﺩﺭ ﻧﺨﺎﻉ‪ ،‬ﺍﺭﺳﺎﻝ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻣﻨﺎﻃﻖ ﺣﺴﻲ ﭘﻴﻜﺮﻱ ﺗﺼﻮﻳﺮ ﺑﺪﻧﻲ‪ ،‬ﺣﺲ ﺣﺮﻛﺖ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪ -1 :‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﮔﺎﻳﺘﻮﻥ‬

‫‪- 2‬ﻭﻧﺪﺭ‪ ،‬ﺷﺮﻣﻦ ‪.‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺍﻧﺴﺎﻧﻲ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ‪.‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪1-14:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺮ ﻭ ﮔﺮﺩﻥ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺮ ﻭ ﮔﺮﺩﻥ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺧﺘﻼﻻﺕ ﺁﻧﻬﺎ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ( ‪1‬ﻭﺍﺣﺪ‪ 17 ،‬ﺳﺎﻋﺖ)‬

‫ﺍﺳﺘﺨﻮﺍﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﺷﺮﺡ ﻣﺤﻞ ﭼﺴﺒﻨﺪﮔﻲ ﻋﻀﻼﺕ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺮﺑﻮﻁ‪ ،‬ﺍﺗﺼﺎﻻﺕ ﻣﺴﻴﺮ ﻋﻀﻠﻪ‪ ،‬ﺗﻐﺬﻳﻪ ﻋﺼﺒﻲ‪ ،‬ﻛﺎﺭ‪،‬‬ ‫ﻣﻔﺎﺻﻞ ﻣﺮﺑﻮﻁ ﻭ ﻟﻴﮕﺎﻣﺎﻧﻬﺎ‪ ،‬ﺩﻳﺴﻜﻬﺎﻱ ﺑﻴﻦ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﺷﺮﻳﺎﻧﻬﺎ ﻭ ﻭﺭﻳﺪﻫﺎ ‪.‬‬

‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﺸﺎﻫﺪﻩ ﻣﺴﺘﻘﻴﻢ ﺍﺟﺰﺍﻱ ﻣﺨﺘﻠﻒ ﺳﺮ ﻭﮔﺮﺩﻥ ﺩﺭ ﺟﺴﺪ‪.‬‬

‫‪15‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪ :‬ﺍﻟﻬﻲ ﺏ‪ ،‬ﺗﺸﺮﻳﺢ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭ ﺗﻨﻪ ‪.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬ ‫ﻗﺴﺖ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺗﻨﻪ‬

‫‪ .‬ﻛﺪ ﺩﺭﺱ‬

‫‪2-14:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﻨﻪ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﻨﻪ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺧﺘﻼﻻﺕ ﺁﻧﻬﺎ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ( ‪1‬ﻭﺍﺣﺪ‪ 17 ،‬ﺳﺎﻋﺖ)‬

‫ﺍﺳﺘﺨﻮﺍﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﺷﺮﺡ ﻣﺤﻞ ﭼﺴﺒﻨﺪﮔﻲ ﻋﻀﻼﺕ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺮﺑﻮﻁ‪ ،‬ﺍﺗﺼﺎﻻﺕ ﻣﺴﻴﺮ ﻋﻀﻠﻪ‪ ،‬ﺗﻐﺬﻳﻪ ﻋﺼﺒﻲ‪ ،‬ﻛﺎﺭ‪ ،‬ﻣﻔﺎﺻﻞ‬

‫ﻣﺮﺑﻮﻁ ﻭ ﻟﻴﮕﺎﻣﺎﻧﻬﺎ‪ ،‬ﺩﻳﺴﻜﻬﺎﻱ ﺑﻴﻦ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﺷﺮﻳﺎﻧﻬﺎ ﻭ ﻭﺭﻳﺪﻫﺎ ‪.‬‬ ‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﺸﺎﻫﺪﻩ ﻣﺴﺘﻘﻴﻢ ﺍﺟﺰﺍﻱ ﻣﺨﺘﻠﻒ ﺗﻨﻪ ﺩﺭ ﺟﺴﺪ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪ :‬ﺍﻟﻬﻲ ﺏ‪ ،‬ﺗﺸﺮﻳﺢ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭ ﺗﻨﻪ ‪.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬ ‫ﻗﺴﺖ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ‪3‬‬

‫ﻛﺪ ﺩﺭﺱ ‪3-14:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‪-‬ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺧﺘﻼﻻﺕ ﺁﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪16‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ(‪1‬ﻭﺍﺣﺪ‪ 17،‬ﺳﺎﻋﺖ)‬

‫ﺍﺳﺘﺨﻮﺍﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﺷﺮﺡ ﻣﺤﻞ ﭼﺴﺒﻨﺪﮔﻲ ﻋﻀﻼﺕ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺮﺑﻮﻁ‪ ،‬ﺍﺗﺼﺎﻻﺕ ﻣﺴﻴﺮ ﻋﻀﻠﻪ‪ ،‬ﺗﻐﺬﻳﻪ ﻋﺼﺒﻲ‪ ،‬ﻛﺎﺭ‪ ،‬ﻣﻔﺎﺻﻞ‬

‫ﻣﺮﺑﻮﻁ ﻭ‬

‫ﻟﻴﮕﺎﻣﺎﻧﻬﺎ‪ ،‬ﺷﺮﻳﺎﻧﻬﺎ ﻭ ﻭﺭﻳﺪﻫﺎ ‪.‬‬

‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﺸﺎﻫﺪﻩ ﻣﺴﺘﻘﻴﻢ ﺍﺟﺰﺍﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﺩﺭ ﺟﺴﺪ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪ :‬ﺍﻟﻬﻲ ﺏ‪ ،.‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ‪.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ‪:‬ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ‪4‬‬

‫ﻛﺪ ﺩﺭﺱ ‪4-14 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺧﺘﻼﻻﺕ ﺁﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ(‪1‬ﻭﺍﺣﺪ‪ 17،‬ﺳﺎﻋﺖ)‬

‫ﺍﺳﺘﺨﻮﺍﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﺷﺮﺡ ﻣﺤﻞ ﭼﺴﺒﻨﺪﮔﻲ ﻋﻀﻼﺕ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺮﺑﻮﻁ‪ ،‬ﺍﺗﺼﺎﻻﺕ ﻣﺴﻴﺮ ﻋﻀﻠﻪ‪ ،‬ﺗﻐﺬﻳﻪ ﻋﺼﺒﻲ‪ ،‬ﻛﺎﺭ‪ ،‬ﻣﻔﺎﺻﻞ‬

‫ﻣﺮﺑﻮﻁ ﻭ‬

‫ﻟﻴﮕﺎﻣﺎﻧﻬﺎ‪ ،‬ﺷﺮﻳﺎﻧﻬﺎ ﻭ ﻭﺭﻳﺪﻫﺎ ‪.‬‬ ‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﺸﺎﻫﺪﻩ ﻣﺴﺘﻘﻴﻢ ﺍﺟﺰﺍﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ﺩﺭ ﺟﺴﺪ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪ :‬ﺍﻟﻬﻲ ﺏ ‪ ،.‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫‪17‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻋﺼﺎﺏ ‪5‬‬

‫ﻛﺪ ﺩﺭﺱ ‪5-14:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ‪ ،‬ﭘﺎﻳﻴﻨﻲ ﻭ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭ ﺗﻨﻪ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺗﺸﺮﻳﺢ ﺳﻴﺴﺘﻢ ﺍﻋﺼﺎﺏ ﻣﺮﻛﺰﻱ‪ ،‬ﻣﺤﻴﻄﻲ ﻭ ﻧﺒﺎﺗﻲ( ﺧﻮﺩ ﻛﺎﺭ) ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻏﻠﺐ ﺍﺧﺘﻼﻻﺕ ﺣﺴﻲ ‪ ،‬ﺣﺮﻛﺘﻲ ﻭ ﻧﺤﻮﻩ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺗﺠﻬﻴﺰﺍﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺍﻧﺠﺎﻡ ﻣﺎﻧﻮﺭﻫﺎ ﻭ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭﻣﺎﻧﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻋﺼﺒﻲ ﺍﺳﺖ‪ ،‬ﻟﺬﺍ‬ ‫ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻄﻮﺭ ﻣﺸﺮﻭﺡ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻫﺮ ﻳﻚ ﺍﺯ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻣﺮﻛﺰﻱ ‪ ،‬ﻣﺤﻴﻄﻲ ﻭ ﻧﺒﺎﺗﻲ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪ -‬ﺳﻴﺴﺘﻢ ﺍﻋﺼﺎﺏ ﻣﺮﻛﺰﻱ ‪:‬ﺷﺎﻣﻞ ﻣﺦ ( ﻣﺎﺩﻩ ﺧﺎﻛﺴﺘﺮﻱ‪ ،‬ﻣﺎﺩﻩ ﺳﻔﻴﺪ)‪ ،‬ﻣﺨﭽﻪ‪ ،‬ﺗﺎﻻﻣﻮﺱ‪ ،‬ﺑﻄﻦ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﻣﺎﻳﻊ ﻣﻐﺰﻱ‬

‫ﻧﺨﺎﻋﻲ‪ ،‬ﻣﻐﺰ ﻣﻴﺎﻧﻲ‪ ،‬ﭘﻴﺎﺯ ﻣﻐﺰﻱ‪ ،‬ﻧﺨﺎﻉ‪ ،‬ﮔﺮﺩﺵ ﺧﻮﻥ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻭ ﻋﻘﺪﻩ ﻫﺎﻱ ﻗﺎﻋﺪﻩ ﺍﻱ ‪.‬‬

‫ﺳﻴﺴﺘﻢ ﺍﻋﺼﺎﺏ ﻣﺤﻴﻄﻲ ‪:‬ﺷﺎﻣﻞ ﺍﻋﺼﺎﺏ ‪ 12‬ﮔﺎﻧﻪ ﻣﻐﺰﻱ ﻭ ﺍﻋﺼﺎﺏ ‪ 31‬ﮔﺎﻧﻪ ﻧﺨﺎﻋﻲ ﻭ ﺷﺒﻜﻪ ﻫﺎﻱ ﻣﺮﺑﻮﻁ ‪.‬‬‫‪-‬ﺳﻴﺴﺘﻢ ﺍﻋﺼﺎﺏ ﻧﺒﺎﺗﻲ ‪:‬ﺷﺎﻣﻞ ﺳﻤﭙﺎﺗﻴﻚ ﻭ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﻚ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﻣﻐﺰ ﻭﻧﺨﺎﻉ ‪ ،‬ﺍﻣﺎﻣﻲ ﻣﻴﺒﺪﻱ ﻡ ‪.‬‬ ‫‪2- Ricard S.S. Clinical neuroanatomy for medical students,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺮﻳﺢ ﺳﻄﺤﻲ ﺑﺪﻥ ‪6‬‬

‫ﻛﺪ ﺩﺭﺱ ‪6-14:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺳﺮ‪،‬ﮔﺮﺩﻥ‪،‬ﺗﻨﻪ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫‪18‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻓﺮﺍﮔﻴﺮﻱ ﺭﻭﺷﻬﺎﻱ ﭘﻴﺪﺍ ﻛﺮﺩﻥ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺳﻄﺤﻲ ﻭ ﻋﻤﻘﻲ ﺑﺪﻥ ﺍﺯ ﺭﻭﻱ ﭘﻮﺳﺖ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﺩﺍﻧﺴﺘﻦ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﭘﻴﺪﺍ ﻛﺮﺩﻥ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺍﺯ ﺭﻭﻱ ﭘﻮﺳﺖ‪ ،‬ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ‬

‫ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪﻩ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ(‪ 1‬ﻭﺍﺣﺪ‪ 17 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﻌﺮﻓﻲ ﺭﻭﺷﻬﺎﻱ ﭘﻴﺪﺍ ﻛﺮﺩﻥ ﻗﺴﻤﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺳﺮ‪ ،‬ﺻﻮﺭﺕ ‪،‬ﺗﻨﻪ‪ ،‬ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ ‪.‬ﺍﺯ ﺟﻤﻠﻪ ﻧﻘﺎﻁ ﻣﻬﻢ ﺍﺳﺘﺨﻮﺍﻧﻲ‪،‬‬

‫ﻣﺤﻞ ﺍﺗﺼﺎﻝ ﻋﻀﻼﺕ ‪ ،‬ﻣﺴﻴﺮ ﺍﻋﺼﺎﺏ ﻣﺤﻴﻄﻲ‪،‬ﺷﺮﻳﺎﻧﻬﺎ ‪ ،‬ﻭﺭﻳﺪﻫﺎ‪ ،‬ﺗﻌﻴﻴﻦ ﺣﺪﻭﺩ ﻭ ﻣﻮﻗﻌﻴﺖ ﺍﻋﻀﺎﻱ ﺩﺍﺧﻞ ﺳﻴﻨﻪ ﻭ ﺷﻜﻢ‬ ‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﻣﻮﺍﺭﺩ ﻣﻄﺮﺡ ﺷﺪﻩ ﺩﺭ ﺑﺨﺶ ﻧﻈﺮﻱ ﺭﻭﻱ ﺑﺪﻥ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪ -1‬ﮔﻮﺩﺭﺯﻱ ﻙ‪ ،.‬ﺁﻧﺎﺗﻮﻣﻲ ﺳﻄﺤﻲ ﻭ ﺭﺍﺩﻳﻮﻟﻮژﻳﻜﻲ ‪.‬‬ ‫‪1- Lumley J.S.P. Surface anatomy the anatomical basis of clinical examination, 3rd ed, Churchil‬‬ ‫‪Livingstone.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺟﻨﻴﻦ ﺷﻨﺎﺳﻲ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬

‫ﻛﺪ ‪15‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﻭ ﺭﺷﺪ ﺟﻨﻴﻦ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﺳﺎﺧﺘﺎﺭ ﻭ ﺭﺷﺪ ﺟﻨﻴﻦ ﺑﺮﺍﻱ ﺩﺭﻙ ﺍﺧﺘﻼﻻﺕ ﺁﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺗﻮﻟﺪ‬

‫ﺭﺷﺪ ﺑﻴﻮﻟﻮژﻳﻚ ﺟﻨﻴﻦ‪ ،‬ﺳﺎﺧﺘﺎﺭ ﺳﻠﻮﻝ‪ ،‬ﻋﻤﻠﻜﺮﺩ ﺳﻠﻮﻝ‪ ،‬ﺗﻨﻮﻉ ﺳﻠﻮﻟﻲ‪ ،‬ﺍﺭﺗﺒﺎﻃﺎﺕ ﺳﻠﻮﻟﻲ‪ ،‬ﺗﻐﻴﻴﺮﺍﺕ ﺍﺯ ﺑﺪﻭ ﺗﺸﻜﻴﻞ ﺟﻨﻴﻦ ﺗﺎ‬ ‫ﻭ ﺍﺧﺘﻼﻻﺕ ﺍﻛﺘﺴﺎﺑﻲ ﺩﻭﺭﺍﻥ ﺟﻨﻴﻨﻲ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪19‬‬

‫ﻱ ‪ :‬ﺟﻦﻱﻥ ﺷﻨﺎﺱﻱ ﭘﺰﺷﻚﻱ‬ ‫ﻱ ﻱﺍﻥ ﻋﺮﺍﻕ ﺩﻻﺭﺍ ‪ ،‬ﺑﺮﺑﺮﺳﺘﺎﻥ ﻱ ﻣﺤﻤﺪ ‪ ،‬ﺍﺑﻮﺍﻟﺤﺴﻦﻱ ﻓﺮ ﺩ‬ ‫‪ - 1‬ﺳﺪﻟﺮ ﺗﺎﻣﺲ ‪ ،‬ﺏﻱﮔﻮﻧﺪ ﻓﺮﻫﻨﮓ‪ ،‬ﻓﺮ ﺩ‬ ‫ﻻﻧﮕﻤﻦ‬ ‫‪1- Dudek RM. High-Yield™ Embryology: A Collaborative Project of Medical Students and Faculty. 3rd‬‬ ‫‪Edition, Lippincott Williams & Wilkins; 2006.‬‬ ‫‪2- Sadler TW. Langman's Medical Embryology: North American Edition. 11th Edition, Lippincott‬‬ ‫‪Williams & Wilkins; 2009.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺑﺎﻓﺖ ﺷﻨﺎﺳﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪16 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺭﻳﺰﺳﺎﺧﺘﺎﺭ ( ‪ )microstructure‬ﺑﺎﻓﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ‪. .‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺷﻨﺎﺧﺖ ﺭﻳﺰﺳﺎﺧﺘﺎﺭﻫﺎﻱ ﺍﺟﺰﺍﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﻭ ﺩﺭﻙ ﺑﻬﺘﺮ ﺗﻐﻴﻴﺮﺍﺕ ﺑﺎﻓﺘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺨﺘﻠﻒ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ ‪:‬ﻧﻈﺮﻱ(‪1‬ﻭﺍﺣﺪ‪17،‬ﺳﺎﻋﺖ)‬

‫ﺷﻨﺎﺧﺖ ﺳﻠﻮﻝ‪ ،‬ﺍﻧﻮﺍﻉ ﺑﺎﻓﺘﻬﺎ‪ ،‬ﺑﺎﻓﺖ ﻋﻀﻼﻧﻲ‪ ،‬ﺑﺎﻓﺖ ﻋﺼﺒﻲ‪ ،‬ﺑﺎﻓﺖ ﺍﺳﺘﺨﻮﺍﻧﻲ‪ ،‬ﺑﺎﻓﺖ ﻏﻀﺮﻭﻓﻲ‪ ،‬ﺑﺎﻓﺖ ﭘﻮﺷﺸﻲ‪ ،‬ﺑﺎﻓﺖ‬

‫ﺗﺮﺷﺤﻲ‪ ،‬ﺑﺎﻓﺖ ﻫﻤﺒﻨﺪ‪ ،‬ﺑﺎﻓﺖ ﺧﻮﻥ‪،‬‬ ‫ﺏ ‪:‬ﻋﻤﻠﻲ(‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ)‬

‫ﻣﺸﺎﻫﺪﻩ ﻣﻮﺍﺭﺩ ﻣﻄﺮﺡ ﺷﺪﻩ ﺩﺭ ﺁﺯﻣﺎﻳﺸﮕﺎﻩ ﺑﺎﻓﺖ ﺷﻨﺎﺳﻲ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺭﺟﺤﺎﻥ ﻡ‪ ،.‬ﺿﺮﻭﺭﻳﺎﺕ ﺑﺎﻗﺖ ﺷﻨﺎﺳﻲ ‪.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ‬

‫‪20‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪17:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﻋﻮﺍﻣﻞ ﺑﻴﻤﺎﺭﻳﺰﺍ ﻭ ﻋﻠﻞ ﺑﻴﻤﺎﺭﻳﻬﺎ ﺭﺍ ﻣﻲ ﺁﻣﻮﺯﺩ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻋﻮﺍﻣﻞ ﺑﻴﻤﺎﺭﻳﺰﺍ ﻭ ﻋﻠﻞ ﺑﻴﻤﺎﺭﻳﻬﺎ ﺩﺭ ﺩﺭﻙ ﺭﻭﻧﺪ ﺑﻴﻤﺎﺭﻱ ﻭ ﺳﻴﺮ ﺩﺭﻣﺎﻥ ﺁﻥ ﻧﻘﺶ ﺯﻳﺎﺩﻱ ﺩﺍﺭﺩ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ 34(:‬ﺳﺎﻋﺖ)‬

‫ﺗﻌﺮﻳﻒ‪ ،‬ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎ‪ ،‬ﻋﻠﻞ ﺑﻴﻤﺎﺭﻳﻬﺎ‪ ،‬ﻋﻮﺍﻣﻞ ﺑﻴﻤﺎﺭﻳﻬﺎ‪ ،‬ﺍﻟﺘﻬﺎﺏ( ﻛﻠﻴﺎﺕ‪ ،‬ﺍﻧﻮﺍﻉ‪ ،‬ﻣﻜﺎﻧﻴﺴﻢ‪ ،‬ﻣﺮﺍﺣﻞ‪ ،‬ﺍﻟﺘﻴﺎﻡ)‪ ،‬ﺍﺧﺘﻼﻝ ﺭﺷﺪ‬ ‫ﺳﻠﻮﻝ‪،‬‬

‫ﺗﻮﻣﻮﺭﻫﺎ( ﺍﻧﻮﺍﻉ‪ ،‬ﭘﻴﺶ ﺁﮔﻬﻲ)‪ ،‬ﺍﺧﺘﻼﻻﺕ ﮔﺮﺩﺵ ﺧﻮﻥ(ﻛﻢ ﺧﻮﻧﻲ‪ ،‬ﺍﺩﻡ‪ ،‬ﻛﺎﻫﺶ ﺁﺏ ﺑﺪﻥ‪ ،‬ﺷﻮﻙ)‪ ،‬ﺧﻮﻧﺮﻳﺰﻱ‪ ،‬ﻟﺨﺘﻪ‬

‫ﺧﻮﻧﻲ‪ ،‬ﻗﺎﻧﻘﺎﺭﻳﺎ‪،‬‬ ‫ﺳﻜﺘﻪ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺳﻠﻄﺎﻧﻲ ‪ ،‬ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ ‪.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﻳﻤﻮﻧﻮﻟﻮژﻱ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮﻟﻮژﻱ‬

‫ﻛﺪ ‪18‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‬

‫‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﮔﺴﺘﺮﻩ ﻋﻠﻮﻡ ﺍﻳﻤﻨﻲ ﺷﻨﺎﺳﻲ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮﻟﻮژﻱ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺷﻨﺎﺧﺖ ﺑﺎﻛﺘﺮﻱ ﻫﺎ‪،‬‬

‫ﻭﻳﺮﻭﺱ ﻫﺎ‪ ،‬ﺍﻧﮕﻠﻬﺎ ﻭ ﻗﺎﺭچﻫﺎ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫‪21‬‬

‫ﺍﺕ ﺍﻳﻦ ﻭﺍﺣﺪ ﺗﻠﻘﻲ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺭﻭﺷﻬﺎﻱ ﺷﻨﺎﺳﺎﻳﻲ ﻋﻮﺍﻣﻞ ﻋﻔﻮﻧﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﺍﺯ ﺿﺮﻭﺭﻱ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻋﻠﺖ ﺷﻨﺎﺳﻲ‪ ،‬ﻫﻤﻪ ﮔﻴﺮﺷﻨﺎﺱﻱ ‪ ،‬ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ‪ ،‬ﺗﻈﺎﻫﺮﺍﺕ ﺑﺎﻟﻴﻨﻲ ﻭ ﺗﺸﺨﻴﺺ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺑﺪﻥ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺭﺿﺎﻳﻲ ﻧﻴﻤﺎ ‪ ،‬ﺁﻗﺎ ﻣﺤﻤﺪﻱ ﺍﺻﻐﺮ ﻭ ﺁﻧﺠﻠﻮ ﻧﻮﺗﺎﺭ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻧﻘﺺ ﺍﻳﻤﻨﻲ ﺍﻭﻟﻴﻪ‬ ‫‪2- Levinson W.Review of Medical Microbiology and Immunology, 10th Edition (LANGE Basic Science),‬‬ ‫‪McGraw-Hill Medical; 2008.‬‬ ‫‪3- Abbas AK, Lichtman AH. Basic Immunology: Functions and Disorders of the Immune System With‬‬ ‫‪STUDENT CONSULT Online Access, 3rd edition, Saunders; 2008.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺑﻴﻮﺷﻴﻤﻲ ﻭ ﻓﺎﺭﻣﺎﻛﻮﻟﻮژﻱ ﺩﺭ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ ‪19‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪3:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﺒﺎﻧﻲ ﻭ ﺍﺛﺮﺍﺕ ﻭ ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩ ﺑﺎﻟﻴﻨﻲ ﺩﺍﺭﻭﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻜﺎﻧﻴﺴﻢ ﻭ ﺑﻴﻮﺷﻴﻤﻲ ‪.‬ﻓﺎﺭﻣﺎﻛﻮﺩﻳﻨﺎﻣﻴﻚ ‪.‬ﻓﺎﺭﻣﺎﻛﻮﻛﻴﻨﺘﻴﻚ ‪.‬ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ‪.‬ﻫﺸﺪﺍﺭﻫﺎ ﻭ ﻣﻘﺎﻳﺴﻪ ﺩﺍﺭﻭﻫﺎﻱ‬ ‫ﻣﺨﺘﻠﻒ ﻛﻪ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺮﺗﺒﻂ ﺑﺎ ﺗﻮﺍﻧﺒﺨﺸﻲ ﺗﺠﻮﻳﺰ ﻣﻴﮕﺮﺩﺩ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺗﺸﺮﻳﺤﻲ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭﻛﺮﺩﻧﻲ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 51‬ﺳﺎﻋﺖ‬

‫ ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺑﻴﻮﺷﻴﻤﻲ ﺷﺎﻣﻞ ﺳﺎﺧﺘﻤﺎﻥ ﺷﻴﻤﻴﺎﻳﻲ ﻛﺮﺑﻮﻫﻴﺪﺭﺍﺗﻬﺎ – ﭼﺮﺑﻴﻬﺎ – ﺍﺳﻴﺪﻫﺎﻱ ﺍﻣﻴﻨﻪ ﻭ ﭘﺮﻭﺗﺌﻴﻨﻬﺎ ‪-‬ﻣﻜﺎﻧﻴﺰﻡ ﻫﻀﻢ ﻭ‬‫ﺟﺬﺏ ﻭ ﻣﺘﺎﺑﻮﻟﻴﺴﻢ ﻣﻮﺍﺩ ﻓﻮﻕ – ﺧﻮﺍﺹ ﺁﺏ ﻭ ‪ PH‬ﻭ ﺗﺎﻣﭙﻮﻥ – ﺗﻨﻈﻴﻢ ﻣﺘﺎﺑﻮﻟﻴﺴﻢ‬

‫‪ -‬ﻣﻘﺪﻣﺎﺕ ﺷﺎﻣﻞ ﺷﻜﻠﻬﺎﻱ ﺩﺍﺭﻭﻳﻲ‬

‫– ﺗﻌﺮﻳﻒ ﺩﺍﺭﻭ ‪.‬ﺳﻢ ‪.‬ﺣﺪﺍﻗﻞ ﺩﻭﺯ ﻣﺆﺛﺮ ﻭ ‪...-‬ﻧﻴﻤﻪ ﻋﻤﺮ ﺩﺍﺭﻭ‬

‫ﻓﺎﺭﻣﺎﻛﻮﺩﻳﻨﺎﻣﻴﻚ ﻭ ﻓﺎﺭﻣﺎﻛﻮﻛﻴﻨﺘﻴﻚ – ﺍﻧﻮﺍﻉ ﮔﻴﺮﻧﺪﻩ ﻫﺎ – ﺍﻧﻮﺍﻉ ﻧﺎﻣﮕﺬﺍﺭﻱ ﺩﺍﺭﻭﻫﺎ – ﻣﻨﺸﺎ ﺩﺍﺭﻭﻫﺎ‬

‫– ﺍﺳﺎﺱ‬

‫ ﺑﻴﻮﺷﻴﻤﻲ ﻭ ﻣﻜﺎﻧﻴﺴﻢ – ﻓﺎﺭﻣﺎﻛﻮﻛﻴﻨﺘﻴﻚ – ﻣﻮﺍﺭﺩ ﺍﺳﺘﻌﻤﺎﻝ – ﻋﻮﺍﺭﺽ ﺟﺎﻧﺒﻲ ﻣﻬﻢ – ﻣﺴﻤﻮﻣﻴﺘﻬﺎ – ﻫﺸﺪﺍﺭﻫﺎ ﻭ ﻣﻮﺍﺭﺩ‬‫ﻣﻨﻊ ﻣﺼﺮﻑ – ﻣﻘﺎﻳﺴﻪ ﺩﺍﺭﻭﻫﺎ ﺩﺭ ﮔﺮﻭﻫﻬﺎﻱ ﺩﺍﺭﻭﻳﻲ ﺯﻳﺮ ‪:‬‬

‫‪ -‬ﺩﺍﺭﻭﻫﺎﻱ ﺿﺪﺍﻟﺘﻬﺎﺑﻲ ﻏﻴﺮ ﺍﺳﺘﺮﻭﺋﻴﺪﻱ )‪ ̨ (NSAD‬ﻛﻮﺭﺗﻴﻜﻮﺍﺳﺘﺮﻭﺋﻴﺪﻫﺎ ̨ ﺩﺍﺭﻭﻫﺎﻱ ﺿﺪ ﭘﺎﺭﻛﻴﻨﺴﻮﻧﻮ ‪ ̨ MS‬ﺩﺍﺭﻭﻫﺎﻱ‬

‫ﺭﻭﻣﺎﺗﻮﻟﻮژﻱ ﺑﻮﻳﮋﻩ ﺁﺭﺗﺮﻳﺖ ﺭﻭﻣﺎﺗﻮﺋﻴﺪ ﻭ ﺍﺳﺘﺌﻮﺁﺭﺗﺮﻳﺖ‬ ‫)…‪ ̨ Diazepam,‬ﺁﺷﻨﺎﻳﻲ ﻛﻠﻲ ﺑﺎ ﺩﺍﺭﻭﻫﺎﻱ ﻗﻠﺒﻲ‬ ‫‪22‬‬

‫̨ ﺩﺍﺭﻭﻫﺎﻱ ﺷﻞ ﻛﻨﻨﺪﻩ ﻋﻀﻼﻧﻲ‬

‫‪(Botox-Baclofen-‬‬

‫– ﻋﺮﻭﻗﻲ – ﺗﻨﻔﺴﻲ – ﺩﻳﻮﺭﺗﻴﻜﻬﺎ – ﺩﺍﺭﻭﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺳﻴﺴﺘﻢ‬

‫ﺍﺗﻮﻧﻮﻣﻴﻚ ﻭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﻛﺰﻱ ﻭ ﺍﻧﺪﻭﻛﺮﻳﻦ‬ ‫ﺩﺍﺭﻭﺩﺭﻣﺎﻧﻲ ﻭ ﻭﺭﺯﺵ‬

‫– ﻣﻴﺎﺳﺘﻨﻲ ﮔﺮﺍﻭﻳﺲ – ﺯﺧﻤﻬﺎ – ﺷﻴﻤﻲ ﺩﺭﻣﺎﻧﻲ ﻭ ‪... -‬ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫)‪Pharmacology for physiotherapist (KV Ramesh‬‬ ‫)‪Pharmacology in rehabilitation (SL Wolf‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﻐﺬﻳﻪ ﺩﺭ ﻋﻠﻮﻡ ﺑﻬﺪﺍﺷﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪20‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﭼﮕﻮﻧﮕﻲ ﻫﻤﺎﻫﻨﮕﻲ ﺳﺎﺧﺘﺎﺭ ﻭ ﻋﻤﻠﻜﺮﺩ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﻣﺘﺎﺑﻮﻟﻴﻚ‬ ‫ﺳﻠﻮﻟﻲ ﻭ ﭘﺎﺳﺦ ﻫﺎﻱ ﻣﺤﻴﻄﻲ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﺍﺭﺯﻳﺎﺑﻲ ﻧﻴﺎﺯﻫﺎﻱ ﺗﻐﺬﻳﻪ ﺍﻱ ﺍﻧﺴﺎﻥ ﺩﺭ ﺷﺮﺍﻳﻂ ﻃﺒﻴﻌﻲ ﻭ ﺑﻴﻤﺎﺭﻱ ﺍﺯ ﻣﻠﺰﻭﻣﺎﺕ ﺍﻳﻦ ﻭﺍﺣﺪ ﺑﺸﻤﺎﺭ‬ ‫ﻣﻲ ﺭﻭﺩ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻘﺶ ﺗﻐﺬﻳﻪ ﺩﺭ ﻋﻤﻠﻜﺮﺩ ﺍﻧﺴﺎﻥ‪ ،‬ﻧﻘﺶ ﺭژﻳﻢ ﻏﺬﺍﻳﻲ ﺑﻌﻨﻮﺍﻥ ﻋﺎﻣﻞ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ‬

‫‪ ،‬ﺍﺻﻮﻝ ﺍﺭﺯﻳﺎﺑﻲ ﻧﻴﺎﺯﻫﺎﻱ ﺗﻐﺬﻳﻪ ﺍﻱ‬

‫ﺍﻧﺴﺎﻥ ﺩﺭ ﺷﺮﺍﻳﻂ ﻃﺒﻴﻌﻲ ﻭ ﺑﻴﻤﺎﺭﻱ ‪ ،‬ﺭژﻳﻢ ﺩﺭﻣﺎﻧﻲ ﻭ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻜﻤﻞ ﻫﺎ‪ ،‬ﺩﻭﭘﻴﻨﮓ ﻭ ﺩﺍﺭﻭﻫﺎﻱ ﻭﺍﺑﺴﺘﻪ‪ ،‬ﻣﻼﺣﻈﺎﺕ ﺗﻐﺬﻳﻪﺍﻱ‬

‫ﻗﺒﻞ ﺍﺯ ﺍﻧﺠﺎﻡ ﻭﺭﺯﺵ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺷﺠﺎﻋﻲ ﻓﺮﺩ ﺍﺑﻮﺍﻟﻔﻀﻞ ‪ :‬ﺣﻤﺎﻳﺖ ﺗﻐﺬﻳﻪ ﺍﻱ ﺗﻐﺬﻳﻪ ﺍﻧﺘﺮﺍﻝ ‪-‬ﺗﻐﺬﻳﻪ ﭘﺎﺭﺍﻧﺘﺮﺍﻝ ( ‪)TPN-EN‬‬ ‫;‪1- Whyte G, Harries M, Williams C. ABC of Sports and Exercise Medicine. 3rd edition. BMJ Books‬‬ ‫‪2005.‬‬ ‫& ‪2- McArdle WD, Katch FI, Katch VL. Sports and Exercise Nutrition. 3rd edition. Lippincott Williams‬‬ ‫‪Wilkins; 2008.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬

‫‪23‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ ﻭ ﺑﻴﻤﺎﺭﺍﻥ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪21:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﻋﻠﻢ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﻧﮕﺮﺵ ﺑﻪ ﻳﻜﭙﺎﺭﭼﮕﻲ ﺟﺴﻢ ﻭ ﺭﻭﺍﻥ ﺍﻧﺴﺎﻥ‪ ،‬ﺷﻨﺎﺧﺖ ﭘﺪﻳﺪﻩ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺭﻭﺍﻧﻲ ﺍﻧﺴﺎﻥ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ‬

‫ﻛﻤﻚ ﻣﻲ ﻛﻨﺪ ﺗﺎ ﺑﺎ ﺑﺮ ﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﻣﻨﺎﺳﺐ ﺑﺎ ﻣﺮﺍﺟﻌﻴﻦ‪ ،‬ﺭﻭﻧﺪ ﺩﺭﻣﺎﻥ ﺭﺍ ﺑﻬﺒﻮﺩ ﺑﺨﺸﺪ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ( ﻣﺘﺪﻭﻟﻮژﻱ ﻋﻠﻤﻲ‪ ،‬ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ‪ ،‬ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩ ﮔﻴﺮﻱ‪ ،‬ﻫﻮﺵ ﻭ ﺍﺩﺭﺍﻙ)‬

‫‪-‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺧﻮﺩ ( ﺍﺳﺎﺱ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺭﻓﺘﺎﺭ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺷﺨﺼﻴﺖ ﻭ ﺧﻮﺩ ‪ ،‬ﺁﮔﺎﻫﻲ ﺍﺯ ﺧﻮﺩ)‬

‫ﻧﻘﺶ ﻋﻮﺍﻣﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺯﻣﺎﻧﻲ ﺩﺭ ﺯﻧﺪﮔﻲ ( ﺭﺷﺪ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺭﺷﺪ ﺯﺑﺎﻥ ﺩﺭ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ) ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﻭﺭﺍﻥ‬‫ﺑﺰﺭﮔﺴﺎﻟﻲ ﺑﺎ ﺗﺎﻛﻴﺪ‬ ‫ﺑﺮ ﺭﻓﺘﺎﺭﻫﺎﻱ‬

‫ﺑﻴﻦ ﻓﺮﺩﻱ ﻭ ﺳﺎﺯﮔﺎﺭﻳﻬﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺨﺘﺼﺮﻱ ﺍﺯ ﺣﺎﻓﻈﻪ‪ ،‬ﺩﻭﺭﺍﻥ ﺳﺎﻟﻤﻨﺪﻱ ﻭ ﻋﻮﺍﻣﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻣﻮﺛﺮ ﺑﺮ ﺁﻥ ‪.‬‬ ‫‪-‬ﻓﺮﺩ ﻭ ﺑﺤﺮﺍﻥ ( ﺑﺤﺮﺍﻥ‪ ،‬ﺑﻴﻤﺎﺭﻱ ﻭ ﻣﻌﻠﻮﻟﻴﺖ‪ ،‬ﻣﻮﺍﺟﻬﻪ ﺑﺎ ﺩﺭﺩ‪ ،‬ﻣﺮگ ﻭ ﻣﻴﺮ)‬

‫ﮔﺮﻱ ‪.‬‬

‫‪-‬ﺩﻳﺪﮔﺎﻫﻬﺎﻱ ﻣﺘﻔﺎﻭﺕ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ( ﺩﻳﺪﮔﺎﻩ ﻣﺮﺍﺟﻊ ﻣﺤﻮﺭﻱ‪ ،‬ﺍﻧﺴﺎﻥ ﮔﺮﺍﻳﺎﻧﻪ‪ ،‬ﺭﻓﺘﺎﺭ ﮔﺮﺍﻳﻲ‪ ،‬ﻣﻜﺘﺐ ﺭﻭﺍﻥ ﺗﺤﻠﻴﻞ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺯﻣﻴﻨﻪ ﺭﻭﺍﻧﺸﺎﺳﻲ ﻧﻮﺷﺘﻪ ﻫﻴﻞ ﮔﺎﺭﺩ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﺗﻘﻲ ﺑﺮﺍﻫﻨﻲ ﻭ ﻫﻤﻜﺎﺭﺍﻥ ‪ ،‬ﺍﻧﺘﺸﺎﺭﺍﺕ ﺭﺷﺪ ‪.‬‬ ‫‪2) Dunkin N. Psychology for physiotherapists, Macmillan press, London:‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻭﺍﻧﭙﺰﺷﻜﻲ‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ ﻭ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫‪24‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪22:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﺭﻭﺍﻧﻲ ﻭ ﺭﻭﺍﻥ ﺗﻨﻲ ﻭ ﻧﺤﻮﻩ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺁﻧﻬﺎ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﻧﮕﺮﺵ ﺑﻪ ﻳﻜﭙﺎﺭﭼﮕﻲ ﺟﺴﻢ ﻭ ﺭﻭﺍﻥ ﺁﺩﻣﻲ‪ ،‬ﺁﮔﺎﻫﻲ ﺍﺯ ﺭﻓﺘﺎﺭﻫﺎﻱ ﺑﻴﻤﺎﺭﮔﻮﻧﻪ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﻛﻤﻚ ﻣﻲ ﻛﻨﺪ‬

‫ﺗﺎ ﺑﺎ ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﻣﻨﺎﺳﺐ ﺑﺎ ﻣﺮﺍﺟﻌﻴﻦ‪ ،‬ﺭﻭﻧﺪ ﺩﺭﻣﺎﻥ ﺭﺍ ﺑﻬﺒﻮﺩ ﺑﺨﺸﺪ ‪.‬‬ ‫‪-‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﺳﻨﺪﺭﻡ ﺍﺳﺘﺮﺱ ﭘﺲ ﺍﺯ ﺿﺮﺑﻪ( ‪- ،)PTSD‬ﺍﺧﺘﻼﻻﺕ ﺧﻠﻘﻲ‪- ،‬ﺍﺳﻜﻴﺰﻳﻮﻓﺮﻧﻴﺎ ﻭ ﺍﻧﻮﺍﻉ ﺁﻥ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﺷﺨﺼﻴﺖ ﻭ‬

‫ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﺭﻓﺘﺎﺭﻱ ‪. -‬ﺍﺧﺘﻼﻻﺕ ﺍﺿﻄﺮﺍﺑﻲ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﺧﻮﺭﺩﻥ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﺭﻭﺍﻧﻲ ﺳﺎﻟﻤﻨﺪﺍﻥ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﺭﻭﺍﻧﻲ‬

‫ﻛﻮﺩﻛﺎﻥ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﻧﺎﺷﻲ ﺍﺯ ﺳﻮء ﻣﺼﺮﻑ ﻣﻮﺍﺩ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﻋﻀﻮﻱ ﻭ ﻧﻘﻴﺼﻪ ﻋﻘﻠﻲ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﺟﻨﺴﻲ‪،‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﭘﻮﺭ ﺍﻓﻜﺎﺭﻱ ﻥ‪ ،.‬ﺧﻼﺻﻪ ﺭﻭﺍﻧﭙﺰﺷﻜﻲ ‪.‬‬ ‫‪2- Kapplan and Sadock, DSM-IV-R , 4th ed.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‪ :‬ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ – ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭﻣﺎﻥ ﻭ ﻣﺮﺍﻗﺒﺖ‬

