Physical Therapy (PT)

"The purpose of this course is to examine the principles of human motion based on anatomy, physiology, physics and mechanics. Students will examine the static and dynamic relationship between structure and function of the neuro‐musculoskeletal system under normal and abnormal conditions. Topics include basic biomechanical principles, tissue response to biomechanical forces, muscle and joint mechanics, and kinetic and kinematic concepts of motion analysis as they apply to a specific joint region and/or whole body movement patterns. Changes throughout the lifespan as they apply to biomechanics and kinesiology will be introduced. The laboratory portion of this course includes participation in both qualitative and quantitative movement analyses at each joint complex and of the entire body during functional activities and gait. Students will also develop and improve problem solving and clinical decision‐making skills through application of kinesiological and biomechanical principles to case studies."

This is an advanced human anatomy course. Students will develop a thorough foundation in human gross anatomy through lectures and virtual dissection experiences. Basic imaging modalities such as CT, MRI and radiographic films will be used to further enhance students’ knowledge of human anatomy.

"This three credit course is the first of a two‐course sequence that will present an overview of the pathophysiology of disorders frequently encountered by physical therapists, particularly those affecting the musculoskeletal and neuromuscular systems. This course is structured to integrate physiologic principles with these pathologic processes. Disease processes across the life span are presented. Medical diagnostic tests, lab values and basic pharmacologic intervention are discussed. The course will emphasize the relationships of pathological processes to Clinical cases are presented to reinforce the relevance to physical therapy practice."

"This three credit course is the second of a two‐course sequence that will present an overview of the pathophysiology of disorders frequently encountered by physical therapists, particularly those affecting the gastrointestinal, genitoreproductive, urologic, cardiovascular and respiratory, and integumentary systems, as well as other major clinical medicine disorders such as infectious disease and oncology. This course is structured to integrate physiologic principles with these pathologic processes. Disease processes across the life span are presented. Medical diagnostic tests, lab values and basic pharmacologic intervention are discussed. The course will emphasize the relationships of pathological processes to patient symptoms and function through the lifespan, as well as medical intervention. Clinical cases are presented to reinforce the relevance to physical therapy practice."

A study of the basic principles and concepts related to the nervous system. Emphasis is placed on the role of the nervous system in normal physiologic function, with particular emphasis on sensorimotor behavior. Neuroanatomy, neurophysiology, and an introduction to neuropathology are included.

"The movement system is the term used to represent the collection of systems (cardiovascular, pulmonary, endocrine, integumentary, nervous and musculoskeletal) that interact to move the body or its component parts. This course is a study of the basic principles and concepts related to human movement science. The development and changes the individual experiences across the life span provides the foundation for understanding human movement. Emphasis is placed on the role of multiple systems in movement, with particular emphasis on sensorimotor behavior inclusive of motor development, motor learning and motor control theory. The course will focus on the systematic evaluation of movement behavior and the possible impairments that can impact individuals’ ability to move in the context of function and performance."

"This course is designed to present quantitative and qualitative research design and statistical analysis with the intent to assist the student in critically evaluating the primary literature and applying the principles of measurement consistent with the Patient/Client Management Model. Common research methods and designs are discussed and applied to clinical problems. Quantitative and qualitative statistical analyses will be reviewed with the goal of comprehension and interpretation. Quantitative, qualitative, and mixed methods designs will be compared and contrasted, with the goal of developing an appreciation of comprehensive and clinically meaningful research."

PT Practice Issues is a series of one credit courses that introduces students to various aspects of physical therapist practice. This course focuses on the evolution of physical therapy as a profession, its history, standards of the profession, the APTA Core Values of Professionalism, the Guide to Physical Therapist Practice and APTA Code of Ethics. The student is provided with a historical perspective of professionalism and the maturation of physical therapy as a doctoring profession, reflected in APTA and state practice guidelines. The course provides an introduction to the World Health Organization International Classification of Functioning Disability and Health (WHO‐ICF) as a clinical decision making framework under which the concept of disease is a part of the continuum of health. Physical therapists view the patient as a person who functions in relation to their personal and cultural makeup and health condition within the framework of the environment.

"PT Practice Issues is a series of one credit courses that introduces students to various aspects of physical therapist practice. This course focuses on medical terminology, an essential foundation incommunication of physical therapists. Using a body systems approach students will learn the building blocks of prefixes, suffixes, roots, combining forms and abbreviations. Through self‐directed learning students will define, interpret, and pronounce medical terms related to structure and function, pathology, movement, examination, diagnosis, prognosis, intervention and clinical procedures."

