The Physical Therapy Program is a post-baccalaureate, graduate program leading to a Doctor of Physical Therapy (DPT) degree. Entry into the program requires completion of a bachelor's degree and program specific prerequisites.
The DPT program is a full-time day program of 108-credits and takes 33 months to complete.
Our curriculum is designed to expose students to a variety of teaching methods including lectures, laboratory exercises, reading, role-playing and clinical experiences. As students progress through the program, they are expected to take increasing levels of responsibility for their own education and the development of professional actions and behaviors. This provides graduates with the knowledge and skills to deliver efficient and appropriate services to patients and clients.
Focuses on the profession of and professionalism in physical therapy. Socialization into the profession is examined from program, state, and national perspectives. Professionalism focuses on development of ethical practice, professional interaction, regulation, documentation, cultural competence, and the physical therapist’s role as an educator.
First of a three-course series related to the administration and management of physical therapy services. The major forms of health care delivery and reimbursement models are investigated. Billing for physical therapy interventions is covered and the interaction of ethical and legal issues is addressed.
ntroduces physical therapy graduate students in the School of Health Sciences to the principles of Evidence-Based Practice. This course is the first of a three course series. In this course, students will develop clinical questions using the PICO framework, locate appropriate literature, read and interpret literature related to measurement reliability and validity, and accurately interpret diagnostic and prognostic studies. Topics include critical thinking and clinical reasoning, asking clinical questions (PICO), literature searches, critically appraised topics (CATS), reliability, validity, sensitivity and specificity, likelihood ratios, and predictive values. This class is lecture-based but will use an interactive approach where peer-review, group work, discussions and presentations are also used. The majority of assignments and course information are delivered electronically via blackboard.
urther develop the skills and knowledge related to the application of Evidence-Based Practice to the physical therapy profession. This course is the second of a three course series and emphasizes appraising intervention research. Students will ask clinical questions related to intervention, complete critically appraised topics (CATS) on intervention studies, and evaluate study design strengths and weaknesses. Other topics include levels of evidence, sampling, internal and external validity, parametric and nonparametric statistics, confidence intervals, intention to treat analysis, effect size, number needed to treat (NNT). Systematic reviews and Meta-analyses related to intervention will be appraised. This class is lecture-based but will use an interactive approach where peer-review, group work, discussions and presentations are also used. The majority of assignments and course information are delivered electronically via blackboard.
Provides foundational knowledge for understanding normal human movement. Emphasis is on biomechanics, joint structure and function, and muscle activity in the human body concurrent with body regions covered in the Functional Anatomy course. The interaction between joints and movement during common activities of daily living is examined.
An advanced, regional, musculoskeletal anatomy course that emphasizes the study of functional relationships among musculature, nervous tissue, vascular, and skeletal components for the extremities and axial skeleton. Cadaver dissection laboratory experience is used to enhance understanding of three-dimensional anatomical relationships for specific body regions.
Studies the anatomy and physiology of the adult nervous system. Sensation, perception, cognition, and motor control are examined. Application includes analysis of normal functions as well as the effects of pathological lesions affecting the nervous system.
Theories of motor development across the lifespan are presented in the context of physical therapy practice. Emphasis is on normal age related changes from infancy and childhood through mature adulthood and late life.
Introduces differential screening techniques used by physical therapists as applied to diagnoses commonly treated by physical therapists and medical management of those diagnoses. Discusses principles of diagnostic imaging, laboratory testing, pharmacology, and their application in physical therapy.
First of a two-course sequence focuses on the acquisition of fundamental examination skills in physical therapy practice. Students are introduced to the patient/client management model and learn how to perform a subjective examination and basic objective tests and measures for the musculoskeletal, neuromuscular, cardiopulmonary, and integumentary systems. Clinical reasoning is introduced related to the diagnostic process and identification of referral situations.
Second course in the sequence of acquiring fundamental examination, evaluation and clinical reasoning skills. Patients/ clients with multi-system dysfunction are addressed. Environment, home, and work (job/ school/ play) assessments are incorporated into clinical reasoning.