‫ﻛﺪ ﺩﺭﺱ ‪23:‬‬

‫‪Psychosocial aspects of clinical practice and care‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ ﻭ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﻭ ﻧﺤﻮﻩ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺍﻳﻦ ﺟﻨﺒﻪ ﻫﺎ ﺩﺭ ﻃﻲ ﺩﺭﻣﺎﻥ ﻭ ﻣﺮﺍﻗﺒﺖ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﻣﻌﻠﻮﻟﻴﻦ ﻭ ﺍﺛﺮﺍﺕ ﺭﻭﺍﻧﻲ ﺩﺭﻣﺎﻧﻬﺎ ﻭ ﻧﻜﺎﺕ ﻣﻬﻢ ﺩﺭ‬

‫ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ‬

‫ ﺍﺛﺮﺍﺕ ﺭﻭﺍﻧﻲ ﻟﻤﺲ ﻭ ﺣﺮﻛﺖ ﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﺩﺭﻃﻲ ﺭﻭﻧﺪ ﺭﺷﺪ ﻭ ﺩﺭ ﺑﺰﺭﮔﺴﺎﻻﻥ‬‫‪ -‬ﺍﺻﻮﻝ ﺭﻭﺍﻧﻲ ‪ Human interaction‬ﺩﺭ ﺍﻓﺮﺍﺩ ﺳﺎﻟﻢ ﻭ ﺑﻴﻤﺎﺭ‬

‫‪25‬‬

‫ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻧﻮﺍﺣﻲ ﻣﻤﻨﻮﻋﻪ ﺑﺪﻥ‬‫ ﺍﺛﺮﺍﺕ ﺭﻭﺍﻧﻲ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‬‫ ﺍﻧﻮﺍﻉ ‪( Cognitive loading‬ﺑﺎﺭﮔﺬﺍﺭﻱ ﺷﻨﺎﺧﺘﻲ) ﻭ ﺁﺯﻣﻮﻧﻬﺎﻱ ﻭﺍﺑﺴﺘﻪ‬‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫)‪Science and practice of manual therapy (Lederman‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ژﻧﺘﻴﻚ‬

‫ﻛﺪﺩﺭﺱ ‪24:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ژﻧﻬﺎ ﻭ ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﻧﺎﺷﻲ ﺍﺯ ﺍﺧﺘﻼﻻﺕ ﺁﻧﻬﺎ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ژﻥ ﻭ ﭼﮕﻮﻧﮕﻲ ﺍﻧﺘﻘﺎﻝ ﺻﻔﺎﺕ ﺩﺭ ﺷﻨﺎﺧﺖ ﻭ ﺩﺭﻣﺎﻥ ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﻧﺎﺷﻲ ﺍﺯ ﺁﻥ ﻣﻮﺛﺮ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ‬

‫ﺍﻫﻤﻴﺖ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ﻋﻠﻢ ژﻧﺘﻴﻚ‪ ،‬ﺳﺎﺧﺘﺎﺭ ژﻧﻲ ﺳﻠﻮﻝ‪ ،‬ﻛﺮﻭﻣﻮﺯﻭﻡ ﻭ ﺗﻘﺴﻴﻢ ﺳﻠﻮﻝ‪ ،‬ﺗﻌﺎﺭﻳﻒ ﻭ ﺍﺻﻄﻼﺣﺎﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ژﻧﺘﻴﻚ‪،‬‬

‫ﻧﻘﺶ ژﻧﻬﺎ ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﺻﻔﺎﺕ‪ ،‬ﺍﻟﮕﻮﻫﺎﻱ ﻭﺭﺍﺛﺘﻲ‪ ،‬ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﻛﺮﻭﻣﻮﺯﻭﻣﻲ ‪.‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺗﻚ ژﻧﻲ‪ ،‬ﻭﺭﺍﺛﺖ ﭼﻨﺪ ﻋﺎﻣﻠﻲ‪ ،‬ﺍﺻﻮﻝ‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻣﺸﺎﻭﺭﻩ ژﻧﺘﻴﻚ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪-1‬ﺁﺳﺎﺩ ﻣﺤﻤﺪ ﺗﻘﻲ‪ ،‬ﻣﺒﺎﻧﻲ ژﻧﺘﻴﻚ ‪.‬‬

‫‪- 2‬ﺗﺎﻣﭙﺴﻮﻡ ﺟﻴﻤﺰ‪ ،‬ژﻧﺘﻴﻚ ﺩﺭ ﭘﺰﺷﻜﻲ ‪.‬‬ ‫‪3- Pierce B. Genetics: A conceptual approach, 3rd Edition,W. H. Freeman; 2007.‬‬ ‫‪4- Hartwell L, Hood L, Goldberg ML, Reynolds AN, Silver LM, Veres RC, Nero D. Genetics: From‬‬ ‫‪Genes to Genomes, 3rd edition, McGraw Hill Higher Education; 2006‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫‪26‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬

‫ﻛﺪ ﺩﺭﺱ ‪25:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻋﺼﺎﺏ‪ ،‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ‪.‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺍﺻﻮﻝ ﻣﻌﺎﻳﻨﻪ ﻭ ﻧﺸﺎﻧﻪ ﺷﻨﺎﺳﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺭﺍ ﻓﺮﺍ ﻣﻴﮕﻴﺮﺩ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻳﻦ ﺑﻴﻤﺎﺭﻳﻬﺎ‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﺻﻮﻝ ﻛﻠﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪،‬ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ ‪:‬ﺣﺮﻛﺎﺕ ﻏﻴﺮﺍﺭﺍﺩﻱ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻋﺼﺒﻲ ‪،‬ﺗﻐﻴﻴﺮﺍﺕ ﺗﻮﻧﻴﺴﻴﺘﻪ‬

‫ﻋﻀﻼﻧﻲ ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﺗﻌﺎﺩﻟﻲ ﺍﺧﺘﻼﻻﺕ ﺣﺴﻲ ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﺗﻜﻠﻢ ‪،‬ﺁﻧﻮﻣﺎﻟﻴﻬﺎﻱ ﺗﻜﺎﻣﻠﻲ ( ﺟﻤﺠﻤﻪ ‪ ،‬ﻣﻬﺮﻩ ﻫﺎ ‪،‬ﻣﻐﺰ ﻭ ﻧﺨﺎﻉ ) ‪،‬‬

‫ﻋﻔﻮﻧﺘﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﻋﺮﻭﻗﻲ ﻣﻐﺰﻱ‪ .‬ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ ‪ ،‬ﻋﻮﺍﺭﺽ ﻭ ﺩﺭﻣﺎﻥ ﭘﺰﺷﻜﻲ ‪:‬ﺿﺮﺑﻪ ﻣﻐﺰﻱ ‪ ،‬ﺳﺮﺩﺭﺩﻫﺎ ‪ ،‬ﺻﺮﻉ ‪،‬‬ ‫ﺗﻮﻣﻮﺭﻫﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﻧﻮﺭﻭﻥ ﻣﺤﺮﻛﻪ ﻓﻮﻗﺎﻧﻲ ﻭ ﺗﺤﺘﺎﻧﻲ ( ﻓﻠﺞ ﺍﻃﻔﺎﻝ ‪ )... ،‬ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺿﺎﻳﻌﺎﺕ ﺳﻴﺴﺘﻢ ﺍﻋﺼﺎﺏ‬ ‫ﻣﺤﻴﻄﻲ ( ﻧﻮﺭﻭﭘﺎﺗﻲ ﻫﺎ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﺍﻋﺼﺎﺏ ﻣﺤﻴﻄﻲ ﺍﻧﺪﺍﻡ ﻓﻮﻗﺎﻧﻲ ﻭ ﺗﺤﺘﺎﻧﻲ ﺑﻪ ﺗﻔﻜﻴﻚ ﻭ ‪ ، )...‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩژﻧﺮﺍﺗﻴﻮ ﻧﺨﺎﻋﻲ ‪،‬‬

‫ﻣﻮﻟﺘﻴﭙﻞ ﺍﺳﻜﻠﺮﻭﺯﻳﺲ ‪،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﺍﻛﺴﺘﺮﺍﭘﻴﺮﺍﻣﻴﺪﺍﻝ ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺿﺎﻳﻌﺎﺕ ﺍﻋﺼﺎﺏ ﺟﻤﺠﻤﻪ ﺍﻱ ( ﺯﻭﺝ ﻫﻔﺖ ‪ ،‬ﺯﻭﺝ ﻫﺸﺖ‬ ‫‪ )... ،‬ﻣﻴﻮﭘﺎﺗﻲ ﻫﺎ ‪،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺻﻔﺤﻪ ﻣﺤﺮﻛﻪ ﺍﻧﺘﻬﺎﻳﻲ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺳﻠﻄﺎﻧﺰﺍﺩﻩ ﺍ‪ ،.‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﻋﺼﺎﺏ ﻭ ﻋﻀﻼﺕ ‪.‬‬

‫‪- 2‬ﺷﻬﺒﺎﺯﻳﺎﻥ ‪.‬ﻧﺸﺎﻧﻪ ﺷﻨﺎﺳﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﻤﻮﻣﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫‪27‬‬

‫ﻛﺪ ﺩﺭﺱ ‪1- 26‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻌﺎﻳﻨﻪ ﻭ ﺩﺭﻣﺎﻥ ﭘﺰﺷﻜﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ‬

‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺷﻨﺎﺧﺖ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻳﻮﻱ ﻭ ﺁﺳﻴﺐ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﺗﻨﻔﺴﻲ( ﺍﺯ ﺭﺍﻫﻬﺎﻱ ﻫﻮﺍﻳﻲ ﺑﺎﻻﻳﻲ ﺗﺎ ﺁﻟﻮﺋﻮﻟﻬﺎ) ﻭ ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ‬

‫ﻣﻌﺎﻳﻨﻪ ﻭ‬

‫ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺗﻨﻔﺴﻲ ‪.‬‬

‫‪-‬ﺷﻨﺎﺧﺖ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ ( ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﺭﻳﭽﻪ ﺍﻱ‪،‬‬

‫‪ ، )MI‬ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ ﻣﻌﺎﻳﻨﻪ ﻭ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ‬

‫ﺁﻧﻬﺎ‪،‬ﺍﺷﻜﺎﻻﺕ‬

‫ﮔﺮﺩﺵ ﺧﻮﻥ‪ ،‬ﻋﻤﻞ ﺟﺮﺍﺣﻲ ‪ Bypass‬ﻭ ﻋﻮﺍﺭﺽ ﻧﺎﺷﻲ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎ ‪.‬‬

‫‪-‬ﺷﻨﺎﺧﺖ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻋﺮﻭﻗﻲ( ﻭﺍﺭﻳﺲ‪ ،‬ﺑﻮﺭﮔﺮ‪ ،‬ﻟﻨﻔﻮﺩﻣﺎ ﻭ ‪ )....‬ﻭ ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ ﻣﻌﺎﻳﻨﻪ ﻭ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺁﻧﻬﺎ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺳﻴﺴﻴﻞ ‪ ،‬ﻣﺒﺎﻧﻲ ﻃﺐ ﺩﺍﺧﻠﻲ ‪.‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪2-26:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻌﺎﻳﻨﻪ ﻭ ﺩﺭﻣﺎﻥ ﭘﺰﺷﻜﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ ‪.‬ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ ﺿﺮﻭﺭﻱ‬

‫ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪28‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ) ﻃﺒﻘﻪ ﺑﻨﺪﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‪- ،‬ﺭﻭﻧﺪ ﺍﻟﺘﻬﺎﺏ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‪- ،‬ﻛﻠﻴﺎﺕ‬

‫ﭘﺎﺗﻮﻓﻴﺰﻳﻮﻟﻮژﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‪- ،‬ﺷﻨﺎﺧﺖ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ( ﺁﺭﺗﺮﻳﺖ ﺭﻣﺎﺗﻮﺋﻴﺪ‪ ،‬ﺁﺭﺗﺮﻳﺖ ﺭﻣﺎﺗﻮﺋﻴﺪ ﺟﻮﺍﻧﺎﻥ‪،‬‬ ‫ﺍﺳﭙﻮﻧﺪﻳﻠﻴﺖ ﺁﻧﻜﻴﻠﻮﺯﺍﻥ‪ ،‬ﺳﻨﺪﺭﻡ ﺭﺍﻳﺘﺮ‪ ،‬ﺍﺳﺘﺌﻮ ﺁﺭﺗﺮﻭﺯ ﻣﻔﺎﺻﻞ ﻣﺨﺘﻠﻒ ﺑﺪﻥ‪ ،‬ﻟﻮﭘﻮﺱ ﺍﺭﻳﺘﻤﺎﺗﻮﺱ‪ ،‬ﺍﺳﻜﻠﺮﻭﺩﺭﻣﻲ‪ ،‬ﭘﻠﻲ ﻣﻴﻮﺯﻳﺖ ﻭ‬

‫ﺩﺭﻣﺎﺗﻮﻣﻴﻮﺯﻳﺖ‪ ،‬ﺁﺭﺗﺮﻳﺘﻬﺎﻱ ﻋﻔﻮﻧﻲ‪ ،‬ﺁﺭﺗﺮﻭﭘﺎﺗﻴﻬﺎﻱ ﻏﻴﺮ ﺍﻟﺘﻬﺎﺑﻲ‪ ،‬ﺭﻣﺎﺗﻴﺴﻤﻬﺎﻱ ﻏﻴﺮ ﻣﻔﺼﻠﻲ( ﺳﻨﺪﺭﻡ ﻣﻴﻮﻓﺎﺷﻴﺎﻝ‪ ،‬ﻓﻴﺒﺮﻭﺯﻳﺖ ﺍﻭﻟﻴﻪ‪،‬‬ ‫ﺍﻟﺘﻬﺎﺏ ﻓﺎﺷﻴﺎ ﻭ ‪ )...‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ )ﺳﺎﺧﺘﻤﺎﻥ ﭘﻮﺳﺖ ﻭ ﺍﺟﺰﺍء ﺁﻥ‪- ،‬ﺷﻨﺎﺧﺖ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ (ﭘﺴﻮﺭﻳﺎﺯﻳﺲ‪ ،‬ﻟﻴﻜﻦ‬

‫ﺭﺍﺑﺮ ﭘﻼﻥ ‪.‬ﻭﻳﺘﻴﻠﻴﮕﻮ‪ ،‬ﺁﻛﻨﻪ ﻭﻟﮕﺎﺭﻳﺲ‪ ،‬ﺯﺧﻤﻬﺎﻱ ﻋﻔﻮﻧﻲ‪ ،‬ﻓﻮﻟﻴﻜﻮﻟﻴﺖ‪ ،‬ﻃﺎﺳﻲ ﻭ ﺁﻟﻮﭘﺴﻲ ﻧﺎﺷﻲ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﻳﻤﻨﻲ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺳﺮﻭﺷﺎﻥ ﻡ ‪.‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‬ ‫‪- 2‬ﻣﻨﺼﻮﺭﻱ پ ‪.‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﮔﻮﺍﺭﺵ ﻭ ﻏﺪﺩ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪3-26:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﻤﻮﻣﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺑﺮﺭﺳﻲ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﺳﺘﮕﺎﻩ ﮔﻮﺍﺭﺵ ﻭ ﻏﺪﺩ ﺩﺭ ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﺁﻧﻬﺎ‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﮔﻮﺍﺭﺵ ﻭ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﻭ ﺍﻧﺘﺨﺎﺏ ﺭﻭﺵ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﻨﺎﺳﺐ‪،‬‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ‪ 34‬ﺳﺎﻋﺖ‬

‫ﺑﺨﺶ ﮔﻮﺍﺭﺵ ‪:‬‬

‫ﺍﻟﻒ) ﻣﺮﻱ‬

‫ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ژﻧﺘﻴﻜﻲ ﺍﺯ ﻗﺒﻴﻞ ‪tracheoesophgeal, esophagealweb, achalasia‬‬‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﻮﻧﺮﻳﺰﻱ ﺩﻫﻨﺪﻩ ﻣﺮﻱ ‪ , mallary- weiss syndrome ,‬ﻭﺍﺭﻳﺲ ﻫﺎﻱ ﻣﺮﻱ‬‫‪-‬ﺭﻓﻼﻛﺲ ﺍﻟﺘﻬﺎﺑﻲ ﻣﺮﻱ ﻭ ﺑﺪﺧﻴﻤﻲ ﻫﺎﻱ ﻣﺮﻱ‬

‫‪29‬‬

‫ﺏ) ﻣﻌﺪﻩ ‪: -‬ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ژﻧﺘﻴﻜﻲ ﻭ ﺍﺭﺛﻲ ﺍﺯ ﻗﺒﻴﻞ ﺗﻨﮕﻲ ﭘﻴﻠﻮﺭ‪ ،‬ﺍﺧﺘﻼﻻﺕ ﻫﻴﭙﺮﺗﺮﻭﻓﻴﻚ ﻣﻌﺪﻩ‪ ،‬ﺍﻟﺘﻬﺎﺏ ﺣﺎﺩ ﻭ ﺍﺳﺘﺮﺱ‬

‫ﺍﻭﻟﺴﺮ‪،‬ﮔﺎﺳﺘﺮﻳﺖ ﺣﺎﺩ ﻭ ﻣﺰﻣﻦ‪ ،‬ﺑﺪﺧﻴﻤﻲ ﻫﺎﻱ ﻣﻌﺪﻩ ‪.‬‬

‫ﺝ) ﺭﻭﺩﻩ ‪ ،duodenal peptic :‬ﺍﻧﺴﺪﺍﺩ ﻫﺎﻱ ﻣﻜﺎﻧﻴﻜﻲ ﻧﻈﻴﺮ ﺍﻧﻮﺍژﻳﻨﺎﺳﻴﻮﻥ‬

‫‪ ،hirsch sprung ،volulus‬ﺳﻨﺪﺭﻡ ﺳﻮء‬

‫ﺟﺬﺏ‪ ،‬ﺍﻟﺘﻬﺎﺏ ﺭﻭﺩﻩ ﺑﺰﺭگ‪ ،‬ﻛﻮﻟﻴﺖ ﺯﺧﻤﻲ ﺭﻭﺩﻩ ﺑﺰﺭگ‪ ،‬ﺩﻳﻮﺭﺗﻴﻜﻮﻟﻴﺖ ﻭ ﺑﺪﺧﻴﻤﻲ ﻫﺎﻱ ﺭﻭﺩﻩ ﻭ ﺍﻟﺘﻬﺎﺏ ﺯﺍﺋﺪﻩ ﺁﭘﺎﻧﺪﻳﺲ‬ ‫ﺑﺨﺶ ﻏﺪﺩ ‪:‬‬

‫ﺍﻟﺘﻬﺎﺏ ﺣﺎﺩ ﻭ ﻣﺰﻣﻦ ﻏﺪﻩ ﭘﺎﻧﻜﺮﺍﺱ‪ ،‬ﺩﻳﺎﺑﺖ ﻭ ﺍﻧﻮﺍﻉ ﺁﻥ‪ ،‬ﺗﻮﻣﻮﺭﻫﺎﻱ ﭘﺎﻧﻜﺮﺍﺱ‪ ،‬ﻛﻮﻟﻪ ﺳﻴﺴﺘﻴﺖ ﺣﺎﺩ ﻭ ﻣﺰﻣﻦ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻫﭙﺎﺗﻴﺖ‪،‬‬

‫ﻭﻳﻠﺴﻮﻥ ﻭ ﻫﻤﻮﻛﺮﻭﻣﺎﺗﻮﺯ‪ ،‬ﻫﻴﭙﺮﺗﻴﺮﻭﺋﻴﺪﻱ‪ ،‬ﻫﻴﭙﻮﺗﻴﺮﻭﺋﻴﺪﻱ ‪ ، graves‬ﻫﻴﭙﺮﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪﻱ‪ ،‬ﻫﻴﭙﻮﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪﻱ‪ ،‬ﺳﻨﺪﺭﻡ ﻛﻮﺷﻴﻨﻚ‪،‬‬ ‫ﺑﻴﻤﺎﺭﻱ ﺁﺩﻳﺴﻮﻥ‪ ،‬ﺁﺩﻧﻮﻡ ﻫﻴﭙﻮﻓﻴﺰ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻏﺪﺩ ﭘﺴﺘﺎﻧﻲ ﻭ ﻏﺪ ﺟﻨﺴﻲ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪1‬ﻭ‪- 2‬ﺗﺮﺟﻤﻪ ﺁﺧﺮﻳﻦ ﭼﺎپ ﻛﺘﺎ ﺑﻬﺎﻱ ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﺩﺍﺧﻠﻲ ﺳﻴﺴﻴﻞ ﻭ ﻫﺎﺭﻳﺴﻮﻥ‬ ‫‪3-Goodman c.c, Snyder t.k. Differential diagnosis in physical therapy, 3rd ed; phyladelphia:‬‬ ‫‪2000.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫‪saunders,‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺟﺮﺍﺣﻲ ﻋﻤﻮﻣﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪27:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺑﺎﻓﺖ ﻧﺮﻡ ﻭ ﻋﻮﺍﺭﺽ ﻧﺎﺷﻲ ﺍﺯ ﺁﻧﻬﺎ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺑﺎﻓﺖ ﻧﺮﻡ ﻭ ﻋﻮﺍﺭﺽ ﻣﺮﺑﻮﻁ ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ‬ ‫ﺟﺮﺍﺣﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬ ‫‪ -‬ﻭﻇﺎﻳﻒ ﭘﻮﺳﺖ ‪- ،‬ﺗﻮﻣﻮﺭﻫﺎﻱ ﭘﻮﺳﺖ‪،‬ﺯﺧﻢ ﻭ ﺍﻟﺘﻴﺎﻡ ﺁﻥ‪ ،‬ﭘﻴﻮﻧﺪ ﭘﻮﺳﺖ‪- ،‬ﻋﻮﺍﺭﺽ ﺷﺎﻳﻊ ﺟﺮﺍﺣﻲ‪ ،‬ﺟﺮﺍﺣﻴﻬﺎﻱ ﺷﻜﻢ‪،‬‬

‫ﺟﺮﺍﺣﻴﻬﺎﻱ ﻗﻔﺴﻪ ﺳﻴﻨﻪ‪- ،‬ﺟﺮﺍﺣﻴﻬﺎﻱ ﺯﻧﺎﻥ ﻭ ﺯﺍﻳﻤﺎﻥ‪ ،‬ﺍﻧﻮﺍﻉ ﺳﻮﺧﺘﮕﻴﻬﺎ‪ ،‬ﺍﻟﺘﻴﺎﻡ ﻭ ﺩﺭﻣﺎﻥ ﺁﻧﻬﺎ‪ ،‬ﺍﻧﻮﺍﻉ ﭘﻴﻮﻧﺪﻫﺎﻱ ﭘﻮﺳﺘﻲ‪- ،‬ﻗﻄﻊ ﻋﻀﻮ‪،‬‬ ‫ﺟﺮﺍﺣﻴﻬﺎﻱ ﺗﺮﻣﻴﻤﻲ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Burkitt H.G., Quick C.R.G., Gatt D. Essential surgery, Last ed., Churchill‬‬

‫‪30‬‬

‫‪Livingston.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﺭﺗﻮﭘﺪﻱ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪28:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ‪ ،‬ﭘﺎﻳﻴﻨﻲ ﻭ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭ ﺗﻨﻪ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺳﻜﻠﺘﻲ‪ ،‬ﻋﻀﻼﻧﻲ ﻭ ﺭﻭﺷﻬﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺁﻧﻬﺎ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﺟﻬﺖ ﺷﻨﺎﺧﺖ ﻋﻼﺋﻢ ﺑﺎﻟﻴﻨﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻳﻚ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﻛﻤﺮ ﺑﻨﺪ ﻫﺎﻱ ﺷﺎﻧﻪ ﺍﻱ‪ ،‬ﻛﻤﺮﻱ‪ ،‬ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‪- ،‬ﺩﻓﻮﺭﻣﻴﺘﻲ‬

‫ﻫﺎ(ﺍﺭﺛﻲ‪ ،‬ﻣﺎﺩﺭﺯﺍﺩﻱ ﻭ ﺍﻛﺘﺴﺎﺑﻲ)‪- ،‬ﺷﻜﺴﺘﮕﻴﻬﺎ( ﺍﻧﻮﺍﻉ‪ ،‬ﻣﺮﺍﺣﻞ ﺗﺮﻣﻴﻢ ﻭ ﺍﻗﺪﺍﻣﺎﺕ ﺩﺭﻣﺎﻧﻲ)‪- ،‬ﺩﺭﺭﻓﺘﮕﻴﻬﺎ ﻭ ﺑﻲ ﺛﺒﺎﺗﻴﻬﺎﻱ ﻣﻔﺼﻠﻲ‪- ،‬‬ ‫ﻛﺸﻴﺪﮔﻲ ﻟﻴﮕﺎﻣﺎﻧﻲ‪ ،‬ﺗﺎﻧﺪﻭﻧﻲ‪- ،‬ﺑﻮﺭﺳﻴﺖ ﻭ ﻛﭙﺴﻮﻟﻴﺖ‪- ،‬ﺿﺎﻳﻌﺎﺕ ﺗﺠﻤﻌﻲ ﻭ ﺗﻜﺮﺍﺭﻱ ﻧﺎﺷﻲ ﺍﺯ ﻛﺎﺭ ﻭ ﻓﻌﺎﻟﻴﺖ ﻭﺭﺯﺷﻲ‪- ،‬ﻫﻴﭙﺮ‬ ‫ﻣﻮﻣﺒﻴﻠﻴﺘﻲ‪ ،‬ﻫﻴﭙﻮﻣﻮﺑﻴﻠﻴﺘﻲ ﻭ ﺑﻲ ﺛﺒﺎﺗﻲ ﻣﻔﺼﻠﻲ‪- ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﻳﺴﻚ ﺑﻴﻦ ﻣﻬﺮﻫﺎﻱ‪- ،‬ﺩﺭﮔﻴﺮﻱ ﻫﺎﻱ ﻣﻔﺎﺻﻞ ﺳﺎﻛﺮﻭﺍﻳﻠﻴﺎﻙ ﻭ‬

‫ﺳﻤﻔﻴﺰﻳﺲ ﭘﻮﺑﻴﺲ‪- ،‬ﺗﻨﮕﻲ ﻛﺎﻧﺎﻝ ﻧﺨﺎﻋﻲ‪- ،‬ﺗﻮﻣﻮﺭﻫﺎ ﻭ ﺁﺑﺴﻪ ﻫﺎﻱ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪- ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺿﺎﻳﻌﺎﺕ ﺍﺭﺗﻮﭘﺪﻳﻚ ﻓﻚ ﻭ‬ ‫ﺻﻮﺭﺕ ﻭ ﻣﻔﺼﻞ ﺗﻤﭙﻮﺭﻭﻣﻨﺪﻳﺒﻮﻻﺭ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Brotzman S.B. Clinical orthopaedic rehabilitation, Mosby,‬‬ ‫‪2- Corrigan B., Maitland G.D. Practical orthopaedic medicine, Btterwopth,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪1‬‬

‫ﻛﺪ ﺩﺭﺱ ‪1- 29:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ‪ ،‬ﭘﺎﻳﻴﻨﻲ ﻭ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭ ﺗﻨﻪ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫‪31‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﻧﻮﺍﻉ ﺭﺍﺩﻳﻮﮔﺮﺍﻓﻴﻬﺎﻱ ﺭﺍﻳﺞ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻋﻼﺋﻢ ﺭﺍﺩﻳﻮﻟﻮژﻱ ﺩﺭ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺗﺸﺨﻴﺺ ﺿﺎﻳﻌﺎﺕ ﺍﺳﺘﺨﻮﺍﺍﻧﻲ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺗﻌﺮﻳﻒ‪ ،‬ﺧﻮﺍﺹ ﻭ ﻛﺎﺭﺑﺮﺩ ﺍﺷﻌﻪ ﺍﻳﻜﺲ ‪.‬‬

‫ﺭﺍﺩﻳﻮﻟﻮژﻳﻜﻲ‬

‫– ﻭﺿﻌﻴﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭ ﺭﺍﺩﻳﻮﻟﻮژﻱ ‪ – .‬ﺍﻧﻮﺍﻉ ﺭﺍﺩﻳﻮﮔﺮﺍﻓﻲ ‪ – .‬ﻛﻠﻴﺸﻪ ﻫﺎﻱ‬

‫ﻃﺒﻴﻌﻲ ‪ –.‬ﻋﻼﺋﻢ ﺭﺍﺩﻳﻮﻟﻮژﻳﻜﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ( ﺗﻮﻣﻮﺭﻫﺎ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺘﺎﺑﻮﻟﻴﻜﻲ ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‪ ،‬ﻋﻔﻮﻧﻲ‪ ،‬ﺍﺳﺘﺌﻮﺁﺭﺗﺮﻭﺯ‪،‬‬ ‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻧﺎﺷﻲ ﺍﺯ ﺍﺧﺘﻼﻝ ﮔﺮﺩﺵ ﺧﻮﻥ ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﺗﻐﻴﻴﺮ ﺷﻜﻠﻬﺎﻱ ﺍﺳﺘﺨﻮﺍﻧﻲ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﻭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺷﺎﻳﻊ ﺭﻳﻪ)‬ ‫ﻋﻼﺋﻢ ﺭﺍﺩﻳﻮﻟﻮژﻳﻜﻲ ﺷﻜﺴﺘﮕﻴﻬﺎ‪ ،‬ﺩﺭﺭﻓﺘﮕﻴﻬﺎ‪ ،‬ﺳﻞ ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﻣﻴﻠﻮﮔﺮﺍﻓﻲ‬‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Teplick and Huskin. Roentgenologic diagnosis, Mosby,‬‬ ‫‪2- Applied radiological anatomy‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ ‪2-29:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪1‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﻧﻮﺍﻉ ‪ MRI ، CT scan‬ﻣﻐﺰ ﻭ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﺍﺳﻜﻦ ﺍﺳﺘﺨﻮﺍﻥ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ‪ MRI ، CT scan‬ﺩﺭ ﺗﺸﺨﻴﺺ ﺿﺎﻳﻌﺎﺕ ﻋﺼﺒﻲ –ﻋﻀﻼﻧﻲ ‪-‬ﺍﺳﻜﻠﺘﻲ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ‪ 17‬ﺳﺎﻋﺖ‬

‫‪32‬‬

‫ﺳﻲ ﺗﻲ ﺍﺳﻜﻦ‪ ،‬ﺁﺭﺗﺮﻭﮔﺮﺍﻓﻲ‪ ،‬ﺁﻧﮋﻳﻮﮔﺮﺍﻓﻲ‪ ،‬ﺁﺭﺗﺮﻭﺳﻜﻮﭘﻲ‪،‬‬

‫ﺍﺳﻜﻦ ﺗﻤﺎﻡ ﺑﺪﻥ‪ ،‬ﭘﺰﺷﻜﻲ ﻫﺴﺘﻪ ﺍﻱ( ﺭﺍﺩﻳﻮﺍﻳﺰﻭﺗﻮپ) ‪.‬‬

‫‪ MRI‬ﻭ ﺍﺳﻜﻦ ﺍﺳﺘﺨﻮﺍﻥ ‪.‬ﺳﻨﺠﺶ ﺗﺮﺍﻛﻢ ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﺳﻮﻧﻮﮔﺮﺍﻓﻲ‪،‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Teplick and Huskin. Roentgenologic diagnosis, Mosby,‬‬ ‫‪2- Applied radiological anatomy‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫‪:‬ﺍﻟﻜﺘﺮﻭﺩﻱﮔﻨﻮﺯﻳﺲ ‪1‬‬ ‫ﺍ‬ ‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻛﺪ ‪1-30‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺁﻧﺎﺗﻮﻣﻲ ﺍﻋﺼﺎﺏ ﻭ ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ‬

‫ﻧﻮﻉ ﺩﺭﺱ ‪:‬ﻧﻈﺮﻱ ‪ -‬ﻋﻤﻠﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪2 :‬‬

‫ﻫﺪﻑ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺟﺰﺍء ﺍﺳﺎﺳﻲ ﺩﺳﺘﮕﺎﻩ ﺛﺒﺖ ﺍﻟﻜﺘﺮﻭ ﻧﻮﺭﻭﻣﻴﻮﮔﺮﺍﻓﻲ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ‪ 17‬ﺳﺎﻋﺖ ‪:‬‬

‫ﺍﻟﻒ ‪ :‬ﻣﺸﺨﺼﺎﺕ ﺁﻣﭙﻠﻲ ﻓﺎﻳﺮ ﺗﻔﺎﺿﻠﻲ ﺏ ‪:‬ﻣﺸﺨﺼﺎﺕ ﻣﻨﺤﻨﻲ ﭘﺎﺳﺦ ﻓﺮﻛﺎﻧﺲ ﺝ ‪:‬ﻧﻘﺶ ﻓﻴﻠﺘﺮﻳﻨﮓ ﺩﺭ ﺛﺒﺖ ﺳﻴﮕﻨﺎﻝ‬ ‫ﻧﻮﻳﺰﻭ ﺍﻧﻮﺍﻉ ﺁﻥ ﻭ ﺣﺬﻑ ﻧﻮﻳﺰﻫﺎ ﺩﺭ ﺳﻴﮕﻨﺎﻝ ‪-‬ﺗﻌﺮﻳﻒ ﺍﻟﻜﺘﺮﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﻭ ﺍﻟﻜﺘﺮﻭﻧﻮﺭﻭﮔﺮﺍﻓﻲ‬

‫ﻃﺒﻴﻌﻲ (ﺯﻣﺎﻥ ﺗﺎﺧﻴﺮﻱ ‪-‬ﺳﺮﻋﺖ ﻫﺪﺍﻳﺖ ﺍﻋﺼﺎﺏ ﺣﺴﻲ ﻭ ﺣﺮﻛﺘﻲ)‬ ‫ﻧﻮﺭﻭﭘﺎﺗﻲ ﻫﺎ ‪-‬ﻣﻴﻮﭘﺎﺗﻲ ﻫﺎ‪-‬ﺍﺧﺘﻼﻻﺕ ﺻﻔﺤﻪ ﻱ ﻋﺼﺒﻲ‬

‫‪)Wave, H Reflex‬‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ‬

‫‪-‬ﺍﻟﻜﺘﺮﻭﻧﻮﺭﻭﮔﺮﺍﻓﻲ ﺩﺭ ﻣﻮﺍﺭﺩ‬

‫‪-‬ﻣﻄﺎﻟﻌﺎﺕ ﻫﺪﺍﻳﺖ ﻋﺼﺒﻲ ﺩﺭ ﻣﻮﺍﺭﺩ ﭘﺎﺗﻮﻟﻮژﻳﻚ ﺷﺎﻣﻞ‬

‫– ﻋﻀﻼﻧﻲ ‪-‬ﭘﺎﺳﺦ ﻫﺎﻱ ﺗﺎﺧﻴﺮﻱ ﻧﺨﺎﻋﻲ (‬

‫‪Blind Reflex, F‬‬

‫‪- Evoked potential-‬ﺍﻟﻜﺘﺮﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﺳﻮﺯﻧﻲ ‪-‬ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ‪ EMG‬ﺩﺭ ﺣﺎﻟﺖ ﺍﺳﺘﺮﺍﺣﺖ ﺩﺭ ﻋﻀﻠﻪ ﻱ ﻧﺮﻣﺎﻝ‬

‫‪-‬ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ‪ EMG‬ﺩﺭ ﺣﺎﻟﺖ ﺍﺳﺘﺮﺍﺣﺖ ﺩﺭ ﻣﻮﺍﺭﺩ ﭘﺎﺗﻮ ﻟﻮژﻳﻚ ﺷﺎﻣﻞ ﻓﻴﺒﺮﻳﻼﺳﻴﻮﻥ ‪-‬ﺍﻣﻮﺍﺝ ﻣﺜﺒﺖ ﺗﻴﺰ‬

‫(‪- )PSW‬ﻓﺎﺳﻴﻜﻮﻻ‬

‫ﺳﻴﻮﻥ ‪-‬ﺩ ﺷﺎﺭژ ﻫﺎﻱ ﻣﻴﻮﺗﻮﻧﻴﻚ ‪-‬ﺛﺒﺖ ﻭﺍﺣﺪ ﻫﺎﻱ ﺣﺮﻛﺘﻲ ( ‪ )MUAP‬ﺩﺭ ﻋﻀﻠﻪ ﻱ ﻃﺒﻴﻌﻲ ‪-‬ﺍﻧﻘﺒﺎﺽ ﺣﺪﺍﻗﻞ(ﭘﺎﺭﺍﻣﺘﺮﻫﺎ ‪-‬ﺁﻣﭙﻠﻲ‬

‫ﺗﻮﺩ ‪-‬ﻣﺪﺕ ﺯﻣﺎﻥ ﻭ ﻓﺎﺯﻳﺴﻴﺘﻪ)‬

‫‪-‬ﺍﻧﻘﺒﺎﺽ ﺣﺪﺍﻛﺜﺮ(ﭘﺪﻳﺪﻩ ﻱ ﺍﻳﻨﺘﺮ ﻓﺮﺍﻧﺲ) ‪-‬ﻓﻌﺎﻟﻴﺖ ﻭﺍﺣﺪ ﻫﺎﻱ ﺣﺮﻛﺘﻲ ( ‪ )MUAP‬ﺩﺭ ﻣﻮﺍﺭﺩ ﭘﺎﺗﻮﻟﻮژﻳﻚ ﺷﺎﻣﻞ ﻧﻮﺭﻭ ﭘﺎﺗﻲ ﻫﺎ ﻭ‬

‫ﻣﻴﻮﭘﺎﺗﻲ ﻫﺎ‬

‫‪- single fiber EMG -‬ﺍﻟﻜﺘﺮﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﺳﻄﺤﻲ ‪-‬ﻓﺮﻕ ﺍﻟﻜﺘﺮﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﺳﻄﺤﻲ ﺑﺎ ﺳﻮﺯﻧﻲ ﺁﻧﺎﻟﻴﺰ ﺳﻴﮕﻨﺎﻝ ‪ EMG‬ﺩﺭ‬

‫ﺣﻮﺯﻩ ﺯﻣﺎﻥ‬

‫(ﺑﺮﺭﺳﻲ ﺁﻣﭙﻠﻲ ﺗﻮﺩ ﺷﺎﻣﻞ )‪- ) Area,RMS,Integrated EMG‬ﺁﻧﺎﻟﻴﺰ ﺳﻴﮕﻨﺎﻝ ‪ EMG‬ﺩﺭ ﺣﻮﺯﻩ ﻓﺮﻛﺎﻧﺲ(ﺷﺎﻣﻞ ﻃﻴﻒ‬

‫ﻓﺮﻛﺎﻧﺲ ‪،‬ﻣﻴﺎﻧﻪ ﻓﺮﻛﺎﻧﺲ ﻭ ﻣﺘﻮﺳﻂ ﻓﺮﻛﺎﻧﺲ) ‪-‬ﺍﻟﻜﺘﺮﻭﻣﻴﻮ ﮔﺮﺍﻓﻲ ﺳﻄﺤﻲ ﻭ ﺗﺤﻘﻴﻘﺎﺕ‬

‫ﺍﻟﻒ‪( kinsiological EMG :‬ﺁﻧﺎﻟﻴﺰ ﺣﺮﻛﺖ) ﺏ ‪– gait analysis :‬ﻧﺮﻣﺎﻝ ﻭ ﭘﺎﺗﻮﻟﻮژﻳﻚ ﺝ ‪ fatigue index :‬ﺩ ‪:‬‬

‫‪Ergonomy‬‬

‫‪33‬‬

‫ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ ‪:‬‬

‫ﻳﺎﺩﮔﻴﺮﻱ ﻋﻤﻠﻲ ﺭﻭﺷﻬﺎﻱ ﺗﺸﺨﻴﺼﻲ ﺍﻟﻜﺘﺮﻭﻧﻮﺭﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﺳﻄﺤﻲ ﻭ ﺳﻮﺯﻧﻲ ﻭ ﺍﻟﻜﺘﺮﻭﻣﻴﻮﮔﺮﺍﻓﻲ ﻛﻴﻨﺰﻳﻮﻟﻮﺯﻳﻚ‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬ ‫ﻡ‬

‫‪:‬ﺍﻟﻜﺘﺮﻭﺩﻱﮔﻨﻮﺯﻳﺲ ‪2‬‬ ‫ﺍ‬ ‫ﻧﺎﻡ ﺩﺭﺱ‬ ‫ﺍﻟﻜﺘﺮﻭﺩﻱﮔﻨﻮﺯﻳﺲ ‪1‬‬ ‫ﺍ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ‪:‬‬

‫ﻛﺪ ‪2-30‬‬

‫ﻧﻮﻉ ﺩﺭﺱ ‪:‬ﻧﻈﺮﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪1 :‬‬

‫ﻫﺪﻑ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺟﺰﺍء ﺍﺳﺎﺳﻲ ﺩﺳﺘﮕﺎﻩ ﺛﺒﺖ ﺍﻟﻜﺘﺮﻭ ﻛﺎﺭﺩﻳﻮﮔﺮﺍﻓﻲ ﻭ ﺍﻟﻜﺘﺮﻭ ﺁﻧﺴﻔﺎﻟﻮﮔﺮﺍﻓﻲ‬