This course focuses on managing individual needs during illness and disease as well as ways to successfully interact with and enhance wellness of patients and families in health care settings. A variety of topics will be presented through readings, lectures, discussions and experiential activities. Topics include: a person’s needs during disability and acute as well as chronic illness, mind‐body relationship, complementary and alternative medicine, and death and dying. This course will also focus on the physical therapist as a teacher and learner in various contexts highlighting roles in the clinic and community and the patient’s role in effecting health behavior change.

Students will explore clinical decision making models used in physical therapy. Through case studies, students will be presented with diagnoses across the four practice patterns: cardiopulmonary, integumentary, musculoskeletal, and neuromuscular. Students will apply clinical decision making models to address clinical dilemmas in simple case scenarios. Students will also explore use of self-assessment and reflection throughout the clinical decision making process.

The Integrated Clinical Experiences (ICE) are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three‐course series. The ICE courses are designed to complement classroom learning with concurrent clinical practice. These early clinical experiences allow the student to become socialized in the role of a physical therapist and to practice clinical skills as they are being learned. The focus of this initial ICE course is on the foundation of clinical practice, with emphasis on concurrent classroom/laboratory content. Students will have the opportunity to apply recently learned knowledge and skills learned and assessed through concurrent courses (PT 533 Introduction to Physical Therapy Examination; PT 538 PT Practice Issues: Psychosocial Aspects of PT & PTs as Teachers and Learners; PT 539 PT Practice Issues: Clinical Decision Making) in a clinical environment with actual patients through observation. Each student will be required to complete at minimum of four ICE sessions at an assigned clinical site. The student will also be required to attend an ICE orientation session and two ICE reflection sessions.

The Integrated Clinical Experiences (ICE) are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three‐course series. The ICE courses are designed to complement classroom learning with concurrent clinical practice. These early clinical experiences allow the student to become socialized in the role of a physical therapist and to practice clinical skills as they are being learned. The focus of this second ICE course will be to continue to build on the foundation of clinical practice, with emphasis on previous coursework from prior semesters of DPT 1 and concurrent classroom/laboratory content. Students will have the opportunity to begin to demonstrate learned knowledge and basic skills in a clinical environment by providing hands‐on care under the supervision of a licensed physical therapist. Each student will be required to complete at minimum of four ICE sessionsat an assigned clinical site. The student will also be required to attend an ICE orientation session and two ICE reflection sessions.

This is part I of a 3‐course series in musculoskeletal physical therapy. Students begin to build a foundation in orthopaedic examination and intervention techniques by studying the lumbar spine and lower limb. Patient cases will be discussed that cross the continuum of care and throughout the lifespan. Clinical decision making and regional interdependence are emphasized in all patient scenarios. Systems screening will also be emphasized as a necessary element of the examination. Students are also instructed in teaching patients how to effectively assist in achieving their goals through home programs and proper body mechanics to hasten recovery and prevent reoccurrence.

This is part II of a 3‐course series in musculoskeletal physical therapy. Students apply and build on their foundation in course I as they learn examination and intervention techniques for the cervical spine, temporomandibular joint, thoracic spine, and pelvic floor. Patient cases will be discussed that cross the continuum of care and throughout the lifespan. Clinical decision making and regional interdependence are emphasized in all patient scenarios. Students are also instructed in teaching patients how to effectively assist in achieving their goals through home programs and proper body mechanics to hasten recovery and prevent reoccurrence.

"Various physical therapy approaches to examination and intervention for disorders related to the shoulder, elbow, wrist, and hand will be discussed and critically reviewed in this course. A major emphasis of this course is to instruct students in methods of teaching patients how to effectively manage their orthopaedic disorders and prevent reoccurrence. Soft tissue examination and manual therapy techniques provide the foundation for this course."

"This two credit course is the first of two‐course sequence that instructs students in the area of cardiovascular and pulmonary physical therapy. Students are instructed in the examination, evaluation, intervention, and outcome assessment of the cardiovascular and pulmonary systems as related to physical therapy. Particular attention is focused on exercise prescriptions, education, and patient management for individuals with cardiovascular and/or pulmonary impairments in various clinical settings. Students will use evidence based concepts to guide decisions for developing a physical therapy plan of care in the areas of cardiac and pulmonary rehabilitation."

