Farnes Institute

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Physical Performance Testing Division

The Farnes approach establishes a comprehensive, all-inclusive numerical measure of a person's strengths and weaknesses in terms of physical performance. Data-centered benchmarks are recorded and managed in this format to provide invaluable information and methods for care and caring that support active, functional lifestyles while achieving balance among muscles and joints. Without this information, care providers merely work from their opinions rather than from facts.    

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Knowledge Driven Research & Data Division

Since 1997 Farnes has engaged in comprehensive data gathering, assimilating and interpreting of Physical Performance Quotient Qualifier (P2Q2) data that represents the single richest collection of objective human performance musculoskeletal data of it classification and quality globally.

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Principle-Centered Learning and Teaching (PCLT) Division

This Institute Division represents a Global Stewardship, Commitment and Dedication to the developing, designing, researching, and imparting of PCLT Concepts and information that relate to the promotion of Optimum Performance Living (OPL)  Model that encompasses the emotional, intellectual, occupational, physical, social, spiritual and self-regulating characteristic, talents and abilities of each individual. 

Farnes Institute

Physical Performance Testing Division

Basic Overview of the P²Q² Analysis:  

  • A revolutionary patented process that identifies quantifiable human performance strengths and weaknesses.
  •  A proven product that has been refined in over 20 years of clinical application.
  • Assesses over 150 functional movement, flexibility, strength, posture alignment and balance measurements.
  • Provides quantitative benchmarks of physical performance that accurately track and validate appropriate treatment and training interventions.
  • Provide customized exercise and therapeutic regimens.
  • Clinically developed through experiences, observations and outcomes.

Benefits of the P²Q² Analysis:

  • Enhances quality of life
  • Promotes longevity of life
  • Provides balance and harmony 
  • Reduces unnecessary suffering
  • Establishes a strategy of living that promotes Optimum Performance Living
  • Eliminates and reduces unnecessary medical costs
  • Provides previously unknown information to the consumer that is relevant, reliable, reproducible and essential 
  • Extends the window of performance opportunity
  • Affords customized treatment and training programs   
  • Provides personal advocacy resources to manage desired outcomes of performance
  • Prevents inherent weaknesses and compensatory accommodations that lead to abnormal tissue breakdown
  • Determines the efficacy of treatment or training care intervention
  • Establishes baseline values of function essential in establishing severity of injury  
  • Ensures proper progression through recovery
  • Provides an integrative and comprehensive approach to living
  • Affords non-invasive testing    

Summary of the P²Q² Analysis:

The P²Q² Analysis identifies quantifiable human performance strengths and weaknesses. The data that the P²Q² Analysis yields provides critical information needed in achieving Optimum Performance Living goals and objectives as well as the management of client cases as they relate to musculoskeletal concerns. There is no universally agreed-upon standard for measuring and correlating human performance such as strength, flexibility and range of motion and as a result, the standards of measurements yield data that is fractured and compartmentalized. The P²Q² Analysis is revolutionary in the sense that it establishes all-inclusive quantitative benchmarks of individual physical performance. These benchmarks can be used in historical trending to aid the consumer, health care practitioners and the fitness industry in determining the effectiveness of a prescribed course of treatment and training over time.  The P²Q² Analysis is a pioneering idea that promotes harmony, longevity and quality of life.  On a deeper level, the P²Q² Analysis will help solve the global orthopedic health care crisis by providing quantifiable evidence to support the accountability of the consumer, health authority/exchange and care providers. P²Q² Analysis will change the world by helping individuals--one at a time. Victor Hugo said it best: “There is nothing more powerful than an idea whose time has come.” Farnes believes it is the time.   

Farnes Institute

Knowledge-Driven Research & Data Division

Brief Overview

Farnes Institute is committed to gathering, assimilating and interpreting Knowledge-Driven Research and Data to support the Optimum Performance Living Model. The Farnes Institute has performed over 3,000 individual P²Q² Analyses and has collected well over five billion isolated data points of information to better understand ratio correlations between groups and individual numeric values. Understanding these correlations is paramount in assisting our clients in optimizing human performance potential while reducing the risk of injury and validating training/treatment intervention procedures and reducing the cost of healthcare services.

Fundamental Data Flaws in the Current Healthcare System

The failure to gather essential information critical in the decision-making process has resulted in a fragmented SickCare Model rife with ineffective interventions and overpriced services. As alarming as this statement may be, our flaws as a medical profession are revealed by the research of Lohr (1995) when he summarized, “only 4% of all healthcare services show strong supportive scientific evidence…modest evidence exists for 45% of patient care…very weak or nonexistent for the remaining 51%” (pp. 49–56). The field of medicine glamorizes technological advances and touts control of technical uncertainty and bias; but, it is evident that the present model of health care is truly embryonic and requires new ideas and concepts. L. L. Weed understood the solution when he stated, “Patient data must be systematically linked to medical knowledge in a combinatorial manner, before the exercise of clinical judgment, using information tools to elicit all possibilities relevant to the problem situation, while defining and documenting the information taken into account” (p. x). Because of the complexity of all the information and data, it is impossible to correlate all the variables and context without improving the standards of care for managing clinical information.