‫‪ - EEG‬ﻣﻮﺭﻓﻮﻟﻮژﻱ ﻭ ﻓﻌﺎﻟﻴﺖ ﺍﻟﻜﺘﺮﻳﻜﻲ ﻧﻮﺭﻭﻧﻬﺎ ‪-‬ﻣﻨﺸﺎء ﻭ ﺭﻭﺵ ﺛﺒﺖ ﺳﻴﮕﻨﺎﻝ‬

‫‪ ( EEG‬ﻣﻨﺸﺎء ﻛﻮﺭﺗﻴﻜﺎﻝ‪ ،‬ﻓﻴﻠﺘﺮﻫﺎ‪ ،‬ﺁﻣﭙﻠﻲ‬

‫ﻓﺎﻳﺮﻫﺎﻱ ﺩﻳﻔﺮﺍﻧﺴﻴﻞ‪ ،‬ﺍﻟﻜﺘﺮﻭﺩﻫﺎ‪ ،‬ﻣﻮﻧﺘﺎژﻫﺎ)‬ ‫‪ EEG -‬ﻧﺮﻣﺎﻝ‬

‫ ‪ EEG‬ﺑﻴﺪﺍﺭﻱ ﺩﺭ ﺍﻓﺮﺍﺩ ﺑﺎﻟﻎ‪ ،‬ﻭﺍﺭﻳﺎﻧﻬﺎﻱ ﻃﺒﻴﻌﻲ‪ ،‬ﺣﺮﻛﺎﺕ ﭼﺸﻢ‪ ،‬ﺧﻮﺍﺏ‪ ،‬ﺗﻐﻴﻴﺮﺍﺕ ﺗﻜﺎﻣﻠﻲ ‪ EEG‬ﺩﺭ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ‪،‬‬‫ﻣﻨﺸﺎء ﺭﻳﺘﻤﻬﺎﻱ ﺯﻣﻴﻨﻪ‪ ،‬ﻧﻘﺎﻳﺺ ﺟﻤﺠﻤﻪ‬

‫ ﺗﻐﻴﻴﺮﺍﺕ ﺭﻳﺘﻢ ﺯﻣﻴﻨﻪ ﺍﻱ ( ﺍﻓﺰﺍﻳﺶ ﻓﻌﺎﻟﻴﺘﻬﻲ ﺳﺮﻳﻊ‪ ،‬ﺍﻣﻮﺍﺝ ﺁﻫﺴﺘﻪ ﭘﺮﺍﻛﻨﺪﻩ ﻳﺎ ﻣﻮﺿﻌﻲ ﺩﺭ ﺭﻳﺘﻢ ﺯﻣﻴﻨﻪ‪ ،‬ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﻏﻴﺮ‬‫ﻃﺒﻴﻌﻲ ‪ EEG‬ﺍﺯ ﻧﻈﺮ ﺗﺎﺭﻳﺨﭽﻪ ﺭﺷﺪ‪ ،‬ﺍﻟﮕﻮﻫﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﻛﻮﻣﺎ ﺩﺭ ‪EEG‬‬

‫ ﺗﻐﻴﻴﺮﺍﺕ ﭘﺎﺗﻮﻟﻮژﻳﻚ ‪ EEG‬ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ ( ﺻﺮﻉ‪ ،‬ﻋﻔﻮﻧﺘﻬﺎﻱ ﻭﻳﺮﻭﺳﻲ ﻣﻐﺰ‪ ،‬ﻣﺮگ ﻣﻐﺰ‪ ،‬ﺣﺎﻻﺕ ﻏﻴﺮ ﻃﺒﻴﻌﻲ ﺩﺭ‬‫ﻧﻮﺯﺍﺩﺍﻥ‪ ،‬ﻣﻨﻨﮋﻳﺖ ‪ ،‬ﺁﻟﺰﺍﻳﻤﺮ ‪...‬‬ ‫‪ECG‬‬ ‫‪ -‬ﻣﻮﺭﻓﻮﻟﻮژﻱ ﻭ ﻓﻌﺎﻟﻴﺖ ﺍﻟﻜﺘﺮﻳﻜﻲ ﻗﻠﺐ‬

‫ ﻣﻨﺸﺎء ﻭ ﺭﻭﺵ ﺛﺒﺖ ﺳﻴﮕﻨﺎﻝ ‪ ( ECG‬ﻣﻨﺸﺎء ‪ ،‬ﻓﻴﻠﺘﺮﻫﺎ‪ ،‬ﺁﻣﭙﻠﻲ ﻓﺎﻳﺮﻫﺎﻱ ﺛﺒﺖ‪ ،‬ﺍﻟﻜﺘﺮﻭﺩﻫﺎ‪ ،‬ﻟﻴﺪﻫﺎ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ‬‫ﺛﺒﺖ)‬

‫‪ ECG -‬ﻧﺮﻣﺎﻝ‬

‫ ‪ ECG‬ﺩﺭ ﻭﺿﻌﻴﺖ ﺍﺳﺘﺮﺍﺣﺖ‪ ،‬ﺩﺭ ﺣﻴﻦ ﻓﻌﺎﻟﻴﺖ‪ ،‬ﻭﺍﺭﻳﺎﻧﻬﺎﻱ ﻃﺒﻴﻌﻲ‬‫ ﺗﻐﻴﻴﺮﺍﺕ ﭘﺎﺗﻮﻟﻮژﻳﻚ ‪ ECG‬ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻗﻠﺒﻲ‬‫ ﺗﺴﺘﻬﺎﻱ ﺍﻟﻜﺘﺮﻭﻛﺎﺭﺩﻳﻮﮔﺮﺍﻓﻲ ﺩﺭﺣﻴﻦ ﺗﻤﺮﻳﻦ‬‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫‪34‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻭﺷﻬﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺗﺸﺨﻴﺺ ﭘﺰﺷﻜﻲ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺍﻳﻤﻮﻧﻮﻟﻮژﻱ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮﻟﻮژﻱ‬

‫ﻛﺪ ﺩﺭﺱ ‪31 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻟﻴﻨﻲ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﻧﻮﺍﻉ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺁﺷﻨﺎ ﺷﺪﻩ ﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻟﻴﻨﻲ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺭﺍ ﺑﻪ‬ ‫ﻣﻨﻈﻮﺭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻧﺘﺎﻳﺞ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﻏﺮﺑﺎﻟﮕﺮﻱ ﻭ ﺭﻋﺎﻳﺖ ﻣﻼﺣﻈﺎﺕ ﺩﺭ ﺭﻭﻧﺪ ﺩﺭﻣﺎﻥ ﻭ ﺩﺭ ﺻﻮﺭﺕ ﻟﺰﻭﻡ ﻣﺸﺎﻭﺭﻩ ﻭ ﺍﺭﺟﺎﻉ ﺑﻪ‬

‫ﻣﺘﺨﺼﺼﻴﻦ ﻣﺮﺑﻮﻃﻪ ﻣﻲ ﺁﻣﻮﺯﺩ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﻏﺮﺑﺎﻟﻲ ﺷﺎﻣﻞ ﺗﺠﺰﻳﻪ ﺷﻴﻤﻴﺎﻳﻲ ﺧﻮﻥ ( ﺷﺎﻣﻞ ﺗﻌﻴﻴﻦ ﻣﻘﺪﺍﺭ ﻛﻠﺴﻴﻢ‪ ،‬ﻓﺴﻔﺮ ‪ ،‬ﮔﻠﻮﻛﺰ‪ ،‬ﺍﺳﻴﺪ ﺍﻭﺭﻳﻚ ‪ ،‬ﻛﻠﺴﺘﺮﻭﻝ ‪ ،‬ﺁﻟﺒﻮﻣﻴﻦ‬

‫ﻭ‪ ، )...‬ﺧﻮﻥ ﺷﻨﺎﺳﻲ (ﺷﺎﻣﻞ ﺷﻤﺎﺭﺵ ﮔﻠﺒﻮﻝ ﻫﺎﻱ ﺳﻔﻴﺪ ﻭ ﻗﺮﻣﺰ‪ ،‬ﻓﺮﻣﻮﻝ ﺷﻤﺎﺭﺵ‪ ،‬ﻫﻤﺎﺗﻮﻛﺮﻳﺖ‪ ،‬ﻫﻤﻮﮔﻠﻮﺑﻴﻦ ‪ ،‬ﺳﺪﻳﻤﺎﻧﺘﺎﺳﻴﻮﻥ ﻭ )‪...‬ﻭ‬

‫ﺗﺠﺰﻳﻪ ﺍﺩﺭﺍﺭ( ﺷﺎﻣﻞ ﺗﻌﻴﻴﻦ ﺩﺭﺟﻪ ﺍﺳﻴﺪﻳﺘﻪ‪ ،‬ﻭﺯﻥ ﻣﺨﺼﻮﺹ ‪ ،‬ﻣﻴﺰﺍﻥ ﻗﻨﺪ ‪ ،‬ﺟﺴﺘﺠﻮﻱ ﻭﺟﻮﺩ ﺧﻮﻥ ﻭ ﭘﺮﻭﺗﺌﻴﻦ ﻭ ﺁﺯﻣﺎﻳﺸﺎﺕ‬

‫ﻣﻴﻜﺮﻭﺳﻜﻮﭘﻲ) ﻭ ﻧﻴﺰ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﺗﺸﺨﻴﺼﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻋﻔﻮﻧﻲ (ﺷﺎﻣﻞ ﺍﻧﻮﺍﻉ ﺭﻧﮓ ﺁﻣﻴﺰﻱ‪ ،‬ﺁﻧﻮﺍﻉ ﻛﺸﺖ ‪ ،‬ﺭﻭﺵ ﻫﺎﻱ ﺗﺸﺨﻴﺺ‬

‫ﺍﻳﻤﻮﻧﻮﻟﻮژﻳﻚ ﻭ ‪ )...‬ﺑﺎ ﺫﻛﺮ ﺷﻮﺍﻫﺪ ﺑﺎﻟﻴﻨﻲ ﻭ ﺍﻧﻮﺍﻉ ﺁﺯﻣﺎﻳﺸﺎﺕ ﻫﻮﺭﻣﻮﻧﻲ‬

‫ﻣﻨﺎﺑﻊ ‪:‬‬ ‫‪Clinical application of laboratory tests - 1‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ ‪:‬ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﻤﻜﻬﺎﻱ ﺍﻭﻟﻴﻪ‬

‫ﻛﺪ ﺩﺭﺱ ‪32:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪ :‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻓﻮﺭﻳﺘﻬﺎﻱ ﭘﺰﺷﻜﻲ ﺑﺮﺍﻱ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺣﻮﺍﺩﺙ ﻭ ﺳﻮﺍﻧﺢ ﻭ ﺗﺴﺮﻳﻊ ﺩﺭ ﻛﻤﻚ ﺑﻪ‬

‫ﻣﺼﺪﻭﻣﻴﻦ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﻻﺯﻡ ﺍﺳﺖ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺻﻮﻝ ﻛﻤﻜﻬﺎﻱ ﺍﻭﻟﻴﻪ ﺭﺍ ﺩﺭ ﺑﺮﺧﻮﺭﺩ ﺑﺎﻣﺼﺪﻭﻣﻴﻦ ﺑﺪﺍﻧﻨﺪ ﺗﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺩﺭ‬ ‫ﻣﻮﺍﻗﻊ‬

‫‪35‬‬

‫ﻟﺰﻭﻡ ﺍﻗﺪﺍﻣﺎﺕ ﺿﺮﻭﺭﻱ ﻭ ﺣﻴﺎﺗﻲ ﻣﻨﺎﺳﺐ ﺭﺍ ﺑﺮﺍﻱ ﺁﺳﻴﺐ ﺩﻳﺪﮔﺎﻥ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ) – ﻣﻘﺪﻣﻪ ﺍﻱ ﺑﺮ ﻛﻤﻜﻬﺎﻱ ﺍﻭﻟﻴﻪ‪- ،‬ﻣﺤﺘﻮﻳﺎﺕ ﻛﻴﻒ ﻛﻤﻜﻬﺎﻱ ﺍﻭﻟﻴﻪ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺍﻭﻟﻴﻪ ﺍﺯ ﻣﺼﺪﻭﻡ‪- ،‬‬ ‫ﻣﺮﺍﻗﺒﺘﻬﺎﻱ ﺍﻭﻟﻴﻪ ﺩﺭ ﺿﺮﺑﻪ( ﺧﻮﻧﺮﻳﺰﻱ‪ ،‬ﺷﻮﻙ)‪ ،‬ﺻﺪﻣﺎﺕ ﺑﺎﻓﺖ ﻧﺮﻡ‪ ،‬ﻗﻔﺴﻪ ﺳﻴﻨﻪ‪ ،‬ﺳﺮ‪ ،‬ﺻﻮﺭﺕ‪ ،‬ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﺷﻜﻢ‪ ،‬ﮔﺮﺩﻥ‪،‬‬

‫ﭼﺸﻤﻬﺎ‪ ،‬ﺳﻮﺧﺘﮕﻴﻬﺎ ﻭ ﺻﺪﻣﺎﺕ ﺍﺳﺘﺨﻮﺍﻧﻲ ﻭ ﺛﺎﺑﺖ ﻛﺮﺩﻥ ﻋﻀﻮ ﺷﻜﺴﺘﻪ‪- ،‬ﻣﺮﺍﻗﺒﺖ ﺍﺯ ﻣﺼﺪﻭﻣﻴﻦ ﺑﺎ ﭼﻨﺪ ﺿﺎﻳﻌﻪ‪- ،‬‬ ‫ﺍﻭﺭژﺍﻧﺴﻬﺎﻱ‬

‫ﭘﺰﺷﻜﻲ ( ﻏﺶ‪ ،‬ﺳﻜﺘﻪ‪ ،‬ﺧﻔﮕﻲ‪ ،‬ﻣﺴﻤﻮﻣﻴﺘﻬﺎ‪ ،‬ﮔﺰﻳﺪﮔﻲ‪ ،‬ﺩﺭﺩ ﺣﺎﺩ ﺷﻜﻢ‪ ،‬ﺍﺣﻴﺎء ﻗﻠﺒﻲ ﺗﻨﻔﺴﻲ)‪- ،‬ﺍﻭﺭژﺍﻧﺴﻬﺎﻱ ﺍﻃﻔﺎﻝ( ﺯﺍﻳﻤﺎﻥ‬

‫ﺍﻭﺭژﺍﻧﺲ ﻭ ﺍﺣﻴﺎء ﻗﻠﺒﻲ ﺗﻨﻔﺴﻲ ﺩﺭ ﻧﻮﺯﺍﺩﺍﻥ ﻭ ﻛﻮﺩﻛﺎﻥ)‪- ،‬ﺍﻭﺭژﺍﻧﺴﻬﺎﻱ ﻣﺤﻴﻄﻲ (ﺳﺮﻣﺎﺯﺩﮔﻲ‪ ،‬ﻳﺦ ﺯﺩﮔﻲ‪ ،‬ﮔﺮﻣﺎﺯﺩﮔﻲ‪،‬‬

‫ﺯﻟﺰﻟﻪ)‪،‬‬

‫– ﺍﻧﺠﺎﻡ ﺍﺣﻴﺎء ﻗﻠﺒﻲ ﺭﻳﻮﻱ ﺭﻭﻱ ﻣﺎﻛﺖ‪- ،‬ﺍﻧﺠﺎﻡ ﺍﻧﻮﺍﻉ ﺗﺰﺭﻳﻘﺎﺕ ﺭﻭﻱ ﻣﺎﻛﺖ‪- ،‬ﻛﻨﺘﺮﻝ ﻓﺸﺎﺭﺧﻮﻥ ﺑﻄﻮﺭ ﻋﻤﻠﻲ‪- ،‬ﺍﻧﺠﺎﻡ‬ ‫ﭘﺎﻧﺴﻤﺎﻥ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﺷﺒﻴﻪ ﺳﺎﺯﻱ ﺷﺪﻩ‪- ،‬ﺍﻧﺠﺎﻡ ﺍﻧﻮﺍﻉ ﺑﺎﻧﺪ ﭘﻴﭽﻲ ﺭﻭﻱ ﻳﻜﺪﻳﮕﺮ‪- ،‬ﺣﻤﻞ ﺑﻴﻤﺎﺭ ﺑﻪ ﻃﺮﻕ ﻣﺨﺘﻠﻒ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺻﻤﻴﻤﻲ ﻧﮋﺍﺩ ‪ ،‬ﺭﺍﻫﻨﻤﺎﻱ ﻛﻤﻜﻬﺎﻱ ﺍﻭﻟﻴﻪ ‪.‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ‪:‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ‪ :‬ﻧﻈﺮﻱ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻥ‬ ‫ﻋﻤﻠﻲ ‪:‬ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﺁﺳﻜﻲ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻳﺎﺿﻲ ﻭ ﺁﻣﺎﺭ‬

‫ﻛﺪ ‪33‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺟﻤﻊ ﺁﻭﺭﻱ ‪ ،‬ﺩﺳﺘﻪ ﺑﻨﺪﻱ ﻭ ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﺩﺍﺩﻩ ﻫﺎ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﺭﻭﺷﻬﺎﻱ ﺁﻣﺎﺭﻱ ﻭ ﺍﺻﻮﻝ ﻣﻨﻄﻘﻲ ﻭ ﺍﺳﺘﺪﻻﻟﻲ ﺩﺭ ﺗﺤﻘﻴﻘﺎﺕ ﭘﺰﺷﻜﻲ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺗﺸﺮﻳﺤﻲ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭﻛﺮﺩﻧﻲ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﺣﺴﺎﺏ ﺍﺣﺘﻤﺎﻻﺕ ‪-‬ﺁﻣﺎﺭ ﺗﻮﺻﻴﻔﻲ ﻭ ﺗﻌﻴﻴﻦ ﺷﺎﺧﺼﻬﺎﻱ ﺗﻤﺎﻳﻞ ﻣﺮﻛﺰﻱ ﻭ ﭘﺮﺍﻛﻨﺪﮔﻲ ﺩﺍﺩﻩ ﻫﺎ – – ﺗﻮﺯﻳﻊ ﺩﺍﺩﻩ ﻫﺎ ‪-‬ﺁﺯﻣﻮﻧﻬﺎﻱ‬

‫ﺗﻜﺮﺍﺭ ﭘﺬﻳﺮﻱ ‪ - Estimation point and confidence interval -‬ﺁﺯﻣﻮﻥ ﻓﺮﺿﻴﻪ – ﺁﺯﻣﻮﻧﻬﺎﻱ ﻣﻘﺎﻳﺴﻪ ‪ 2‬ﮔﺮﻭﻩ ﻭ‬

‫ﭼﻨﺪﮔﺮﻭﻩ – ﺁﺯﻣﻮﻥ ﻫﻤﺒﺴﺘﮕﻲ – ﺁﻧﺎﻟﻴﺰ ﻭﺍﺭﻳﺎﻧﺲ ‪-‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪36‬‬

‫‪ - 1‬ﺣﻘﺎﻧﻲ ﻭ ﺟﻤﺸﻴﺪﻱ – ﺍﺻﻮﻝ ﺁﻣﺎﺭ ﺯﻳﺴﺘﻲ‬ ‫‪ - 2‬ﺁﻳﺖ ﺍﻟﻠﻬﻲ – ﺍﺻﻮﻝ ﻭ ﺭﻭﺷﻬﺎﻱ ﺁﻣﺎﺭ ﺯﻳﺴﺘﻲ ‪-‬ﺍﻧﺘﺸﺎﺭﺍﺕ ﺍﻣﻴﺮﻛﺒﻴﺮ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻭﺵ ﺗﺤﻘﻴﻖ‬

‫ﻛﺪ ‪34‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻓﺮﺍﮔﻴﺮﻱ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺭﺳﻴﺪﻥ ﺑﻪ ﺣﻘﻴﻘﺖ ﻣﻮﺿﻮﻉ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﺤﻘﻴﻖ ﺑﺮﺍﻱ ﺍﻧﺠﺎﻡ ﭘﮋﻭﻫﺶ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺗﺸﺮﻳﺤﻲ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭﻛﺮﺩﻧﻲ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﻛﻠﻴﺎﺕ ‪ ،‬ﺗﻌﺮﻳﻒ ﻭ ﻣﺮﺍﺣﻞ ﺗﺤﻘﻴﻖ – ﻣﻨﺎﺑﻊ ﺗﺤﻘﻴﻖ – ﺍﻧﻮﺍﻉ ﺗﺤﻘﻴﻖ – ﻣﻼﻛﻬﺎﻱ ﺍﻧﺘﺨﺎﺏ ﻣﻮﺿﻮﻉ – ﭼﮕﻮﻧﮕﻲ ﺑﻴﺎﻥ ﻣﺴﺄﻟﻪ ﻭ ﻋﻠﻞ ﺁﻥ‬

‫– ﺗﻨﻈﻴﻢ ﺳﺆﺍﻻﺕ‪ ،‬ﺍﻫﺪﺍﻑ ﻭ ﻓﺮﺿﻴﺎﺕ – ﻣﺘﻐﻴﺮﻫﺎ ‪ ،‬ﺍﻧﻮﺍﻉ ﻣﻄﺎﻟﻌﻪ ﻭ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺩﺭ ﺍﻧﻮﺍﻉ ﻣﻄﺎﻟﻌﺎﺕ‬ ‫ﭘﺎﻳﺎﻳﻲ‪ ،‬ﺭﻭﺍﻳﻲ ﻭ ‪...‬‬

‫– ﺭﻭﺷﻬﺎﻱ ﻧﻤﻮﻧﻪ ﮔﻴﺮﻱ ﻭ‬

‫‪-‬ﺟﻨﺒﻪ ﻫﺎﻱ ﺍﺧﻼﻗﻲ ﺗﺤﻘﻴﻖ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺻﻮﻝ ﭼﻬﺎﺭﮔﺎﻧﻪ ﺷﺎﻣﻞ ﺍﺣﺘﺮﺍﻡ ﺑﻪ ﻓﺮﺩ ﻭ ﺍﺧﺘﻴﺎﺭ ﺍﻭ ‪،‬ﺳﻮﺩﻣﻨﺪﻱ ‪،‬ﻋﺪﻡ ﺿﺮﺭ ﺭﺳﺎﻧﻲ ﻭ ﻋﺪﺍﻟﺖ‬

‫ﺑﺎﻳﺪ ﺁﻣﻮﺯﺵ ﺩﺍﺩﻩ ﺷﻮﺩ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪ - 1‬ﺩﻳﺒﺎﭼﻪ ﺍﻱ ﺑﺮ ﺍﭘﻴﺪﻣﻴﻮﻟﻮژﻱ‪ ،‬ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭﺯﺍﺭﺕ ﺑﻬﺪﺍﺷﺖ‬ ‫‪ - 2‬ﺟﺎﻧﻘﺮﺑﺎﻧﻲ – ﻃﺮﺍﺣﻲ ﭘﺰﻭﻫﺶ ﺑﺎﻟﻴﻨﻲ ‪ ،‬ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﺍﻳﺎﻧﻪ ( ‪) IT‬‬

‫ﻛﺪ ‪35‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‪ :‬ﻓﺮﺍﮔﻴﺮﻱ ﺭﻭﺵ ﻫﺎﻱ ﺍﻧﺘﻘﺎﻝ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﻧﺮﻡ ﺍﻓﺰﺍﺭﻫﺎﻱ ﺧﺎﺹ ﻭ ﻛﺎﺭﺑﺮﺩ ﺍﻳﻨﺘﺮﻧﺖ‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﺍﻳﺎﻧﻪ ﺟﻬﺖ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﻣﻨﺎﺑﻊ ﺭﻭﺯ ﺁﻣﺪ‪ ،‬ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺍﺋﻪ ﻣﻄﻠﻮﺏ ﮔﺰﺍﺭﺷﻬﺎ ﻭ ﻣﻘﺎﻻﺕ‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫‪37‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‬

‫ﺷﻨﺎﺧﺖ ﻭ ﻛﺎﺭﺑﺮﺩ ﻧﺮﻣﺎﻓﺰﺍﺭﻫﺎﻱ ﺁﻓﻴﺲ ‪ Power point , Excel, access, word‬ﻭﻧﺤﻮﻩ ﺟﺴﺘﺠﻮ ﺩﺭ ﭘﺎﻳﮕﺎﻫﻬﺎﻱ ﺍﻳﻨﺘﺮﻧﺘﻲ‬

‫ﻧﺤﻮﺓ ﺍﺭﺯﺷﻴﺎﺑﻲ ‪:‬‬

‫ﺍﺭﺍﺋﻪ ﻛﺎﺭ ﻋﻤﻠﻲ ﺑﺼﻮﺭﺕ ﺟﺴﺘﺠﻮﻱ ﺍﻳﻨﺘﺮﻧﺘﻲ ﻭ ﺗﻬﻴﻪ ﺍﺳﻼﻳﺪﻫﺎﻱ ﻣﺨﺘﻠﻒ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺯﺑﺎﻥ ﺗﺨﺼﺼﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪36:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻋﻤﻮﻣﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺗﻮﺍﻧﺒﺨﺸﻲ ‪.‬‬

‫ﺍﻓﺰﺍﻳﺶ ﺗﻮﺍﻥ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻣﻄﺎﻟﻌﻪ ‪ ،‬ﺩﺭﻙ ﻣﻄﻠﺐ‪ ،‬ﺗﺮﺟﻤﻪ ﻭ ﻧﮕﺎﺭﺵ ﻣﺘﻮﻥ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﭼﻮﻥ ﻗﺴﻤﺖ ﻋﻤﺪﻩ ﻣﻨﺎﺑﻊ ﺗﺨﺼﺼﻲ ﺭﺷﺘﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﻣﺠﻠﻪ ﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ‬ ‫ﺍﺳﺖ‪ ،‬ﺍﺯ ﻃﺮﻓﻲ ﺗﻮﺍﻧﺎﻳﻲ ﺟﺴﺘﺠﻮﻱ ﻣﻘﺎﻻﺕ ﻋﻠﻤﻲ ﺑﺎ ﻣﻴﺰﺍﻥ ﺁﺷﻨﺎﻳﻲ ﻓﺮﺩ ﺑﺎ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻭ ﻣﻔﺎﻫﻴﻢ ﺗﺨﺼﺼﻲ ﺁﻧﻬﺎ ﺩﺭ ﺭﺷﺘﻪ‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺭﺗﺒﺎﻁ ﻣﺴﺘﻘﻴﻢ ﺩﺍﺭﺩ‪ ،‬ﻳﺎﺩﮔﻴﺮﻱ ﺯﺑﺎﻥ ﺗﺨﺼﺼﻲ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺍﻳﻦ ﺭﺷﺘﻪ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﻭ ﺍﻓﺰﺍﻳﺶ ﻣﺠﻤﻮﻋﻪ ﻭﺍژﻩ ﻫﺎ ﻭ ﺍﺻﻄﻼﺣﺎﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺗﻮﺍﻧﺒﺨﺸﻲ ‪ – .‬ﺩﺭﻙ ﻣﻔﺎﻫﻴﻢ ﻣﺘﻮﻥ ﺗﺨﺼﺼﻲ‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪،‬‬

‫‪-‬ﺍﻓﺰﺍﻳﺶ ﺗﻮﺍﻥ ﺗﺮﺟﻤﻪ ﻣﺘﻮﻥ ﺗﺨﺼﺼﻲ ﺍﺯ ﺍﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻓﺎﺭﺳﻲ ‪.‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫– ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻧﮕﺎﺭﺵ ﻣﻄﺎﻟﺐ ﻭ ﻣﺘﻮﻥ ﺗﺨﺼﺼﻲ‬

‫ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- English for students of rehabilitation‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫‪38‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﺍﺻﻮﻝ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪37:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﻛﻠﻲ ﺑﺎ ﺗﻮﺍﻧﺒﺨﺸﻲ ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺍﻋﻀﺎﻱ ﺩﻳﮕﺮ ﺗﻴﻢ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻭ ﺭﻭﺷﻬﺎﻱ ﻛﻠﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﺟﻬﺖ ﺩﻫﻲ ﻭ ﻋﻼﻗﻪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺮﺍﻱ ﻣﻄﺎﻟﻌﻪ ﻣﻔﻴﺪ ﺑﺎﺷﺪ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ‬

‫ﺗﻌﺮﻳﻒ ‪ ،‬ﻓﻠﺴﻔﻪ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‪- ،‬ﺗﻌﺮﻳﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ﺁﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺟﻬﺎﻥ‪- ،‬ﺗﻴﻢ ﺗﻮﺍﻧﺨﺸﻲ‪- ،‬ﻛﺎﺭ‬‫ﺗﻴﻤﻲ‪- ،‬‬

‫ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﻣﻌﻠﻮﻟﻴﺖ ﻭ ﻋﻮﺍﻣﻞ ﺁﻥ‪- ،‬ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﺑﻴﻤﺎﺭﺍﻧﻲ ﻛﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﺎ ﺁﻧﻬﺎ ﺳﺮ ﻭ ﻛﺎﺭ ﺩﺍﺭﺩ‪ ،‬ﻣﺨﺘﺼﺮﻱ ﺩﺭ ﻣﻮﺭﺩ‬

‫ﻣﻌﺮﻓﻲ‬

‫ﺭﺷﺘﻪ ﻫﺎﻱ ﺗﻮﺍﻧﺒﺨﺸﻲ‪- ،‬ﻣﻌﺮﻓﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺩﺳﺘﮕﺎﻫﻬﺎ ﻭ ﻭﺳﺎﻳﻞ ﻣﺮﺑﻮﻁ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Pacllarulo M.A. Introduction to physical therapy, Baltimor: Mosby. Last ed.,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪1-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺍﺻﻮﻝ ﻭ ﺭﻭﺷﻬﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺭﺍ ﻣﻲ ﺁﻣﻮﺯﺩ ‪.‬‬

‫‪39‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﻴﻮﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻭ ﻧﻘﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺩﺭﻣﺎﻥ ﺁﻧﻬﺎ ‪ ،‬ﻓﺮﺍﮔﻴﺮﻱ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﺿﺎﻳﻌﺎﺕ ﻋﺼﺒﻲ ‪- ،‬ﺍﺻﻮﻝ ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪- ،‬ﺍﺻﻮﻝ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﺣﺴﻲ ﻭ‬

‫ﺣﺮﻛﺘﻲ‬

‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ( ﺣﺮﻛﺖ ﺩﺭﻣﺎﻧﻲ ‪ ،‬ﻧﻮﺭﻭﻣﻮﺑﻴﻠﻴﺰﻳﺸﻦ ‪ ،‬ﺍﺳﭙﻠﻴﻨﺖ ‪ ،‬ﻣﺪﺍﻟﻴﺘﻲ ﻫﺎ ‪)... ،‬‬ ‫‪-‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ‪:‬ﺿﺮﺑﻪ ﻣﻐﺰﻱ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﺳﻴﺴﺘﻢ ﺍﻛﺴﺘﺮﺍﭘﻴﺮﺍﻣﻴﺪﺍﻝ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﻧﺨﺎﻋﻲ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﻣﺨﭽﻪ ﻭ ﺳﻴﺴﺘﻢ ﺩﻫﻠﻴﺰﻱ ‪،‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻧﻮﺭ ‪,‬ﻭﻥ ﻣﺤﺮﻛﻪ ‪ ،‬ﺿﺎﻳﻌﺎﺕ ﺍﻋﺼﺎﺏ ﻣﺤﻴﻄﻲ ‪ ،‬ﻧﻮﺭﻭﭘﺎﺗﻲ ﻫﺎ ‪ ،‬ﻣﻴﻮﭘﺎﺗﻲ ﻫﺎ ‪ ،‬ﺟﺮﺍﺣﻴﻬﺎﻱ ﻣﻐﺰ ﻭ ﻧﺨﺎﻉ ‪ ،‬ﺿﺎﻳﻌﺎﺕ‬

‫ﺍﻋﺼﺎﺏ‬

‫ﺟﻤﺠﻤﻪ ﺍﻱ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Umphered, Neurological Rehabilitation,‬‬ ‫‪2- Payton O., Manual of physical therapy,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪2-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﺭﻭﺷﻬﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﻣﻮﺯﺵ ﺍﻳﻦ ﺩﺭﺱ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ) – ﺍﺻﻮﻝ ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻗﻠﺒﻲ ‪،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ ‪ – .‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻭ ﺟﺮﺍﺣﻴﻬﺎﻱ ﻗﻠﺒﻲ( ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ‬

‫ﻋﻤﻞ‬

‫‪40‬‬

‫‪). CABG‬‬

‫– ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻋﺮﻭﻕ ﻣﺤﻴﻄﻲ ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ ‪ –. .‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻳﻮﻱ( ﺷﻐﻠﻲ‪ ،‬ﺑﺮﻭﻧﺸﻜﺘﺎﺯﻱ‪،‬‬

‫ﺑﺮﻭﻧﺸﻴﺖ ﻣﺰﻣﻦ‪ ،‬ﺁﺳﻢ‪ ،‬ﺁﻣﻔﻴﺰﻳﻢ‪ ،‬ﻓﻴﺒﺮﻭﺯ ﻛﻴﺴﺘﻴﻚ‪ ،‬ﺳﺮﻃﺎﻥ ﺭﻳﻪ‪ ،‬ﺳﻞ ﺭﻳﻪ‪ ،‬ﺁﻣﺒﻮﻟﻲ ﺭﻳﻪ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻠﻮﺭﺍ‪ ،‬ﭘﻨﻮﻣﻮﺗﻮﺭﺍﻛﺲ‪،‬‬

‫ﺁﺗﻠﻜﺘﺎﺯﻱ) ‪..‬‬

‫– ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺗﻨﻔﺴﻲ ‪.‬‬

‫ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ) – ﺍﻧﻮﺍﻉ ﺻﺪﺍﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﻏﻴﺮ ﻃﺒﻴﻌﻲ ﺗﻨﻔﺴﻲ ‪ – .‬ﺍﻧﺠﺎﻡ ﻋﻤﻠﻲ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﻤﺮﻳﻨﻬﺎﻱ ﺗﻨﻔﺴﻲ ‪– .‬‬ ‫ﻭﺿﻌﻴﺘﻬﺎ‬

‫ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﺨﻠﻴﻪ ﺗﺮﺷﺤﺎﺕ ‪ – .‬ﺁﻣﻮﺯﺵ ﻭﺿﻌﻴﺘﻬﺎﻱ ﺭﺍﺣﺖ ﺗﻨﻔﺲ ‪ – .‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺗﺠﻬﻴﺰﺍﺕ ﻭ ﺍﺻﻮﻝ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ‬

‫ﺑﺨﺸﻬﺎﻱ‬ ‫‪-‬‬

‫ﻣﺮﺍﻗﺒﺖ ﻭﻳﮋﻩ ﻗﻠﺐ ﻭ ﺗﻨﻔﺲ ‪.‬‬

‫ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺁﺯﻣﻮﻥ ﺗﺤﻤﻞ ﺗﻤﺮﻳﻦ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ‬ ‫‪physical therapy, St.louis: Mosby, Last ed., 1- Irwin S. Cardiopulmonary‬‬ ‫‪2- Frownfelter D.I. Chest physical therapy and rehabilitation, Chicago: Yearbook‬‬ ‫‪Medical Pub, Last ed.,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪3-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺁﻣﻮﺯﺵ ﺍﻳﻦ ﺩﺭﺱ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪:‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪.‬‬‫‪-‬ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪.‬‬

‫– ﻛﺎﺭﺑﺮﺩ ﺍﺳﭙﻠﻴﻨﺖ ﻭ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪.‬‬

‫‪41‬‬

‫– ﻛﺎﺭﺑﺮﺩ ﻣﺪﺍﻟﻴﺘﻴﻬﺎﻱ ﻓﻴﺰﻳﻜﻲ( ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ‪ ،‬ﺍﻟﻜﺘﺮﻳﻜﻲ ﻭ ﻣﻜﺎﻧﻴﻜﻲ ) ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪.‬‬ ‫ﻛﺸﺶ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﻭ ﺭﻭﺷﻬﺎﻱ ﻛﺎﺭﺑﺮﺩ ﺁﻥ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ‪.‬‬

‫– ﺍﺻﻮﻝ ﻣﺤﺎﻓﻈﺖ ﺍ ﺯ ﻣﻔﺼﻞ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ‪.‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺁﺭﺗﺮﻳﺘﻬﺎﻱ ﻋﻔﻮﻧﻲ‪ ،‬ﻫﻤﻮﻓﻴﻠﻲ‪ ،‬ﻫﻤﺎﺗﻮﻡ ﻭ ﻫﻤﺎﺭﺗﺮﻭﺯ ‪.‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺭﻣﺎﺗﻴﺴﻤﻬﺎﻱ ﻏﻴﺮ ﻣﻔﺼﻠﻲ( ﺳﻨﺪﺭﻡ‬

‫ﻣﻴﻮﻓﺎﺷﻴﺎﻝ‪ ،‬ﻓﻴﺒﺮﻭﺯﻳﺖ ﻭ ﺍﻟﺘﻬﺎﺏ ﻓﺎﺷﻴﺎﻭ ‪. ). ..‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ ‪:‬‬

‫– ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻧﻘﺶ ﭘﻮﺳﺖ ﺩﺭ ﺑﺪﻥ‪ ،‬ﻋﻮﺍﺭﺽ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ ‪.‬‬ ‫– ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﭘﻮﺳﺘﻲ( ﻛﺎﺭﺑﺮﺩ ﻣﺪﺍﻟﻴﺘﻲ ﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﻃﺒﻴﻌﻲ ﻭ ﻣﺼﻨﻮﻋﻲ ﺩﺭ ﺩﺭﻣﺎﻥ‬

‫ﺑﻴﻤﺎﺭﺍﻥ ﻣﺒﺘﻼ ﺑﻪ ﻋﻮﺍﺭﺽ ﭘﻮﺳﺘﻲ) ﻣﺎﻧﻨﺪ ﭘﺴﻮﺭﻳﺎﺯﻳﺲ‪ ،‬ﻟﻴﻜﻦ ﭘﻼﻥ‪ ،‬ﻭﻳﺘﻴﻠﻴﮕﻮ‪ ،‬ﺁﻛﻨﻪ‪ ،‬ﺯﺧﻤﻬﺎ ﻱ ﻋﻔﻮﻧﻲ ‪ ،‬ﻓﻮﻟﻴﻜﻮﻟﻴﺖ‪ ،‬ﺁﻟﻮﭘﺴﻲ‬ ‫ﻭ ‪....‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Banwell B., Gall V. Physical therapy management of arthritis, Churchill Livingston,‬‬ ‫‪2- Downie P.A. Cash,s text book of general medical and surgical conditions for‬‬ ‫‪physiotherapists, London: Faber and Faber.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺟﺮﺍﺣﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪4-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺟﺮﺍﺣﻲ ﻋﻤﻮﻣﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺑﺎﻓﺖ ﻧﺮﻡ ﻭ ﻋﻮﺍﺭﺽ ﻧﺎﺷﻲ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﺑﺎﻓﺖ ﻧﺮﻡ ﺩﺭ ﺍﺛﺮ ﻋﻮﺍﻣﻞ ﻣﺨﺘﻠﻒ ﺩﭼﺎﺭ ﺁﺳﻴﺐ ﻣﻴﺸﻮﺩ‪ ،‬ﻛﻪ ﺩﺭ ﺑﻌﻀﻲ ﻣﻮﺍﺭﺩ ﺟﺮﺍﺣﻲ ﻻﺯﻡ ﺍﺳﺖ ‪.‬ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ‬

‫ﻣﻮﺍﺭﺩ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ ﺟﺮﺍﺣﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻧﻘﺶ ﻣﻬﻤﻲ ﺟﻬﺖ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﻋﻮﺍﺭﺽ ﻭ ﺑﻬﺒﻮﺩ ﻋﻤﻠﻜﺮﺩ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺍﺭﺩ ‪.‬ﻟﺬﺍ‬

‫ﺁﻣﻮﺯﺵ ﺍﻳﻦ ﺩﺭﺱ ﺿﺮﻭﺭﺕ ﺩﺍﺭﺩ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪ -‬ﺑﺮﺷﻬﺎﻱ ﻣﻌﻤﻮﻟﻲ ﺟﺮﺍﺣﻲ‪ ،‬ﺍﻫﺪﺍﻑ ﻭﻧﻜﺎﺕ ﺍﺳﺎﺳﻲ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎ‪ ،‬ﻋﻮﺍﺭﺽ ﻣﻌﻤﻮﻝ ﻧﺎﺷﻲ ﺍﺯ ﺟﺮﺍﺣﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺁﻥ‪ ،‬ﺍﻧﻮﺍﻉ ﺳﻮﺧﺘﮕﻴﻬﺎ‪ ،‬ﻋﻮﺍﺭﺽ ﻧﺎﺷﻲ ﺍﺯ ﺳﻮﺧﺘﮕﻴﻬﺎ‪ ،‬ﺍﻟﺘﻴﺎﻡ ﭘﻮﺳﺖ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺳﻮﺧﺘﮕﻴﻬﺎ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺍﻧﻮﺍﻉ‬

