Physical Therapy (PT)

The purpose of this course is to examine the basic 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, laboratory, and dissection experiences. Basic imaging modalities will be used to further enhance students’ knowledge of human anatomy.

This course is the second of a two-course sequence that presents an overview of the clinical pathophysiology of disorders frequently encountered by physical therapists. Concepts associated with pathophysiology are introduced and the relationship between pathological processes and body structure and function, physical activity, and participation is emphasized according to the International Classification of Function (ICF) model. Basic medical management of the conditions presented including diagnostic tests, lab values, and common medical interventions are discussed as related to physical therapy. This course is structured to integrate physiologic principles with pathologic processes and clinical situations are discussed to reinforce the relevance to physical therapy practice. Specifically, neuromuscular, oncologic, immune, endocrine, gastrointestinal, hepatic, and renal disorders, and infectious diseases, are discussed.

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.

This course will provide students with foundational knowledge and skills needed to conduct a physical therapy examination/evaluation. Students will learn the process for examination of a patient/client, evaluation, and identification of problems that are addressed by physical therapists or require consultation with or referral to another provider. Students will be introduced to examination techniques, tests and measures performed by physical therapists. Students will learn to apply evidence-based practice and clinical decision-making principles when selecting examination techniques, tests and measures.

This course focuses on the evolution of physical therapy as a profession. Students will be introduced to the standards of the profession such as the APTA Core Values, the Guide to Physical Therapist Practice, and the APTA Code of Ethics. Students will learn how to incorporate these standards into physical therapy practice.

This on-line course focuses on medical terminology, an essential foundation in communication of physical therapists. Using a body systems approach students will learn the building blocks of prefixes, suffixes, roots, 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, social determinants of health, cultural competemility, empathy, 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 four systems: 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. Students will be introduced to the documentation used in physical therapy practice and apply the various types of documentation to basic patient cases.

The Integrated Clinical Experiences are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three-course series. These 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 course is on the foundation of clinical practice, with emphasis on concurrent classroom/laboratory content. Students will have the opportunity to apply learned knowledge and skills in a clinical environment.

The Integrated Clinical Experiences are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three-course series. These 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 course is 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.

The Integrated Clinical Experiences are goal-oriented, diverse active learning experiences that are embedded within the curriculum. The Integrated Clinical Experience 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 apply clinical skills as they are being learned. The focus of this Integrated Clinical Experience course is on the foundation of clinical practice and the development of basic clinical reasoning, with an emphasis on concurrent classroom/laboratory and clinical learning experiences. Students will be exposed to client diagnoses across the major body systems (e.g., cardiovascular & pulmonary, musculoskeletal, neuromuscular, integumentary) to foster foundational clinical reasoning and basic clinical decision-making. Students will also engage in self-assessment and self-reflection throughout classroom and clinical learning experiences. Students will be introduced to the documentation framework used in physical therapy practice and will apply documentation skills within clinical learning experiences.

The Integrated Clinical Experiences are goal oriented, diverse active learning experiences that are embedded within the curriculum. The Integrated Clinical Experience 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. This Integrated Clinical Experience course will continue to build on the foundation of clinical practice and structural competency, with an emphasis on previous coursework and concurrent classroom/laboratory and clinical learning experiences. Students are expected to demonstrate learned knowledge and basic skills in a clinical environment by providing hands-on care under the supervision of a licensed physical therapist. These clinical learning opportunities provide the context for the application of evidence-based clinical reasoning and clinical decision-making. Students will further develop documentation skills and apply various types of documentation frameworks specific to practice settings and patient scenarios.

This course will provide students with foundational knowledge and skills needed to develop and deliver plans of care addressing patient/client needs. Specifically, therapeutic interventions focusing on the foundational principles of therapeutic exercise, functional mobility training, and biophysical agents will be addressed. Students will develop physical therapy plans of care to address impairments, activity limitations, and participation restrictions. Students will learn to apply evidence-based practice and clinical decision-making principles when selecting and implementing interventions within the patient/client management model.

This is part I of a 3-course series in musculoskeletal physical therapy. Students will begin to build a foundation in orthopaedic examination and intervention based on the elements of patient/client management (Guide to Physical Therapist Practice) for the lower limb. Patient cases will be used to teach students about physical therapy management of musculoskeletal conditions across the continuum of care and throughout the lifespan. Students will be introduced to musculoskeletal differential diagnosis, regional interdependence, and will utilize clinical decision-making in patient scenarios. Management of the patient/client will be related to principles of tissue healing, impairments, and knowledge of pathology and pathomechanics.

This is part II of a 3-course series in musculoskeletal physical therapy. Students will apply and build on their foundation in course I as they learn examination and intervention techniques for the cervical spine, temporomandibular joint, thoracic spine, lumbar spine, pelvis, and pelvic floor. Patient cases will be used to teach students about physical therapy management of musculoskeletal conditions across the continuum of care and throughout the lifespan. Clinical decision making and regional interdependence are emphasized in all patient scenarios.