This three credit course is the second of a two-course sequence that instructs students in the area of cardiovascular and pulmonary physical therapy. Specifically, this course instructs students in advanced topics including dysrhythmia interpretation, acute and intensive care rehabilitation, mechanical ventilation, and the rehabilitation of medical complex patients. Through a combination of in-class lectures, lab activities, and simulation experiences, students apply clinical decision making models within complex medical scenarios using the ICF Framework.

Provides an overview of drug classifications, the physiologic basis for their actions and examines the synergistic and/or adverse effects to patient’s rehabilitation goals.

This is the first of two courses focusing on the physical therapy examination and intervention of patients/clients with neuromuscular dysfunction. Students will learn key skills as part of theexamination, evaluation, diagnosis, prognosis and intervention process to improve overall function, activity and participation of their clients. Environmental and personal factors will be taken into account.

This is the second of two courses focusing on the physical therapy examination and treatment of people with neuromuscular diagnoses. Students will learn key skills as part of the examination, evaluation, diagnosis, prognosis and intervention process to improve overall function, activity and participation of their clients while taking environmental and personal factors into account.

This course introduces the process and implementation of critical inquiry as an important component of effective Physical Therapy practice. Students learn how to use the breadth of evidence in practice, methods for searching the literature, principles of measurement, uses and usefulness of results as presented in published studies, and the creation of a personal library of critically appraised topics. A journal club format will be used to orient the students to the process of evaluation and synthesis of research results into practice.

This course is designed to advance physical therapy practice by synthesizing knowledge about health care as an established social institution. Emphasis will be on an examination of the evolving health care delivery systems and issues/trends associated with health care and the implications of these will be introduced. Students will explore and participate in the legislative process as advocates for comprehensive and efficacious access and delivery of health care services. Students will also become familiar with principles and concepts related to global health as well as how to utilize evidence‐based practice and professional organizations to advocate for population health and wellness.

The Integrated Clinical Experiences (ICE) are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three‐course series. The ICE courses are designed to complement classroom learning with concurrent clinical practice. These early clinical experiences allow the student to become socialized in the role of a physical therapist and to practice clinical skills as they are being learned. The focus of this final ICE course will be to continue to build on the foundation of clinical practice, with emphasis on previous coursework from prior semesters of DPT 1 and concurrent classroom/laboratory content in DPT 2 semesters. Students will have the opportunity to begin to demonstrate learned knowledge and basic skills in a community‐based setting by providing hands‐on care to underserved patient populations with limited resources under the supervision of a licensed physical therapist. Each student will be required to complete at minimum of three ICE sessions at an assigned community‐based site. The student will also be required to attend an ICE orientation session and two ICE reflection sessions.

The integumentary system is an integral part of neuromuscular, musculoskeletal and cardiopulmonary practice. Because of this widespread influence, physical therapists should be well informed regarding how the integumentary system fits into all phases of practice. This course is structured to provide the student with basic knowledge of the integumentary system, what to examine and how to intervene when pathology is present. Selected modalities are reviewed and discussed as specific interventions for the integumentary system. The content is primarily delivered in lecture format and analysis of selected cases presented to the student. Common pathologic integumentary conditions are presented in relation to other musculoskeletal, neuromuscular, and cardiovascular pathologies. Students are also exposed to common skin conditions and cancer.

This course examines the application of prosthetic and orthotic components, alignment, fabrication, and fitting, gait analysis and exercise programs. Students learn to integrate new information with previous knowledge to enable them to select appropriate examination tests and measures, evaluate, diagnose, prognose, create functional goals, and create a comprehensive plan of care for patients or clients who use a prosthesis or orthosis.

"This course is an introductory course in the physical therapy management of pediatric patients. The overall frameworks used in this course are the patient/client management model of the APTA’s Guide to Physical Therapist Practice and the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) model which emphasizes activity and participation based on individualized and family‐centered care. The course includes pediatric examination, assessment, evaluation, and intervention for children with cardiovascular, pulmonary, integumentary, musculoskeletal, and neuromuscular dysfunctions as well as children in special settings. Intervention includes direct attention to the child with education to the family to improve function, participation while focusing on health, wellness, and prevention. The student will be able to provide services to children in a manner consistent with family‐centered care that is respectful of cultural diversity, occurs in the natural environment when appropriate, and fosters collaborative partnerships."