‫‪42‬‬

‫ﭘﻴﻮﻧﺪﻫﺎﻱ ﭘﻮﺳﺘﻲ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻌﺪ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎﻱ ﭘﻼﺳﺘﻴﻚ‪ ،‬ﻗﻄﻊ ﻋﻀﻮ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻥ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ ﻭ‬

‫ﺯﺍﻳﻤﺎﻥ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺷﻜﻢ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪Dawnie P.A. Cashs textbook of general medical and surgical conditions for physiotherapists,-1‬‬ ‫‪2- Kisner C. Theraputic excercise functions and techniques,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ‪1‬‬

‫ﻛﺪ ﺩﺭﺱ ‪5-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪ :‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻋﻤﻠﻲ ‪-‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺍﺧﺘﻼﻻﺕ ﺍﺭﺗﻮﭘﺪﻳﻚ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ‬

‫–‬

‫ﻋﻀﻼﻧﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺟﺎﻳﮕﺰﻳﻦ ﻳﺎ ﻣﻜﻤﻞ ﺭﻭﺷﻬﺎﻱ‬

‫ﺟﺮﺍﺣﻲ ﻭ ﺩﺍﺭﻭ ﺩﺭﻣﺎﻧﻲ ﺑﻪ ﺣﺴﺎﺏ ﻣﻲ ﺁﻳﻨﺪ ﻭ ﮔﺎﻩ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺪﺍﺧﻠﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻗﺒﻞ ﻭ ﭘﺲ ﺍﺯ ﺟﺮﺍﺣﻲ ﺍﺭﺗﻮﭘﺪﻱ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ ‪.‬ﻟﺬﺍ ﺁﻣﻮﺯﺵ ﺍﻳﻦ ﺭﻭﺷﻬﺎ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﻟﻒ) ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ ‪-‬ﺍﺻﻮﻝ ﻛﻠﻲ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺭﺗﻮﭘﺪﻱ( ﺗﺎﺭﻳﺨﭽﻪ ﮔﻴﺮﻱ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﻭ ﻣﻌﺎﻳﻨﻪ)‪- ،‬‬

‫ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ ﺑﺪﻥ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ‪- ،‬ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻬﺮﻩ ﻫﺎﻱ ﮔﺮﺩﻧﻲ ﻭ ﻣﻨﻔﺬ ﻗﻔﺴﻪ ﺳﻴﻨﻪ‪- ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ‬ ‫ﺷﻜﺴﺘﮕﻴﻬﺎ ﻭ ﺩﺭﺭﻓﺘﮕﻴﻬﺎﻱ ﻣﻬﺮﻩ ﻫﺎﻱ ﮔﺮﺩﻧﻲ ﻭ ﺿﺎﻳﻌﺎﺕ ﺩﻳﺴﻚ ﺑﻴﻦ ﻣﻬﺮﻩ ﺍﻱ ﮔﺮﺩﻥ ﻭ ﻣﻔﺎﺻﻞ ﻓﺎﺳﺖ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ‪ ،‬ﺷﻜﺴﺘﮕﻴﻬﺎ‪ ،‬ﺩﺭﺭﻓﺘﮕﻴﻬﺎ ﻭ ﺟﺮﺍﺣﻴﻬﺎﻱ ﻣﺠﻤﻮﻋﻪ ﻫﺎﻱ ﺷﺎﻧﻪ‪ ،‬ﺁﺭﻧﺞ ‪ ،‬ﻣﭻ ﻭ ﺩﺳﺖ‪ ،‬ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﭘﺸﺘﻲ ﻭ‬

‫ﺩﻧﺪﻩ ﻫﺎ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺳﻨﺪﺭﻡ ﻫﺎﻱ ﺑﻪ ﺗﻠﻪ ﺍﻓﺘﺎﺩﻥ ﺍﻋﺼﺎﺏ ﻣﺤﻴﻄﻲ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﻭ ﻣﻨﻔﺬ ﺳﻴﻨﻪ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﺍﺧﺘﻼﻻﺕ ﻭﺿﻌﻴﺘﻲ ﻭ ﺍﻧﺤﺮﺍﻓﺎﺕ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ‪-‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺧﺘﻼﻻﺕ ﻣﻔﺼﻞ ﺗﻤﭙﻮﺭﻭﻣﻨﺪﻳﺒﻮﻻﺭ‬ ‫ﺏ) ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ ‪-‬ﺍﻧﺠﺎﻡ ﻋﻤﻠﻲ ﺁﺯﻣﻮﻧﻬﺎﻱ ﺗﺸﺨﻴﺼﻲ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻤﺎﺭﺍﻥ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Magee. Orthopedic physical assessment,‬‬ ‫‪2- Kessler and Herthing. Management of musculoskeletal disorders,‬‬

‫‪43‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‪.‬‬

‫ﻗﺴﺖ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ ‪6-38:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ‪1‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‬

‫‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺍﺧﺘﻼﻻﺕ ﺍﺭﺗﻮﭘﺪﻳﻚ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ – ﻋﻀﻼﻧﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺟﺎﻳﮕﺰﻳﻦ ﻳﺎ ﻣﻜﻤﻞ ﺭﻭﺷﻬﺎﻱ‬

‫ﺟﺮﺍﺣﻲ ﻭ ﺩﺍﺭﻭ ﺩﺭﻣﺎﻧﻲ ﺑﻪ ﺣﺴﺎﺏ ﻣﻲ ﺁﻳﻨﺪ ﻭ ﮔﺎﻩ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺪﺍﺧﻠﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻗﺒﻞ ﻭ ﭘﺲ ﺍﺯ ﺟﺮﺍﺣﻲ ﺍﺭﺗﻮﭘﺪﻱ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ‬

‫ﻣﻲ ﮔﻴﺮﻧﺪ ‪.‬ﻟﺬﺍﺁﻣﻮﺯﺵ ﺍﻳﻦ ﺭﻭﺷﻬﺎ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ ﺑﺪﻥ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭ ﻫﻤﺒﺴﺘﮕﻴﻬﺎﻱ ﺳﺎﺧﺘﻤﺎﻧﻲ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺧﺘﻼﻻﺕ‬

‫ﻋﻤﻠﻜﺮﺩﻱ‪ ،‬ﺷﻜﺴﺘﮕﻴﻬﺎ‪ ،‬ﺩﺭﺭﻓﺘﮕﻴﻬﺎ( ﺍﻛﺘﺴﺎﺑﻲ ﻭ ﻣﺎﺩﺭ ﺯﺍﺩﻱ)‪ ،‬ﺿﺎﻳﻌﺎﺕ ﺑﺎﻓﺖ ﻧﺮﻡ ﻭ ﺳﺨﺖ ﻣﻬﺮﻩ ﻫﺎﻱ ﻛﻤﺮﻱ‪ ،‬ﻛﻤﺮﺑﻨﺪ ﻟﮕﻨﻲ‪،‬‬ ‫ﻣﻔﺼﻞ ﺭﺍﻥ ‪ ،‬ﻣﺠﻤﻮﻋﻪ ﺯﺍﻧﻮ‪ ،‬ﻣﭻ ﻭ ﭘﺎ ‪،‬‬

‫ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﻛﻤﺮﻱ‪ ،‬ﻣﻔﺎﺻﻞ ﺭﺍﻥ‪ ،‬ﺯﺍﻧﻮ( ﻣﻨﻴﺴﻚ‪ ،‬ﻟﻴﮕﺎﻣﺎﻧﻬﺎ ﺅ ﻣﻔﺼﻞ‬‫ﭘﺎﺗﻠﻮﻓﻤﻮﺭﺍﻝ)‪ ،‬ﻣﻔﺎﺻﻞ ﻣﭻ ﻭﭘﺎ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪1- Magee. Orthopeadic physical assessment,‬‬ ‫‪2- Kessler and Herthing. Management of common musculoskeleteal disorders,‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‬ ‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬ﺟﺮﺍﺣﻲ ﻋﻤﻮﻣﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪2:‬‬

‫‪44‬‬

‫ﻛﺪ ﺩﺭﺱ ‪7-38:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺍﺻﻮﻝ ﭘﻴﺸﮕﻴﺮﻱ‪ ،‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺯﻧﺎﻥ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻧﺪ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺎﺭﻭﺭﻱ ﻭ ﻧﺎﺑﺎﺭﻭﺭﻱ‬

‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﺑﺎﺭﺩﺍﺭﻱ‪ ،‬ﺯﺍﻳﻤﺎﻥ ﻭ ﭘﺲ ﺍﺯ ﺯﺍﻳﻤﺎﻥ‬ ‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﻋﻔﻮﻧﺘﻬﺎﻱ ﻧﺎﺣﻴﻪ ﻟﮕﻦ‬

‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﺍﺧﺘﻼﻻﺕ ﺳﻴﺴﺘﻢ ‪ urinary‬ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺑﻲ ﺍﺧﺘﻴﺎﺭﻳﻬﺎﻱ ﺍﺩﺭﺍﺭ‬ ‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺍﺳﺘﺌﻮﭘﺮﻭﺯ ﺍﻭﻟﻴﻪ‬

‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﻛﺎﻧﺴﺮﻫﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺯﻧﺎﻥ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻣﺮﺍﻗﺒﺘﻬﺎﻱ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯﺟﺮﺍﺣﻲ ‪Breast Cancer‬‬

‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﺩﺭ ﺣﻔﻆ ‪ Fitness‬ﺩﺭ ﺩﻭﺭﺍﻥ ﻳﺎﺋﺴﮕﻲ ﻭ ﻫﻮﺭﻣﻮﻥ ﺗﺮﺍﭘﻲ)‪(HRT‬‬ ‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﺯﻧﺪﮔﻲ ﺯﻧﺎﻥ ﺩﺭ ﺳﻨﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻛﻮﺩﻛﺎﻥ‬

‫ﻛﺪ ﺩﺭﺱ ‪8-38 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪ 3:‬ﻭﺍﺣﺪ‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺍﺭﺗﻮﭘﺪﻱ ‪ ،‬ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪ ،‬ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﻗﻠﺒﻲ ‪-‬ﻋﺮﻭﻗﻲ ‪-‬ﺗﻨﻔﺴﻲ ﻭ ژﻧﺘﻴﻚ‪.‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﺋﻲ ﺑﺎ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﺍﻃﻔﺎﻝ ﻭ ﻧﻮﺯﺍﺩﺍﻥ ﺩﺭ ﺣﻴﻄﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ‪،‬ﻣﻌﺎﻳﻨﻪ ‪،‬ﺑﺮﺭﺳﻲ ﺗﺸﺨﻴﺺ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪ ،‬ﭘﻴﺶ ﺁﮔﻬﻲ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﭘﻴﭽﻴﺪﻩ ‪ ، CNS‬ﺿﺎﻳﻌﺎﺕ ﺍﺳﻜﻠﺘﻲ –ﻋﻀﻼﻧﻲ ‪ ،‬ﻧﻮﺭﻭﭘﺎﺗﻲ ﻫﺎ (ﺍﻛﺘﺴﺎﺑﻲ ﻭ ﻣﺎﺩﺭ ﺯﺍﺩﻱ) ﺩﺭ ﻧﻮﺯﺍﺩﺍﻥ‬ ‫ﻭ ﺍﻃﻔﺎﻝ ﺭﺍ ﺁﻣﻮﺯﺵ ﻣﻲ ﺑﻴﻨﺪ ‪.‬ﻫﻤﭽﻨﻴﻦ ﺟﻨﺒﻪ ﻛﺎﺭﺑﺮﺩﻱ ﻭﺳﺎﺋﻞ ﻛﻤﻜﻲ ‪ ،‬ﻭﺳﺎﺋﻞ ﺗﻄﺒﻴﻘﻲ ﻭ ﺍﺭﺗﺰ ﻫﺎ ﻭ ﺑﺮﻳﺲ ﻫﺎﺋﻲ ﻛﻪ‬ ‫ﺑﺮﺍﻱ ﻧﻮﺯﺍﺩﺍﻥ ﻭ ﺍﻃﻔﺎﻝ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ ﺭﺍ ﺁﻣﻮﺯﺵ ﻣﻲ ﺑﻴﻨﺪ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬ ‫‪-‬‬

‫ﻣﻌﺎﻳﻨﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻃﻔﺎﻝ ﻛﻪ ﺷﺎﻣﻞ ﻣﺸﺎﻫﺪﻩ ‪ ،‬ﺁﻧﺎﻟﻴﺰ ﺣﺮﻛﺘﻲ ﻛﻮﺩﻙ ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﻭﺍﺻﻼﺡ ﺭﺍﻩ ﺭﻓﺘﻦ ﻛﻮﺩﻙ‬

‫ﻣﺸﺨﺺ ﻛﺮﺩﻥ ﻣﻨﺒﻊ ﺩﺭﺩ ﻛﻮﺩﻙ ﻭ ﻣﻌﺎﻳﻨﻪ ﭘﻮﺳﭽﺮ ‪.‬ﻣﺸﺎﻭﺭﻩ ﺑﺎ ﺳﺎﻳﺮ ﺗﺨﺼﺺ ﻫﺎﻱ ﻣﺮﺑﻮﻃﻪ ﻭ ﻣﺮﺍﻛﺰ‬ ‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺁﻣﻮﺯﺵ ﻛﻮﺩﻛﺎﻥ ‪.‬‬

‫‪ -‬ﺍﺻﻮﻝ ﭘﻴﺸﮕﻴﺮﻱ ‪ ،‬ﺁﻣﻮﺯﺵ ﻭﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﺍﺳﻜﻠﺘﻲ –ﻋﻀﻼﻧﻲ ﺩﺭ ﺳﻨﻴﻦ ﺭﺷﺪ ‪.‬‬

‫‪45‬‬

‫ ﺍﺻﻮﻝ ﻣﺮﺍﻗﺒﺖ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻧﺎﺷﻲ ﺍﺯ ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﻋﺼﺒﻲ – ﻋﻀﻼﻧﻲ ‪-‬‬‫ﺍﺳﻜﻠﺘﻲ‪ ،‬ﻗﻠﺒﻲ ‪-‬ﺭﻳﻮﻱ ‪ ،‬ﻣﺎﺩﺭﺯﺍﺩﻱ ‪ ،‬ﺍﺧﺘﻼﻻﺕ ژﻧﺘﻴﻚ ‪ ،‬ﻗﻄﻊ ﻋﻀﻮ ‪ ،‬ﻋﻔﻮﻧﻲ ‪ ،‬ﺳﺮﻃﺎﻥ ﻭ ‪....‬‬

‫ﻣﻨﺎﺑﻊ ‪:‬‬ ‫; ‪shephered physiotherapy; pediatric‬‬ ‫‪1996;and growing child physiotherapy ;Yuonne R burns & Julie mac Donald‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫ﻛﺪ ﺩﺭﺱ ‪9-38‬‬

‫‪Geriatric physiotherapy‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻭ ﺍﺻﻮﻝ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﭘﺪﻳﺪﻩ ﺳﺎﻟﻤﻨﺪﻱ ﻭ ﺍﺛﺮﺍﺕ ﺁﻥ ﺑﺮ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﻭ ﺭﻭﻳﻜﺮﺩﻫﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺁﻧﻬﺎ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺗﺸﺮﻳﺤﻲ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭﻛﺮﺩﻧﻲ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﭘﺪﻳﺪﻩ ﺳﺎﻟﻤﻨﺪﻱ ‪ ،‬ﺍﺛﺮﺍﺕ ﺳﺎﻟﻤﻨﺪﻱ ﺑﺮ ﺳﻴﺴﺘﻤﻬﺎﻱ ﻋﺼﺒﻲ – ﻋﻀﻼﻧﻲ – ﺍﺳﻜﻠﺘﻲ ‪ ،‬ﻗﻠﺒﻲ – ﻋﺮﻭﻗﻲ ‪-‬ﺗﻨﻔﺴﻲ‪،‬‬ ‫ﭘﻮﺳﺘﻲ ﻭ ﮔﻮﺍﺭﺷﻲ ‪ ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺷﺎﻳﻊ ﺩﻭﺭﻩ ﺳﺎﻟﻤﻨﺪﻱ ‪ ،‬ﻧﻘﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺩﺭ ﺗﻴﻢ ﺗﻮﺍﻧﺒﺨﺸﻲ ﺳﺎﻟﻤﻨﺪﻱ‪ ،‬ﺭﻭﺷﻬﺎﻱ‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﻋﻤﻠﻜﺮﺩﻫﺎﻱ ﺣﺮﻛﺘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ (ﺗﻌﺎﺩﻝ‪ ،‬ﺭﺍﻩ ﺭﻓﺘﻦ‪ ،‬ﻧﺸﺴﺘﻦ ﻭ ﺑﺮﺧﺎﺳﺘﻦ ﻭ ﻋﻤﻠﻜﺮﺩﻫﺎﻱ ﺍﻧﺪﺍﻡ ﻓﻮﻗﺎﻧﻲ) ‪ ،‬ﺍﺻﻮﻝ‬ ‫ﻭ ﺭﻭﺷﻬﺎﻱ ﺗﻤﺮﻳﻨﺎﺕ ﺩﺭﻣﺎﻧﻲ ﺳﺎﻟﻤﻨﺪﺍﻥ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﺗﻘﻮﻳﺖ ﻋﻀﻼﻧﻲ ﻭ ﻛﻨﺘﺮﻝ ﺩﻓﻮﺭﻣﻴﺘﻲ ﻫﺎﻱ ﻣﻔﺼﻠﻲ ﻭ ﻛﻮﺗﺎﻫﻲ ﺑﺎﻓﺖ‬

‫ﻧﺮﻡ‪ ،‬ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ﻭ ﻫﻴﺪﺭﻭﺗﺮﺍﭘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪Geriatric physical therapy‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﻴﻨﺰﻳﻮﻟﻮژﻱ ﻭ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ (ﻛﻠﻴﺎﺕ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ) ‪1‬‬

‫‪46‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪1-39:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺣﺮﻛﺎﺕ ﻭ ﺍﺻﻮﻝ ﺑﻴﻮﻣﻜﺎﻧﻴﻜﻲ ﺣﺎﻛﻢ ﺑﺮ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﺣﺎﻛﻢ ﺑﺮ ﺣﺮﻛﺎﺕ ﻭ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺪﻥ ﻭ ﻫﻤﭽﻨﻴﻦ ﺳﻴﻨﻤﺎﺗﻴﻚ ﻭ ﺳﻴﻨﺘﻴﻚ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ‬

‫ﻋﻀﻼﺕ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﺩﺭ ﺷﺮﺍﻳﻂ ﻃﺒﻴﻌﻲ ﺟﻬﺖ ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﺿﺎﻳﻌﺎﺕ ﺍﺳﻜﻠﺘﻲ – ﻋﻀﻼﻧﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﺍﻧﻮﺍﻉ ﺣﺮﻛﺖ‪- ،‬ﺳﻄﻮﺡ ﻭ ﻣﺤﻮﺭﻫﺎﻱ ﺣﺮﻛﺘﻲ‪- ،‬ﻧﻴﺮﻭ‪ ،‬ﺗﺠﺰﻳﻪ ﻭ ﺗﺮﻛﻴﺐ ﻧﻴﺮﻭﻫﺎ‪- ،‬ﻧﻴﺮﻭﻱ ﺟﺎﺫﺑﻪ‪- ،‬ﻣﺮﻛﺰ ﺟﺎﺫﺑﻪ ﺍﺟﺰﺍء ﻭ‬

‫ﻛﻞ ﺑﺪﻥ‪- ،‬ﻗﻮﺍﻧﻴﻦ ﻧﻴﻮﺗﻦ‪ ،‬ﺍﻫﺮﻣﻬﺎ ‪ ،‬ﮔﺸﺘﺎﻭﺭ‪ ،‬ﮔﺸﺘﺎﻭﺭ ﻧﻴﺮﻭﻱ ﻋﻀﻼﻧﻲ‪ ،‬ﻗﺮﻗﺮﻩ ﻫﺎ ‪ – .‬ﺳﺎﺧﺘﺎﺭ ﻛﻠﻲ ﻣﻔﺎﺻﻞ‪ ،‬ﺍﻧﻮﺍﻉ ﻭ ﻋﻤﻠﻜﺮﺩ ﺁﻥ‪- ،‬‬ ‫ﺯﻧﺠﻴﺮﻩ ﺳﻴﻨﻤﺎﺗﻴﻚ‪ ،‬ﺍﺳﺘﺌﻮﻛﻴﻨﻤﺎﺗﻴﻚ ‪.‬ﺁﺭﺗﺮﻭﻛﻴﻨﻤﺎﺗﻴﻚ‪- ،‬ﺳﺎﺧﺘﺎﺭ ﻛﻠﻲ ﻋﻀﻼﺕ ﺍﺳﻜﻠﺘﻲ‪ ،‬ﺍﻧﻮﺍﻉ ﺳﺎﺯﻣﺎﻧﺒﻨﺪﻱ ﻓﻴﺒﺮﻫﺎﻱ ﻋﻀﻼﻧﻲ‪،‬‬

‫ﺍﻧﻮﺍﻉ ﻓﻴﺒﺮ ﻋﻀﻼﻧﻲ ( ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﻉ ﺗﻮﻳﻴﭻ) ‪ -‬ﺍﻧﻮﺍﻉ ﻛﺎﺭ ﻋﻀﻼﻧﻲ‪- ،‬ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﭼﻨﺪ ﻣﻔﺼﻠﻲ‪- ،‬ﻣﺨﺘﺼﺮﻱ ﺍﺯ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ‬ ‫ﺑﺎﻓﺘﻬﺎﻳﻲ ﻧﻈﻴﺮ ﺍﺳﺘﺨﻮﺍﻥ ‪ ،‬ﻋﻀﻠﻪ‪ ،‬ﺗﺎﻧﺪﻭﻥ ‪... . -‬ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ ﻋﻤﻠﻜﺮﺩ ﻭ ﻭﻇﺎﻳﻒ ﻛﻠﻲ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ‪- ،‬ﻣﺠﻤﻮﻋﻪ ﻫﺎﻱ ﻣﻔﺼﻠﻲ‬

‫ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ( ﺷﺎﻧﻪ‪ ،‬ﺁﺭﻧﺞ‪ ،‬ﻣﭻ ﻭ ﺩﺳﺖ )‪- ،‬ﺧﻼﺻﻪ‬

‫ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺠﻤﻮﻋﻪ ﺷﺎﻧﻪ‪- ،‬‬

‫ﻣﺸﺎﺭﻛﺖ ﻣﻔﺎﺻﻞ ‪ – . SC, AC.‬ﺛﺒﺎﺕ ﺩﻳﻨﺎﻣﻴﻚ ﺩﺭ ﻣﻔﺼﻞ‬

‫ﻋﻤﻠﻜﺮﺩ ﻳﻜﭙﺎﺭﭼﻪ ﻣﺠﻤﻮﻋﻪ ﺷﺎﻧﻪ‪- ،‬ﺭﻳﺘﻢ ﺍﺳﻜﺎﭘﻮﻟﻮﻫﻮﻣﺮﺍﻝ ﻭ‬

‫ﺷﺎﻧﻪ ﻭ ﻧﻘﺶ ﻋﻀﻼﺕ ﻣﺨﺘﻠﻒ ﺩﺭ ﺁﻥ‪ ،‬ـ ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﺷﺎﻧﻪ‪- ،‬‬

‫ﺧﻼﺻﻪ ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ‬

‫ﻋﻀﻼﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺠﻤﻮﻋﻪ ﺁﺭﻧﺞ‪- ،‬ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺼﻞ ﺁﺭﻧﺞ ﻭ ﻋﻮﺍﺭﺽ ﻣﺆﺛﺮ ﺑﺮ ﺁﻥ‪- ،‬ﻭﻇﺎﻳﻒ ﺗﺤﺮﻛﻲ ﻭ ﺛﺒﺎﺗﻲ ﻣﺠﻤﻮﻋﻪ‬

‫ﺁﺭﻧﺞ‪- ،‬‬

‫ﻧﺤﻮﻩ ﻛﻨﺘﺮﻝ ﻧﻴﺮﻭﻫﺎﻱ ﻓﺸﺎﺭﻱ ﻭ ﻛﺸﺶ ﻃﻮﻟﻲ ﻭ ﻧﻴﺮﻭﻫﺎﻱ ﻃﺮﻓﻲ‪- ،‬ﺧﻼﺻﻪ ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ‬

‫ﻣﺠﻤﻮﻋﻪ ﻣﭻ ﺩﺳﺖ‪- ،‬ﺍﻫﻤﻴﺖ ﻋﻤﻠﻜﺮﺩ ﺩﺳﺖ‪- ،‬ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﺭﻭﻱ ﻣﭻ ﺩﺳﺖ ﻭ ﺍﺛﺮ ﻣﭻ ﺑﺮ ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﺩﺳﺖ‪- ،‬‬

‫ﻣﻜﺎﻧﻴﺰﻡ ﻫﺎﻱ ‪ Gliding‬ﻭ ﺍﻛﺴﺘﺎﻧﺴﻮﺭﻱ ﺩﺳﺖ ‪ ،‬ـ ﮔﺮﻓﺘﻦ ‪ ،‬ﺍﻧﻮﺍﻉ ‪ ،‬ﺗﻌﺎﺭﻳﻒ‪- ،‬ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺩﺭ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ‬

‫ﺁﻥ ﺩﺭ ﮔﺮﻓﺘﻦ ﺍﺷﻴﺎء ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- levangie P & Norkin C. Joint structure and function; A comprehensive analysis,‬‬ ‫‪3rd Ed.‬‬ ‫‪2- Kapandji. Physiology of the joints, Vol. 1,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬ ‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪:‬ﻛﻴﻨﺰﻳﻮﻟﻮژﻱ ﻭ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ (ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ) ‪2‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫‪47‬‬

‫ﻛﺪ ﺩﺭﺱ ‪2-39:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺣﺮﻛﺎﺕ ﻭ ﺍﺻﻮﻝ ﺑﻴﻮﻣﻜﺎﻧﻴﻜﻲ ﺣﺎﻛﻢ ﺑﺮ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﻴﻨﻤﺎﺗﻴﻚ ﻭ ﺳﻴﻨﺘﻴﻚ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ﺩﺭ ﺷﺮﺍﻳﻂ ﻃﺒﻴﻌﻲ ﺟﻬﺖ‬ ‫ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﺿﺎﻳﻌﺎﺕ ﺍﺳﻜﻠﺘﻲ – ﻋﻀﻼﻧﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪-‬ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﻣﻮﺭﺩ ﻋﻤﻠﻜﺮﺩ ﻭ ﻭﻇﺎﻳﻒ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‪- ،‬ﻣﺠﻤﻮﻋﻪ ﻫﺎﻱ ﻣﻔﺼﻠﻲ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ‪- ،‬ﺧﻼﺻﻪ ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ‬

‫ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﺠﻤﻮﻋﻪ ﺭﺍﻥ‪- ،‬ﺧﻼﺻﻪ ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﺠﻤﻮﻋﻪ ﺯﺍﻧﻮ ﻭ ﻧﻘﺶ ﻣﻔﺼﻞ ﭘﺎﺗﻠﻮ ﻓﻤﻮﺭﺍﻝ ﺩﺭ‬

‫ﻋﻤﻠﻜﺮﺩ ﻣﻔﺼﻞ ﺗﻴﺒﻴﻮ ﻓﻤﻮﺭﺍﻝ‪- ،‬ﺧﻼﺻﻪ ﺍﻱ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻭ ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﺠﻤﻮﻋﻪ ﻣﭻ ﻭ ﭘﺎ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻧﻘﺶ ﺁﻧﻬﺎ ﺩﺭ ﺗﻮﺯﻳﻊ‬ ‫ﻭﺯﻥ ﻭ ﺍﻳﺴﺘﺎﺩﻥ ﻭ ﺭﺍﻩ ﺭﻓﺘﻦ‪- ،‬ﺑﺮﺭﺳﻲ ﺍﺛﺮ ﻧﻮﻉ ﺯﻧﺠﻴﺮﻩ ‪ Osteokinematic & Arthrokinematic‬ﻭ ﻧﻴﺰ ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ‬

‫ﺯﺍﻧﻮ‪،‬ﻣﭻ ﻭ ﭘﺎ‪- ،‬ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﻭﺿﻌﻴﺖ‪ ،‬ﺍﺛﺮ ﺟﺎﺫﺑﻪ ﻭ ﻧﺤﻮﻩ ﺍﺛﺮ ﻧﻴﺮﻭﻫﺎﻱ ﻓﻌﺎﻝ ﻭ ﻏﻴﺮ ﻓﻌﺎﻝ( ﻛﭙﺴﻮﻝ ‪ ،‬ﻟﻴﮕﺎﻣﺎﻥ) ﺩﺭ ﺣﻔﻆ ﺁﻥ‪- ،‬‬

‫ﺗﻌﺮﻳﻒ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻣﺮﺍﺣﻞ ﺁﻥ‪- ،‬ﻋﻮﺍﻣﻞ ﻛﻨﺘﺮﻝ ﺟﺎﺑﺠﺎﻳﻲ ﻣﺮﻛﺰ ﺟﺎﺫﺑﻪ ﺩﺭ ﺣﻴﻦ ﺭﺍﻩ ﺭﻓﺘﻦ‪ ،‬ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻣﺨﺘﻠﻒ ﺑﺪﻥ‬ ‫ﻭ ﻋﻀﻼﺕ ﺩﺭ ﺭﺍﻩ ﺭﻓﺘﻦ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- levangie P & Norkin C. Joint structure and function; A ccomprehensive analysis, 3rd Ed,‬‬ ‫‪2, 2- Kapandji, Physiology of the joints, Vol‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﻴﻨﺰﻳﻮﻟﻮژﻱ ﻭ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ( ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ) ‪3‬‬

‫ﻛﺪ ﺩﺭﺱ ‪3-39:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺳﺮ‪ ،‬ﮔﺮﺩﻥ ﻭﺗﻨﻪ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺣﺮﻛﺎﺕ ﻭ ﺍﺻﻮﻝ ﺑﻴﻮﻣﻜﺎﻧﻴﻜﻲ ﺣﺎﻛﻢ ﺑﺮ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﻴﻨﻤﺎﺗﻴﻚ ﻭ ﺳﻴﻨﺘﻴﻚ ﻋﻤﻠﻜﺮﺩ ﻣﻔﺎﺻﻞ ﻭ ﻋﻀﻼﺕ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﺩﺭ ﺷﺮﺍﻳﻂ ﻃﺒﻴﻌﻲ ﺟﻬﺖ‬

‫ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﺿﺎﻳﻌﺎﺕ ﺍﺳﻜﻠﺘﻲ – ﻋﻀﻼﻧﻲ ﺑﻴﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‬

‫‪48‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪ :‬ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ‬

‫‪ -‬ﻛﻠﻴﺎﺗﻲ ﺩﺭ ﺑﺎﺭﻩ ﺳﺎﺧﺘﺎﺭ ﻭ ﻋﻤﻠﻜﺮﺩ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪- ،‬ﻣﺮﻭﺭﻱ ﺑﺮ ﺳﺎﺧﺘﺎﺭ ﺍﺟﺰﺍء ﻣﺨﺘﻠﻒ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪- ،‬ﻗﻮﺳﻬﺎﻱ‬

‫ﺳﺘﻮﻥ‪- ،‬ﻣﻔﺎﺻﻞ ‪ ،‬ﻟﻴﮕﺎﻣﺎﻧﻬﺎ ﻭ ﻋﻀﻼﺕ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ‪- ،‬ﺳﺎﺧﺘﺎﺭ ﺟﺴﻢ ﻣﻬﺮﻩ‪ ،‬ﺍﺟﺰﺍء ﺧﻠﻔﻲ ﻣﻬﺮﻩ ﻭ ﺩﻳﺴﻚ ﺑﻴﻦ ﻣﻬﺮﻩ ﺍﻱ‪ ،‬ﺷﺮﺡ‬ ‫ﺍﺟﺰﺍء ﻭ ﻋﻤﻠﻜﺮﺩ ﻧﻮﺍﺣﻲ ﻣﺨﺘﻠﻒ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ( ﮔﺮﺩﻥ‪ ،‬ﭘﺸﺖ‪،‬ﻛﻤﺮ‪ ،‬ﺧﺎﺟﻲ ‪-‬ﻟﮕﻨﻲ )‪- ،‬ﺁﺭﺍﻳﺶ ﻭ ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﺳﺘﻮﻥ‬ ‫ﻣﻬﺮﻩ ﺍﻱ‪- ،‬ﻧﻮﺍﻗﺺ ﺳﺘﻮﻥ ﻭ ﺍﺛﺮ ﺁﻥ ﺑﺮ ﻋﻤﻠﻜﺮﺩ ‪. -‬ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﻣﻔﺼﻞ ﺗﻤﭙﻮﺭﻭﻣﻨﺪﻳﺒﻮﻻﺭ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Levangie P & Norkin C. Joint structure and function; A ccomprehensive analysis, 3rd Ed,‬‬ ‫‪3, 2- Kapandji, Physiology of the joints, Vol‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺎﻓﺘﻲ‬ ‫ﭘﻴﺸﻨﻴﺎﺯ ‪:‬ﺑﺎﻓﺖ ﺷﻨﺎﺳﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪40 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺍﺻﻮﻝ ﻛﻠﻲ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺎﻓﺖ ﻫﺎﻱ ﺯﻧﺪﻩ ﻭ ﺑﺮﺭﺳﻲ ﺑﺎﻓﺖ ﻫﺎﻱ ﻋﻀﻼﻧﻲ ‪-‬ﺍﺳﻜﻠﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎﻩ‬

‫ﺳﺎﺧﺘﺎﺭ ﻭ ﻋﻤﻠﻜﺮﺩ ﻭ ﻧﻴﺰ ﭘﺎﺳﺦ ﺑﺎﻓﺖ ﻫﺎﻱ ﺑﻴﻮﻟﻮژﻳﻚ ﺑﻪ ﺑﻴﻤﺎﺭﻳﻬﺎ ‪ ،‬ﺻﺪﻣﺎﺕ ﻭ ﻧﻴﺮﻭﻫﺎﻱ ﻭﺍﺭﺩﻩ ﺑﻴﺎﻥ ﻣﻲ ﮔﺮﺩﺩ ‪.‬ﻫﻤﭽﻨﻴﻦ ﻓﺮﺁﻳﻨﺪ ﻃﺒﻴﻌﻲ‬ ‫ﺗﺮﻣﻴﻢ ﻭ ﺍﺛﺮﺍﺕ ﻣﺪﺍﺧﻼﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﻗﺒﻴﻞ ﺍﺳﺘﺮﺍﺣﺖ ‪ ،‬ﺍﺳﺘﺮﺱ‪ ،‬ﻛﺸﺶ‪ ،‬ﺑﻲ ﺣﺮﻛﺘﻲ ‪ ،‬ﻛﺎﺭ ﻭ ﺍﺛﺮﺍﺕ ﺳﺎﻟﻤﻨﺪﻱ ﻣﻮﺭﺩ ﺑﺤﺚ ﻗﺮﺍﺭ ﻣﻲ‬

‫ﮔﻴﺮﺩ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ ﻣﺮﻭﺭﻱ ﺑﺮ ﻗﻮﺍﻧﻴﻦ ﻣﻜﺎﻧﻴﻜﻲ ﺣﺎﻛﻢ ﺑﺮ ﻣﻮﺍﺩ( ﺫﺭﻩ‪ ،‬ﺟﺴﻢ ﺻﻠﺐ‪ ،‬ﺍﺟﺴﺎﻡ ﺗﻐﻴﻴﺮ ﭘﺬﻳﺮ ﻭ ﻣﺎﻳﻌﺎﺕ)‬‫‪ -‬ﺗﻨﺶ ‪ ،‬ﻛﺮﻧﺶ ﻭ ﻣﻨﺤﻨﻲ ﺁﻧﻬﺎ‬

‫ ﺭﻓﺘﺎﺭ ﺍﻻﺳﺘﻴﻚ ﻭ ﭘﻼﺳﺘﻴﻚ ﻣﻮﺍﺩ‬‫ ﻭﻳﺴﻜﻮ ﺍﻻﺳﺘﻴﺴﻴﺘﻪ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎﻱ ﺁﻥ ( ‪( Creep, hysteresis, force relaxation‬‬‫ ﺟﺎﻣﺪﺍﺕ ﺑﻴﻮ ﻭﻳﺴﻜﻮ ﺍﻻﺳﺘﻴﻚ‬‫‪ -‬ﻭﻳﺴﻜﻮﺍﻻﺳﺘﻴﺴﻴﺘﻪ ﺷﺒﻪ ﺧﻄﻲ‬

‫ ﻣﺪﻝ ﻫﺎﻱ ﻣﻜﺎﻧﻴﻜﻲ ﺑﺮﺭﺳﻲ ﺭﻓﺘﺎﺭ ﻣﻜﺎﻧﻴﻜﻲ ﺑﺎﻓﺖ ﻫﺎﻱ ﺑﻴﻮﻟﻮژﻳﻚ( ‪)3 element model, Maxwell, kelvin‬‬‫‪ -‬ﻣﻜﺎﻧﻮﺑﻴﻮﻟﻮژﻱ‬

‫‪ -‬ﺑﺮﺭﺳﻲ ﺭﻓﺘﺎﺭ ﻭ ﭘﺎﺳﺦ ﻣﻜﺎﻧﻴﻜﻲ ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﻋﻀﻠﻪ‪ ،‬ﻏﻀﺮﻭﻑ ‪ ،‬ﻟﻴﮕﺎﻣﺎﻥ ﻭ ﭘﻮﺳﺖ‬

‫ ﺷﻜﻞ ﮔﻴﺮﻱ ﻣﺠﺪﺩ(‪ )Remodeling‬ﺍﺳﺘﺨﻮﺍﻥ‪ ،‬ﺧﺴﺘﮕﻲ ﺍﺳﺘﺨﻮﺍﻥ ﻭ ﺷﻜﺴﺘﮕﻲ ﻣﻴﻜﺮﻭﺳﻜﻮﭘﻲ‬‫ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺳﺎﺧﺘﺎﺭﻫﺎﻱ ﻣﻴﻜﺮﻭﺳﻜﻮﭘﻲ ﻭ ﻣﺎﻛﺮﻭﺳﻜﻮﭘﻲ ﺑﺎﻓﺖ ﻫﺎ‬‫‪49‬‬

‫ﻣﻨﺎﺑﻊ ‪:‬‬

‫‪ - 1‬ﻋﻠﻲ ﺍﺳﺘﻜﻲ‪ ،‬ﺑﻴﻮ ﻣﻜﺎﻧﻴﻚ ﺳﻴﺴﺘﻢ ﻋﻀﻼﻧﻲ –ﺍﺳﻜﻠﺘﻲ ‪1385.‬‬ ‫‪Panjabi. Biomechanics of musculoskeletal system. - 2‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ‬

‫‪:‬ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺗﻤﺮﻳﻦ‬

‫ﻛﺪ ﺩﺭﺱ ‪41:‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‪:‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ‪ 1‬ﻭ ‪2‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﻣﻨﺎﺑﻊ ﺗﺎﻣﻴﻦ ﺍﻧﺮژﻱ ﺩﺭ ﺗﻤﺮﻳﻨﺎﺕ ﻣﺨﺘﻠﻒ ﻭ ﺍﺛﺮ ﺗﻤﺮﻳﻨﺎﺕ ﺑﺮ ﺳﻴﺴﺘﻤﻬﺎﻱ ﻗﻠﺒﻲ‪-‬ﻋﺮﻭﻗﻲ‪-‬ﺗﻨﻔﺴﻲ ﻭ‬ ‫ﻋﺼﺒﻲ‪-‬ﻋﻀﻼﻧﻲ‪-‬ﺍﺳﻜﻠﺘﻲ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﺩ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﺗﺸﺮﻳﺢ ﺗﻤﺮﻳﻨﺎﺕ ﻫﻮﺍﺯﻱ ﻭ ﺑﻲ ﻫﻮﺍﺯﻱ ﻭ ﻣﻘﺎﻳﺴﻪ ﺁﻧﻬﺎ ﺩﺭ ﺗﺎﻣﻴﻦ ﺍﻧﺮژﻱ ﻓﻌﺎﻟﻴﺘﻬﺎ‬ ‫ﺭﻭﻧﺪ ﻣﺼﺮﻑ ﺍﻛﺴﻴﮋﻥ ﺩﺭ ﺗﻤﺮﻳﻦ ﻫﻮﺍﺯﻱ‬

‫ﻣﺤﺎﺳﺒﻪ ﺣﺪﺍﻛﺜﺮ ﺍﻛﺴﻴﮋﻥ ﻣﺼﺮﻓﻲ ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻥ ﺩﺭ ﻋﻤﻠﻜﺮﺩ ﺳﻴﺴﺘﻢ ﻗﻠﺒﻲ‪-‬ﻋﺮﻭﻗﻲ‪-‬ﺗﻨﻔﺴﻲ‬