This is part III of a 3-course series in musculoskeletal physical therapy. Students synthesize information from the first two courses in the series as they learn examination and intervention techniques for the upper limb. The course also includes modules on management of sports injuries along the continuum of recovery. Students will integrate content learned in previous courses with current course content to devise rehabilitation programs for the injured athletes. Clinical decision making and regional interdependence are emphasized in all patient case scenarios.

This course is the first of a 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 prescription, 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 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.

Students are provided with an overview of drug classifications, the physiologic basis for their actions, and an examination of the synergistic and/or adverse effects to patients’ rehabilitation goals.

This is the first of two courses focusing on the physical therapy management of patients/clients with neuromuscular dysfunction. Students will learn key skills associated with the examination, evaluation, diagnosis, prognosis, and intervention process in order to improve overall function, activity, and participation of their clients with stroke, spinal cord injury, and cerebellar dysfunction. Environmental and personal factors will be taken into account.

This is the second of two courses focusing on the physical therapy management of patients/clients with neuromuscular dysfunction. Students will learn key skills associated with the examination, evaluation, diagnosis, prognosis, and intervention process in order to improve overall function, activity, and participation of their clients with Parkinson’s disease, traumatic brain injury, vestibular dysfunction, multiple sclerosis, amyotrophic lateral sclerosis, and a number of other specially chosen neurologic diagnostic categories. Environmental and personal factors will be taken 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. Topics include: models of healthcare delivery, population health, public policy impacts on health, health equity and social, structural, political determinants of health, global health, community needs assessment, reimbursement and payment models.

The Integrated Clinical Experiences are goal oriented, diverse active learning experiences that are embedded within the curriculum over a three-course series. These 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 course will be to continue to build on the foundation of clinical practice in a community-based setting.

This course focuses on physical therapy management of the integumentary system, including prevention of skin injury and wound healing. Students will have the opportunity to gain knowledge and skills related to examination techniques and interventions for patients with integumentary disorders. Students will learn to develop plans of care for patients with common integumentary disorders seen by physical therapists.

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

This course is an introduction to pediatric physical therapy. It includes pediatric examination, evaluation, and intervention for children with common pediatric conditions in a variety of settings. Interventions include attention to the child, family, school and caregiver to improve function and participation while focusing on health, wellness, and prevention. This course teaches that pediatric physical therapy is family centered and fosters collaborative partnerships, and interdisciplinary care that is respectful of cultural diversity.

This course is designed to prepare students for full-time clinical education. Students will build upon the foundation obtained in PT coursework and Integrated Clinical Experiences and learn how to apply elements of ethical patient/client management, communication, and professionalism to the full-time clinical environment. Students are introduced to clinical education documents, assessment tools, and the clinical education electronic database.

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.

This is the first of three full-time clinical education experiences. Students will have the opportunity to work under the direction of a licensed physical therapist in their assigned setting. This 8-week experience allows students to apply what they have learned didactically and fosters professional growth. Students will build upon the skills they developed in their integrated clinical experiences and classroom lab sessions.

Physical therapists must be able to identify signs and symptoms of medical disease or other pathologies whose treatment is beyond the scope of physical therapist (PT) practice. Clients can directly access a PT’s services without a physician referral, therefore, PTs must screen for conditions that can mimic neuromuscular or musculoskeletal dysfunction. In addition, PTs working in all settings must screen for a change in a patient’s status necessitating referral to medical care throughout the course of patient/client care. This course integrates didactic knowledge related to pathophysiology of disease, a systematic approach to screening for undiagnosed medical disease, and clinical problem solving, into a scheme useful to formulate a physical therapy clinical diagnosis and plan of care. This course focuses on the differential diagnostic process within physical therapy to include screening for the presence of medical disease or other pathologies which may require the PT to refer the patient/client to another healthcare provider. Emphasis is placed on the use of problem-solving 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 overview of practice management fundamentals and the principles of Leadership, Administration, Management and Professionalism (LAMP) advocated by the American Physical Therapy Association. Topics include: the role and expectations for management and leadership in care delivery and other PT roles, practice management including financial basics, negotiation skills in career development, non-clinical PT practice, information management and quality improvement, marketing, and leadership in social responsibility and advocacy. Students will explore their own leadership style within the context of these principles and learn how to apply leadership competencies in their roles as physical therapists

This course begins to prepare physical therapy students in the essential competencies in the care of older adults as recommended by the Academy of Geriatric Physical Therapy. The first part of the semester focuses on health promotion and safety and the evaluation and assessment of the older adult. The second part of the semester includes care planning, coordination of care, and the healthcare systems and benefits. The role of physical therapist as advocate and part of an interprofessional team will be threaded throughout the course.

This is the second of three full-time clinical education experiences. Students will have the opportunity to work under the direction of a licensed physical therapist in their assigned setting. This 12-week experience allows students to apply what they have learned didactically and fosters professional growth. Students will build upon the skills they developed in their integrated clinical experiences, first full-time clinical experience, and classroom lab sessions.

This is the final full-time clinical education experience occurring in the final semester of the Doctor of Physical Therapy curriculum. Students will have the opportunity to work under the direction of a licensed physical therapist in their assigned setting, with increasing independence. By the end of this 16-week clinical experience, students are expected to be capable of functioning as entry-level clinicians.