The Solution

For decades, the Farnes Institute has been gathering the richest collection of comprehensive musculoskeletal data to be found in the world. The data has principally been used in directing clinical care intervention based on the evidence of facts derived from the P²Q² Analysis. The primary challenge of organizing and managing this amount of information and data, the problem that the Farnes Institute once faced, is also one of the problems inherent in the medical model; however, the solution is found in the concept of fluidity of knowledge which is founded on the research of Dr. Dell K. Allen and Dr. Kenneth Tingey. Tingey, Farnes and Miroslaw describe (2013) that “[t]he original work was developed as a tree-based approach for computerizing knowledge and is currently referred to as generative taxonomy approach. The generative taxonomy model is unique in that it provides a complete logical structure, but is simple to learn and to use…The net result is that subject experts themselves can participate in the process…The generative taxonomy model is far more efficient for building and integrating processes than our traditional computer programs” (pp. 129-130). Leveraging the understanding and application of fluidity allows the Farnes Institute to transform its data and information into Expressive Knowledge, which represents the knowledge of a process, of what to do and how and when to do it. By combining fluidity, expressive knowledge as well as rich data and information stores, the Farnes Institute is prepared to provide a global society with a new and improved musculoskeletal model of health and well-being.

Reference:

Lohr, K. N. (1995). Guidelines for clinical practice: What are they and why they count. J. Law Med & Ethics, 23, 49-56.

 Tingey, K. B., Manicki, M., & Farnes, L. D. (2013). 2020 program for global health: Knowledge-driven universal coverage in this decade. Charleston, SC: CreateSpace. 

Weed, L.L. & Weed, L. (2011). Medicine in denial. United States of America: Createspace     

Farnes Institute

Principle-Centered Learning and Teaching (PCLT) Vision:

To share concepts, ideas, research and truths that are consistent with OPL Principles and Values that assist our clients/students in developing and applying Knowledge-Driven information and data that facilitate their learning  while enhancing Optimum Performance Living potential.      

PCLT Mission:

To impart Knowledge-Driven truths that are in alignment with the Farens Philosophy of Seek Truth from Facts, Work from the Evidence of  Facts, Observe and Follow the Science and Look Beyond the Obvious, while ensuring  that the information and knowledge are made immediately available by Fluidity throughout the entire Optimum Performance Living (OPL) network when and where it is need.

PCLT Values:

Farnes Institutes PCLT values are best represented by The 13 Pillars of Excellence: 

  • Advocacy
  • Altruism
  • Authenticity
  • Autonomy
  • Commitment
  • Customization
  • Empathy
  • Integrity
  • Knowledge
  • Miracles
  • Perseverance
  • Solution
  • Truth 

PCLT Belief System:

Farnes Institutes PCLT Centre's create a learning environment of comfort and trust to promote full engagement to support the best methods for learning by a student/client as they formulate their knowledge and assimilate the significance of what they learn, while maintaining dignity, respect and guaranteeing the rights of each student/client.  

PCLT Method for Clients:

PCLT Models follow a recognized intellectual behavior methodology critical to learning (Bloom’s Taxonomy), which was updated in the 1990’s by a group of cognitive psychologist lead by Lorin Anderson. The adoption of this taxonomy configuration (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) allows for the overlaying of learning information to correlate directly with the Farnes OPL Model. 

PCLT Method for Students:

PCLT Model has chosen the combined philosophical orientation of Cognitive Processing-Reasoning, Academic Rationalism, Technology, Social Adapation, Social Reconstruction an Personal Relevance as described by Jensen & Mostrom, which is instituted on four foundations: To develop and refine intellectual processing; to teach students how to think, reason and use resources; to teach problem-based learning; and, how to use knowledge-building processes that are centered on clinical realities that are in alignment with the Farnes OPL Model.  

The Farnes teaching philosophy methods are anchored to three fundamental knowledge elements to include tacit, explicit and expressive forms of knowledge and understanding. 

Tacit knowledge is embedded within an individual and is shared in interpersonal ways through demonstration, conversation and is traditionally conducted from person to person; this knowledge can also be extended with audio and digital media (Tingey, Miroslaw & Farnes, 2014, p. 26).

Explicit knowledge includes documents, books, published research, charts and graphs. Todd (2008) cited the work of Sackett et al. (1996) who defined evidence-based medicine as the “conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients” (p. 17). Todd continued by citing the Institute of Educational Science in the United States Department of Education when they defined evidence-based education as the “integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction” (p. 17). Although explicit knowledge is a very powerful, necessary means of understanding and using knowledge, this level of knowledge alone is not sufficient to solve educational  [and health] complexities while ensuring contextual integrity (Tingey, Miroslaw & Farnes, 2014, p. 28).

Expressive knowledge is the ability to transform the abstract in such a way that it can be used functionally. “Expressive knowledge is a way of taking tacit and explicit knowledge and organizing it so that little bits of knowledge are presented to people exactly when and where such knowledge is needed…. [and students] are not forced to deal with any more of a complex situation than is absolutely necessary;” at the same time, Expressive knowledge promotes an environment in which experts are comfortable with the idea of sharing their knowledge and being committed to it (Tingey, Miroslaw & Farnes, 2014, p. 28).

It is evident from the research that cognitive processing-reasoning is a good tool; however, it also is directly related to the fundamental problems associated with clinical reasoning and as such, these issues need to be resolved by using a different methodology than was used in the past and which is presently applied. The solution is in the form of Expressive knowledge. Utilized with the proper technology, Expressive knowledge allows for the distribution and dissemination of knowledge anywhere in the system as needed. The development of such a knowledge model is one of the primary objectives of Farnes Optimum Performance Living. 

References     

Jensen, G. M., & Mostrom, E. (2013). Handbook of teaching and learning for physical therapists (3rd ed.). St. Louis, MI: Elsevier Butterworth Heinemann    

Tingey, K. B., Manicki, M., & Farnes, L. D. (2013). 2020 program for global health: Knowledge-driven universal coverage in this decade. Charleston, SC: CreateSpace.

Todd, R. J. (2008). A question of evidence. Knowledge Quest, 37(2), 17-21. Retrieved from http://eric.ed.gov/?id=EJ869010     

Contact Us

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Farnes

PO Box 2547, Vashon, WA 98070, US

(253) 565-7529