‫ﺑﺮﺭﺳﻲ ﻋﻤﻠﻜﺮﺩ ﻭ ﺳﺎﺯﮔﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻗﻠﺒﻲ‪-‬ﻋﺮﻭﻗﻲ‪-‬ﺗﻨﻔﺴﻲ ﻭ ﺳﻴﺴﺘﻢ ﻋﻀﻼﻧﻲ ﺩﺭ ﺗﻤﺮﻳﻨﺎﺕ ﻣﺨﺘﻠﻒ ﺍﺳﺘﺎﺗﻴﻚ‪ ،‬ﺩﻳﻨﺎﻣﻴﻚ‪،‬‬

‫ﺗﺤﻤﻠﻲ ﻭ ﻗﺪﺭﺗﻲ‬

‫ﺑﺮﺭﺳﻲ ﺷﺮﺍﻳﻂ ﻣﺤﻴﻄﻲ ﺑﺮ ﭘﺎﺳﺨﻬﺎﻱ ﻛﻮﺗﺎﻩ ﻣﺪﺕ ﻭ ﺩﺭﺍﺯ ﻣﺪﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ‬

‫ﺍﭘﺮ ﻫﻮﺭﻣﻮﻧﻬﺎ ﺩﺭ ﺗﻤﺮﻳﻨﺎﺕ ﻫﻮﺍﺯﻱ ﻭ ﺑﻲ ﻫﻮﺍﺯﻱ‬ ‫ﻣﺤﺎﺳﺒﻪ ﺍﻧﺮژﻱ ﻭ ﻛﺎﺭ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﺗﻤﺮﻳﻦ‬

‫ﺍﺛﺮ ﺗﻐﻴﻴﺮﺍﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ ﻫﻨﮕﺎﻡ ﮔﺮﻡ ﻛﺮﺩﻥ ﻭ ﺑﺮﮔﺸﺖ ﺑﻪ ﺣﺎﻟﺖ ﺍﻭﻟﻴﻪ‬

‫ﺍﺻﻮﻝ ﺍﺟﺮﺍﻱ ﺗﻤﺮﻳﻨﻬﺎﻱ ﻣﻘﺎﻭﻣﺘﻲ ﻭ ﻛﺸﺸﻲ‬

‫ﺍﺛﺮ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺗﻤﺮﻳﻨﻲ ﺑﺮ ﻛﻨﺘﺮﻝ ﻭﺯﻥ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﺗﻮﺍﻧﻤﻨﺪﻱ ﻭ ﻛﺎﺭﺍﻳﻲ ﻓﻴﺰﻳﻜﻲ ﺑﺪﻥ‬

‫ﻛﺎﺭﺑﺮﺩ ﺗﻤﺮﻳﻨﺎﺕ ﻫﻮﺍﺯﻱ ﻭ ﺑﻲ ﻫﻮﺍﺯﻱ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ ﻣﺎﻧﻨﺪ ﻗﻠﺒﻲ‪-‬ﻋﺮﻭﻗﻲ‪ ،‬ﺗﻴﺮﻭﺋﻴﺪ ﻭ ‪...‬‬ ‫ﻛﺎﺭﺑﺮﺩ ﺗﻤﺮﻳﻨﺎﺕ ﺗﺤﻤﻠﻲ ﻭ ﻗﺪﺭﺗﻲ ﺩﺭ ﮔﺮﻭﻫﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺳﻨﻲ ﻭ ﺟﻨﺴﻲ‬ ‫ﻣﻨﺎﺑﻊ ﭘﻴﺸﻨﻬﺎﺩﻱ ‪:‬‬ ‫‪1-Clinical Exercise Physiology, Linda Lemura‬‬ ‫‪2-Exercise Physiology. Scott K Powers‬‬

‫‪50‬‬

‫‪3-Essential of Exercise Physiology, William D McArdle‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﺻﻮﻝ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎ ﻧﻲ ‪1‬‬

‫ﻛﺪ ﺩﺭﺱ ‪1-42:‬‬

‫ﻳﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‪،‬ﻛﻴﻨﺰﻳﻮﻟﻮژﻱ ﻭ ﺑﻴﻮﻣﻜﺎﻧﻴﻚ(ﻛﻠﻴﺎﺕ ﻭ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ) ‪1 .‬‬ ‫ﭘﻴﺶ ﻥ‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪3:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‬

‫‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﭘﺎﻳﻪ ﻭ ﺍﻫﺪﺍﻑ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺁﺷﻨﺎ ﺷﺪﻩ ﻭ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ‪ ،‬ﻋﻤﻠﻲ ﻭ‬

‫ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥ ﺭﺍ ﻓﺮﺍ ﻣﻲ ﮔﻴﺮﺩ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺑﺨﺶ ﺍﺻﻠﻲ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪﻩ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲ‬

‫ﺩﻫﺪ‪ ،‬ﺷﻨﺎﺧﺘﻦ ﺍﻧﻮﺍﻉ ﺍﻳﻦ ﺗﻤﺮﻳﻨﺎﺕ ﻭ ﺍﺻﻮﻝ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﺁﻧﻬﺎ ﻭ ﻛﺴﺐ ﺗﻮﺍﻧﺎﻳﻲ ﻋﻤﻠﻲ ﺩﺭ ﺍﺟﺮﺍﻱ ﺁﻧﻬﺎ‪ ،‬ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ) ‪ -‬ﻣﺮﻭﺭﻱ ﺑﺮ ﺍﺻﻄﻼﺣﺎﺕ ﻭ ﻣﻔﺎﻫﻴﻢ ﭘﺎﻳﻪ (ﺍﻧﻮﺍﻉ ﺍﻧﻘﺒﺎﺽ‪ ،‬ﺩﺍﻣﻨﻪ ﺣﺮﻛﺖ‪ ،‬ﺗﻌﺎﺩﻝ ﻭ ﺛﺒﺎﺕ‪ ،‬ﺍﻧﻮﺍﻉ ﺍﻫﺮﻣﻬﺎ‪ ،‬ﻛﺎﺭ‬

‫ﮔﺮﻭﻫﻲ ﻋﻀﻼﺕ ﻭ ‪ )...‬ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻋﻤﻠﻜﺮﺩ ﻋﻀﻼﺕ ﻭ ﺣﺮﻛﺎﺕ ﻣﻔﺎﺻﻞ ‪ – .‬ﻭﺿﻌﻴﺘﻬﺎﻱ ﺍﺻﻠﻲ ﻭ ﻣﺸﺘﻖ ﺁﻧﻬﺎ ﺩﺭ‬ ‫ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ‪.‬‬

‫– ﺍﻧﻮﺍﻉ ﺗﻤﺮﻳﻨﺎﺕ ﻓﻌﺎﻝ ( ﺁﺯﺍﺩ‪ ،‬ﻛﻤﻜﻲ ‪.‬ﻣﻘﺎﻭﻣﺘﻲ) ﻭ ﻏﻴﺮ ﻓﻌﺎﻝ ( ﺗﻌﺎﺭﻳﻒ‪ ،‬ﺍﻫﺪﺍﻑ‪ ،‬ﺍﺻﻮﻝ ﺍﺟﺮﺍ‪ ،‬ﺍﺑﺰﺍﺭﻫﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ‬

‫ﻫﺮﻳﻚ‪ ،‬ﻣﻮﺍﺭﺩ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﺭژﻳﻤﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ) ﻭ ﺍﺛﺮ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﺗﻤﺮﻳﻨﺎﺕ ﺑﺮ ﺳﻴﺴﺘﻤﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ‪.‬‬ ‫ﺗﻌﻠﻴﻖ ﺩﺭﻣﺎﻧﻲ ﻭ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ ﺁﻥ‬

‫– ﺗﻤﺮﻳﻨﺎﺕ ﺯﻧﺠﻴﺮﻩ ﺣﺮﻛﺘﻲ ﺑﺎﺯ ﻭ ﺑﺴﺘﻪ ‪.‬‬ ‫– ﺁﺷﻨﺎﻳﻲ ﻛﻠﻲ ﺑﺎ ﺣﺮﻛﺎﺕ ﺗﻘﻠﺒﻲ‪ ،‬ﻣﻜﺎﻧﻴﺰﻣﻬﺎ ﻭ ﻧﺤﻮﻩ ﺟﻠﻮ ﮔﻴﺮﻱ ﺍﺯ ﺁﻧﻬﺎ ‪.‬‬

‫ ﺗﻤﺮﻳﻨﺎﺕ ﺗﻌﺎﺩﻟﻲ‪ ،‬ﻫﻤﺎﻫﻨﮕﻲ ﻋﺼﺒﻲ ﻭ ﻋﻀﻼﻧﻲ ﻭ ﺣﺲ ﻋﻤﻘﻲ ‪ – .‬ﺍﺻﻮﻝ ﻫﻴﺪﺭﻭﺗﺮﺍﭘﻲ ‪ – .‬ﺍﺻﻮﻝ ﺭﻳﻠﻜﺴﻴﺸﻦ ﺩﺭﻣﺎﻧﻲ ﻭ‬‫ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥ ‪.‬‬

‫ ﺍﺻﻮﻝ ﺟﺎﺑﺠﺎﻳﻲ ﺑﻴﻤﺎﺭ ﺑﺎ ﺻﻨﺪﻟﻲ ﭼﺮﺧﺪﺍﺭ ‪ – .‬ﺍﺻﻮﻝ ﻭﺭﺯﺷﻬﺎﻱ ﺭﻭﻱ ‪. - Mat‬ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﺭﻭﺷﻬﺎﻱ‬‫ﻣﺨﺘﻠﻒ ﺭﺍﻩ ﺭﻓﺘﻦ ﺑﺎ ﺁﻧﻬﺎ ‪.‬‬

‫ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ) –ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺑﺰﺍﺭﻫﺎﻱ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﻭ ﻛﺎﺭﺑﺮﺩ ﻋﻤﻠﻲ ﺁﻧﻬﺎ ‪ – .‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻤﺮﻳﻨﺎﺕ ﻓﻌﺎﻝ ﺩﺭ ﻛﻠﻴﻪ‬ ‫ﻣﻔﺎﺻﻞ( ﺩﺭ ﺯﻧﺠﻴﺮﻩ ﺣﺮﻛﺘﻲ ﺑﺎﺯ ﻭ ﺑﺴﺘﻪ‪ ،‬ﺑﺎ ﻛﻤﻚ ﻧﻴﺮﻭﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﺷﻜﻠﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻣﻘﺎﻭﻣﺖ) ‪ – .‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ‬

‫ﺗﻤﺮﻳﻨﺎﺕ ﻏﻴﺮ ﻓﻌﺎﻝ ﺩﺭ ﻛﻠﻴﻪ ﻣﻔﺎﺻﻞ( ﺗﻮﺳﻂ ﺗﺮﺍﭘﻴﺴﺖ‪ ،‬ﻗﺮﻗﺮﻩ‪ ،‬ﻭﺯﻧﻪ ﻭ ‪ – )...‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻛﺸﺶ ﻋﻀﻼﺕ ﻣﺨﺘﻠﻒ‬

‫‪51‬‬

‫( ﺩﺳﺘﻲ ﻭ ﻣﻜﺎﻧﻴﻜﻲ ) ‪.‬ﺍﻧﺠﺎﻡ ﻋﻤﻠﻲ ﻫﻴﺪﺭﻭﺗﺮﺍﭘﻲ ‪ – .‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻤﺮﻳﻨﺎﺕ ﺗﻌﺎﺩﻟﻲ ﻭ ﺣﺲ ﻋﻤﻘﻲ‪. -‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻛﻤﻜﻲ‬

‫ﺭﺍﻩ ﺭﻓﺘﻦ ‪ –.‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺻﻨﺪﻟﻲ ﭼﺮﺧﺪﺍﺭ ﻭ ﺟﺎﺑﺠﺎﻳﻴﻬﺎ ‪ – .‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺭﻳﻠﻜﺴﻴﺸﻦ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Kisner c. Theraputic exercise‬‬ ‫‪2- Hollis M. Practical exercise‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺭﻭﺷﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ‪)PNF (2‬‬

‫ﻛﺪ ﺩﺭﺱ ‪2-42:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺍﺻﻮﻝ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺍﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﻭ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺁﻧﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺑﺨﺶ ﺍﺻﻠﻲ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪﻩ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲ‬ ‫ﺩﻫﺪ‪ ،‬ﺷﻨﺎﺧﺘﻦ ﺭﻭﺷﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺮﻳﻦ ﺑﺮﺍﻱ ﺗﺴﻬﻴﻞ ﻭ ﻣﻬﺎﺭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺍﺭﺍﻱ ﺍﺧﺘﻼﻻﺕ ﻋﺼﺒﻲ ﻣﺮﻛﺰﻱ ﺑﻌﻨﻮﺍﻥ‬

‫ﺑﺨﺸﻲ ﺍﺯ ﺑﺮﻧﺎﻣﻪ ﺩﺭﻣﺎﻧﻲ ‪ ،‬ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ) – ﻣﻘﺪﻣﻪ ﺷﺎﻣﻞ ‪:‬ﺣﺲ ﻋﻤﻘﻲ‪- ،‬ﺳﻴﺴﺘﻢ ﺣﺴﻲ ﺣﺮﻛﺘﻲ‪- ،‬ﺍﻧﻮﺍﻉ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻱ ﻣﻔﺼﻠﻲ‪،‬‬

‫‪ -‬ﺳﻴﺴﺘﻢ ﺣﺮﻛﺘﻲ ﮔﺎﻣﺎ‪- ،‬ﺗﺎﺛﻴﺮ ﺁﻭﺭﺍﻥ ﺑﺮ ﻋﺼﺐ ﺣﺮﻛﺘﻲ ﮔﺎﻣﺎ‪- ،‬ﻧﻘﺶ ﺣﺲ ﻋﻤﻘﻲ ﺩﺭ ﻛﻨﺘﺮﻝ ﺣﺮﻛﺖ ﻭﺛﺒﺎﺕ ﻣﻔﺼﻞ‪،‬‬

‫ﺳﻔﺘﻲ ﻋﻀﻼ ﻧﻲ‪،‬‬

‫ﮔﻴﺮﻧﺪﻩ ﻫﺎﻱ ﭘﻮﺳﺘﻲ‪،‬‬

‫–ﺗﻌﺎﺩﻝ ﻭﺿﻌﻴﺘﻲ‪- ، Postural equilibrium - ،‬ﻧﻘﺶ ﺳﻴﺴﺘﻢ ﺣﺴﻲ‪- ،‬ﭘﻴﻜﺮﻱ ﺩﺭ ﺗﻌﺎﺩﻝ‪ – ،‬ﻧﻘﺶ‬ ‫‪-‬ﻛﻨﺘﺮﻝ ﻋﺼﺒﻲ ﻋﻀﻼﻧﻲ‪- ،‬ﺳﻴﻨﺮژﻱ ﻭﺍﺳﺘﺮﺍﺗﮋﻱ ﺣﺮﻛﺖ‪- ،‬ﻛﻨﺘﺮﻝ ﺣﺮﻛﺖ‪- ،‬ﻭﺍﺣﺪﺣﺮﻛﺘﻲ ﻭ‬

‫‪ MUI‬ﻭﻋﻮﺍﻣﻞ ﻣﻮﺛﺮ ﺑﺮ ﺁﻥ‪- ،‬‬

‫‪- ،PNF‬ﻗﻮﺍﻧﻴﻦ ﺍﺟﺮﺍﻳﻲ ‪PNF‬‬

‫‪52‬‬

‫–‬

‫ﺍﺻﻮﻝ ﺍﻟﮕﻮﻫﺎﻱ‬

‫‪ PNF‬ﻭ ﺍﻟﮕﻮﻫﺎﻱ ﺗﺮﻛﻴﺒﻲ‪- ،‬ﺍﺻﻮﻝ ﻭ ﻗﻮﺍﻧﻴﻦ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ‬

‫‪.‬ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ)‪ -‬ﺍﻟﮕﻮﻫﺎﻱ ﺳﺮﻭﮔﺮﺩﻥ ﻭ ﺗﻨﻪ ‪-‬ﺍﻟﮕﻮﻫﺎﻱ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﻭ ﺗﺮﺍﺳﺖ‪،‬‬

‫–‬

‫ﺍﻟﮕﻮﻫﺎﻱ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ – ﺗﻜﻨﻴﻜﻬﺎﻱ ‪، PNF‬‬ ‫‪-‬ﺭﻭﺷﻬﺎﻱ ﺍﻧﺮژﻱ ﻣﺎﻫﻴﭽﻪ ﺍﻱ ‪.‬‬

‫ﺍﺻﻮﻝ ﻭﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ ﺁﻥ‪- ،‬ﺭﻭﺷﻬﺎﻱ ‪ PNF‬ﺩﺭ ﻗﻔﺴﻪ ﺳﻴﻨﻪ ‪ ،‬ﺻﻮﺭﺕ ﻭ ﻟﮕﻦ‪،‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Voss D.E. Proprioceptive neuromuscular facilitation, 3rd Ed,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﻓﻠﺞ ﻧﻴﻤﻪ ﺑﺪﻥ ‪3‬‬

‫ﻛﺪ ﺩﺭﺱ ‪3-42:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪ :‬ﺭﻭﺷﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ (‪ ، )PNF‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪ 2:‬ﻭﺍﺣﺪ‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‪.‬‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺷﻨﺎﺧﺖ ﻭﻳﮋﮔﻴﻬﺎﻱ ﺑﻴﻤﺎﺭﺍﻥ ﻓﻠﺞ ﻧﻴﻤﻪ ﺑﺪﻥ ﻭ ﻛﺴﺐ ﺗﻮﺍﻧﺎﻳﻲ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﻴﻮﻉ ﺑﺎﻻﻱ ﺳﻜﺘﻪ ﻣﻐﺰﻱ ﺩﺭ ﺟﺎﻣﻌﻪ ﻭ ﺍﻳﻨﻜﻪ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﻳﻜﻲ ﺍﺯ ﮔﺮﻭﻫﻬﺎﻱ ﺍﺻﻠﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺑﻪ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺸﻜﻼﺕ ﺧﺎﺹ ﻭ ﻣﺘﻨﻮﻋﻲ ﻧﻴﺰ ﺩﺍﺭﻧﺪ ‪ ،‬ﺷﻨﺎﺧﺖ ﻣﺸﻜﻼﺕ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﻧﺤﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ﻧﻈﺮﻱ (‪ 17‬ﺳﺎﻋﺖ ) ‪:‬‬

‫ـ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﻄﻮﺡ ﺭﻓﻠﻜﺴﻲ ﻧﺮﻣﺎﻝ‬

‫ـ ﻣﺮﻭﺭﻱ ﺑﺮ ﺳﻜﺘﻪ ( ﺗﻌﺮﻳﻒ ‪ ،‬ﺍﭘﻴﺪﻣﻴﻮﻟﻮژﻱ ‪ ،‬ﻓﻴﺰﻳﻮﭘﺎﺗﻮﻟﻮژﻱ ‪ ،‬ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎ ‪ ،‬ﻋﻮﺍﺭﺽ ﻭ‬ ‫ﻣﻜﺎﻧﻴﺰﻣﻬﺎﻱ ﺑﻬﺒﻮﺩﻱ )‬

‫ـ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺭﻭﺵ ﺑﻮﺑﺎﺕ ﻭ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﻓﻠﺞ ﻧﻴﻤﻪ ﺑﺪﻥ ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﺭﻭﺵ‬

‫ـ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺭﻭﺵ ‪ Rood‬ﻭ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺗﺴﻬﻴﻠﻲ ﻭ ﻣﻬﺎﺭﻱ ﺁﻥ‬

‫‪53‬‬

‫ـ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺭﻭﺵ ﺑﺮﺍﻧﺴﺘﺮﻭﻡ‬

‫ـ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺭﻭﺵ ‪Carr & Shepherd‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ﻋﻤﻠﻲ ( ‪ 34‬ﺳﺎﻋﺖ ) ‪:‬‬

‫ـ ﺍﺟﺮﺍﻱ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺑﻮﺑﺎﺕ‬

‫ـ ﺍﺟﺮﺍﻱ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ‪Rood‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Bobath B., Adult Hemiplegia,‬‬ ‫‪2-O’ Sullivan S.B. Physical Rehabilitation,‬‬ ‫ﺷﻴﻮﺓ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﻓﻠﺞ ﻣﻐﺰﻱ ‪4‬‬

‫ﻛﺪ ﺩﺭﺱ‪4-42 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﻓﻠﺞ ﻧﻴﻤﻪ ﺑﺪﻥ ‪3‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ‪ ،‬ﺭﺷﺪ ﺭﻭﺍﻧﻲ ﺣﺮﻛﺘﻲ ﻃﺒﻴﻌﻲ ﺍﺯ ﺗﻮﻟﺪ ﺗﺎ ‪ 6‬ﺳﺎﻟﮕﻲ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﺍﻭﻟﻴﻪ ﻓﻠﺞ ﻣﻐﺰﻱ‪ ،‬ﺍﻧﻮﺍﻉ‬ ‫ﻭ ﻭﻳﮋﮔﻴﻬﺎﻱ ﺁﻧﻬﺎ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﺭﺍ ﻓﺮﺍ ﻣﻲ ﮔﻴﺮﺩ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﻴﻮﻉ ﻧﺴﺒﺘﺎٌ ﺑﺎﻻﻱ ﻓﻠﺞ ﻣﻐﺰﻱ ﺩﺭ ﺟﺎﻣﻌﻪ ﻭ ﺍﻳﻨﻜﻪ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﻳﻜﻲ ﺍﺯ ﮔﺮﻭﻫﻬﺎﻱ ﺍﺻﻠﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺑﻪ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺸﻜﻼﺕ ﺧﺎﺹ ﻭ ﻣﺘﻨﻮﻋﻲ ﻧﻴﺰ ﺩﺍﺭﻧﺪ‪ ،‬ﺷﻨﺎﺧﺖ ﻣﺸﻜﻼﺕ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﻧﺤﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺁﻧﻬﺎ‬

‫ﺑﺮﺍﻱ‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‬

‫ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ) ـ ﺭﺷﺪ ﺭﻭﺍﻧﻲ ﺣﺮﻛﺘﻲ ﻃﺒﻴﻌﻲ ﺍﺯ ﺗﻮﻟﺪ ﺗﺎ ‪ 6‬ﺳﺎﻟﮕﻲ ( ﺭﻓﻠﻜﺴﻬﺎﻱ ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻭ ﻧﺤﻮﻩ‬

‫ﺗﺴﺖ ﺁﻧﻬﺎ‪ ،‬ﺭﺷﺪ ﺭﻭﺍﻧﻲ ﺣﺮﻛﺘﻲ ﻭ ﻗﻮﺍﻧﻴﻦ ﺭﺷﺪ)‪- ،‬ﻓﻠﺞ ﻣﻐﺰﻱ (ﺗﻌﺮﻳﻒ‪ ،‬ﻋﻠﻞ‪ ،‬ﺍﭘﻴﺪﻣﻴﻮﻟﻮژﻱ‪ ،‬ﻓﻴﺰﻳﻮﭘﺎﺗﻮﻟﻮژﻱ‪ ،‬ﻋﻼﺋﻢ ﻭﻧﺸﺎﻧﻪ ﻫﺎ‪،‬‬ ‫ﺍﻧﻮﺍﻉ ﻓﻠﺞ ﻣﻐﺰﻱ ﻭ ﻭﻳﮋﮔﻴﻬﺎﻱ ﺁﻥ )‪،‬‬

‫‪54‬‬

‫‪-‬ﺭﻭﺵ ﺍﺭﺯﻳﺎﺑﻲ ﻛﻮﺩﻛﺎﻥ ﻓﻠﺞ ﻣﻐﺰﻱ‪- ،‬ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺩﺭﻣﺎﻥ ﺑﻮﺑﺎﺕ ﺩﺭ ﻛﻮﺩﻛﺎﻥ ﻓﻠﺞ ﻣﻐﺰﻱ ﻭ ﺭﻭﺷﻬﺎﻱ ﺗﺴﻬﻴﻠﻲ ﻭ ﻣﻬﺎﺭﻱ ﺁﻥ ‪– .‬‬

‫ﺍﺻﻮﻝ ﻭﺿﻊ ﺩﻫﻲ ﺻﺤﻴﺢ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﻨﺎﺳﺐ ﺣﻤﻞ ﺁﻳﻦ ﻛﻮﺩﻛﺎﻥ‪- ،‬ﺭﻓﻠﻜﺴﻬﺎﻱ ﻏﻴﺮ ﻃﺒﻴﻌﻲ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﻬﺎﺭ ﺩﺭ ﺍﻳﻦ ﻛﻮﺩﻛﺎﻥ‪،‬‬ ‫‪ -‬ﺁﺷﻨﺎﻳﻲ ﻣﺨﺘﺼﺮ ﺑﺎ ﺍﺻﻮﻝ ﻧﻈﺮﻱ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﻓﻠﺞ ﻣﻐﺰﻱ(‍‬

‫‪ Peto, Fay, Phelps‬ﻭ ‪- ، )......‬ﻣﺮﻭﺭﻱ ﺑﺮ‬

‫ﺩﺭﻣﺎﻧﻬﺎﻱ ﭘﺰﺷﻜﻲ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ( ﺩﺍﺭﻭﻳﻲ ﻭ ﺟﺮﺍﺣﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﭘﺲ ﺍﺯ ﺟﺮﺍﺣﻴﻬﺎ)‪- ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻭﺳﺎﻳﻞ‬ ‫ﻛﻤﻜﻲ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﺍﻳﻦ ﻛﻮﺩﻛﺎﻥ ‪.‬‬ ‫ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ) ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺗﺴﻬﻴﻠﻲ ﻭ ﻣﻬﺎﺭﻱ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Levitt S. Treatment of cerebral palsy and motor delay,‬‬ ‫‪2- Kessler, Martn. Neurological intervention for physical therapist assistants,‬‬ ‫ﺷﻴﻮﺓ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬ ‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ (ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ ) ‪1‬‬

‫ﻛﺪ ﺩﺭﺱ ‪1-43:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻚ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪ 2:‬ﻭﺍﺣﺪ‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎ ﺳﺎﺯﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺍﻧﻮﺍﻉ ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪,‬ﻛﺎﺭﺑﺮﺩ ﺑﺎﻟﻴﻨﻲ ﻭ ﻓﺮﺍﮔﻴﺮﻱ‬ ‫ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﺁﻧﻬﺎ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺍﻧﺴﺘﻦ ﻣﻄﺎﻟﺐ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻦ ﺩﺭﺱ ﺟﻬﺖ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺻﺤﻴﺢ ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﻗﺴﻤﺘﻲ ﺍﺯ ﺑﺮﻧﺎﻣﻪ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪﻩ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﻣﺨﺘﻠﻒ ﺟﺴﻤﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ﺗﺌﻮﺭﻱ ‪:‬‬ ‫ﻧﻈﺮﻱ ‪ 1‬ﻭﺍﺣﺪ ‪ 17‬ﺳﺎﻋﺖ) ‪ -‬ﺗﻌﺮﻳﻒ ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ﻭ ﺗﺎﺭﻳﺨﭽﻪ ‪-,‬ﻣﻌﺮﻓﻲ ﻋﻮﺍﻣﻞ ﻣﺨﺘﻠﻒ ﺣﺮﺍﺭﺗﻲ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ ﺁﺷﻨﺎﺋﻲ ﺑﺎ ﻃﻴﻒ ﺍﻟﻜﺘﺮﻭﻣﻐﻨﺎﻃﻴﺲ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎﻱ ﺁﻥ ﻭ ﺟﺎﻳﮕﺎﻩ ﻋﻮﺍﻣﻞ ﮔﺮﻣﺎﺯﺍ ﺩﺭ ﺍﻳﻦ ﻃﻴﻒ ‪.‬ﺩﺭﺩ ﻭ ﺗﺌﻮﺭﻱ ﻫﺎﻱ ﻛﻨﺘﺮﻝ ﻛﻨﻨﺪﻩ‬‫ﺁﻥ‪- ،‬ﺧﻮﺍﺹ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ ﻭ ﻣﻮﺍﺭﺩ ﺩﺭﻣﺎﻧﻲ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﮔﺮﻣﺎ (ﺍﻓﺰﺍﻳﺶ ﻣﺘﺎﺑﻮﻟﻴﺴﻢ ‪,‬ﺗﺎﺛﻴﺮﺍﺕ ﻋﺮﻭﻗﻲ ‪,‬ﺗﺎﺛﻴﺮﺍﺕ ﻧﻮﺭﻭﻣﺎﺳﻜﻮﻻﺭ ﻭ‬ ‫‪55‬‬

‫ﺗﺎﺛﻴﺮﺍﺕ ﺭﻭﻱ ﺑﺎﻓﺖ ﻫﻢ ﺑﻨﺪ)‪- ،‬ﻋﻮﺍﻣﻞ ﻣﻮﺛﺮ ﺩﺭ ﺗﻌﻴﻴﻦ ﺷﺪﺕ ﺗﺎﺛﻴﺮﺍﺕ ﺧﻮﺍﺹ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ‪- ،‬ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﻋﻮﺍﻣﻞ ‪:‬ﮔﺮﻣﺎﻱ ﺳﻄﺤﻲ (‪ Infrared, Fluidotherapy, Paraffine, Hot Pack‬ﻭ ‪،)...‬‬ ‫‪-‬ﮔﺮﻣﺎﻱ ﻋﻤﻘﻲ (‪ Ultraviolet) Ultrasound,SWD, MWD‬ﻭ ‪. ،Laser‬‬

‫ﺳﺮﻣﺎ ﺩﺭﻣﺎﻧﻲ ﺷﺎﻣﻞ ‪:‬ﺍﺛﺮﺍﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ ﺳﺮﻣﺎ ‪,‬ﻋﻮﺍﻣﻞ ﻣﻮﺛﺮ ﺩﺭ ﺷﺪﺕ ﺗﺎﺛﻴﺮﺍﺕ ﺳﺮﻣﺎ ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺳﺮﻣﺎ ‪.‬‬‫ﻋﻤﻠﻲ ‪ 1‬ﻭﺍﺣﺪ ‪ 34‬ﺳﺎﻋﺖ) ‪-‬ﺍﺭﺍﺋﻪ ﻣﻄﺎﻟﺐ ﻣﺒﺎﺣﺚ ﻧﻈﺮﻱ ﺑﺼﻮﺭﺕ ﻋﻤﻠﻲ ﺷﺎﻣﻞ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺻﺤﻴﺢ ﺍﺯ ﻋﻮﺍﻣﻞ ﺣﺮﺍﺭﺗﻲ ﺑﺮ‬ ‫ﺭﻭﻱ ﺑﺪﻥ ﻭ ‪....‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Low J. Electrotherapy explained: Principle & Practice,‬‬ ‫ﺷﻴﻮﺓ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ (ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻫﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ) ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ‪2-43 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻚ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ‪-‬ﻓﻴﺰﻳﻮﻟﻮژﻱ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪ 3:‬ﻭﺍﺣﺪ‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎ ﺳﺎﺯﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﺍﻧﻮﺍﻉ ﺟﺮﻳﺎﻧﻬﺎﻱ ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻋﺼﺐ ﻭ ﻋﻀﻠﻪ‪ ،‬ﻛﺎﺭﺑﺮﺩ ﺑﺎﻟﻴﻨﻲ ﻭ ﻓﺮﺍﮔﻴﺮﻱ‬ ‫ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺍﻧﺴﺘﻦ ﻣﻄﺎﻟﺐ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻦ ﺩﺭﺱ ﺟﻬﺖ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺻﺤﻴﺢ ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻫﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﻗﺴﻤﺘﻲ ﺍﺯ‬ ‫ﺑﺮﻧﺎﻣﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺮﺍﺟﻌﻪ ﻛﻨﻨﺪﻩ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﻣﺨﺘﻠﻒ ﺟﺴﻤﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‬

‫‪ 2‬ﻭﺍﺣﺪ ﻧﻈﺮﻱ ‪ 34‬ﺳﺎﻋﺖ)‪ -‬ﻳﺎﺩﺁﻭﺭﻱ ﻃﻴﻒ ﺍﻟﻜﺘﺮﻭﻣﻐﻨﺎﻃﻴﺲ ﻭ ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﺟﺮﻳﺎﻧﻬﺎ ﺑﺮ ﺍﺳﺎﺱ ﻓﺮﻛﺎﻧﺲ‬

‫‪ - ،‬ﺗﻌﺮﻳﻒ ﺍﻧﻮﺍﻉ‬

‫ﺟﺮﻳﺎﻧﻬﺎﻱ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻣﺘﻨﺎﻭﺏ ﻭ ﭘﺎﻟﺲ ‪- ،‬ﺍﻧﻮﺍﻉ ﺟﺮﻳﺎﻧﻬﺎﻱ ﭘﺎﻟﺲ( ﺗﻚ ﻓﺎﺯﻩ‪ ،‬ﺩﻭﻓﺎﺯﻩ‪ ،‬ﻣﺘﻘﺎﺭﻥ‪،‬ﻧﺎﻣﺘﻘﺎﺭﻥ ﻭ‪ -، )...‬ﺗﻌﺮﻳﻒ ﭘﺎﺭﺍ ﻣﺘﺮﻫﺎﻱ‬

‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺟﺮﻳﺎﻥ ﭘﺎﻟﺲ ( ‪ Duration ، Amplitude ، Waveform‬ﻭ …) ﻣﻨﺎﺑﻊ ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﻩ ﺟﺮﻳﺎﻧﻬﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ (ﻭﻟﺘﺎژ‬

‫‪56‬‬

‫ﺛﺎﺑﺖ ﻭ ﺟﺮﻳﺎﻥ ﺛﺎﺑﺖ) ‪- ،‬ﻛﻠﻴﺎﺗﻲ ﺍﺯ ﻧﻮﺭﻭﻓﻴﺰﻳﻮﻟﻮژﻱ ﺗﺤﺮﻳﻚ ﻋﺼﺐ ﻭﻋﻀﻠﻪ( ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ‪ ،‬ﺍﻧﻮﺍﻉ ﻓﻴﺒﺮﻫﺎﻱ ﻋﺼﺒﻲ‪-‬ﭘﺪﻳﺪﻩ ﺗﻄﺎﺑﻖ‬

‫ﻭ‪- ،)...‬ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻫﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ﻓﺮﻛﺎﻧﺲ ﭘﺎﺋﻴﻦ ( ‪High ، TENS ، FES، Faradic‬‬

‫‪ Galvanic, APS, Electro Acupuncture , Microcurrent (MENS) ،Diadynamic ،Voltage‬ﻭ ‪)...‬‬ ‫ﻭﻓﺮﻛﺎﻧﺲ ﻣﺘﻮﺳﻂ( ‪Russian‬ﻭ ‪- ،)Interfrential‬ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺟﺮﻳﺎﻧﻬﺎﻱ ﻣﺴﺘﻘﻴﻢ ﻭ ﻧﺤﻮﻩ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ‬

‫( ﺗﺮﻣﻴﻢ ﺯﺧﻢ ‪- ،)Iontophorosis ،‬ﺁﺷﻨﺎﺋﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﻛﻤﻚ ﺗﺸﺨﻴﺼﻲ( ‪- ،)EMG ، NCV‬ﻣﻨﺤﻨﻲ ‪ SDC‬ﻭﻧﺤﻮﻩ ﺭﺳﻢ‬ ‫ﺁﻥ‪-‬ﺁﺷﻨﺎﺋﻲ ﺑﺎ ‪Biofeedback‬ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ‪. Myofeedback‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ﻭﺍﺣﺪ ﻋﻤﻠﻲ ‪ :‬ﺍﺭﺍﺋﻪ ﻣﻄﺎﻟﺐ ﻣﺒﺎﺣﺚ ﻧﻈﺮﻱ ﺑﺼﻮﺭﺕ ﻋﻤﻠﻲ ﺷﺎﻣﻞ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪﻩ ﻫﺎﻱ‬

‫ﺍﻝﻙﺗﺮﻳﻜﻲ‪ ،‬ﻭﺿﻌﻴﺖ ﺩﺍﺩﻥ ﺻﺤﻴﺢ ﺑﻪ ﺑﻴﻤﺎﺭ‪ ،‬ﺍﻟﻜﺘﺮﻭﺩ ﮔﺬﺍﺭﻱ ﻣﻨﺎﺳﺐ ﺑﺮ ﺭﻭﻱ ﺑﺪﻥ ﻭ ‪...‬‬ ‫ﻣﻦﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫ﺍ‬ ‫‪1- Low J. Electrotherapy explained: Principle & Practice,‬‬ ‫ﺷﻴﻮﺓ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺲﺕ ﻋﻤﻠﻲ ﺑﺎ ﺁﺯﻣﻮﻥ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻡ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪44:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺍﺭﺗﻮﭘﺪﻱ‪ ،‬ﺍﺻﻮﻝ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ‪،‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﻧﻮﺍﻉ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ‪ ،‬ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ ‪ ،‬ﻧﺤﻮﻩ ﺗﺠﻮﻳﺰ ﻭ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ‪،‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﺑﺪﻥ ﺩﺭ ﻣﻌﺮﺽ ﺿﺎﻳﻌﺎﺕ ﻣﺨﺘﻠﻒ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻛﻪ ﺍﺧﺘﻼﻻﺕ ﻭ ﻋﻮﺍﺭﺿﻲ ﺩﺭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ‪-‬‬

‫ﻋﻀﻼﻧﻲ ‪-‬ﺍﺳﻜﻠﺘﻲ( ﺍﻋﻢ ﺍﺯ ﻋﻤﻠﻜﺮﺩﻱ ﻳﺎ ﻗﻄﻊ ﻋﻀﻮ) ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﺎﻳﺪ ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ﺁﻧﻬﺎ ﺭﺍ ﺷﻨﺎﺧﺘﻪ ﻭ ﺩﺭ ﺟﻬﺖ‬

‫ﻛﻤﻚ ﺑﻪ ﺩﺭﻣﺎﻥ ﺍﺯ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ ﻣﺨﺘﻠﻒ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ ﺗﺎ ﺣﺘﻲ ﺍﻻﻣﻜﺎﻥ ﻓﺮﺩ ﺳﺮﻳﻌﺘﺮ ﺑﻪ ﺯﻧﺪﮔﻲ ﺭﻭﺯﻣﺮﻩ‬

‫ﺧﻮﺩ ﺑﺎﺯ ﮔﺮﺩﺩ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪57‬‬

‫ﻧﻈﺮﻱ ‪ 1‬ﻭﺍﺣﺪ ‪ 17‬ﺳﺎﻋﺖ) – ﻣﻔﻬﻮﻡ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ‪- ،‬ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ‪- ،‬‬

‫ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩﻱ ﻭ ﻧﻘﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ‪ ،‬ﺍﻫﺪﺍﻑ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ‪- ،‬ﻣﻜﺎﻧﻴﺰﻡ ﺩﻓﻮﺭﻣﻴﺘﻴﻬﺎ‪ ،‬ﺿﺎﻳﻌﺎﺕ‬

‫ﺿﺮﺑﻪ ﺍﻱ ‪ ،‬ﺩﺭﺩ ﻭ ﻛﺎﺭﺑﺮﺩ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ ﺁﻥ ‪ – .‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻳﻜﻲ ﻣﻔﺎﺻﻞ ﻭ ﻛﺎﺭﺑﺮﺩ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ ﺁﻥ ﺑﺮﺍﻱ ﺑﻬﺒﻮﺩ‬

‫ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻓﻌﺎﻟﻴﺖ ﺭﻭﺯﻣﺮﻩ ﻓﺮﺩ‪- ،‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻋﺼﺒﻲ ﻭ ﻛﺎﺭﺑﺮﺩ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ ﺁﻥ ﺑﺮﺍﻱ ﺑﻬﺒﻮﺩ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻓﻌﺎﻟﻴﺖ ﺭﻭﺯﻣﺮﻩ ﻓﺮﺩ‪،‬‬ ‫‪-‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻛﻮﺩﻛﺎﻥ ﻭ ﻛﺎﺭﺑﺮﺩ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ ﺁﻥ ﺑﺮﺍﻱ ﺑﻬﺒﻮﺩ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻓﻌﺎﻟﻴﺖ ﺭﻭﺯﻣﺮﻩ ﻓﺮ‪- ،‬ﻛﺎﺭﺑﺮﺩ ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﺩﺭ‬

‫ﻣﻮﺍﺭﺩ ﺧﺎﺹ ﻣﺜﻞ ﺳﻮﺧﺘﮕﻴﻬﺎﻭ‬

‫‪- ،....‬ﺗﻘﺴﻴﻢ ﺑﻨﺪﻱ ﻭ ﻣﻌﺮﻓﻲ ﺍﺟﺰﺍء ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ‪- ،‬ﺭﺍﻩ ﺭﻓﺘﻦ ﺑﻴﻤﺎﺭ ﻗﻄﻊ ﻋﻀﻮ ﻭ‬