Classroom instruction to prepare students for the clinical education experience. Students learn about professionalism, communication, planning and developing educational presentations, and self and peer evaluation. Students also develop an understanding of health care regulations as it relates to physical therapy practice.

This is the first full time clinical experience. It provides the student the opportunity to work under the direction of a licensed physical therapist to master the intermediate skills in the foundations of physical therapy practice. This experience takes place during the academic year and serves to integrate the academic and clinical coursework of the curriculum and advance the skills gained in the integrated clinical experiences.

With most states allowing clients to directly access physical therapy (PT) without a physician referral, therapists must be able to identify signs and symptoms of disease that can mimic neuromuscular or musculoskeletal dysfunction. Given a clinical environment in which therapists are frequently expected to assume the role of autonomous practitioner, this course seeks to aid integration of didactic knowledge, clinical problem solving, and the intuitive process into a scheme useful in the formation of a PT clinical diagnosis and intervention program. This course focuses on the differential diagnostic process within physical therapy and screening for the presence of medical disease or other pathologies whose treatment is beyond the scope of physical therapist practice. Emphasis is placed on the use of problemsolving and clinical decision‐making for the process of determining when it is most appropriate to:1) implement physical therapy care, 2) consult with other healthcare providers regarding patient care while implementing PT, or 3) refer the patient to another healthcare provider.

"This is the first course in a two course sequence. This course integrates knowledge obtained throughout the curriculum across the 4 physical therapy practice patterns: Musculoskeletal, Neuromuscular, Cardiovascular/Pulmonary, and Integumentary. Complex patient cases will each have a primary diagnosis in one of the practice patterns and secondary diagnoses in at least one other practice pattern. Students will learn how to identify priorities for patient management using complex cases. Clinical decision making models will be used to guide evaluation and intervention. Students will engage in simulated and clinical experiences to apply their clinical decision making skills."

This is the second of a two course series that will apply the science of clinical reasoning in health care and physical therapy while integrating clinical decision‐making and evidence‐based practice to analyze a real‐life, complex patient case in great depth. Clinical decision making models will be used to guide examination, evaluation, intervention and plan of care decisions. Guided reflection activities will focus on crucial elements of student clinical reasoning to prioritize elements of patient management while incorporating practice management issues related to life span development, cultural competence, ethics, and reimbursement. Attributes of advanced clinical practice will be discussed with a focus on transitioning from student physical therapist to entry‐level practitioner and beyond. Faculty advisors will serve as mentors for students to facilitate professional development and promoting readiness for physical therapy practice.

"In this second course in this three course sequence, students continue to work in collaboration with faculty to complete a capstone project to meet program requirements for graduation. Students will continue to develop or revise a contract to reflect the agreed upon (and evolving) scope of the project within the categories of clinical practice, teaching, scholarship or administration. In this phase of the capstone project students will engage in data collection and/or implementation of defined activity, data analysis and assessment of intended research aims and/or outcomes. Students will complete a summary of their methods and results. "

"In this final course in this three course sequence, students complete their capstone project in collaboration with faculty. Students will continue, develop or revise a contract to reflect the agreedupon (and evolving) scope of the project that within the categories of clinical practice, teaching, scholarship or administration. In this final phase of the capstone project students will make final revisions to the capstone paper, complete a scholarly abstract summarizing project including findings and clinical recommendations as well as prepare and deliver a presentation of their capstone project in the format expected at a professional peer reviewed meeting or scholarly educational session as appropriate for the project."

This course provides an introduction to the organization and management of health care providers and programs from the perspective of the patient/client management model (Guide to Physical Therapist Practice) and consistent with the principles of Leadership, Administration, Management and Professionalism (LAMP) advocated by the American Physical Therapy Association. The role and expectations for management and leadership in the management of care delivery, practice management, consultation and social responsibility and advocacy will be explored. The internal and external environmental/ political/industry forces which drive the delivery of health care today will be discussed. Students will explore their own leadership style within the context of these principles.

This course will examine the effects of age on physiological, psychological and social function and how these changes impact health management. The course will consist of didactic and practical components. One practicum will involve experiencing aging issues with participants at a community senior center. The didactic component will provide knowledge needed to manage geriatric issues in physical therapy and the health care delivery system.