ABPTS CCS study plan

Perform a complete cardiovascular examination sequence - resting and orthostatic blood pressure, bilateral arm pressure comparison, jugular venous pressure estimation, carotid and abdominal auscultation, precordial palpation, and auscultation at the aortic, pulmonic, Erb, tricuspid, and mitral points - on two practice subjects, recording each finding and the maneuver used to elicit it.

Differentiate the auscultatory signature of aortic stenosis, mitral regurgitation, mitral stenosis, aortic regurgitation, and tricuspid regurgitation by specifying timing, best auscultation site, radiation pattern, and the effect of inspiration, Valsalva, and handgrip.

Rank differential diagnoses for eight written vignettes presenting with exertional dyspnea, syncope, unilateral leg swelling, or calf claudication, and state the single highest-yield next assessment step for each.

Classify six heart failure vignettes by NYHA functional class and ACC/AHA stage, and justify how each classification changes exercise-testing eligibility and monitoring intensity.

Interpret resting and exercise vital signs, pulse oximetry, and hemodynamic values (heart rate, systolic and diastolic blood pressure response, rate–pressure product) from five written data sets, and flag every value that contraindicates, limits, or terminates exercise testing.

Demonstrate a full pulmonary examination - respiratory rate and pattern, accessory muscle recruitment, tactile fremitus, percussion note, diaphragmatic excursion, and auscultation of all lung fields - on two practice subjects with written findings for each region.

Differentiate normal vesicular sounds from fine and coarse crackles, wheezes, rhonchi, pleural rub, and stridor by describing the generating mechanism, timing within the respiratory cycle, and the condition each most often signals.

Compare cardiovascular and pulmonary contributors to dyspnea across three composite vignettes and state which specific examination findings would shift the leading hypothesis.

Interpret complete spirometry reports (FEV1, FVC, FEV1/FVC ratio, flow–volume loop) and classify eight tracings as obstructive, restrictive, or mixed, noting any bronchodilator response.

Interpret lung volumes, diffusing capacity, and arterial blood gas values for six written cases, identifying hypoxemia, hypercapnia, and the acid–base compensation pattern present in each.

Perform and document a six-minute walk test on one practice subject per published protocol, including standardized instructions, Borg and dyspnea ratings, distance calculation, and application of stopping criteria.

Select the single most appropriate pulmonary function or gas-exchange test to answer four specific clinical questions, such as why a patient desaturates only with exertion, and justify each choice.

Select and sequence airway clearance techniques - postural drainage, percussion, oscillating positive expiratory pressure, high-frequency chest wall oscillation, and autogenic drainage - for four patients described by secretion burden, tolerance, and contraindications.

Design and justify a breathing retraining program (pursed-lip breathing, diaphragmatic breathing, incentive spirometry) for three written cases, specifying dose, progression rule, and the outcome measure used to judge response.

Evaluate supplemental oxygen delivery options (nasal cannula, simple mask, Venturi mask, high-flow nasal cannula) across five scenarios requiring a specific FiO2, and estimate the FiO2 each device delivers at the stated flow.

Identify absolute and relative contraindications plus termination criteria for pulmonary rehabilitation in four vignettes, and state the modification you would make rather than stopping therapy outright.

Prescribe aerobic exercise using the FITT-VP framework for four patients with cardiovascular or pulmonary disease, deriving target heart rate by both the Karvonen and percent-of-maximal methods and reconciling any discrepancy between them.

Calculate and interpret MET levels for a list of 15 common activities and match each of six patients to a safe and appropriately challenging starting intensity.

Design a resistance-training progression for one patient with heart failure and one with COPD, specifying intensity as a percentage of one-repetition maximum, volume, frequency, and safety guardrails such as Valsalva avoidance.

Write measurable short-term and long-term goals with objective outcome measures for three patients entering a cardiopulmonary rehabilitation program, ensuring each goal is time-bound and reassessable.

Interpret 30 standard 12-lead electrocardiograms systematically - rate, rhythm, axis, intervals, hypertrophy, ischemia, infarction, and injury - and record each read in a structured template.

Recognize and describe sinus rhythm, atrial fibrillation, atrial flutter, supraventricular tachycardia, premature ventricular contractions, ventricular tachycardia, and first-, second- (types I and II), and third-degree block, stating the physiotherapy implication of each.

Identify ST-segment elevation and depression and T-wave inversion, and state the circumstances under which exercise must be withheld and medical referral made.

Explain how specific electrocardiographic findings alter exercise prescription and monitoring intensity across three written cases.

Interpret rhythm strips and telemetry from five critically ill patients and state the immediate response and escalation threshold for each dysrhythmia identified.

Interpret hemodynamic and monitoring data - arterial line, central venous pressure, pulse oximetry, capnography, and ventilator settings and alarms - across six intensive care scenarios.

Prioritize mobilization and positioning decisions for four mechanically ventilated or post-cardiac-surgery patients using sedation level, hemodynamic stability, and FiO2 and PEEP criteria.

State the infection-control, invasive line, and artificial airway precautions required when treating a patient with an endotracheal tube, an arterial line, and a vasopressor infusion.

Apply a behavior-change framework such as motivational interviewing or the transtheoretical model across two scripted counseling dialogues on smoking cessation and medication adherence, then write a reflection on what you would change.

Write a plain-language patient education handout on home oxygen use or home blood pressure monitoring, target a sixth-grade reading level, and verify readability with a published formula.

Appraise one clinical practice guideline or systematic review on cardiopulmonary rehabilitation using a structured critical appraisal tool, and summarize its applicability to your patient population.

Complete a full-length timed mock examination spanning all eight domains and write a rationale for every item answered incorrectly.