‫ﺍﺻﻼﺡ ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﺁﻥ‪ ،‬ﻋﻤﻠﻲ ‪ 1‬ﻭﺍﺣﺪ ‪ 34‬ﺳﺎﻋﺖ) – ﺍﺭﺯﻳﺎﺑﻲ ﺑﻴﻮﻣﻜﺎﻧﻴﻜﻲ ﻭ ﺭﺍﺳﺘﺎﻱ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ( ﺑﺨﺼﻮﺹ ﻣﭻ ﭘﺎ ﻭ ﺯﺍﻧﻮ)‪- ،‬‬ ‫ﺍﺳﭙﻠﻴﻨﺖ ﮔﭽﻲ ﺑﺮﺍﻱ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ ﻭ ﺑﺎﻻﻳﻲ‪،‬‬

‫‪-‬ﺍﻧﻮﺍﻉ‬

‫‪ Taping‬ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﻣﭻ ﭘﺎ‪ ،‬ﺯﺍﻧﻮ ﻭ ﻛﺘﻒ‪- ،‬ﺑﺎﺯ ﺩﻳﺪ ﺍﺯ ﻣﺮﺍﻛﺰ‬

‫ﺍﺭﺗﻮﭘﺪﻱ ﻓﻨﻲ ﺩﺭ ﺟﻬﺖ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﺁﻧﻬﺎ ﻭ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ‪-‬ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻣﺼﻨﻮﻋﻲ)‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Sunders S. Manual of physical therapy,‬‬ ‫‪2- Orthotics in functional rehabilitation of lower limb,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﺟﻮﺭ ﻛﺮﺩﻧﻲ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻫﺎﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺳﺘﮕﺎﻩ ﻋﻀﻼﻧﻲ – ﺍﺳﻜﻠﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪45:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺳﺮ‪،‬ﮔﺮﺩﻥ‪،‬ﺗﻨﻪ ﻭ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪3:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﻗﺪﺭﺕ ﻭ ﻃﻮﻝ ﻋﻀﻼﺕ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ‬ ‫ﻭ ﻭﺿﻌﻴﺖ ﻃﺒﻴﻌﻲ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‪.‬‬ ‫‪58‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺍﻧﺴﺘﻦ ﻣﻄﺎﻟﺐ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻦ ﺩﺭﺱ ﺟﻬﺖ ﻣﻌﺎﻳﻨﻪ ﻭ ﺑﺮﺭﺳﻲ ﻣﻴﺰﺍﻥ ﺑﻬﺒﻮﺩ ﺑﻴﻤﺎﺭﺍﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺿﺮﻭﺭﻱ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ ‪2‬ﻭﺍﺣﺪ‪34 ،‬ﺳﺎﻋﺖ) ‪ -‬ﺗﺎﺭﻳﺨﭽﻪ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻗﺪﺭﺕ ﻭ ﻃﻮﻝ ﻋﻀﻼﺕ‪ ،‬ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ ‪ - ،‬ﺗﻮﺿﻴﺢ ﺍﺟﺰﺍء‬

‫ﮔﻮﻧﻴﺎﻣﺘﺮ‪ - ،‬ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﻣﻨﺎﺳﺐ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺩﺭﺟﻪ ﻳﺎ ﻓﺎﺻﻠﻪ ﺩﺭ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ‬

‫‪ - ،‬ﺭﻭﺷﻬﺎﻱ‬

‫ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻗﺪﺭﺕ ﻋﻀﻼﺕ ﺑﺪﻥ ﺑﺼﻮﺭﺕ ﺩﺳﺘﻲ ‪ - ،‬ﺭﻭﺷﻬﺎﻱ‬ ‫ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮﻱ ﻃﻮﻝ ﻋﻀﻼﺕ‪- ،‬ﺣﺮﻛﺎﺕ ﺗﻘﻠﺒﻲ‪- .‬ﻣﻮﺍﺭﺩ ﻓﻮﻕ ﺩﺭ ﻧﻮﺍﺣﻲ ﺳﺮ‪،‬ﮔﺮﺩﻥ‪ ،‬ﭘﺸﺖ‪،‬ﻛﻤﺮ‪ ،‬ﺍﻧﺪﺍﻣﻬﺎﻱ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ ﺑﺼﻮﺭﺕ‬ ‫ﺩﻗﻴﻖ ﻭ ﺩﺭ ﻣﻮﺭﺩ ﻣﺎﻫﻴﭽﻪ ﻫﺎﻱ ﺻﻮﺭﺕ ﺑﺼﻮﺭﺕ ﻣﻌﺮﻓﻲ ﻋﺼﺐ ﻭ ﻛﺎﺭ‪ ،‬ﺑﻴﺎﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬ﺍﺭﺯﺷﻴﺎﺑﻲ ﺍﻟﮕﻮﻱ ﺭﺍﻩ ﺭﻓﺘﻦ ﺍﺯ ﻃﺮﻳﻖ‬

‫ﻣﺸﺎﻫﺪﻩ‪ ،‬ﻣﻌﺮﻓﻲ ﺍﺛﺮ ﺍﺧﺘﻼﻻﺕ ﻋﻀﻼﺕ ﻭ ﻣﻔﺎﺻﻞ ﺩﺭ ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻣﻌﺮﻓﻲ ﻭﺿﻌﻴﺖ ﻃﺒﻴﻌﻲ ﺑﺪﻥ ﻭ ﺑﺮﺧﻲ ﺍﺧﺘﻼﻻﺕ ﺁﻥ ‪.‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ‬

‫ﺭﻭﺷﻬﺎﻱ ﺍﺑﺰﺍﺭﻱ ﺳﻨﺠﺶ ﻗﺪﺭﺕ ﻋﻀﻼﺕ ‪.‬‬

‫ﻋﻤﻠﻲ‪ 1‬ﻭﺍﺣﺪ‪ 34 ،‬ﺳﺎﻋﺖ) ‪-‬ﺗﻤﺎﻡ ﻣﻮﺍﺭﺩ ﻣﻄﺮﺡ ﺷﺪﻩ ﺩﺭ ﻗﺴﻤﺖ ﻧﻈﺮﻱ ﺑﻄﻮﺭ ﻋﻤﻠﻲ ﺍﻧﺠﺎﻡ ﻭ ﺗﻤﺮﻳﻦ ﺧﻮﺍﻫﻨﺪ ﺷﺪ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Kendal F.P., Muscl Testing and Function, last ed., williams and wilkins.‬‬ ‫‪2- Daniels L. Worthingham C. , Muscl Testing- techniques of manualexamination,‬‬ ‫‪last ed., W.B.Saunders.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻫﺎﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻚ ﻟﻴﺴﺖ ﻭ ‪. OSCE‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﺑﺰﺍﺭﻫﺎﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺳﺘﮕﺎﻩ ﻋﺼﺒﻲ – ﻋﻀﻼﻧﻲ – ﺍﺳﻜﻠﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪46:‬‬

‫‪Instrumentation in neuro-musculo-skeletal system‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺍﻧﺪﺍﻣﻬﺎ ﻭ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﻫﺎ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺳﺘﮕﺎﻫﻬﺎ ﻭ ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻭ ﺑﺎﻟﻴﻨﻲ ﺍﺑﺰﺍﺭﻫﺎﻱ ﺳﻨﺠﺶ ﺣﺮﻛﺖ ﻭ ﻭﺿﻌﻴﺖ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫‪59‬‬

‫ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﺑﺰﺍﺭﻫﺎﻱ (ﺳﺨﺖ ﺍﻓﺰﺍﺭ ﻭ ﻧﺮﻡ ﺍﻓﺰﺍﺭ) ﻣﺮﺗﺒﻂ ﺑﺎ ﺳﻨﺠﺶ ﺭﺍﻩ ﺭﻓﺘﻦ ‪ ،‬ﻗﺪﺭﺕ ﻭ ﺩﺍﻣﻨﻪ‬

‫ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ ‪ ،‬ﺗﻌﺎﺩﻝ ﻭ ﺣﺮﻛﺖ ﻛﻪ ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ ﻳﺎ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺩﺍﺭﺩ ﺁﺷﻨﺎ ﻣﻴﺸﻮﺩ ‪.‬‬ ‫ﻭ ﻋﻤﻠﻲ ‪ 34‬ﺳﺎﻋﺖ ‪:‬‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺫﻳﻞ ‪:‬‬ ‫‪Stabilometer , Gait analyser , Motion analyser , Dynamometer , Force plate , Isokinetic ,‬‬ ‫… ‪Ultrasonography , CPM ,‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻣﺎﺳﺎژ‬

‫ﻛﺪ ﺩﺭﺱ ‪47:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺮﻳﺢ ﺳﺮ‪،‬ﮔﺮﺩﻥ‪،‬ﺗﻨﻪ ﻭ ﺍﻧﺪﺍ ﻡ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ ‪-‬ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻛﻠﻲ ﻣﺎﺳﺎژ ﺑﺎﻓﺖ ﻧﺮﻡ ﺑﺪﻥ ﻭ ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ ﺁﻧﻬﺎ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺷﻬﺎﻱ ﻣﺎﺳﺎژ ﺑﺎﻓﺖ ﻫﺎﻱ ﻧﺮﻡ ﺑﺪﻥ‬

‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺿﺎﻳﻌﺎﺕ ﻭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪-‬ﻋﻀﻼﻧﻲ‬

‫ﺍﺯ ﻣﻜﺎﻧﻴﺴﻢ ﺍﺛﺮ ﻭ ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ ﻭ ﻋﺪﻡ ﻛﺎﺭﺑﺮﺩ ﺍﻳﻦ ﺭﻭﺷﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ‬

‫– ﺍﺳﻜﻠﺘﻲ ﺿﺮﻭﺭﺕ ﺩﺍﺭﺩ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻋﻤﻠﻲ ‪ 1‬ﻭﺍﺣﺪ ‪ 34‬ﺳﺎﻋﺖ)‬

‫‪-‬ﺗﻌﺮﻳﻒ ﻣﺎﺳﺎژ‪- ،‬ﺍﻧﻮﺍﻉ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻱ ﭘﻮﺳﺘﻲ‪- ،‬ﺍﺛﺮﺍﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ‪ ،‬ﻣﻜﺎﻧﻴﻜﻲ‪ ،‬ﺭﻭﺍﻧﻲ ﻭ ﺫﻫﻨﻲ ﻣﺎﺳﺎژ‪- ،‬ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ ﻭ‬

‫ﻋﺪﻡ ﻛﺎﺭﺑﺮﺩ ﻣﺎﺳﺎژ‪- ،‬ﻣﻌﺮﻓﻲ ﺍﻧﻮﺍﻉ ﺭﻭﺷﻬﺎﻱ ﻣﺎﺳﺎژ‪- ،‬ﺁﻣﺎﺩﻩ ﺳﺎﺯﻱ ﺑﻴﻤﺎﺭ‪- ،‬ﻛﺎﺭﺑﺮﺩ ﻣﺎﺳﺎژ ﺩﺭ ﺑﻌﻀﻲ ﺍﺯ ﺻﺪﻣﺎﺕ ﻭ‬

‫ﺿﺎﻳﻌﺎﺕ(ﻭﺭﺯﺵ ‪ ،‬ﺳﻮﺧﺘﮕﻴﻬﺎ)‪- ،‬ﻣﺎﺳﺎژ ﺑﺎ ﻭﺍﺳﻂ ﻫﺎﻱ ﮔﻴﺎﻫﻲ( ﺁﺭﻭﻣﺎﺗﺮﺍﭘﻲ) ‪.‬ﺭﻭﺷﻬﺎﻱ ﻣﺎﺳﺎژ ﺑﺮ ﺭﻭﻱ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ ﻭ ﭘﺎﻳﻴﻨﻲ‪،‬‬ ‫ﻣﺎﺳﺎژ ﺻﻮﺭﺕ‪ ،‬ﮔﺮﺩﻥ‪ ،‬ﭘﺸﺖ‪ ،‬ﺷﻜﻢ ﻭ ﻧﺎﺣﻴﻪ ﺳﺮﻳﻨﻲ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Kessler & Hertling, Management of common musculoskeletal disorders‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻫﺎﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﺁﺳﻜﻲ‪.‬‬

‫ﻱ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ﺍﻧﺪﺍﻣﻬﺎ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺖ‬

‫‪60‬‬

‫ﻛﺪ ﺩﺭﺱ ‪1-48:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺁﻧﺎﺗﻮﻣﻲ ﻭﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺍﻧﺪﺍﻣﻬﺎ ﻭ ﻣﺎﺳﺎژ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪ 1:‬ﻭﺍﺣﺪ ﻧﻈﺮﻱ ﻭ‪ 1‬ﻭﺍﺣﺪ ﻋﻤﻠﻲ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻣﻔﺎﻫﻴﻢ ﺍﺭﺯﻳﺎﺑﻲ ﻭﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺘﻬﺎﻱ ﻧﺮﻡ ﺍﻧﺪﺍﻣﻬﺎ ﺗﻮﺳﻂ‬

‫ﺩﺳﺖ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﻣﺤﺘﻮﺍﻱ ﺩﺭﺱ ﺷﺎﻣﻞ ﺍﺭﺯﻳﺎﺑﻲ ﻭﺩﺭﻣﺎﻥ ﻣﻮﺍﺭﺩﻱ ﺍﺯ ﺁﺳﻴﺐ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﻳﺠﺎﺩ‬

‫ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺩﺭ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺘﻬﺎﻱ ﻧﺮﻡ ﺍﻧﺪﺍﻣﻬﺎ ﻱ ﻓﻮﻗﺎﻧﻲ ﻭ ﺗﺤﺘﺎﻧﻲ ﻫﻤﺮﺍﻩ ﻫﺴﺘﻨﺪ ‪.‬ﺗﺎﻛﻴﺪ ﺍﺻﻠﻲ ﺑﺮ ﺑﻬﺒﻮﺩ ﺭﻭﻧﺪ ﺗﺼﻤﻴﻢ‬

‫ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﻭ ﺗﻠﻔﻴﻖ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺩﺭﻣﺎﻥ ﻫﺎﻱ ﺩﺳﺘﻲ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ﻛﻠﻲ ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪.‬ﻛﻼﺳﻬﺎ ﺷﺎﻣﻞ ﺳﺨﻨﺮﺍﻧﻲ‬

‫ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 17:‬ﺳﺎﻋﺖ‬

‫‪-‬ﺗﻌﺮﻳﻒ ﺍﺻﻮﻝ ﻭ ﻣﻔﺎﻫﻴﻢ ﺍﻭﻟﻴﻪ ﺩﺭ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﺷﺎﻣﻞ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺎﺻﻞ‪ ،‬ﺻﻔﺤﻪ ﺩﺭﻣﺎﻥ ﻭ ﺩﺭﺟﺎﺕ ﻣﺨﺘﻠﻒ‬

‫ﺍﺟﺮﺍﻱ ﺗﻜﻨﻴﻜﻬﺎ‬

‫‪ -‬ﻧﺤﻮﻩ ﮔﺮﻓﺘﻦ ﺗﺎﺭﻳﺨﭽﻪ ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻣﻌﺎﻳﻨﻪ ﺑﺎﻟﻴﻨﻲ ﺷﺎﻣﻞ ﺣﺮﻛﺎﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ ﻭ ﻓﺮﻋﻲ‬

‫ﻣﻔﺎﺻﻞ ﻭ ﻣﻘﺎﻭﻣﺖ ﻫﺎﻱ ﺑﺎﻓﺘﻲ ﺩﺭ ﻣﺴﻴﺮ ﻭﺍﻧﺘﻬﺎﻱ ﺣﺮﻛﺖ‬

‫‪ ،‬ﺗﻌﺮﻳﻒ ﻣﻨﻄﻘﻪ ﺧﻨﺜﻲ ﺣﺮﻛﺘﻲ ﺩﺭ‬

‫‪ -‬ﺗﺮﺳﻴﻢ ﻧﻤﻮﺩﺍﺭ ﺩﺭﺩ‪-‬ﺍﺳﭙﺎﺳﻢ –ﻣﺤﺪﻭﺩﻳﺖ ﺣﺮﻛﺘﻲ ﻭ ﻧﺤﻮﻩ ﺗﻔﺴﻴﺮ ﺁﻥ ﺩﺭ ﺩﻭﺭﻩ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﻱ‬

‫ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﭘﺎﺭﺍﻣﺘﺮﻫﺎﻱ ﻣﻨﺎﺳﺐ ﻭ ﺍﻋﻤﺎﻝ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺎﺻﻞ ﻣﺤﻴﻄﻲ ﺍﻧﺪﺍﻣﻬﺎ‬‫ﻭ ﻭﺭﻭﻳﻜﺮﺩﻫﺎﻱ ﻧﻮﻳﻦ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ‪- Dimensional Model‬‬

‫ ﻭﺿﻌﻴﺖ ﻣﻨﺎﺳﺐ ﺩﺭﻣﺎﻧﮕﺮ ﻭ ﺑﻴﻤﺎﺭ ﺣﻴﻦ ﺍﺟﺮﺍﻱ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺼﻠﻲ‬‫‪ -‬ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ‪ ،‬ﺍﺣﺘﻴﺎﻃﺎﺕ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺎﺻﻞ‬

‫‪ -‬ﺗﻜﻨﻴﻜﻬﺎﻱ ﺍﻧﺮژﻱ ﻋﻀﻼﻧﻲ ‪:‬ﺗﻌﺮﻳﻒ‪ ،‬ﺍﻧﻮﺍﻉ ‪،‬ﻣﻜﺎﻧﻴﺴﻢ ﻫﺎﻱ ﺍﺛﺮ‪،‬ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩﻱ ‪ ،‬ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ‪ ،‬ﺍﺣﺘﻴﺎﻃﺎﺕ ﻭ ﻋﺪﻡ‬

‫ﺍﺳﺘﻔﺎﺩﻩ‬

‫ﻋﻤﻠﻲ ‪ 34:‬ﺳﺎﻋﺖ‬ ‫‪-‬‬

‫ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺩﺳﺘﻲ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺼﻠﻲ ﻭ ﺍﻧﺮژﻱ ﻋﻀﻼﻧﻲ ﺩﺭ ﻣﻌﺎﻳﻨﻪ ﻭﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺼﻠﻲ ﻭ ﻋﻀﻼﻧﻲ ﺩﺭ‬

‫ﻛﻤﺮﺑﻨﺪ ﺷﺎﻧﻪ ﺍﻱ‪ ،‬ﺁﺭﻧﺞ‪ ،‬ﻣﭻ ﺩﺳﺖ ‪ ،‬ﺩﺳﺖ ‪ ،‬ﺭﺍﻥ‪ ،‬ﺯﺍﻧﻮ ‪ ،‬ﻣﭻ ﭘﺎ ﻭﭘﺎ‬ ‫‪References:‬‬ ‫‪1- Hengeveld H and Banks K. Maitland's Peripheral Manipulation; 2005‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻱ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﻫﺎ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺖ‬

‫‪61‬‬

‫ﻛﺪ ﺩﺭﺱ ‪2-48:‬‬

‫ﻱ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ﺍﻧﺪﺍﻣﻬﺎ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺁﻧﺎﺗﻮﻣﻲ ﻭﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ ‪ ،‬ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺖ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪3‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪ 1:‬ﻭﺍﺣﺪ ﻧﻈﺮﻱ ﻭ‪ 2‬ﻭﺍﺣﺪ ﻋﻤﻠﻲ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻭ ﻣﻔﺎﻫﻴﻢ ﺍﺭﺯﻳﺎﺑﻲ ﻭﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺘﻬﺎﻱ ﻧﺮﻡ‬

‫ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬

‫ﺗﻮﺳﻂ ﺩﺳﺖ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﻣﺤﺘﻮﺍﻱ ﺩﺭﺱ ﺷﺎﻣﻞ ﺍﺭﺯﻳﺎﺑﻲ ﻭﺩﺭﻣﺎﻥ ﻣﻮﺍﺭﺩﻱ ﺍﺯ ﺁﺳﻴﺐ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﻳﺠﺎﺩ‬ ‫ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺩﺭ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺘﻬﺎﻱ ﻧﺮﻡ ﻣﻔﺼﻞ ﮔﻴﺠﮕﺎﻫﻲ‪-‬ﻓﻜﻲ ﻭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ ﮔﺮﺩﻧﻲ ‪،‬ﻣﻬﺮﻩ ﻫﺎﻱ ﭘﺸﺘﻲ ﻭ ﻗﻔﺴﻪ ﺳﻴﻨﻪ‬

‫ﻭﻧﺎﺣﻴﻪ ﻛﻤﺮﻱ –ﻟﮕﻨﻲ ﻫﻤﺮﺍﻩ ﻫﺴﺘﻨﺪ ‪.‬ﺗﺎﻛﻴﺪ ﺍﺻﻠﻲ ﺑﺮ ﺑﻬﺒﻮﺩ ﺭﻭﻧﺪ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﻭ ﺗﻠﻔﻴﻖ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺩﺭﻣﺎﻥ ﻫﺎﻱ ﺩﺳﺘﻲ ﺩﺭ‬ ‫ﺑﺮﻧﺎﻣﻪ ﻛﻠﻲ ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪.‬ﻛﻼﺳﻬﺎ ﺷﺎﻣﻞ ﺳﺨﻨﺮﺍﻧﻲ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 34:‬ﺳﺎﻋﺖ‬

‫‪ -‬ﻧﺤﻮﻩ ﮔﺮﻓﺘﻦ ﺗﺎﺭﻳﺨﭽﻪ ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻣﻌﺎﻳﻨﻪ ﺑﺎﻟﻴﻨﻲ ﺷﺎﻣﻞ ﺣﺮﻛﺎﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻚ ﻭ ﻓﺮﻋﻲ ﻭ ﻣﻘﺎﻭﻣﺖ ﻫﺎﻱ ﺑﺎﻓﺘﻲ ﺩﺭ‬

‫ﻣﺴﻴﺮ ﻭﺍﻧﺘﻬﺎﻱ ﺣﺮﻛﺖ ﺩﺭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬

‫ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﭘﺎﺭﺍﻣﺘﺮﻫﺎﻱ ﻣﻨﺎﺳﺐ ﻭ ﺍﻋﻤﺎﻝ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺎﺻﻞ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬‫ ﻭﺿﻌﻴﺖ ﻣﻨﺎﺳﺐ ﺩﺭﻣﺎﻧﮕﺮ ﻭ ﺑﻴﻤﺎﺭ ﺣﻴﻦ ﺍﺟﺮﺍﻱ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺼﻠﻲ ﺩﺭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬‫‪ -‬ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ‪ ،‬ﺍﺣﺘﻴﺎﻃﺎﺕ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ ﺗﻜﻨﻴﻜﻬﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺎﺻﻞ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬

‫ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺍﻧﺮژﻱ ﻋﻀﻼﻧﻲ ‪:‬ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩﻱ ﺩﺭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ ‪ ،‬ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ‪ ،‬ﺍﺣﺘﻴﺎﻃﺎﺕ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ‬‫‪ -‬ﺗﻜﻨﻴﻚ ﻫﺎﻱ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻋﺼﺒﻲ‪:‬ﺗﻌﺮﻳﻒ‪ ،‬ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩﻱ ﺗﺴﺖ ﻫﺎﻱ ﺗﺎﻧﺴﻴﻮﻥ ﻋﺼﺒﻲ ﺩﺭ ﺍﻧﺪﺍﻣﻬﺎﻱ ﻓﻮﻗﺎﻧﻲ ﻭ‬

‫ﺗﺤﺘﺎﻧﻲ ﻭ ﭘﻮﺷﺶ ﺳﺨﺖ ﺷﺎﻣﻪ ﻧﺨﺎﻉ‪ ،‬ﻣﻜﺎﻧﻴﺴﻢ ﻫﺎﻱ ﺍﺛﺮ‪،‬ﺍﺻﻮﻝ ﻛﺎﺭﺑﺮﺩﻱ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﭘﺎﺭﺍﻣﺘﺮﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ‪ ،‬ﻣﻮﺍﺭﺩ‬ ‫ﻛﺎﺭﺑﺮﺩ‪ ،‬ﺍﺣﺘﻴﺎﻃﺎﺕ ﻭ ﻋﺪﻡ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﻋﻤﻠﻲ ‪ 68:‬ﺳﺎﻋﺖ‬

‫‪-‬ﺍﺟﺮﺍﻱ ﻋﻤﻠﻲ ﺗﻜﻨﻴﻜﻬﺎﻱ ﺩﺳﺘﻲ ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻣﻔﺼﻠﻲ‪ ،‬ﻣﺘﺤﺮﻙ ﺳﺎﺯﻱ ﻋﺼﺒﻲ ﻭ ﺍﻧﺮژﻱ ﻋﻀﻼﻧﻲ ‪+‬ﺩﺭ ﻣﻌﺎﻳﻨﻪ ﻭﺩﺭﻣﺎﻥ‬

‫ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺩﺭ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺘﻬﺎﻱ ﻧﺮﻡ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ ﮔﺮﺩﻧﻲ ﻭ ﻣﻔﺼﻞ ﮔﻴﺠﮕﺎﻫﻲ‪-‬ﻓﻜﻲ ‪ ،‬ﻣﻬﺮﻩ ﻫﺎﻱ ﭘﺸﺘﻲ ﻭ ﻗﻔﺴﻪ ﺳﻴﻨﻪ‬

‫ﻭﻧﺎﺣﻴﻪ ﻛﻤﺮﻱ–ﻟﮕﻨﻲ‬ ‫ﻣﻨﺎﺑﻊ‪:‬‬

‫‪1-Greenman P. Principles of Manual Therapy;2003‬‬ ‫‪2- Isaacs ER, Bookhout MR. Bourdillon's spinal manipulation; 2002‬‬ ‫‪3- Maitland G, Hengeveld H, Banks K, and English K. Maitland's Vertebral Manipulation; 2005‬‬

‫‪62‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬ ‫ﻗﺴﻤﺖ ﻋﻤﻠﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩ ﻩ ﺍﺯ ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﺁﺳﻜﻲ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ(‪)EBP‬‬

‫ﻛﺪ ﺩﺭﺱ ‪49:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﺒﺎﻧﻲ ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ‪ ،‬ﻓﺮﺍﮔﻴﺮﻱ ﻧﺤﻮﻩ ﺟﻤﻊ ﺁﻭﺭﻱ ﺷﻮﺍﻫﺪ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻧﻘﺎﺩﺍﻧﻪ ﺁﻧﻬﺎ ﻭ‬ ‫ﺍﻧﺘﺨﺎﺏ ﻣﻮﺟﻪ ﺗﺮﻳﻦ ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺮﺑﻮﻁ ‪..‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺣﺠﻢ ﺍﻧﺒﻮﻩ ﻭ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﺩﺳﺘﻪ ﺑﻨﺪﻱ ﺁﻧﻬﺎ ﺑﺎ ﺷﻮﺍﻫﺪ ﻣﻮﺟﻮﺩ ﺑﻪ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺑﺎ‬ ‫ﺑﻬﺘﺮﻳﻦ ﺭﻭﺵ ﻣﻤﻜﻦ ﻛﻤﻚ ﻛﺮﺩﻩ ﻭ ﺩﺍﻧﺴﺘﻦ ﺁﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻧﻈﺮﻱ ‪ 17‬ﺳﺎﻋﺖ) ‪ -‬ﺗﻌﺮﻳﻒ ﻭ ﻣﺒﺎﻧﻲ ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ‪- ،‬ﺷﻮﺍﻫﺪ ﻛﺪﺍﻣﻨﺪ ﻭ ﭼﮕﻮ ﻧﻪ ﺑﺎﻳﺪ ﺟﻤﻊ ﺁﻭﺭﻱ ﺷﻮﻧﺪ‪- ،‬ﻃﺒﻘﻪ‬ ‫ﺑﻨﺪﻱ ﻣﻨﺎﺑﻌﻲ ﻛﻪ ﺷﻮﺍﻫﺪ ﺍﺯ ﺁﻧﻬﺎ ﺟﻤﻊ ﺁﻭﺭﻱ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺍﺯ ﻧﻈﺮ ﻣﻴﺰﺍﻥ ﺍﻋﺘﺒﺎﺭ‪- ،‬ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻧﻘﺎﺩﺍﻧﻪ ﺷﻮﺍﻫﺪ‪- ،‬ﻣﻘﺎﻳﺴﻪ‬ ‫ﻣﺨﺘﺼﺮﻱ ﺍﺯﺍﻧﻮﺍﻉ ﻣﻄﺎﻟﻌﺎﺕ ﺗﺤﻘﻴﻘﻲ ﺩﺭ ﺣﻮﺯﻩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺑﺮﺭﺳﻲ ﻣﻴﺰﺍﻥ ﺍﻋﺘﺒﺎﺭ ﻫﺮ ﻳﻚ ﺍﺯ ﺁﻧﻬﺎ‪- ،‬ﻣﻌﺮﻓﻲ ﺧﻄﻮﻁ‬

‫ﺭﺍﻫﻨﻤﺎﻱ( ‪ ) Guide lines‬ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﺯﻣﻴﻨﻪ ﺭﻭﺷﻬﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻧﺤﻮﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻧﻬﺎ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Dawes M., Davies P.T., Gray A.M. Evidence based practice a primer for health care professionals,‬‬ ‫‪Edinburgh: Churchill Livingston, 1999.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻥ‬ ‫ﮔﺰﻱ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎﻱ‬

‫ﻛﺪ ﺩﺭﺱ ‪50‬‬

‫ﻱ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ﺍﻧﺪﺍﻣﻬﺎ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺖ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫‪63‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻥ‪.‬‬ ‫ﮔﺰﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ ﻛﻠﻲ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎﻱ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﻠﺴﻔﻪ ﺭﻭﺷﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎ ﻱﮔﺰ ﻱﻥ ﻫﻤﺮﺍﻩ ﺑﺎ ﺁﮔﺎﻫﻲ ﻛﺎﻣﻞ ﺍﺯ ﺳﺎﺯ ﻭﻛﺎﺭ ﺍﺛﺮ‬ ‫ﻭ ﻣﻮﺍﺭﺩ ﻛﺎﺭﺑﺮﺩ ﻭ ﻋﺪﻡ ﻛﺎﺭﺑﺮﺩ ﺍﻳﻦ ﺭﻭﺷﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪-‬ﻋﻀﻼﻧﻲ‪ -‬ﺍﺳﻜﻠﺘﻲ‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺑﺤﺜﻬﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎ ﻱﮔﺰ ﻱﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ ﺩﺭ ﺟﻬﺖ ﺩﺭﻣﺎﻥ ﻣﻮﺛﺮ ﻭ ﺏﻱﻣﺎﺭ ﻣﺤﻮﺭ ﺍﻓﺮﺍﺩ ﺩﺭ ﻃﻮﻝ ﺯﻧﺪﮔﻲ‬ ‫ﺷﺎﻣﻞ‪:‬‬ ‫‪- Shiatsu Massage‬‬ ‫‪- Structural Integration‬‬ ‫‪- Energy Medicine‬‬ ‫‪- Aroma- & Ayurvedic Therapy‬‬ ‫‪- Acupressure & Accupuncture‬‬ ‫‪- Tai Chi Chuan & Reiki‬‬ ‫‪- Feldenkrais Method‬‬ ‫‪- Homeopathy‬‬ ‫‪- Traditional Medicine‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Coughlin M. An introduction to complementary & Alternative Medicine: Principles of Manual‬‬ ‫‪Therpeutics;2003.‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺗﺸﺨﻴﺺ ﻫﺎﻱ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪51:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺑﻪ ﻣﻨﻈﻮﺭ‬ ‫ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺍﻓﺘﺮﺍﻕ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎ‬

‫‪64‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺑﺎ ﺍﻃﻼﻉ‬ ‫ﺍﺯ ﻓﺮﺁﻳﻨﺪ ﻫﺎﻱ ﺍﺳﺘﺪﻻﻝ ﻭ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ‪ ،‬ﺍﻓﺘﺮﺍﻕ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎ ﺭﺍ ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﻭ ﺭﻭﻧﺪ ﺍﺭﺟﺎﻉ ﺑﻴﻤﺎﺭ ﺑﻪ ﭘﺰﺷﻜﺎﻥ‬

‫ﻣﺘﺨﺼﺺ ﻭ ﺩﻧﺪﺍﻧﭙﺰﺷﻜﺎﻥ ﺭﺍ ﻓﺮﺍ ﻣﻲ ﮔﻴﺮﻧﺪ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﻣﻘﺪﻣﻪ ﺍﻱ ﺑﺮ ﺭﻭﻧﺪ ﻏﺮﺑﺎﻟﮕﺮﻱ ﺍﻓﺘﺮﺍﻗﻲ ‪ ،‬ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﺑﻴﻤﺎﺭ ‪ ،‬ﻣﺮﻭﺭﻱ ﻛﻠﻲ ﺑﺮ ﻋﻼﺋﻢ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ ﻋﺮﻭﻗﻲ ‪ ،‬ﺭﻳﻮﻱ‪،‬‬

‫ﻫﻤﺎﺗﻮﻟﻮژﻱ ‪ ،‬ﮔﻮﺍﺭﺷﻲ‪ ،‬ﻛﻠﻴﻮﻱ ﻭ ﻣﺠﺎﺭﻱ ﺍﺩﺭﺍﺭ ‪ ،‬ﻛﺒﺪ ﻭ ﺻﻔﺮﺍ‪ ،‬ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻭ ﻣﺘﺎﺑﻮﻟﻴﻚ ‪ ،‬ﺳﺮﻃﺎﻧﻲ ‪ ،‬ﺍﻳﻤﻮﻧﻮﻟﻮژﻳﻚ ﻭ ﻣﻨﺸﺎء‬ ‫ﺳﻴﺴﺘﻤﻴﻚ ﺩﺭﺩﻫﺎﻱ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﻭ ﭼﮕﻮﻧﮕﻲ ﺍﻓﺘﺮﺍﻕ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻧﺎﺷﻲ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺨﺘﻠﻒ‪ ،‬ﺍﺷﻨﺎﻳﻲ ﺑﺎ‬

‫ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﻭ ﺍﺭﺟﺎﻉ‬ ‫ﻣﻨﺎﺑﻊ‪:‬‬

‫‪Goodman c.c, Snyder t.k. Differential diagnosis in physical therapy, 3rd ed; phyladelphia: - 1‬‬ ‫‪saunders, 2000‬‬ ‫‪Refshauge k. Musculoskeletal physiotherapy:Clinical science and practice - 2‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ‪:‬‬

‫ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺍﺭﺗﻮﭘﺪﻱ‬

‫ﻛﺪ ﺩﺭﺱ ‪52:‬‬

‫ﻧﻮﻉ ﺩﺭﺱ‪ :‬ﻧﻈﺮﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪2:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺍﺭﺯﻳﺎﺑﻴﻬﺎﻳﻲ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﻏﺮﺑﺎﻟﮕﺮﻱ ﻭ ﺁﻣﻮﺯﺵ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺑﻴﺎﻥ ﺷﺪﻩ ﻭﺗﺪﺍﺧﻼﺕ‬ ‫ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺍﺯ ﺟﻨﺒﻪ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﻮﺭﺩ ﺑﺤﺚ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬ ‫ ﻣﺮﻭﺭﻱ ﺑﺮ ﺍﺭﺯﻳﺎﺑﻲ ﻫﺎ ﻭ ﺗﺪﺍﺧﻼﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ‪-‬ﺁﻣﺎﺩﻩ ﺳﺎﺯﻱ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ (ﻗﺒﻞ ﺍﺯ ﻣﺴﺎﺑﻘﺎﺕ ‪-‬ﺩﺭ ﻓﺼﻞ‬‫ﻣﺴﺎﺑﻘﺎﺕ ‪-‬ﺩﺭ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﻣﺴﺎﺑﻘﺎﺕ) ‪ -‬ﻏﺮﺑﺎﻟﮕﺮﻱ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺑﺮﺍﻱ ﺑﺮﮔﺸﺖ ﺑﻪ ﻭﺭﺯﺵ ﻭ ﻏﺮﺑﺎﻟﮕﺮﻱ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﻭﺭﺯﺷﻲ ‪-‬‬

‫‪65‬‬

‫ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺭﻗﺎﺑﺘﻬﺎﻱ ﻭﺭﺯﺷﻲ ‪-‬ﺗﻔﺎﻭﺕ ﺭﺩﻩ ﻫﺎﻱ ﺳﻨﻲ ﺩﺭ ﻭﺭﺯﺵ ‪-‬ﺗﻔﺎﻭﺕ ﻭﺭﺯﺵ ﻫﺎﻱ ﺯﻧﺎﻥ ﻭ ﻣﺮﺩﺍﻥ ‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺗﻴﻢ‬

‫ﭘﺰﺷﻜﻲ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ‪-‬ﺍﻭﺭژﺍﻧﺲ ﻫﺎﻱ ﻭﺭﺯﺷﻲ ‪-‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻛﻨﺎﺭ ﺯﻣﻴﻦ ﻫﺎﻱ ﻭﺭﺯﺷﻲ )‪- ( in field‬ﺍﺗﻴﻮﻟﻮژﻱ ﻭ ﭘﺎﺗﻮﻟﻮژﻱ‬

‫ﺻﺪﻣﺎﺕ ﺍﺳﻜﻠﺘﻲ ‪ -‬ﻋﻀﻼﻧﻲ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺩﺭ ﻣﻔﺎﺻﻞ ﻣﺨﺘﻠﻒ ﺍﻧﺪﺍﻡ ﻫﺎ ﻭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ‬ ‫‪ taping-‬ﺩﺭ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ‪-‬ﺍﺳﭙﻠﻴﻨﺖ ﮔﻴﺮﻱ ﺩﺳﺖ ‪-‬ﻗﺪﺭﺕ ﻭ ‪conditioning‬‬

‫ﻣﻨﺎﺑﻊ‪:‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ ‪:‬ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪53:‬‬

‫ﻧﺎﻡ ﺩﺭﺱ‪Primary Care Practice :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﺗﺸﺨﻴﺺ ﻫﺎﻱ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﻧﻮﻉ ﺩﺭﺱ ‪:‬ﻧﻈﺮﻱ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪1:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺷﺮﺡ ﺩﺭﺱ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﺮﺍﺟﻌﻪ ﻣﺴﺘﻘﻴﻢ ﺑﻴﻤﺎﺭﺍﻥ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﺷﻨﺎ ﺷﺪﻩ ﻭ ﺩﺭﻣﺎﻥ ﻣﺴﺘﻘﻞ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﻧﻘﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﻪ ﻋﻨﻮﺍﻥ ﺩﺭﻣﺎﻧﮕﺮ ﺍﻭﻟﻴﻪ ﺩﺭ ﻣﻮﺍﺟﻪ ﺑﺎ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺭ ﺳﻴﺴﺘﻢ ﺑﻬﺪﺍﺷﺘﻲ‬ ‫ﻣﻲ ﮔﻴﺮﺩ ‪.‬‬

‫– ﺩﺭﻣﺎﻧﻲ ﻣﻮﺭﺩ ﺑﺤﺚ ﻗﺮﺍﺭ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺭﻣﺎﻥ ﻣﺴﺘﻘﻞ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺗﺎﺭﻳﺨﻲ ‪-‬ﺣﻘﻮﻗﻲ ‪-‬ﺍﺧﻼﻗﻲ ﻭ ﻣﺴﺌﻮﻟﻴﺖ ﺣﺮﻓﻪ ﺍﻱ‬‫‪-‬ﺁﻣﻮﺯﺵ ﻛﺎﺭﻛﻠﻴﻨﻴﻜﻲ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘﻘﻞ ﺑﺎ ﻣﺮﺍﺟﻌﻪ ﻣﺴﺘﻘﻴﻢ ﺑﻴﻤﺎﺭ‬

‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺜﺎﻝ ﻛﺎﺭﺑﺮﺩﻱ ﺍﺯ ﺑﻴﻤﺎﺭﺍﻥ‪ ،‬ﺟﻬﺖ ﺍﻓﺰﺍﻳﺶ ﺗﺒﺤﺮ ﻏﺮﺑﺎﻟﮕﺮﻱ ﺑﻴﻤﺎﺭﻫﺎ ﻭ ﺗﻤﺮﻳﻦ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﻛﻠﻴﻨﻴﻜﻲ ﺩﺭ ﺧﺼﻮﺹ‬‫ﻧﻴﺎﺯ ﺑﻪ ﺍﺭﺟﺎﻉ ﺑﻪ ﺳﺎﻳﺮ ﺗﺨﺼﺼﻬﻬﺎﻱ ﭘﺰﺷﻜﻲ‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎﻣﺒﺎﻧﻲ ﻃﺐ ﺟﺎﻳﮕﺰﻳﻦ ﻭ ﻣﻜﻤﻞ ( ‪ )CAM‬ﺷﺎﻣﻞ ﻃﺐ ﺳﻮﺯﻧﻲ‪ - naturapathy -‬ﻃﺐ ﮔﻴﺎﻫﻲ ‪-‬ﻣﻜﻤﻞ ﻫﺎﻱ‬

