OBJECTIVE: This article suggests a 4-part model for teaching and using orthopedic and neurologic physical testing. DISCUSSION: Four methods of combining and sequencing orthopedic and neurologic physical tests are described. The descriptions are followed by examples including test names, test performance, and the relationships between the tests in each group. The principles of the methods originated in the lead author's private practice and were refined while teaching chiropractic students and graduate doctors. CONCLUSION: This model offers one possible method of combining and sequencing the orthopedic and neurologic examination in an effort to provide a more complete picture portraying the mechanisms, results, pathologies, differential diagnosis, and clinical thought processes associated with common orthopedic and neurologic physical tests.
OBJECTIVE: This article suggests a 4-part model for teaching and using orthopedic and neurologic physical testing. DISCUSSION: Four methods of combining and sequencing orthopedic and neurologic physical tests are described. The descriptions are followed by examples including test names, test performance, and the relationships between the tests in each group. The principles of the methods originated in the lead author's private practice and were refined while teaching chiropractic students and graduate doctors. CONCLUSION: This model offers one possible method of combining and sequencing the orthopedic and neurologic examination in an effort to provide a more complete picture portraying the mechanisms, results, pathologies, differential diagnosis, and clinical thought processes associated with common orthopedic and neurologic physical tests.