First of a two-course sequence designed to develop skilled application of interventions in the physical therapy management of patients. Students apply evaluation, diagnostic, and prognostic information to develop a plan of care for specific joint or regional applications of procedural interventions pertaining to electrotherapy, physical agents, and mechanical modalities. Competency in the application of interventions includes appropriate modification of the intervention plan based on monitoring patient response and individual patient needs and characteristics.
Second course in the sequence designed to develop skilled application of exercise in the physical therapy management of patients. Students develop competency in application of evaluation, diagnostic, and prognostic information in to developing a plan of care that includes prescribing exercises, monitoring patient's response and program progression.
A comprehensive study of the interrelated effects of exercise, injury, and healing processes on normal tissues. Included are discussions about inflammation, pain, edema, nutrition, acute and chronic exercise. Tissue dynamics of the cardiopulmonary, musculoskeletal, neuromuscular, and integumentary systems as they relate to physical therapy are emphasized.
First of a four-course series designed to integrate multiple aspects of the student's professional education. Integration and application of professional skills, knowledge, and behaviors to patient/client problems through case studies, clinic rotations, and role playing is emphasized. Comprehensive management of the patient/client whose physical therapy needs require basic level skills is the focus for clinical decision-making and plan of care development.
Provides students the opportunity to apply physical therapy skills, knowledge and theory in a clinical setting. Students are followed by the CSS clinical education faculty, but are directly supervised by on-site Clinical Instructors (CI). Development of professional behaviors continues as students interact daily with patients, clients, physical therapists, and other health care providers.
Focuses on the program’s philosophy of professional behavior development as an essential component of academic and clinical success. Students will be introduced to and explore topics relevant to professional engagement and development with the intent of deepening their commitment to positive behaviors that will span their professional careers.
Culminates in the application of Evidence-Based Practice skills to a clinical scenario. Students will integrate information from the previous two courses in the series to develop a clinical guideline for a case-based problem as would be seen in practice. Students will also learn about ethical guidelines when conducting research and the norms for properly citing rehabilitation literature.
Design and organization of research that will assist answering basic or applied research questions. Focus will be on research design and preparation for the final research project in Professional Project II. Students are led by an expert faculty member in a designated research area.
Critical review and interpretation of peer-reviewed literature in a focused topic area directed by a Physical Therapy faculty member. May also include the practical application of research methods for answering a question developed under faculty guidance.
Second of a two course series focuses on the medical management of various musculoskeletal and neurologic diseases and conditions along with the implications for physical therapy management of those patients/clients. Medical management of pediatric diagnoses is covered relative to physical therapy and lifespan implications.
Application of advanced physical therapy evaluation and interventions to patients/clients whose primary impairment or movement-limiting dysfunction is musculoskeletal in origin. Focus is on development of manual therapy techniques. Evidence-based practice and clinical decision-making are incorporated as they relate to developing, monitoring and progression of a patient's plan of care.
Focuses on management of patients whose primary impairments, activity limitations, and participation restrictions are due to multi-system involvement. Development of a comprehensive plan of care and application of interventions for complex patients is emphasized.
A comprehensive study of the integration of physiologic theories and principles with neuromuscular rehabilitation. Current theories relating to the control of normal and impaired movement are investigated and used to provide a framework for evaluation of and intervention for individuals with disability resulting from neurologic injury or disease.
Advances the study and application of patient/client management theories and skills for patients with neuromuscular system involvement. Emphasis is on evaluation and management of individuals in the areas of gait disturbance, vestibular dysfunction, traumatic brain injury, and spinal cord injury.
A comprehensive study of the cardiovascular and pulmonary systems. The patient/client management model is applied to dysfunctions specifically involving these systems across the life span and the continuum of care. Managing critically ill patients in the intensive care unit and principles of primary and secondary prevention are discussed.
Introduces the management and assessment of clients with integumentary disorders. Factors affecting wound repair will be presented. Tests and measures to assess skin integrity and tools for managing skin disorders will be discussed.