‫ﻏﺬﺍﻳﻲ‪ meditation – mind-body medicine -‬ﻭ ﻫﻴﭙﻨﻮﺗﻴﺰﻡ ﺑﻪ ﻣﻨﻈﻮﺭ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻓﻮﺍﻳﺪ ﻭ ﻣﻀﺮﺍﺕ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ‬ ‫ﺭﻭﺷﻬﺎ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻨﺪﻩ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ‪:‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﻳﺎﺑﻲ ‪:‬ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻣﺪﻳﺮﻳﺖ ﻭ ﻫﺪﺍﻳﺖ ﺩﺭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪- :‬‬

‫‪66‬‬

‫ﻛﺪ ﺩﺭﺱ ‪54:‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻧﮕﺮﺵ ﺟﺎﻣﻊ ﺑﻪ ﻧﺤﻮﻩ ﻧﻈﺎﺭﺕ ﻭ ﻣﺪﻳﺮﻳﺖ ﺩﺭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺗﻮﺍﻧﺒﺨﺸﻲ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺍﺻﻮﻝ ﻣﺪﻳﺮﻳﺖ ﻭ ﺳﺮﭘﺮﺳﺘﻲ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﺑﻬﺪﺍﺷﺘﻲ ﺑﻪ ﻭﻳﮋﻩ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﺷﻨﺎ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﻣﺤﻴﻂ ﻣﺮﺍﻗﺒﺖ ﻭﺩﺭﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﺷﺪﻩ‪ ،‬ﻧﻘﺶ ﺳﺮﭘﺮﺳﺘﻲ ﻭ ﻧﻈﺎﺭﺕ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺑﻌﻨﻮﺍﻥ ﻋﻀﻮ ﺷﺎﺧﺺ ﮔﺮﻭﻩ ﺩﺭﻣﺎﻧﻲ‪،‬‬

‫ﺍﺻﻮﻝ ﻣﺪﻳﺮﻳﺖ ﺩﺭ ﺩﺭﻣﺎﻥ‪ ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺍﺻﻮﻝ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﺗﺨﺼﺼﻲ ﻭ ﻓﻠﺴﻔﻪ ﻣﺪﻳﺮﻳﺖ ﺩﺭ ﺭﺷﺘﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﺑﺮﺭﺳﻲ ﻭﺟﻮﻩ ﺍﻓﺘﺮﺍﻗﻲ‬ ‫ﺑﻴﻦ ﻣﺪﻳﺮﻳﺖ ﻭ ﺭﻫﺒﺮﻱ‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Van Ooijen E. Clinical Supervision Made Easy: Churchill Livingstone; 1st edition;2003.‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﻭ ﻣﻼﺣﻈﺎﺕ ﻗﺎﻧﻮﻧﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪55:‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ ‪:-‬‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻧﻈﺮﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻗﻮﺍﻧﻴﻦ ﺟﺎﺭﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺧﺪﻣﺎﺕ ﺩﺭﻣﺎﻧﻲ ﻭﻛﺪﻫﺎﻱ ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬

‫ﺧﺪﻣﺎﺕ ﺩﺭﻣﺎﻧﻲ ﺗﻮﺍﻧﺒﺨﺸﻲ ‪ ،‬ﺛﺒﺖ ﻭ ﺍﻧﺘﺸﺎﺭ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﺩﺭﻣﺎﻥ ﺭﺍ ﻣﻲ ﺁﻣﻮﺯﺩ‪.‬‬

‫‪67‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﺁﻣﻮﺯﺵ‪،‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭ‬

‫ﻛﺪﻫﺎﻱ ﺍﺧﻼﻗﻲ ﺩﺭ ﻧﻈﺎﻡ ﭘﺰﺷﻜﻲ ﺍﻳﺮﺍﻥ‬

‫ﻛﺪﻫﺎﻱ ﺍﺧﻼﻗﻲ ﺍﻧﺠﻤﻦ ﺟﻬﺎﻧﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﻗﻀﺎﻭﺕ ﻭ ﺍﺳﺘﺪﻻﻝ ﺍﺧﻼﻗﻲ‬

‫ﻣﻼﺣﻈﺎﺕ ﺍﺧﻼﻗﻲ ﻭ ﺩﻳﻨﻲ ﺩﺭ ‪Decision Making‬‬

‫ﺍﺣﺘﺮﺍﻡ ﺑﻪ ﻋﻘﺎﻳﺪ ﺑﻴﻤﺎﺭ ﺩﺭ ﺩﺭﻣﺎﻥ‬

‫ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﺩﺭ ﺛﺒﺖ ﻭ ﺑﺎﻳﮕﺎﻧﻲ ﻣﺪﺍﺭﻙ ﭘﺰﺷﻜﻲ‬

‫ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﺩﺭ ﺍﻧﺘﺸﺎﺭ ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭ ﻭ ﺑﻴﻤﺎﺭﻱ‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻌﺎﻫﺪﺍﺕ ﺍﺧﻼﻗﻲ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﺩﺭ ﻋﻠﻮﻡ ﭘﺰﺷﻜﻲ )‪(NIH‬‬

‫ﺗﺸﺮﻳﺢ ﻗﻮﺍﻧﻴﻦ ﺳﺎﺯﻣﺎﻧﻬﺎﻱ ﺑﻴﻤﻪ ﮔﺬﺍﺭ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺧﺪﻣﺎﺕ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﺗﺸﺮﻳﺢ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻠﻬﺎ ﻭ ﻣﻘﺮﺭﺍﺕ ﭘﺰﺷﻜﻲ ﻗﺎﻧﻮﻧﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺗﻮﺍﻧﺒﺨﺸﻲ‬ ‫ﻣﻨﺒﻊ ﭘﻴﺸﻨﻬﺎﺩﻱ ‪:‬‬ ‫‪1-Ethics in Rehabilitation: A clinical Percpective‬‬ ‫‪Barbara L. Kornbalau, Shirely P. Starlin‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺁﺯﻣﻮﻧﻬﺎﻱ ﭼﻨﺪ ﮔﺰﻳﻨﻪ ﺍﻱ‪ ،‬ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺻﺤﻴﺢ ﻏﻠﻂ‪ ،‬ﻧﻘﻄﻪ ﭼﻴﻦ ﻭ ﻳﺎ ﺟﻮﺭ ﻛﺮﺩﻧﻲ ‪.‬‬

‫ﻧﺎﻡ ﻭﺍﺣﺪ ‪:‬ﺳﻤﻴﻨﺎﺭ‬ ‫ﭘﻴﺸﻨﻴﺎﺯ ‪:-‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻋﻤﻠﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪1:‬‬

‫‪68‬‬

‫ﻛﺪ ﺩﺭﺱ ‪56:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺩﺭ ﭘﺎﻳﺎﻥ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺭﺳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻗﺎﺩﺭ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﻛﻪ ﺟﺴﺘﺤﻮﻱ ﻛﺎﻣﻞ ﻭ ﻧﻘﺪ ﻭ ﺗﺤﻠﻴﻞ ﺩﺭﺳﺘﻲ ﺭﺍ ﺑﻪ‬ ‫ﻣﻨﻈﻮﺭ ﺟﻤﻊ ﺑﻨﺪﻱ ﻛﻠﻴﻪ ﺍﻃﻼﻋﺎﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﻮﺭﺩ ﻳﻚ ﻣﻮﺿﻮﻉ ﺧﺎﺹ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﺑﺼﻮﺭﺕ ﻣﻜﺘﻮﺏ ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺭﺳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﻭﺷﻬﺎﻱ ﺟﺴﺘﺠﻮﻱ ﻣﻘﺎﻻﺕ‬

‫‪ ، literature searching‬ﻣﻄﺎﻟﻌﻪ ﻭ ﻧﻘﺪ ﻣﻘﺎﻻﺕ ﺭﺍ ﺁﻣﻮﺯﺵ ﻣﻲ ﺑﻴﻨﻨﺪ‪.‬ﺩﺭ ﺍﻳﻦ‬

‫ﻭﺍﺣﺪ ﺩﺭﺳﻲ ﻻﺯﻡ ﺍﺳﺖ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻄﺎﻟﻌﺎﺕ ﻧﻘﺎﺩﺍﻧﻪ ﺍﻱ ﺭﺍ ﺩﺭ ﻣﻮﺭﺩ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ ﺗﺎ ﺑﺪﻳﻨﻮﺳﻴﻠﻪ ﭘﺎﻳﻪ ﺗﺌﻮﺭﺗﻴﻜﺎﻝ ﻭ‬

‫ﻣﺘﻮﺩﻭﻟﻮژﻳﻜﺎﻝ ﺁﻧﺎﻥ ﺑﺮﺍﻱ ﻭﺍﺣﺪﻫﺎﻱ ﭘﺮﻭژﻩ ﻭ ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺗﻘﻮﻳﺖ ﺷﻮﺩ ‪.‬‬

‫ﻧﺎﻡ ﻭﺍﺣﺪ ‪:‬ﭘﺮﻭژﻩ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪57:‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‪ :‬ﺳﻤﻴﻨﺎﺭ‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻋﻤﻠﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪4:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺩﺭ ﭘﺎﻳﺎﻥ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺭﺳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻗﺎﺩﺭ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﻛﻪ ﻛﻠﻴﻪ ﻣﺮﺍﺣﻞ ﻃﺮﺍﺣﻲ ﻳﻚ ﺗﺤﻘﻴﻖ ﺭﺍ ﺷﺎﻣﻞ ﺑﻴﺎﻥ‬ ‫ﻣﺴﺎﻟﻪ‪ ،‬ﺩﻻﻳﻞ ﺍﻧﺘﺨﺎﺏ ﻣﻮﺿﻮﻉ‪ ،‬ﻣﺮﻭﺭ ﻣﻘﺎﻻﺕ‪ ،‬ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭ ﺭﻭﺷﻬﺎﻱ ﺁﻣﺎﺭﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﺮﺍﻱ ﺍﺟﺮﺍﻱ ﺗﺤﻘﻴﻖ ﺭﺍ ﺑﻄﻮﺭ ﻣﺴﺘﻘﻞ ﻭ‬

‫ﺑﺎ ﺭﺍﻫﻨﻤﺎﻳﻲ ﻳﻜﻲ ﺍﺯ ﺍﻋﻀﺎﻱ ﻫﻴﺎﺕ ﻋﻠﻤﻲ ﺑﺼﻮﺭﺕ ﻣﻜﺘﻮﺏ ﺁﻣﺎﺩﻩ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ‪:‬‬

‫ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺩﺭﺳﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻳﻚ ﻃﺮﺡ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺭﺍ ﺗﺤﺖ ﻧﻈﺮ ﻳﻜﻲ ﺍﺯ ﺍﻋﻀﺎﻱ ﻫﻴﺎﺕ ﻋﻠﻤﻲ ﮔﺮﻭﻩ ﺁﻣﺎﺩﻩ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ‪.‬ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺮﺍﻱ ﻳﺎﻓﺘﻦ ﻳﻚ ﺳﺆﺍﻝ ﻗﺎﺑﻞ ﺗﺤﻘﻴﻖ ﻭ ﻧﻴﺰ ﻧﻮﺷﺘﻦ ﻃﺮﺡ ﺗﺤﻘﻴﻘﺎﺗﻲ ( ﻣﻄﺎﺑﻖ ﺑﺎ ﺍﻟﮕﻮﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻩ ﻣﺤﻞ ﺗﺤﺼﻴﻞ ﻛﻪ ﺷﺎﻣﻞ‬ ‫ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭ ﺭﻭﺷﻬﺎﻱ ﺁﻣﺎﺭﻱ ﺑﺎﺷﺪ) ﺭﺍﻫﻨﻤﺎﻳﻲ ﻣﻲ ﺷﻮﻧﺪ ‪.‬ﻃﺮﺡ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺗﻜﻤﻴﻞ ﺷﺪﻩ ﻣﻲ ﺑﺎﻳﺴﺘﻲ ﺟﻬﺖ ﺑﺮﺭﺳﻲ ﻭ ﺩﺍﻭﺭﻱ ﺑﻪ ﻭﺍﺣﺪ‬ ‫ﻣﺮﺑﻮﻃﻪ ﺩﺭ ﺁﻥ ﻣﺮﻛﺰ ﺁﻣﻮﺯﺷﻲ ﺍﺭﺍﺋﻪ ﺷﻮﺩ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ (ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ )‬

‫ﻛﺪ ﺩﺭﺱ ‪58:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻧﺪﺍﺭﺩ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﺳﺘﺎﻧﻲ ﺑﻮﻳﮋﻩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﭘﺮﻭﻧﺪﻩ ﻧﻮﻳﺴﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺗﻌﻴﻴﻦ‬

‫ﺍﻫﺪﺍﻑ ﻭ ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﻭ ﻣﺸﺎﻫﺪﻩ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ‪.‬‬

‫‪69‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺑﺮﺍﻱ ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻋﻤﻠﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﻭ ﻛﺎﺭﺑﺮﺩ ﻋﻤﻠﻲ ﺭﻭﺷﻬﺎﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﺑﻴﻤﺎﺭﺍﻥ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﺍﻧﺠﺎﻡ ﺁﻧﻬﺎ ﺭﻭﻱ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺑﺨﺶ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪- ،‬ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ‪- ،‬ﻣﺸﺎﻫﺪﻩ ﺑﺨﺸﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﺳﺘﺎﻧﻲ‪- ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎﺭ ﻭﻧﺪ‬

‫ﭘﺬﻳﺮﺵ ﺑﻴﻤﺎﺭﺍﻥ ﺑﺴﺘﺮﻱ ﻭ ﺳﺮﭘﺎﻳﻲ‪- ،‬ﺗﺎﺭﻳﺨﭽﻪ ﮔﻴﺮﻱ ﻭ ﺛﺒﺖ ﻧﺘﺎﻳﺞ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﻴﻤﺎﺭ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻓﻴﺰﻳﻜﻲ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎ‪ - ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻛﺎﺭﺑﺮﺩ ﻣﺪﺍﺭﻙ ﭘﺎﺭﺍﻛﻠﻴﻨﻴﻜﻲ ﺑﻴﻤﺎﺭ ﺑﺮﺍﻱ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ‪- ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺑﺴﺘﺮﻱ ﻭ ﺳﺮﭘﺎﻳﻲ‪- ،‬ﺗﻌﻴﻴﻦ ﺍﻫﺪﺍﻑ ﺩﺭﻣﺎﻥ‪- ،‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﻧﺪ ﺍﺭﺟﺎﻉ ﺑﻴﻤﺎﺭ ﻭ ﺑﺮ ﺧﻮﺭﺩ ﻣﻨﺎﺳﺐ ﺑﺎ ﺑﻴﻤﺎﺭ‪ ،‬ﻛﺎﺩﺭ ﺩﺭﻣﺎﻥ ﻭ ﺗﺼﻤﻴﻢ‬ ‫ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﻧﻴﺎﺯ ﺧﺎﺹ ﻫﺮ ﺑﻴﻤﺎﺭ ‪ – .‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺿﺮﻭﺭﺕ ﺗﻮﺟﻪ ﺑﻪ ﺗﺸﺨﻴﺺ ﺍﻓﺘﺮﺍﻗﻲ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Scully R. Physical therapy,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺗﻨﻔﺴﻲ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪59:‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﺭﻳﻪ‪، ICU,CCU ،‬‬

‫ﻗﻠﺐ ‪.‬ﺟﺮﺍﺣﻲ ﻗﻠﺐ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ ﻭ ﺭﻳﻮﻱ ﺩﺭ ﺟﻬﺎﻥ ﺍﺯ ﺷﺎﻳﻌﺘﺮﻳﻦ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﻥ ﺩﻛﻪ‬ ‫ﺩﺭﺻﺪ ﺑﺎﻻﻳﻲ ﺍﺯ ﻣﺮگ ﻭ ﻣﻴﺮ ﺭﺍ ﺑﺪﻧﺒﺎﻝ ﺩﺍﺭﻧﺪ ‪.‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺗﻨﻔﺴﻲ ﻭ ﺍﻧﺪﺍﻣﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻳﻮﻱ‪ ،‬ﻗﻠﺒﻲ‪ ،‬ﻋﺮﻭﻗﻲ‪ ،‬ﺟﺮﺍﺣﻲ‬ ‫ﻗﻠﺐ‪ ،‬ﭘﻴﻮﻧﺪ ﻗﻠﺐ ﻭ ‪....‬ﺣﺎﺋﺰ ﺍﻫﻤﻴﺖ ﺑﺴﻴﺎﺭﻱ ﺍﺳﺖ‪.‬‬

‫‪70‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺗﻨﻔﺴﻲ‪ ،‬ﻗﻠﺒﻲ ﻭ ﻋﺮﻭﻗﻲ ﺑﺮ ﺭﻭﻱ ﺑﻴﻤﺎﺭﺍﻥ ﻭ ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻻﺯﻡ ﺑﺎﻟﻴﻨﻲ ﺷﺎﻣﻞ ‪:‬ﺭﻭﺷﻬﺎ ﻭ‬

‫ﺗﻤﺮﻳﻨﻬﺎﻱ ﺗﻨﻔﺴﻲ‪ ،‬ﺭﻭﺷﻬﺎﻱ ﺗﺨﻠﻴﻪ ﻭﺿﻌﻴﺘﻲ ﺭﻳﻪ ﻭ ﻭﺿﻌﻴﺘﻬﺎﻱ ﻣﺮﺑﻮﻁ‪ ،‬ﺭﻭﺵ ﺍﻧﺠﺎﻡ ﺳﺎﻛﺸﻦ ﺗﺮﺍﺷﻪ ﻭ ﺣﻠﻖ‪ ،‬ﻃﺮﺯ ﺧﻮﺍﻧﺪﻥ‬

‫‪ABG‬‬

‫ﺑﻴﻤﺎﺭ‪ ،‬ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺩﻓﻮﺭﻣﻴﺘﻲ ﺍﻧﺪﺍﻣﻬﺎ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﺩﭼﺎﺭ ﺷﻜﺴﺘﮕﻲ ﺩﻧﺪﻩ ﻭ ﻗﻔﺴﻪ ﺳﻴﻨﻪ‪- ،‬ﻧﺤﻮﻩ ﻛﺎﺭ ﺑﺎ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺭ ﺣﺎﻝ ﻛﻤﺎ ﻭ‬

‫ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎ ﻭ ﺗﻤﺮﻳﻨﻬﺎﻱ ﻣﻨﺎﺳﺐ ﺑﺎ ﻭﺿﻊ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ‪- ،‬ﺍﻧﺠﺎﻡ ﺗﻤﺮﻳﻨﻬﺎﻱ ﺗﻨﻔﺴﻲ ﻗﺒﻞ ﻭ ﺑﻌﺪ ﺍﺯ ﻋﻤﻞ ﺩﺭ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺭﻳﻪ ﻭ ﻗﻠﺐ‪- ،‬‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻌﺪ ﺍﺯ ﺍﻧﻔﺎﺭﻛﺘﻮﺱ ﻗﻠﺒﻲ ﻭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻋﺮﻭﻕ ﻗﻠﺒﻲ ﻭ ﻣﺤﻴﻄﻲ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Cardiopulmonary physical therapy and rehabilitation,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪60:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺭﻣﺎﺗﻮﻟﻮژﻱ ﻭ‬

‫ﭘﻮﺳﺘﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻭ ﭘﻮﺳﺘﻲ ﺍﺯ ﺟﻤﻠﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺷﺎﻳﻊ ﺟﺎﻣﻌﻪ ﺑﺸﺮﻱ ﻫﺴﺘﻨﺪ‪ ،‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ‬ ‫ﻻﺯﻡ ﺑﺮﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ ﻭ ﻛﺎﻫﺶ ﻣﺸﻜﻼﺕ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻮﺭﺩ ﻧﻈﺮ ﺿﺮﻭﺭﺕ ﺩﺍﺭﺩ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ( ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺷﻬﺎﻱ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﻣﺨﺘﻠﻒ‪ ،‬ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ‪ ،‬ﻣﺪﺍﻟﻴﺘﻴﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ‪،‬‬‫ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﻻﺯﻡ ﺑﻪ ﺑﻴﻤﺎﺭ ﻭ ﻫﻤﺮﺍﻫﺎﻥ‪ ،‬ﺍﺻﻼﺡ ﻭﺿﻌﻴﺖ ﻛﺎﺭ ﻭ ﺍﺳﺘﺮﺍﺣﺖ) ﺑﺮﺍﻱ ﺑﻴﻤﺎﺭﺍﻥ ﻣﺒﺘﻼ ﺑﻪ ﺍﺧﺘﻼﻻﺕ ﺭﻣﺎﺗﻴﺴﻤﻲ ﻣﺎﻧﻨﺪ‬

‫ﺁﺭﺗﺮﻳﺖ ﺭﻣﺎﺗﻮﺋﻴﺪ‪ ،‬ﺍﺳﺘﺌﻮﺁﺭﺗﺮﻭﺯ ﻣﻔﺎﺻﻞ ﻣﺨﺘﻠﻒ ﻭ ‪ ،....‬ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﻋﻮﺍﺭﺽ ﭘﻮﺳﺘﻲ ‪ - .‬ﺍﻳﺠﺎﺩ ﺗﻮﺍﻧﺎﻳﻲ ﻻﺯﻡ ﺩﺭ ﺗﻤﺎﻳﺰ ﺑﺮﻧﺎﻣﻪ‬

‫ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﻣﺮﺍﺣﻞ ﺣﺎﺩ‪ ،‬ﺗﺤﺖ ﺣﺎﺩ ﻭ ﻣﺰﻣﻦ‪- ،‬ﻣﺸﺎﻭﺭﻩ ﻭ ﺗﻮﺻﻴﻪ ﺑﻪ ﺧﺎﻧﻮﺍﺩﻩ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Banwell B., Gall V. Physical therapy management of arthritis, Churchill Livingston,‬‬ ‫‪2- Downie P.A. Cash,s text book of general medical and surgical conditions for‬‬ ‫‪physiotherapists, London: Faber and Faber.‬‬

‫‪71‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﺍﻥ ﺗﺮﻣﻴﻤﻲ ﻭ ﺳﻮﺧﺘﮕﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪61:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺩﺭﺻﺪﻱ ﺍﺯ ﺿﺎﻳﻌﺎﺕ ﺑﺎﻓﺘﻬﺎﻱ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺗﺎﺷﻲ ﺍﺯ ﺍﻧﻮﺍﻉ ﺳﻮﺧﺘﮕﻲ ﺍﺳﺖ‪ ،‬ﺁﻣﻮﺯﺵ ﺑﺎﻟﻴﻨﻲ‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﻭ ﻣﻮﺍﺭﺩ ﺗﺮﻣﻴﻤﻲ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺗﻨﻈﻴﻢ ﻭﺿﻌﺖ ﺩﺭ ﺳﻮﺧﺘﮕﻲ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ ﻣﻔﺎﺻﻞ ﺩﺭﮔﻴﺮ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻗﺪﺭﺕ ﻭ ﻃﻮﻝ ﻋﻀﻼﺕ‪- ،‬ﺗﻌﻴﻴﻦ ﺑﺮﻧﺎﻣﻪ‬

‫ﺩﺭﻣﺎﻧﻲ ﺑﺮﺍﺳﺎﺱ‬

‫‪-‬ﻭﺿﻌﻴﺖ ﺑﻴﻤﺎﺭ‪ ،‬ﻛﻪ ﺷﺎﻣﻞ ﺗﻤﺮﻳﻨﺎﺕ ﺗﻨﻔﺴﻲ ﻭ ﺗﻤﺮﻳﻨﺎﺕ ﺩﺭﻣﺎﻧﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﻓﺰﺍﻳﺶ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ‪ ،‬ﺗﻘﻮﻳﺖ ﻋﻀﻼﺕ‪ ،‬ﺟﺎﺑﺠﺎﻳﻲ‬

‫ﺑﻴﻤﺎﺭ‪ ،‬ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺑﺮﻭﺯ ﻭ ﺩﻓﻮﺭﻣﻴﺘﻲ ﺍﺳﻜﺎﺭ‪- ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﭘﻴﻮﻧﺪﻫﺎ ﻭ ﻓﻠﭙﻬﺎﻱ ﭘﻮﺳﺘﻲ ﻭ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﺍﺣﻲ ﺩﻫﻨﺪﻩ ﭘﻴﻮﻧﺪ‪- ،‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺍﻧﻮﺍﻉ ﺟﺮﺍﺣﻴﻬﺎﻱ ﺗﺮﻣﻴﻤﻲ ﺍﺯ ﻗﺒﻴﻞ ﺗﺎﻧﺪﻭﻧﻬﺎﻱ ﻓﻠﻜﺴﻮﺭﻱ ﻭ ﺍﻛﺴﺘﺎﻧﺴﻮﺭﻱ( ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺪﺍﻟﻴﺘﻴﻬﺎ‪ ،‬ﻣﺎﺳﺎژ ﻭ ﺗﻤﺮﻳﻨﺎﺕ‬

‫ﺩﺭﻣﺎﻧﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﻓﺰﺍﻳﺶ ﺩﺍﻣﻨﻪ ﺣﺮﻛﺘﻲ‪ ،‬ﻗﺪﺭﺕ‪ ،‬ﻫﻤﺎﻫﻨﮕﻲ ﻭ ﺍﻓﺰﺍﻳﺶ ﺳﻄﺢ ﺗﺤﻤﻞ‪ ،‬ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺗﻮﺟﻪ ﺑﻪ ﺍﺳﺘﻘﻼﻝ ﺑﻴﻤﺎﺭ ﻭ ﺍﻧﺠﺎﻡ‬

‫ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺭﻭﺯﻣﺮﻩ ﺯﻧﺪﮔﻲ ﺑﺎ ﺣﺪﺍﻛﺜﺮ ﺍﺳﺘﻘﻼﻝ ﻓﺮﺩﻱ) ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪- 1‬ﺷﻜﻮﻳﻲ ﻡ ‪.‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺳﻮﺧﺘﮕﻲ ‪.‬‬ ‫‪2- Kisner, Colby L. Atheraputic exercise fundations & techniques, 3rd Ed, New‬‬ ‫‪dehli: Jaypee brothers,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬ ‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫‪72‬‬

‫‪1‬‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪62:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻭ ﻛﻠﻴﻨﻴﻜﻬﺎﻱ ﺳﺮﭘﺎﻳﻲ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮﺩﮔﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺍﺧﺘﻼﻻﺕ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﻭ ﺭﺍﺑﻄﻪ ﺗﻨﮕﺎﺗﻨﮓ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﺎ ﺁﻥ‪،‬‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺟﺎﻳﮕﺰﻳﻦ ﺍﺳﺖ ‪.‬ﻛﻪ ﮔﺬﺷﺘﻪ ﺍﺯ ﻛﺎﻫﺶ ﺩﻭﺭﺍﻥ ﻧﻘﺎﻫﺖ‬

‫ﻭ ﻫﺰﻳﻨﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺪﺍﺧﻠﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻗﺒﻞ ﻭ ﭘﺲ ﺍﺯ ﺟﺮﺍﺣﻲ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﮔﻴﺮﺩ ‪.‬ﻟﺬﺍ‬ ‫ﺁﻣﻮﺯﺵ ﺑﺎﻟﻴﻨﻲ ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺍﻣﺮﻱ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪ -‬ﭘﺮﻭﻧﺪﻩ ﻧﻮﻳﺴﻲ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺭﺗﻮﭘﺪﻱ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﺿﻀﺎﻳﻌﺎﺕ ﻣﺨﺘﻠﻒ ﺍﺭﺗﻮﭘﺪﻱ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ( ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﭘﺸﺘﻲ‪ ،‬ﮔﺮﺩﻧﻲ‬

‫ﻭ ﺍﻧﺪﺍﻡ ﺑﺎﻻﻳﻲ)‪- ،‬ﺑﻜﺎﺭ ﮔﻴﺮﻱ ﺗﺠﻬﻴﺰﺍﺕ ﻣﺨﺘﻠﻒ ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ‪- ،‬ﺭﻭﺷﻬﺎﻱ ﺗﻤﺮﻳﻦ‬ ‫ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ( ﺍﺯ ﺟﻤﻠﻪ ﻣﻮﺑﻴﻠﻴﺰﺍﺳﻴﻮﻥ ﻭ ﺭﻭﺵ ﺍﻧﺮژﻱ ﻣﺎﻫﻴﺠﻪ ﺍﻳﻲ ‪- ،)M.E.T.‬ﺗﺠﻮﻳﺰ‬ ‫ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺭﺗﺰﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ‪- ،‬ﺍﻧﺠﺎﻡ‬

‫‪ Taping‬ﻭ ﺑﺎﻧﺪﺍژ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ‪ ،‬ﻭﺿﻌﻴﺖ ﺻﺤﻴﺢ‬

‫ﺑﺪﻥ ﺩﺭ ﻫﻨﮕﺎﻡ ﺧﻮﺍﺑﻴﺪﻥ‪ ،‬ﻧﺸﺴﺘﻦ‪ ،‬ﺍﻳﺴﺘﺎﺩﻥ‪ ،‬ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻛﺎﺭﻛﺮﺩﻥ‪- ،‬ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﻻﺯﻡ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺸﻜﻼﺕ ﺧﺎﺹ ﭼﺎﺭﻙ ﺑﺎﻻﻳﻲ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Magee. Orthopeadic physical assessment,‬‬ ‫‪2- Kessler and Herthing. Management of common musculoskeleteal disorders‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪ :‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ ‪63 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻭ ﻛﻠﻴﻨﻴﻜﻬﺎﻱ ﺳﺮﭘﺎﻳﻲ ‪.‬‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮﺩﮔﻲ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺍﺧﺘﻼﻻﺕ ﺳﻴﺴﺘﻢ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﻭ ﺭﺍﺑﻄﻪ ﺗﻨﮕﺎﺗﻨﮓ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﺎ ﺁﻥ‪،‬‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺟﺎﻳﮕﺰﻳﻦ ﺍﺳﺖ ‪.‬ﻛﻪ ﮔﺬﺷﺘﻪ ﺍﺯ ﻛﺎﻫﺶ ﺩﻭﺭﺍﻥ ﻧﻘﺎﻫﺖ‬

‫ﻭ ﻫﺰﻳﻨﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺪﺍﺧﻠﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ ﻗﺒﻞ ﻭ ﭘﺲ ﺍﺯ ﺟﺮﺍﺣﻲ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﮔﻴﺮﺩ ‪.‬ﻟﺬﺍ‬ ‫ﺁﻣﻮﺯﺵ ﺑﺎﻟﻴﻨﻲ ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻭﺷﻬﺎ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻓﻴﺰﻳﻮ ﺗﺮﺍﭘﻲ ﺍﻣﺮﻱ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫‪73‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﺭﺯﻳﺎﺑﻲ ﺿﺎﻳﻌﺎﺕ ﻣﺨﺘﻠﻒ ﺍﺭﺗﻮﭘﺪﻱ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ( ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﺍﻱ ﻛﻤﺮﻱ‪ ،‬ﺧﺎﺟﻲ ‪ ،‬ﻛﻤﺮ ﺑﻨﺪ ﻟﮕﻨﻲ ﻭ ﺍﻧﺪﺍﻡ ﭘﺎﻳﻴﻨﻲ)‪- ،‬‬

‫ﺑﻜﺎﺭ ﮔﻴﺮﻱ ﺗﺠﻬﻴﺰﺍﺕ ﻣﺨﺘﻠﻒ ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ ‪- ،‬ﺭﻭﺷﻬﺎﻱ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ‬

‫ﺍﺧﺘﻼﻻﺕ ﺍﺳﻜﻠﺘﻲ ﻋﻀﻼﻧﻲ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ ( ﺍﺯ ﺟﻤﻠﻪ ﻣﻮﺑﻴﻠﻴﺰﺍﺳﻴﻮﻥ ﻭ ﺭﻭﺵ ﺍﻧﺮژﻱ ﻣﺎﻫﻴﺠﻪ ﺍﻳﻲ ‪- ،)M.E.T.‬ﺗﺠﻮﻳﺰ ﻭ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﺍﺯ ﺍﺭﺗﺰﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺭ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ‪- ،‬ﺍﻧﺠﺎﻡ‬

‫‪ Taping‬ﻭ ﺑﺎﻧﺪﺍژ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ ‪ ،‬ﻭﺿﻌﻴﺖ ﺻﺤﻴﺢ ﺑﺪﻥ ﺩﺭ‬

‫ﻫﻨﮕﺎﻡ ﺧﻮﺍﺑﻴﺪﻥ‪ ،‬ﻧﺸﺴﺘﻦ‪ ،‬ﺍﻳﺴﺘﺎﺩﻥ‪ ،‬ﺭﺍﻩ ﺭﻓﺘﻦ ﻭ ﻛﺎﺭﻛﺮﺩﻥ‪- ،‬ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﻻﺯﻡ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺸﻜﻼﺕ ﺧﺎﺹ ﭼﺎﺭﻙ ﭘﺎﻳﻴﻨﻲ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪1- Magee. Orthopeadic physical assessment,‬‬ ‫‪2- Kessler and Herthing. Management of common musculoskeleteal disorders,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺑﻴﻤﺎﺭﺍﻥ ﺳﺮ ﭘﺎﻳﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪64:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﺭﻭﺵ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺳﺮﭘﺎﻳﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻣﻨﺰﻝ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﻣﺮﺍﻛﺰ ﺍﺷﺘﻐﺎﻝ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﻫﺎ ﺩﺭﻣﺎﻧﮕﺎﻫﻬﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺑﻴﻤﺎﺭﺍﻥ ﺳﺮﭘﺎﻳﻲ ﻭ ﻫﻤﭽﻨﻴﻦ‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺭ ﻣﻨﺰﻝ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺫﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﻭﺵ ﻛﺎﺭ ﺑﺎ ﺍﻳﻦ ﮔﺮﻭﻩ ﺍﺯ ﺑﻴﻤﺎﺭﺍﻥ ﺭﺍ ﻣﻲ ﺁﻣﻮﺯﻧﺪ ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﭘﺬﻳﺮﺵ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺑﻴﻤﺎﺭﺍﻥ ﺳﺮﭘﺎﻳﻲ ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﺑﻪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﻴﻤﺎﺭﺍﻧﻲ ﻛﻪ ﺩﺭ ﻣﻨﺰﻝ ﺑﻮﺩﻩ ﻭ‬

‫ﺍﻣﻜﺎﻥ ﻣﺮﺍﺟﻌﻪ ﺑﻪ ﻛﻠﻴﻨﻴﻚ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺭﺍ ﻧﺪﺍﺭﻧﺪ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Scully R. Physical therapy,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻛﻮﺩﻛﺎﻥ‬

‫‪74‬‬

‫ﻛﺪ ﺩﺭﺱ ‪65:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻭ ﻛﻠﻴﻨﻴﻜﻬﺎﻱ ﻛﻮﺩﻛﺎﻥ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺍﻧﻮﺍﻉ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻛﻮﺩﻛﺎﻥ ﺍﺯ ﺟﻤﻠﻪ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺷﺎﻳﻊ ﻫﺴﺘﻨﺪ‪ ،‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺁﻧﻬﺎ ﺩﺭ ﺩﺭﻣﺎﻥ ﻭ ﻛﺎﻫﺶ ﻣﺸﻜﻼﺕ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻮﺭﺩ ﻧﻈﺮ ﺿﺮﻭﺭﺕ ﺩﺍﺭﺩ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎﻱ ﻣﺨﺘﻠﻒ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ( ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺷﻬﺎﻱ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﻣﺨﺘﻠﻒ‪ ،‬ﻭﺳﺎﻳﻞ ﻛﻤﻜﻲ‪ ،‬ﻣﺪﺍﻟﻴﺘﻴﻬﺎﻱ ﺩﺭﻣﺎﻧﻲ‪،‬‬

‫ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﻻﺯﻡ ﺑﻪ ﺑﻴﻤﺎﺭ ﻭ ﻫﻤﺮﺍﻫﺎﻥ‪ ،‬ﺍﺻﻼﺡ ﻭﺿﻌﻴﺖ) ﺑﺮﺍﻱ ﻛﻮﺩﻛﺎﻥ ﻣﺒﺘﻼ ﺑﻪ ﺍﺧﺘﻼﻻﺕ ﻣﺨﺘﻠﻒ ﻋﺼﺒﻲ ﻭ ﺍﺭﺗﻮﭘﺪﻱ‪،‬‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﻻﺯﻡ ﺩﺭ ﺗﻤﺎﻳﺰ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﻣﺮﺍﺣﻞ ﻣﺨﺘﻠﻒ ﺭﺷﺪ ﻛﻮﺩﻛﺎﻥ‪- ،‬ﻣﺸﺎﻭﺭﻩ ﻭ ﺗﻮﺻﻴﻪ ﺑﻪ ﺧﺎﻧﻮﺍﺩﻩ ‪.‬‬

‫‪ -‬ﺍﻳﺠﺎﺩ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Toby M. Hand book of pediatric physical therapy, Baltimor: Williams & Wilkins,‬‬ ‫‪2- Martin S. pediatric balance program, Texas: Therapy skill builders,‬‬ ‫‪3- Nacewen G.D. Pediatric fractures: a practical approach to assessment and treatment,‬‬ ‫‪Baltimor: Williams & Wilkins,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪1‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﻛﺪ ﺩﺭﺱ‬

‫‪66:‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﻓﺮﺍﮔﻴﺮﻱ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺳﻴﺴﺘﻢ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﻭ ﻧﺤﻮﻩ ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺩﺳﺘﻲ ﻭ ﺍﺑﺰﺍﺭﻱ ﺩﺭ‬ ‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺭﻭﺵ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻛﺴﺐ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‪- ،‬ﻣﻌﺎﻳﻨﻪ ﻛﺎﻣﻞ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ‬

‫ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺐ ﺣﺮﻛﺘﻲ ﭘﺎﻳﻴﻨﻲ( ‪ ،)UMN ( ، )LMN‬ﻋﻘﺪﻫﺎﻱ ﻗﺎﻋﺪﻩ ﺍﻱ ‪ ،‬ﻣﺨﭽﻪ‪ ،‬ﺁﻋﺼﺎﺏ ﺟﻤﺠﻤﻪ ﺍﻱ‪ ،‬ﻣﻴﻮﭘﺎﺗﻴﻬﺎ‪،‬‬

‫ﻧﻮﺭﻭﭘﺎﺗﻴﻬﺎ‪.‬‬

‫– ﻣﻌﺎﻳﻨﻪ ﺑﺎﻟﻴﻨﻲ ﻓﻠﺞ ﻣﻐﺰﻱ ﻭ ﺳﻜﺘﻪ ﻣﻐﺰﻱ ﻭ ‪ – .....‬ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻥ ﺩﺳﺘﻲ ﺍﺧﺘﺼﺎﺻﻲ ﺑﺮﺍﻱ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ‪- ،‬‬

‫ﻛﺎﺭﺑﺮﺩ‬

‫‪75‬‬

‫ﻣﺪﺍﻟﻴﺘﻲ ﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﺩﺭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Umphered, Neurological Rehabilitation,‬‬ ‫‪2- Payton O., Manual of physical therapy,‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻛﺪ ﺩﺭﺱ ‪67:‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ ‪2‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﻓﺮﺍﮔﻴﺮﻱ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺳﻴﺴﺘﻢ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﻭ ﻧﺤﻮﻩ ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺩﺳﺘﻲ ﻭ ﺍﺑﺰﺍﺭﻱ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺭﻭﺵ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻛﺴﺐ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ‪- ،‬ﻣﻌﺎﻳﻨﻪ ﻛﺎﻣﻞ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ‬

‫ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺐ ﺣﺮﻛﺘﻲ ﭘﺎﻳﻴﻨﻲ( ‪ ،)UMN ( ، )LMN‬ﻋﻘﺪﻫﺎﻱ ﻗﺎﻋﺪﻩ ﺍﻱ ‪ ،‬ﻣﺨﭽﻪ‪ ،‬ﺁﻋﺼﺎﺏ ﺟﻤﺠﻤﻪ ﺍﻱ‪ ،‬ﻣﻴﻮﭘﺎﺗﻴﻬﺎ‪،‬‬

‫ﻧﻮﺭﻭﭘﺎﺗﻴﻬﺎ‪.‬‬

‫– ﻣﻌﺎﻳﻨﻪ ﺑﺎﻟﻴﻨﻲ ﻓﻠﺞ ﻣﻐﺰﻱ ﻭ ﺳﻜﺘﻪ ﻣﻐﺰﻱ ﻭ ‪ – .....‬ﺍﻧﺠﺎﻡ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻥ ﺩﺳﺘﻲ ﺍﺧﺘﺼﺎﺻﻲ ﺑﺮﺍﻱ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻐﺰ ﻭﺍﻋﺼﺎﺏ‪- ،‬‬

‫ﻛﺎﺭﺑﺮﺩ ﻣﺪﺍﻟﻴﺘﻲ ﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﺩﺭ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﺍﻥ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1- Umphered, Neurological Rehabilitation,‬‬ ‫‪2- Payton O., Manual of physical therapy,‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪ :‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﻛﺪ ﺩﺭﺱ‪68 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮ ﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ ﺍﺭﺗﻮﭘﺪﻱ ﻭ ﻛﻠﻴﻨﻴﻜﻬﺎﻱ ﺳﺮﭘﺎﻳﻲ‬

