Q1. Knowledge and understanding: At the end of the course, the student will be able to demonstrate knowledge of the rehabilitation priorities in the treatment of the amputee patient; he/she will also be able to have the necessary knowledge of aids and assistive technologies.
Q2. Applied knowledge and understanding: on the basis of the knowledge acquired in point D1, the student will be able to follow the amputee at each stage of the rehabilitation process, adopting the rehabilitation methods appropriate and personalized to the patient; he/she must be able to give advice on aids appropriate to the context in which the user is located.
Q3. Making judgements: the student will be able to have the necessary skills to collect the necessary information useful for the patient's rehabilitation project.
Q4. Communication skills: the student must be able to use a language that is understandable to the user, in order to explain in detail the interventions that he/she will carry out during the treatment relationship, to the patient himself/herself or to the carer.
Q5. Learning skills: the student will be able to plan the rehabilitation treatment of the amputee on the basis of the information gathered and will be able to propose the use of personalized aids, also in a multidisciplinary team.

Deepening of knowledge relating to the amputee patient and his rehabilitation treatment, as well as introduction to aids and orthoses, and to the role of the physiotherapist in this specific area. In particular, we intend to guide the student in identifying the most appropriate aid (or orthosis) for the patient, focusing on clinical reasoning.

scamilla-Nunez, R., Michelini, A., & Andrysek, J. (2020). Biofeedback Systems for Gait Rehabilitation of Individuals with Lower-Limb Amputation: A Systematic Review. Sensors, 20(6), 1628.

Herrador Colmenero, L., Perez Marmol, J. M., Martí-García, C., Querol Zaldivar, M. D. L. Á., Tapia Haro, R. M., Castro Sánchez, A. M., & Aguilar-Ferrándiz, M. E. (2018). Effectiveness of mirror therapy, motor imagery, and virtual feedback on phantom limb pain following amputation: a systematic review. Prosthetics and orthotics international, 42(3), 288-298.

Wong, C. K., Ehrlich, J. E., Ersing, J. C., Maroldi, N. J., Stevenson, C. E., & Varca, M. J. (2016). Exercise programs to improve gait performance in people with lower limb amputation: A systematic review. Prosthetics and orthotics international, 40(1), 8-17.

Tisi, P. V., & Callam, M. J. (2004). Type of incision for below knee amputation (Cochrane Review). The Cochrane Library, (1).

Cumming, J., Barr, S., & Howe, T. E. (2006). Prosthetic rehabilitation for older dysvascular people following a unilateral transfemoral amputation. Cochrane Database of Systematic Reviews, (4).


Ülger, Ö., Yıldırım Şahan, T., & Çelik, S. E. (2018). A systematic literature review of physiotherapy and rehabilitation approaches to lower-limb amputation. Physiotherapy theory and practice, 34(11), 821-834.
Lusardi, M. M., Jorge, M., & Nielsen, C. C. (2013). Orthotics and Prosthetics in Rehabilitation. Elsevier Health Sciences.

Highsmith, M. J., Kahle, J. T., Miro, R. M., Orendurff, M. S., Lewandowski, A. L., Orriola, J. J., ... & Ertl, J. P. (2016). Prosthetic interventions for people with transtibial amputation: Systematic review and meta-analysis of high-quality prospective literature and systematic reviews. Journal of Rehabilitation Research & Development, 53(2).


Miller, M. J., Jones, J., Anderson, C. B., & Christiansen, C. L. (2019). Factors influencing participation in physical activity after dysvascular amputation: a qualitative meta-synthesis. Disability and Rehabilitation, 41(26), 3141-3150.
Jacobs, M. A., Austin, N. M., & Austin, N. M. (2013). Orthotic intervention for the hand and upper extremity: Splinting principles and process. Lippincott Williams & Wilkins.

Introduction
Definition of aids/prostheses/orthoses, tariff nomenclature, aid consultancy, wheelchairs, anti-decubitus aids, education on the management and care of aids;
The prosthesis
Upper and lower limb amputation levels, multidisciplinary approach, residual limb assessment, residual limb problems, phantom limb syndrome;
The prostheses
Lower limb - types of socket, exo/endoskeleton, robotic characteristics, prosthetic knees/feet, rehabilitation treatment of the prosthetic patient with post-operative phase, pre-prosthetic phase, post-prosthetic phase, autonomy phase;
Upper limb - kinematic/aesthetic/myoelectric/hybrid prostheses, types of socket, rehabilitation treatment of the prosthesis patient with post-operative phase, pre-prosthetic phase, prosthetic phase, renewal of the prosthesis;
The orthoses
Functions of static/dynamic immobilisation, trunk orthosis, upper limb orthosis, lower limb orthosis, cervical orthosis, orthosis for developmental age, appropriateness of the orthosis;
The splints
Definition, static/dynamic splint, materials to be used, purpose.

Lectures, discussion of clinical cases and treatment proposals, experiential exercises on the use of personal mobility aids.

Oral examination
The evaluation takes into account the level of interest, knowledge and depth of the topics covered:
-Excellent (30 -30 cum laude): excellent knowledge of the subject, excellent language skills, excellent analytical
excellent analytical skills; the student is able to brilliantly apply theoretical knowledge to
able to apply theoretical knowledge brilliantly to concrete cases.
-Very good (27-29): good knowledge of the subjects, remarkable fluency in the language, good analytical skills.
fluency, good analytical skills; the student is able to correctly apply theoretical
able to apply theoretical knowledge correctly to concrete cases.
-Good (24-26): Good knowledge of the main subjects, fair language skills; the student
The student shows an adequate ability to apply theoretical knowledge to
to apply theoretical knowledge to concrete cases.
-Satisfactory (21-23): The student does not show full mastery of the main
of the main subject areas, but has a basic knowledge of the language.
basic knowledge; however, he/she shows satisfactory language skills and sufficient ability to
sufficient ability to apply theoretical knowledge to concrete
concrete cases.
-Satisfactory (18-20): the student has a minimal knowledge of the main
and technical language, limited ability to apply appropriate theoretical knowledge to
limited ability to apply theoretical knowledge to concrete cases.
-Inadequate (<18): the student lacks knowledge of the
acceptable content of the different topics of the program.