Entry-level approach to providing physical therapy services to pediatric patients/clients in a variety of settings. The patient/client management model is applied to multiple pediatric diagnoses and conditions. Abnormal development, therapeutic play, and behavior management are covered as essential components of pediatric physical therapy. Ethical, legal, and legislative issues affecting this population are addressed.
Entry-level approach to providing physical therapy services to geriatric patients/clients in a variety of settings. Application of the patient/ client management model is specific to this population. Legal, legislative, and ethical issues pertinent to geriatric patients/clients are discussed.
Analyzes the impact of a number of psychosocial factors that affect patient-practitioner relationships. Topics include communication, cultural and ethnic issues affecting interactions, perspectives on health/wellness, response to impairments and disabilities, sexuality, substance abuse, violence to self and others, and spirituality. Through in class activities and assignments, students will be able to express their viewpoints and relate how these topics affect their professional development.
Examines diagnostic imaging principles and various techniques. Emphasis on a systematic approach to identify normal and pathological anatomy. Evidence informed clinical reasoning to guide imaging selection, utilization, referral/consultation, and patient/healthcare provider interactions.
Application of the patient/client management model. Students synthesize information from previous and concurrent course work to develop a plan of care for a patient/client with single or multiple system involvement with faculty guidance. Students participate in self and peer review processes. The course provides opportunities for hands-on examination, evaluation, and intervention with patients in a clinical setting.
Continued application of the patient/client management model. Integrated clinical experiences with pro bono service promote development of professional behaviors and clinical decision making. Integration of all coursework is demonstrated through the creation and progression of plans of care. Further development of interprofessional competency, clinical teaching, self and peer assessment skills is emphasized.
Provides a second, full-time opportunity to apply professional skills, knowledge, behavior, and theory in a clinical setting. Under the direct supervision of a clinical instructor, the student applies the elements of patient/client management in a physical therapy practice. Development of professional behavior continues as students interact daily with patients/clients, physical therapists, and other members of the health care team.
Provides for further development, manipulation, and utilization of knowledge and skills, and for continued professionalization. This internship may occur in a variety of settings with students required to complete an inpatient, outpatient and rural setting internship within the program. By the end of this internship the student is expected, under the direct supervision of a clinical instructor, to be demonstrating entry level skill for most areas of patient management within the assigned setting.
Terminal 10-week, full-time clinical internship representing the culmination of all previous course work. Students gain increased experience and depth of understanding for application and integration of skills, knowledge, and professional behaviors. By the end of this internship, the student is expected to demonstrate proficiency at the entry-level in all aspects of patient/client management. This internship may occur in a rural or urban setting, but at least one rural setting is required during the internship series.
Culminating experience in professional education with focus on professional socialization, professional development, and case presentations. Preparation for the physical therapy licensure examination is emphasized.
Students must complete four internships while in the program. Clinical internships provide opportunities for the student to integrate and apply theory, knowledge and skills acquired during the academic year to a variety of patient populations. Students must complete one internship in a rural setting; each remaining internship must differ in type of setting or experience. Within this affiliation framework, students have the opportunity to pursue areas of interest including but not limited to pediatrics, geriatrics, sports medicine, industrial medicine, etc.
Students graduating from this program are eligible to take the National Physical Therapy Examination. Successful completion of the exam is required for licensure in all states. Requirements for taking the exam vary by state. Students must apply separately for the national exam and for licensing. The department will certify the student's readiness for these procedures, but is not responsible for obtaining, completing or returning the required forms.
The College of St. Scholastica is accredited by the Higher Learning Commission of The North Central Association of Colleges and Schools.
The Entry-level Doctor of Physical Therapy (DPT) Program at The College of St. Scholastics is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax St., Alexandria, VA 22314; telephone: (703) 706-3245; email: email@example.com; website: http://www.capteonline.org.
The DPT program is structured philosophically around values that are shared by the physical therapy profession, the College and the College's Benedictine heritage.