‫ﺗﺨﺼﺼﻲ ﻭﺭﺯﺷﻲ ﻭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ ﺗﺨﺼﺼﻲ ﺗﺤﺖ ﭘﻮﺷﺶ ﻓﺪﺭﺍﺳﻴﻮﻥ ﭘﺰﺷﻜﻲ ﻭﺭﺯﺷﻲ ‪.‬‬

‫‪76‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺍﺭﺯﻳﺎﺑﻲ ‪،‬ﻏﺮﺑﺎﻟﮕﺮﻱ ﻭ ﺁﻣﻮﺯﺵ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﻣﻮﺭﺩ ﺗﺎﻛﻴﺪ ﻗﺮﺍﺭ ﻣﻲ‬ ‫ﮔﻴﺮﺩ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺑﺎﻓﺖ ﻧﺮﻡ ﻭ ﻣﻔﺎﺻﻞ ﺍﻧﺪﺍﻡ ﻫﺎ ﻭ ﺳﺘﻮﻥ ﻓﻘﺮﺍﺕ ﺩﺭ ﺁﺳﻴﺐ ﻫﺎﻱ ﻭﺭﺯﺷﻲ‪ ،‬ﺁﻣﺎﺩﻩ ﺳﺎﺯﻱ‬

‫ﻭﺭﺯﺷﻜﺎﺭﺍﻥ (ﻗﺒﻞ ﺍﺯ ﻣﺴﺎﺑﻘﺎﺕ ‪-‬ﺩﺭ ﻓﺼﻞ ﻣﺴﺎﺑﻘﺎﺕ ‪-‬ﺩﺭ ﻓﺎﺻﻠﻪ ﺑﻴﻦ ﻣﺴﺎﺑﻘﺎﺕ)‪ ،‬ﻏﺮﺑﺎﻟﮕﺮﻱ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺑﺮﺍﻱ ﺑﺮﮔﺸﺖ ﺑﻪ ﻭﺭﺯﺵ ﻭ‬

‫ﻏﺮﺑﺎﻟﮕﺮﻱ ﺍﺳﺘﻌﺪﺍﺩﻫﺎﻱ ﻭﺭﺯﺷﻲ‪ ،‬ﺷﺮﻛﺖ ﺩﺭ ﺟﻠﺴﺎﺕ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺑﺎﻟﻴﻨﻲ ﺗﻴﻢ ﭘﺰﺷﻜﻲ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ ﺑﻴﻤﺎﺭﺍﻥ‬ ‫ﺁﺳﻴﺐ ﺩﻳﺪﻩ ﺩﺭ ﺍﻭﺭژﺍﻧﺲ ﻫﺎﻱ ﻭﺭﺯﺷﻲ ‪ ،‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﻛﻨﺎﺭ ﺯﻣﻴﻦ ﻫﺎﻱ ﻭﺭﺯﺷﻲ(‬

‫‪ Splinting‬ﻭ ﻣﺎﺳﺎژﺗﺨﺼﺼﻲ ﺩﺭ ﻭﺭﺯﺷﻜﺎﺭﺍﻥ ﺁﺳﻴﺐ ﺩﻳﺪﻩ‬

‫‪، ( in field‬ﺍﺟﺮﺍﻱ‬

‫‪ taping‬ﻭ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬ ‫‪1-Orthopedics and sports physical therapy‬‬ ‫‪2- Rehabilitation of injured athlete‬‬ ‫‪3- Athletic injuries rehabilitation‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‬

‫ﻛﺪ ﺩﺭﺱ‪69:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﺯﻧﺎﻥ‬ ‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬ ‫ﻣﺮﺑﻮﻃﻪ ﺁﻣﻮﺯﺵ ﺩﺍﺩﻩ ﻣﻴﺸﻮﺩ ‪.‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺯﻧﺎﻥ ﻭ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﺭﺯﻳﺎﺑﻲ ‪ ،‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ‪ :‬ﺑﺎﺭﻭﺭﻱ ﻭ ﻧﺎﺑﺎﺭﻭﺭﻱ ‪ ،‬ﺑﺎﺭﺩﺍﺭﻱ‪ ،‬ﺯﺍﻳﻤﺎﻥ ﻭ ﭘﺲ ﺍﺯ ﺯﺍﻳﻤﺎﻥ‬

‫‪،‬ﻋﻔﻮﻧﺘﻬﺎﻱ ﻧﺎﺣﻴﻪ‬

‫ﻟﮕﻦ‪،‬ﺍﺧﺘﻼﻻﺕ ﺳﻴﺴﺘﻢ ‪ urinary‬ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺑﻲ ﺍﺧﺘﻴﺎﺭﻳﻬﺎﻱ ﺍﺩﺭﺍﺭ ‪، ،‬ﻛﺎﻧﺴﺮﻫﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺯﻧﺎﻥ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻣﺮﺍﻗﺒﺘﻬﺎﻱ ﻗﺒﻞ ﻭ ﺑﻌﺪ‬ ‫ﺍﺯﺟﺮﺍﺣﻲ ‪Breast Cancer‬‬

‫ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺍﺳﺘﺌﻮﭘﺮﻭﺯ ﺍﻭﻟﻴﻪ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺁﻣﻮﺯﺵ ﺗﻤﺮﻳﻨﺎﺕ ﻫﻮﺍﺯﻱ‬‫‪-‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺣﻔﻆ ‪ Fitness‬ﺩﺭ ﺩﻭﺭﺍﻥ ﻳﺎﺋﺴﮕﻲ ﻭ ﻫﻮﺭﻣﻮﻥ ﺗﺮﺍﭘﻲ)‪(HRT‬‬

‫‪77‬‬

‫‪-‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﺯﻧﺪﮔﻲ ﺯﻧﺎﻥ ﺩﺭ ﺳﻨﻴﻦ ﻣﺨﺘﻠﻒ‬

‫ﻣﻨﺎﺑﻊ ‪:‬‬ ‫‪1- Donatelli , Physical therapy in obstetrics and gynecology,Churchil livingstone, the last‬‬ ‫‪edition‬‬ ‫‪2-Kissner, Therapeutic exercise,2006‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫ﻛﺪ ﺩﺭﺱ‪70 :‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪:‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺗﺎﻛﻴﺪ ﺑﺮ ﻓﺮﺍﮔﻴﺮﻱ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﻭﺩﺭﻣﺎﻥ ﻭ ﺁﻣﻮﺯﺵ ﺭﻭﺵ ﻫﺎﻱ ﻣﺮﺍﻗﺒﺖ ﺍﺯ ﺧﻮﺩ ﺩﺭ ﺍﺧﺘﻼﻻﺕ‬ ‫ﻋﻤﻠﻜﺮﺩﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﭘﺪﻳﺪﻩ ﺳﺎﻟﻤﻨﺪﻱ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻭﻳﮋﮔﻴﻬﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺭﻭﺍﻧﻲ‪،‬ﻫﻴﺠﺎﻧﻲ –ﻋﺎﻃﻔﻲ ﻭ ﺗﻐﻴﻴﺮﺍﺕ ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ ﺑﻪ ﺍﻳﻦ‬ ‫ﺑﻴﻤﺎﺭﺍﻥ ﻣﻲ ﺑﺎﺷﺪ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﻋﻤﻠﻜﺮﺩﻫﺎﻱ ﺣﺮﻛﺘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ (ﺗﻌﺎﺩﻝ‪ ،‬ﺭﺍﻩ ﺭﻓﺘﻦ‪ ،‬ﻧﺸﺴﺘﻦ ﻭ ﺑﺮﺧﺎﺳﺘﻦ ﻭ ﻋﻤﻠﻜﺮﺩﻫﺎﻱ ﺍﻧﺪﺍﻡ ﻓﻮﻗﺎﻧﻲ) ‪،‬‬

‫ﺁﻣﻮﺯﺵ ﺗﻤﺮﻳﻨﺎﺕ ﺩﺭﻣﺎﻧﻲ ﺑﻪ ﺳﺎﻟﻤﻨﺪﺍﻥ‪،‬ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺗﻘﻮﻳﺖ ﻋﻀﻼﻧﻲ ﻭ ﻛﻨﺘﺮﻝ ﺩﻓﻮﺭﻣﻴﺘﻲ ﻫﺎﻱ ﻣﻔﺼﻠﻲ ﻭ ﻛﻮﺗﺎﻫﻲ‬

‫ﺑﺎﻓﺖ ﻧﺮﻡ‪ ،‬ﺍﻟﻜﺘﺮﻭﺗﺮﺍﭘﻲ ﻭ ﻫﻴﺪﺭﻭﺗﺮﺍﭘﻲ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ ‪،‬ﺁﻣﻮﺯﺵ ﺭﻭﺷﻬﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺍﺧﺘﻼﻻﺕ ﺗﻌﺎﺩﻝ ﻭ ﺯﻣﻴﻦ ﺧﻮﺭﺩﻥ‬ ‫ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‪ ،‬ﺁﻣﻮﺯﺵ ﺗﻤﺮﻳﻨﺎﺕ ﺩﺭ ﺟﻬﺖ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﺭﻭﺯﺍﻧﻪ ﺩﺭ ﻣﺒﺘﻼﻳﺎﻥ ﺑﻪ ﻧﺴﻴﺎﻥ ﻭﺁﻟﺰﺍﻳﻤﺮ ﺑﻪ ﺳﺎﻟﻤﻨﺪﺍﻥ ﻭ‬

‫ﺧﺎﻧﻮﺍﺩﻩ ﻭﻣﺮﺍﻗﺒﻴﻦ ﺁﻧﻬﺎ ﻭ ﺩﺭﻣﺎﻥ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫‪1-Geriatric physical therapy‬‬ ‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬ ‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬ ‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫‪78‬‬

‫ﻛﺪ ﺩﺭﺱ ‪71:‬‬

‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺟﻬﺖ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺗﺸﺨﻴﺺ ‪ ،‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ‬ ‫ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﺧﺎﺹ ﻣﻮﺭﺩ ﺗﺎﻛﻴﺪ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﺭﺯﻳﺎﺑﻲ‪ ، ،‬ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﺭﻣﺎﻥ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ‪:‬ﺑﻴﻤﺎﺭﺍﻥ ﻣﺒﺘﻼ ﺑﻪ ﻧﺎﺭﺳﺎﻳﻴﻬﺎﻱ ﻛﻠﻴﻮﻱ‪ ،‬ﺑﻴﻤﺎﺭﺍﻥ ﺩﻳﺎﺑﺘﻲ ﺑﺎ ﺍﺧﺘﻼﻻﺕ ﻋﺮﻭﻗﻲ ‪-‬‬

‫ﻋﺼﺒﻲ ﻭ ﺩﺭﮔﻴﺮﻱ ﺑﺎﻓﺖ ﻧﺮﻡ‪ ،‬ﺑﻴﻤﺎﺭﺍﻥ ﻫﻤﻮﻓﻴﻠﻲ ﺑﺎ ﺩﺭﮔﻴﺮﻱ ﻫﺎﻱ ﻣﻔﺎﺻﻞ ﻣﺤﻴﻄﻲ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ‪ ،‬ﺑﻴﻤﺎﺭﺍﻥ ﺗﺎﻻﺳﻤﻲ‪ ،‬ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ‬ ‫ﻛﺒﺪﻱ ﻭ ﺭﻭﺵ ﻫﺎﻱ ﻛﻨﺘﺮﻝ ﺍﺩﻡ ﺍﻧﺪﺍﻡ ﻫﺎ‬ ‫ﻣﻨﺎﺑﻊ‪:‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭﻋﺮﺻﻪ ﺩﺭ ‪ ICU‬ﻭ ‪CCU‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﻛﺪ ﺩﺭﺱ‪72 :‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪ :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺑﺮﺍﺳﺎﺱ ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺑﺨﺸﻬﺎﻱ ‪ ICU‬ﻭ ‪CCU‬‬

‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪ :‬ﻓﺮﺍﮔﻴﺮﻱ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺑﻴﻤﺎﺭﺍﻥ ﺩﺭ ‪ ICU‬ﻭ ‪ CCU‬ﻭ ﻧﺤﻮﻩ ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺩﺳﺘﻲ ﻭ ﺍﺑﺰﺍﺭﻱ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫ﺍﻳﻦ ﺑﻴﻤﺎﺭﺍﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻣﻌﺎﻳﻨﻪ ﻛﺎﻣﻞ ﻭﺍﻧﺠﺎﻡ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﻋﺼﺐ ﺣﺮﻛﺘﻲ‬

‫ﭘﺎﻳﻴﻨﻲ(‪ ، )LMN‬ﺑﺎﻻﻳﻲ( ‪ ،)UMN‬ﻋﻘﺪﻫﺎﻱ ﻗﺎﻋﺪﻩ ﺍﻱ ‪ ،‬ﻣﺨﭽﻪ‪ ،‬ﺁﻋﺼﺎﺏ ﺟﻤﺠﻤﻪ ﺍﻱ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﺑﺴﺘﺮﻱ ﺩﺭ‬

‫‪ ICU‬ﺑﺎ ﺳﻄﺢ‬

‫ﻫﺸﻴﺎﺭﻱ ﻛﻢ ﻭ ﺗﺮﻭﻣﺎﻱ ﻣﺘﻌﺪﺩ‪.‬‬

‫‪-‬ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻣﻌﺎﻳﻨﻪ ﻛﺎﻣﻞ ﻭﺍﻧﺠﺎﻡ ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﻭ ﺗﻤﺮﻳﻦ ﺩﺭﻣﺎﻧﻲ ﺩﺭ ﺑﻴﻤﺎﺭﺍﻥ ﻗﻠﺒﻲ‪-‬ﻋﺮﻭﻗﻲ‪-‬ﺗﻨﻔﺴﻲ ﺑﺴﺘﺮﻱ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ‬

‫‪ CCU‬ﻭ ‪...‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﻣﺴﺘﻘﻞ ‪1‬‬ ‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬

‫ﻛﺪ ﺩﺭﺱ ‪73:‬‬

‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬

‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ‬ ‫ﺷﺮﺡ ﺩﺭﺱ‬

‫‪:‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺟﻬﺖ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭﺍﻥ ‪.‬‬

‫‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﻫﺪﻑ ﻛﻠﻲ ﺍﺯ ﺁﻣﻮﺯﺵ ﺩﺍﻧﺸﺠﻮ‪ ،‬ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺳﻌﻲ ﻣﻲ ﺷﻮﺩ‬

‫ﻛﻪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭﺍﻥ ﺭﺍ ﻓﺮﺍ ﮔﻴﺮﻧﺪ ‪.‬‬

‫‪79‬‬

‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫‪-‬ﻣﺮﺍﺣﻞ ﭘﺬﻳﺮﺵ ﺑﻴﻤﺎﺭ‪- ،‬ﺍﻧﻮﺍﻉ ﺑﻴﻤﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭ‪- ،‬ﺍﻧﺘﺨﺎﺏ ﺭﻭﺵ ﻣﻨﺎﺳﺐ ﺩﺭﻣﺎﻥ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬

‫ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ( ‪- ،)E.B.P‬ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻥ ﺑﻄﻮﺭ ﻣﺴﺘﻘﻞ‪.‬‬

‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬ﻛﻠﻴﻪ ﻣﺮﺍﺟﻊ ﻗﺒﻠﻲ ﻛﻪ ﺟﻬﺖ ﻛﺎﺭﺁﻣﻮﺯﻱ ﻫﺎ ﺍﻧﺘﺨﺎﺏ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻧﺎﻡ ﺩﺭﺱ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ ﻣﺴﺘﻘﻞ ‪2‬‬

‫ﻛﺪ ﺩﺭﺱ ‪74:‬‬

‫ﭘﻴﺶ ﻧﻴﺎﺯ ‪:‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻟﻴﻨﻲ‬ ‫ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ ‪2:‬‬ ‫ﻧﻮﻉ ﻭﺍﺣﺪ ‪:‬ﻛﺎﺭﺁﻣﻮﺯﻱ‬ ‫ﻫﺪﻑ ﻛﻠﻲ ﺩﺭﺱ ‪: :‬ﻛﺴﺐ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺑﺎﻟﻴﻨﻲ ﺟﻬﺖ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺗﺸﺨﻴﺺ ﻭ ﺩﺭﻣﺎﻥ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭﺍﻥ‪.‬‬

‫ﺷﺮﺡ ﺩﺭﺱ ‪ :‬ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﻫﺪﻑ ﻛﻠﻲ ﺍﺯ ﺁﻣﻮﺯﺵ ﺩﺍﻧﺸﺠﻮ‪ ،‬ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻴﺴﺖ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﻭﺍﺣﺪ ﺳﻌﻲ ﻣﻲ‬ ‫ﺷﻮﺩ ﻛﻪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭﺍﻥ ﺭﺍ ﻓﺮﺍ ﮔﻴﺮﻧﺪ ‪..‬‬ ‫ﺭﺋﻮﺱ ﻣﻄﺎﻟﺐ ‪:‬‬

‫ﺩﺭﻣﺎﻥ‬

‫‪-‬ﻣﺮﺍﺣﻞ ﭘﺬﻳﺮﺵ ﺑﻴﻤﺎﺭ‪- ،‬ﺍﻧﻮﺍﻉ ﺑﻴﻤﻪ ﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ‪- ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻣﺴﺘﻘﻞ ﺑﻴﻤﺎﺭ‪- ،‬ﺍﻧﺘﺨﺎﺏ ﺭﻭﺵ ﻣﻨﺎﺳﺐ ﺩﺭﻣﺎﻥ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬

‫ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ( ‪- ،)E.B.P‬ﺍﺟﺮﺍﻱ ﺭﻭﺷﻬﺎﻱ ﺩﺭﻣﺎﻥ ﺑﻄﻮﺭ ﻣﺴﺘﻘﻞ ‪.‬‬ ‫ﻣﻨﺎﺑﻊ ﺍﺻﻠﻲ ﺩﺭﺱ ‪:‬‬

‫ﻛﻠﻴﻪ ﻣﺮﺍﺟﻊ ﻗﺒﻠﻲ ﻛﻪ ﺟﻬﺖ ﻛﺎﺭﺁﻣﻮﺯﻱ ﻫﺎ ﺍﻧﺘﺨﺎﺏ ﺷﺪﻩ ﺍﻧﺪ ‪.‬‬

‫ﺷﻴﻮﻩ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﺠﻮ ‪:‬‬

‫ﺭﻭﺵ ﭼﻚ ﻟﻴﺴﺖ ﻭ ﻳﺎ ﺁﺯﻣﻮﻥ ﺁﺳﻜﻲ ‪.‬‬

‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ ‪:‬ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ‬

‫‪- 1‬ﻫﺪﻑ ﺍﺯ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ ‪:‬‬ ‫ﺍﻟﻒ ) ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ( ‪). Task Oriented‬‬

‫ﺏ ) ﺗﻌﻴﻴﻦ ﻭ ﺗﺸﺨﻴﺺ ﻧﻘﺎﻁ ﻗﻮﺕ ﻭ ﺿﻌﻒ ﺑﺮﻧﺎﻣﻪ ‪.‬‬ ‫‪80‬‬

‫ﺝ ) ﺍﺻﻼﺡ ﺑﺮﻧﺎﻣﻪ ‪.‬‬ ‫‪- 2‬ﻧﺤﻮﻩ ﺍﻧﺠﺎﻡ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ ‪:‬‬

‫ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ ﺑﻪ ﺻﻮﺭﺕ ﺗﺮﺍﻛﻤﻲ( ‪ )Summative Evaluation‬ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ ‪.‬ﻭﺍﺣﺪ ﻣﺴﺌﻮﻝ ﺍﻧﺠﺎﻡ ﺍﺭﺯﺷﻴﺎﺑﻲ ﻛﻤﻴﺘﻪ‬

‫ﻫﺎﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﻜﺪﻩ ﺑﺎ ﻧﻈﺎﺭﺕ ﻛﻤﻴﺘﻪ ﻣﺮﻛﺰﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻌﻴﻴﻦ ﻣﻲ ﮔﺮﺩﺩ ‪.‬‬ ‫‪ - 1‬ﻣﺮﺍﺣﻞ ﺍﺟﺮﺍﻳﻲ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ ‪:‬‬ ‫‬‫‪-‬‬

‫ﺗﻌﻴﻴﻦ ﺍﻫﺪﺍﻑ ﺍﺭﺯﺷﻴﺎﺑﻲ‬

‫ﺗﻬﻴﻪ ﺍﺑﺰﺍﺭ ﺍﺭﺯﺷﻴﺎﺑﻲ‬ ‫‪-‬‬

‫ﺍﺟﺮﺍﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ‬

‫‪-‬‬

‫ﺗﺤﻠﻴﻞ ﻧﺘﺎﻳﺞ ﺑﺪﺳﺖ ﺁﻣﺪﻩ‬

‫‬‫‪-‬‬

‫ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ‬

‫ﺍﺭﺍﺋﻪ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ‬

‫‪ - 2‬ﺗﻮﺍﺗﺮ ﺍﻧﺠﺎﻡ ﺍﺭﺯﺷﻴﺎﺑﻲ ‪:‬‬

‫ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺭ ﺧﺎﺗﻤﻪ ﻫﺮ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ ﻭ ﺩﺭ ﺯﻣﺎﻥ ﺍﺷﺘﻐﺎﻝ ﺑﻪ ﻛﺎﺭ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﻧﺠﺎﻡ ﺧﻮﺍﻫﺪ ﺷﺪ ‪.‬‬ ‫‪ - 3‬ﺷﺎﺧﺼﻬﺎ ﭘﻴﺸﻨﻬﺎﺩﻱ ﺑﺮﺍﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺑﺮﻧﺎﻣﻪ ‪:‬‬

‫ﺍﻟﻒ) ﺗﻌﻴﻴﻦ ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺁﻋﻀﺎء ﻫﻴﺌﺖ ﻋﻠﻤﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻳﻔﺎﻱ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ‬ ‫ﺍﻱ ﺁﻧﺎﻥ ‪.‬‬

‫ﺏ) ﺗﻌﻴﻴﻦ ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﻣﺪﻳﺮﺍﻥ ﮔﺮﻭﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻳﻔﺎﻱ ﻭﻇﺎﻳﻒ‬ ‫ﺣﺮﻓﻪ ﺍﻱ ﺁﻧﺎﻥ ‪.‬‬

‫ﺝ) ﺗﻌﻴﻴﻦ ﻣﻴﺰﺍﻥ ﺭﺿﺎﻳﺖ ﻣﻨﺪﻱ ﻣﺮﺍﺣﻌﻴﻦ (ﺑﻴﻤﺎﺭﺍﻥ ‪ ،‬ﻣﻌﻠﻮﻟﻴﻦ ﻭ ﺍﻃﺮﺍﻓﻴﺎﻥ )ﺍﺯ ﭼﮕﻮﻧﮕﻲ ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﺣﺮﻓﻪ ﺍﻱ ﺩﺍﻧﺶ‬ ‫ﺁﻣﻮﺧﺘﮕﺎﻥ ‪.‬‬

‫ﺩ) ﺗﻌﻴﻴﻦ ﻣﻴﺰﺍﻥ ﺭﻭﺯﺁﻣﺪﻱ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﻧﻈﺮ ﺍﺳﺎﺗﻴﺪ ‪.‬‬ ‫ﺝ) ﺑﺮﺭﺳﻲ ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﺭﺍﻱ ﻣﻴﺎﻧﮕﻴﻦ ﻧﻤﺮﻩ ﺑﺎﻻﺗﺮ ﺍﺯ ‪. 17‬‬

‫ﺩ) ﻣﻴﺰﺍﻥ ﭘﺬﻳﺮﺵ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺭ ﻣﻘﺎﻃﻊ ﺗﺤﺼﻴﻠﻲ ﺑﺎﻻﺗﺮ ‪.‬‬ ‫‪ - 4‬ﻣﻌﻴﺎﺭﻫﺎﻱ ﻣﻮﻓﻘﻴﺖ ﺑﺮﻧﺎﻣﻪ ﺩﺭ ﻣﻮﺭﺩ ﻫﺮ ﺷﺎﺧﺺ ‪:‬‬

‫ﺍﻟﻒ) ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺁﻋﻀﺎء ﻫﻴﺌﺖ ﻋﻠﻤﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻳﻔﺎﻱ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ ﺍﻱ‬ ‫ﺁﻧﺎﻥ ﺑﻴﺶ ﺍﺯ ‪70‬ﺩﺭﺻﺪ ‪.‬‬

‫‪81‬‬

‫ﺏ) ﻣﻴﺰﺍﻥ ﻛﺎﺭﺁﻳﻲ ﻭ ﺍﺛﺮ ﺑﺨﺸﻲ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﻣﺪﻳﺮﺍﻥ ﮔﺮﻭﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻳﻔﺎﻱ ﻭﻇﺎﻳﻒ ﺣﺮﻓﻪ‬ ‫ﺍﻱ ﺁﻧﺎﻥ ﺑﻴﺶ ﺍﺯ ‪70‬ﺩﺭﺻﺪ ‪.‬‬

‫ﺝ) ﻣﻴﺰﺍﻥ ﺭﺿﺎﻳﺖ ﻣﻨﺪﻱ ﻣﺮﺍﺣﻌﻴﻦ (ﺑﻴﻤﺎﺭﺍﻥ ‪ ،‬ﻣﻌﻠﻮﻟﻴﻦ ﻭ ﺍﻃﺮﺍﻓﻴﺎﻥ )ﺍﺯ ﭼﮕﻮﻧﮕﻲ ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﺣﺮﻓﻪ ﺍﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ‬ ‫ﺑﻴﺶ ﺍﺯ ‪70‬ﺩﺭﺻﺪ ‪.‬‬

‫ﺩ) ﻣﻴﺰﺍﻥ ﺭﻭﺯﺁﻣﺪﻱ ﻣﻬﺎﺭﺗﻬﺎﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺧﺘﮕﺎﻥ ﺍﺯ ﻧﻈﺮ ﺍﺳﺎﺗﻴﺪ ﺑﻴﺶ ﺍﺯ ‪70‬ﺩﺭﺻﺪ ‪.‬‬ ‫ﺝ) ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﺭﺍﻱ ﻣﻴﺎﻧﮕﻴﻦ ﻧﻤﺮﻩ ﺑﺎﻻﺗﺮ ﺍﺯ ‪ ،17‬ﺑﻴﺶ ﺍﺯ ‪ 20‬ﺩﺭﺻﺪ ‪.‬‬

‫ﺩ) ﻣﻴﺰﺍﻥ ﭘﺬﻳﺮﺵ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺭ ﻣﻘﺎﻃﻊ ﺗﺤﺼﻴﻠﻲ ﺑﺎﻻﺗﺮ ﺑﻴﺶ ﺍﺯ ‪ 30‬ﺩﺭﺻﺪ ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎﻥ ﺩﺭ ﺁﺯﻣﻮﻥ ﺳﺎﻻﻧﻪ ‪.‬‬

‫ﺿﻤﻴﻤﻪ ﺷﻤﺎﺭﻩ ﻳﻚ‬

‫(ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ ﻣﺪﺭﻙ ﻛﺎﺭﺷﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ)‬

‫ﺩﺭﻭﺱ ﭘﺎﻳﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪15‬‬

‫ﺟﻨﻴﻦ ﺷﻨﺎﺳﻲ‬

‫‪19‬‬

‫ﺑﻴﻮﺷﻴﻤﻲ ﻭ ﻓﺎﺭﻣﺎﻛﻮﻟﻮژﻱ ﺩﺭ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫‪18‬‬

‫‪20‬‬ ‫‪23‬‬ ‫‪26‬‬

‫‪3-26‬‬

‫ﺗﻐﺬﻳﻪ‬

‫ﻧﻈﺮﻱ‬

‫ﻋﻤﻠﻲ‬

‫‪1‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪3‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪-‬‬

‫‪2‬‬ ‫‪2‬‬

‫ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭﻣﺎﻥ ﻭ ﻣﺮﺍﻗﺒﺖ‬

‫‪-‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﮔﻮﺍﺭﺷﻲ ﻭ ﻏﺪﺩ‬

‫‪2‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﺍﺧﻠﻲ‪:‬‬

‫‪2-29‬‬ ‫‪2-30‬‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ‪1‬‬

‫‪33‬‬

‫ﺭﻭﺷﻬﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺗﺸﺨﻴﺺ ﭘﺰﺷﻜﻲ‬

‫‪35‬‬

‫ﺭﻭﺵ ﺗﺤﻘﻴﻖ‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ‬

‫‪31‬‬

‫ﺍﻟﻜﺘﺮﻭﺩﻳﺎﮔﻨﻮﺯ ‪2‬‬

‫‪34‬‬

‫ﺭﻳﺎﺿﻲ ﻭ ﺁﻣﺎﺭ‬

‫ﺳﺎﻋﺖ‬ ‫ﺟﻤﻊ‬

‫‪1‬‬

‫ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ‪2‬‬

‫‪30‬‬

‫‪82‬‬

‫ﺍﻳﻤﻮﻧﻮﻟﻮژﻱ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮ ﻟﻮژﻱ‬

‫ﻭﺍﺣﺪ‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪34‬‬ ‫‪34‬‬ ‫‪17‬‬

‫‪34‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‪17‬‬

‫‬‫‬‫‪-‬‬

‫‬‫‬‫‪34‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫‪34‬‬ ‫‪34‬‬ ‫‪17‬‬

‫‪34‬‬ ‫‪17‬‬ ‫‪52‬‬ ‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‪17‬‬

‫‬‫‬‫‪-‬‬

‫‪-‬‬

‫‪1-29‬‬ ‫‪ 25 ، 5-14،2-13‬ﻭ‪1-26‬‬ ‫‪1-30‬‬

‫ﺭﺍﻳﺎﻧﻪ(‪) IT‬‬ ‫ﺟﻤﻊ‬

‫‪-‬‬

‫‪1‬‬

‫‪323‬‬

‫‪20‬‬

‫‪34‬‬

‫‪34‬‬

‫‪391‬‬

‫‪68‬‬

‫ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪38‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪:‬‬

‫ﻭﺍﺣﺪ‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫‪7-38‬‬

‫‪-‬ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‬

‫‪9-38‬‬

‫‪-‬ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫‪41‬‬

‫ﻓﻴﺰﻳﻮﻟﻮژﻱ ﺗﻤﺮﻳﻦ‬

‫‪-‬ﺩﺭ ﻛﻮﺩﻛﺎﻥ‬

‫‪8-38‬‬

‫ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺎﻓﺘﻲ‬

‫‪40‬‬

‫ﺍﺑﺰﺍﺭﻫﺎﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺩﺳﺘﮕﺎﻩ ﻋﺼﺒﻲ ﻋﻀﻼﻧﻲ ﺍﺳﻜﻠﺘﻲ‬

‫‪46‬‬ ‫‪48‬‬

‫ﺩﺭﻣﺎﻧﻬﺎﻱ ﺩﺳﺘﻲ ﺍﺧﺘﻼﻻﺕ ﻋﻤﻠﻜﺮﺩﻱ ﻣﻔﺎﺻﻞ ﻭ ﺑﺎﻓﺖ ﻧﺮﻡ ‪:‬‬

‫‪1-48‬‬

‫‪-‬ﺍﻧﺪﺍﻣﻬﺎ‬

‫‪49‬‬

‫ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ)‪(EBP‬‬

‫‪51‬‬

‫ﺗﺸﺨﻴﺺ ﻫﺎﻱ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪51‬‬

‫‪1-38‬‬

‫‪3‬‬

‫‪50‬‬

‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﺭﻣﺎﻧﻬﺎﻱ ﻣﻜﻤﻞ ﻭ ﺟﺎﻳﮕﺰﻳﻦ‬

‫‪52‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ‬ ‫‪Primary care practice‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﻭ ﻫﺪﺍﻳﺖ ﺩﺭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ‬

‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬

‫‪17‬‬ ‫‪17‬‬

‫‪1‬‬

‫‪34‬‬ ‫‪17‬‬

‫‪1‬‬

‫ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﻭ ﻣﻼﺣﻈﺎﺕ ﻗﺎﻧﻮﻧﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪2‬‬

‫ﭘﺮﻭژﻩ ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫‪4‬‬

‫ﺟﻤﻊ‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪34‬‬ ‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪17‬‬

‫‪-‬‬

‫‪-‬‬

‫‪34‬‬

‫‪136‬‬

‫‪408‬‬

‫‪1-26 ،25 ،24‬ﻭ ‪28‬‬ ‫‪16‬‬ ‫‪13‬‬ ‫‪44‬‬ ‫‪ 1-39‬ﻭ ‪2-39‬‬ ‫‪3-39‬‬ ‫‪28‬‬

‫‪ 1-38‬ﺗﺎ ‪10-38‬‬ ‫‪51‬‬

‫‪34‬‬

‫‪34‬‬

‫‪-‬‬

‫‪32‬‬

‫‪85‬‬

‫‪-‬‬

‫‪17‬‬

‫‪1‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪34‬‬

‫‪1‬‬

‫‪34‬‬

‫‪51‬‬

‫‪-‬‬

‫‪17‬‬

‫‪2‬‬

‫‪34‬‬

‫‪68‬‬

‫‪17‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪17‬‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪2‬‬

‫‪1‬‬

‫‪-‬‬

‫‪34‬‬

‫‪2‬‬

‫‪2-48‬‬

‫ﺳﻤﻴﻨﺎﺭ‬

‫‪51‬‬

‫‪2‬‬

‫‪-‬ﺳﺘﻮﻥ ﻣﻬﺮﻩ ﻫﺎ‬

‫‪54‬‬

‫ﻋﻤﻠﻲ‬

‫‪27‬‬

‫‪3‬‬

‫‪53‬‬

‫ﺟﻤﻊ‬

‫‪136‬‬ ‫‪714‬‬

‫‪306‬‬

‫‪56‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫‪68‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ)‬

‫‪70‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺳﺎﻟﻤﻨﺪﺍﻥ)‬

‫‪69‬‬ ‫‪71‬‬ ‫‪72‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ)‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ)‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺩﺭ ‪ICU‬ﻭ ‪) CCU‬‬

‫ﺟﻤﻊ‬

‫ﺿﻤﻴﻤﻪ ﺷﻤﺎﺭﻩ ﺩﻭ‬

‫‪83‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﺟﻤﻊ‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪8‬‬

‫‬‫‬‫‪-‬‬

‫‪102‬‬ ‫‪51‬‬ ‫‪51‬‬ ‫‪408‬‬

‫‪102‬‬ ‫‪51‬‬ ‫‪51‬‬ ‫‪408‬‬

‫(ﺑﺮﺍﻱ ﺩﺍﺭﻧﺪﮔﺎﻥ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷﺪ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ)‬

‫ﺩﺭﻭﺱ ﭘﺎﻳﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫‪15‬‬

‫ﺟﻨﻴﻦ ﺷﻨﺎﺳﻲ‬

‫‪19‬‬

‫ﺑﻴﻮﺷﻴﻤﻲ ﻭ ﻓﺎﺭﻣﺎﻛﻮﻟﻮژﻱ ﺩﺭ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﺍﻳﻤﻮﻧﻮﻟﻮژﻱ ﻭ ﻣﻴﻜﺮﻭﺑﻴﻮ ﻟﻮژﻱ‬

‫‪18‬‬

‫‪20‬‬ ‫‪23‬‬

‫ﺗﻐﺬﻳﻪ‬

‫ﺟﻨﺒﻪ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭﻣﺎﻥ ﻭ ﻣﺮﺍﻗﺒﺖ‬

‫‪26‬‬

‫ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺩﺍﺧﻠﻲ‪:‬‬

‫‪3-26‬‬

‫‪-‬ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﮔﻮﺍﺭﺷﻲ ﻭ ﻏﺪﺩ‬

‫‪2-29‬‬

‫ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭﻱ ﺗﺸﺨﻴﺼﻲ ‪2‬‬

‫‪31‬‬

‫ﺭﻭﺷﻬﺎﻱ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺗﺸﺨﻴﺺ ﭘﺰﺷﻜﻲ‬

‫‪2-30‬‬

‫ﺍﻟﻜﺘﻮﺩﻳﺎﮔﻨﻮﺯ‪2‬‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﻋﻤﻠﻲ‬

‫ﺟﻤﻊ‬

‫‪1‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪3‬‬

‫‪51‬‬

‫‪-‬‬

‫‪51‬‬

‫‪-‬‬

‫‪34‬‬

‫‪2‬‬ ‫‪2‬‬

‫‪-‬‬

‫‪34‬‬

‫‪1‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬

‫‪1-29‬‬

‫‪17‬‬

‫‪-‬‬

‫‪238‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪17‬‬

‫‪-‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪1‬‬

‫‪34‬‬

‫‪-‬‬

‫‪17‬‬

‫‪14‬‬

‫ﺟﻤﻊ‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬

‫‪1-30‬‬

‫‪17‬‬ ‫‪238‬‬

‫‪-‬‬

‫ﺩﺭﻭﺱ ﺗﺨﺼﺼﻲ ‪:‬‬ ‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬ ‫ﻭﺍﺣﺪ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫‪38‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ‪:‬‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬ ‫ﻋﻤﻠﻲ‬

‫ﺟﻤﻊ‬

‫‪7-38‬‬

‫‪-‬ﺩﺭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪34‬‬

‫‪27‬‬

‫‪9-38‬‬

‫‪-‬ﺩﺭ ﺳﺎﻟﻤﻨﺪﺍﻥ‬

‫‪2‬‬

‫‪34‬‬

‫‪-‬‬

‫‪51‬‬

‫‪1-38‬‬

‫‪49‬‬

‫ﺩﺭﻣﺎﻥ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﻮﺍﻫﺪ)‪(EBP‬‬

‫‪-‬ﺩﺭ ﻛﻮﺩﻛﺎﻥ‬

‫‪8-38‬‬

‫ﺑﻴﻮﻣﻜﺎﻧﻴﻚ ﺑﺎﻓﺘﻲ‬

‫‪40‬‬ ‫‪51‬‬

‫ﺗﺸﺨﻴﺺ ﻫﺎﻱ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺭﻭﻧﺪ ﺍﺳﺘﺪﻻﻝ ﺑﺎﻟﻴﻨﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪52‬‬

‫ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ ﺩﺭ ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ‬ ‫‪Primary care practice‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﻭ ﻫﺪﺍﻳﺖ ﺩﺭ ﻣﺮﺍﻛﺰ ﺩﺭﻣﺎﻧﻲ‬

‫‪53‬‬ ‫‪54‬‬

‫ﺍﺧﻼﻕ ﭘﺰﺷﻜﻲ ﻭ ﻣﻼﺣﻈﺎﺕ ﻗﺎﻧﻮﻧﻲ ﺩﺭ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‬

‫‪55‬‬

‫‪51‬‬

‫‪3‬‬

‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪1‬‬

‫‪34‬‬

‫‪2‬‬

‫‪34‬‬

‫‪2‬‬

‫‪17‬‬

‫‪1‬‬

‫‪17‬‬

‫‪1‬‬

‫‪34‬‬

‫‪2‬‬ ‫‪18‬‬

‫ﺟﻤﻊ‬

‫‪306‬‬

‫‬‫‪-‬‬

‫‪-‬‬

‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‪1-26 ،25 ،24‬ﻭ ‪28‬‬

‫‪34‬‬

‫‪16‬‬

‫‪34‬‬ ‫‪17‬‬

‫‪ 1-38‬ﺗﺎ ‪10-38‬‬

‫‪34‬‬ ‫‪34‬‬

‫‪51‬‬

‫‪17‬‬ ‫‪17‬‬ ‫‪34‬‬ ‫‪306‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ ‪:‬‬

‫ﺩﻭﺭﻩ ﺩﻛﺘﺮﺍﻱ ﺣﺮﻓﻪ ﺍﻱ ﻓﻴﺰﻳﻮﺗﺮﺍﭘﻲ‪ ،‬ﺷﺎﺧﻪ ﺗﻮﺍﻧﺒﺨﺸﻲ‬

‫ﻛﺪ‬

‫ﻧﺎﻡ ﺩﺭﺱ‬

‫ﻭﺍﺣﺪ‬

‫ﺳﺎﻋﺖ‬ ‫ﻧﻈﺮﻱ‬

‫‪84‬‬

‫ﭘﻴﺸﻨﻴﺎﺯ‬ ‫ﻛﺎﺭﺁﻣﻮﺯﻱ‬

‫ﺟﻤﻊ‬

‫‪68‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺿﺎﻳﻌﺎﺕ ﻭﺭﺯﺷﻲ)‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪70‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ( ﺳﺎﻟﻤﻨﺪﺍﻥ)‬

‫‪2‬‬

‫‪-‬‬

‫‪102‬‬

‫‪102‬‬

‫‪69‬‬ ‫‪71‬‬

‫ﺟﻤﻊ‬

‫‪85‬‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺯﻧﺎﻥ)‬

‫ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺩﺭ ﻋﺮﺻﻪ(ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺧﺎﺹ)‬

‫‪2‬‬ ‫‪1‬‬ ‫‪7‬‬

‫‬‫‪-‬‬

‫‪102‬‬ ‫‪51‬‬

‫‪357‬‬

‫‪102‬‬ ‫‪51‬‬

‫‪357‬‬