Course Details

This course has an online component and in person weekend

Online Modules open within 72 hrs of registration

In Person Sessions Location and Dates:  October 15 - 16, 2022

Location: CBI Health Centre - Saskatoon Laurier

Confederation Mall 
300 Confederation Dr
Unit 64A
Saskatoon, SK 

Registration: Saturday at 7:45 am

Hours of Course: Saturday & Sunday from 8:00 am to 5:00 pm 

Instructors: Ryan Fitzpatrick, Ryan Dueck, Richard Bourassa.  Online module on hand assessment by Cathy Sajtos

Registration Fees

$900.00 – early bird until October 1st, 2022

$1000.00 - regular rate

Target Audience:  Physical Therapists, Occupational Therapists, Kinesiologists, Chiropractors.

Course DescriptionThis course will prepare registrants to use clinical reasoning during functional capacity evaluation.

  • The online course modules will include:
    • · Introduction to FCE & the clinical reasoning course
    • · Instruction on relevant history-taking/interviewing for FCE
    • · Instruction on neuromusculoskeletal structural assessment
    • · Didactic sessions on testing material handling abilities, dexterity/gripping/handling abilities, positional tolerance abilities, effort testing, administering self-reported outcome measures and observing for symptom behavior
    • · Presentation from SK Workers’ Compensation Board will provide information & examples of what are referral source requirements for FCE report
  • The in-person clinical component will include:
    • · Practice in administering functional assessment components
    • · Data collection & observations with assistance and guidance from instructors
    • · Didactic lecture on FCE report writing, with participant interaction through analysis of recorded data & observations.  Participants will produce an FCE report.

In Person Course Schedule:


  • Introduction
  • Review, discussion & questions & practice of intake/history-taking process
  • Review of structural exam intent & necessary team communication
  • Review, discussion, questions & practice of Questionnaires/Perceived Disability
  • Review, discussion, questions, & practice on Material Handling, Positional Tolerance Testing & Dexterity/Gripping Assessment
  • Continued practice / administration on Material Handling, Positional Tolerance Testing & Dexterity/Gripping Assessment
  • Instruction on MET Testing, Job Simulation Testing, Repetitive Movement Testing (RMT) & Repeat Testing
  • Practice on MET Testing, Job Simulation Testing, Repetitive Movement Testing (RMT) & Repeat Testing


  • Introduction – Q & A from Day 1
  • Report Writing using Clinical Reasoning

Learning Objectives:

On completion of this course the participant will be able to:

  • Design and complete an initial FCE intake process, history and interview.
  • Understand required components of a structural exam, administer and interpret a structural assessment, and identify critical findings from a structural exam that should be communicated with the functional assessor.
  • Demonstrate the ability to record FCE findings in a systematic and consistent manner.
  • Evaluate and interpret client material handling ability.
  • Evaluate and interpret client dexterity/gripping/handling ability.
  • Evaluate and interpret client positional tolerance ability.
  • Complete and interpret a work simulation evaluation.
  • Evaluate and interpret client effort.
  • Describe strengths and weaknesses of different effort tests.
  • Discuss areas of debate in FCE administration
  • To be able to evaluate and interpret perceived disability and understand the relationship between the client’s pain, perceived disability and observed function.
  • Describe appropriate valid and reliable outcome measure tools to evaluate perceived functional or pain status.
  • Demonstrate in groups, selection of appropriate methods to assess perceived disability and understand scoring of the forms.
  • Describe and demonstrate the use of MET testing, job simulation testing, repetitive movement testing and repeat testing.
  • Produce an FCE report that demonstrates clinical reasoning and connection between structural and functional assessments