Department of Physical Therapy

Jacklyn H. Brechter, P.T., Ph.D., Chair

Professors: Gabard, McKenzie, Biederman;

Associate Professors: Brechter;

Assistant Professors: Carrothers, Engesser-Cesar, Grant-Beuttler, Tierney, Tominaga;

Instructors: Ferdig, Gilliland, Jennings, Kozuki, McKenna.

Doctor of Physical Therapy (DPT)

Doctor of Physical Therapy

Physical therapists evaluate, educate and provide intervention to patients and clients in order to help prevent, correct and alleviate pain, discomfort and dysfunction brought about by both physical and mental disorders. The responsibilities of the physical therapist also includes collaboration with other professionals, teaching, research, administration and consultation. Physical therapy services are provided in such diverse settings as hospitals, out-patient clinics, rehabilitation centers, private practices, voluntary health agencies, home health care agencies, schools for children with disabilities, public schools and sports therapy clinics.

The DPT degree is designed for those individuals who wish to enter the field of physical therapy. The 125-credit program consists of both didactic and clinical courses, which include all content areas expected for accreditation and for eligibility to receive a license by the Physical Therapy Board of California or other states. The program is accredited by the Commission on Accreditation in Physical Therapy Education (www.apta.org). The program is the oldest continually accredited physical therapy educational program in the country.

Application Process and Admission Requirements

Chapman University's doctor of physical therapy (DPT) program will be using the Physical Therapy Centralized Application System (PTCAS). Applications may be obtained from PTCAS at www.ptcas.org and will be available beginning July 15, 2009, and will be due November 16, 2009. It is recommended that the GRE examination be taken six weeks prior to the application deadline. The department accepts approximately 52 students into each class which begins in August. Applicants must hold a baccalaureate degree from an accredited college or university by the time of matriculation into the DPT program in late August. Priority admission requires higher grade point averages (GPAs) and a higher Graduate Record Examination (GRE) score (see below). International applicants must have course work evaluated by an appropriate agency and must hold a degree equivalent to a baccalaureate degree earned in the United States. International applicants also must submit TOEFL scores and financial certification. Contact the international admission officer at Chapman University for specific requirements and additional information.

Grade and Graduate Record Examination Requirements

Priority admission

The priority admission is for the applicant who has demonstrated high academic performance and who desires an admission decision as quickly as possible. The following criteria are required for priority admission:

1. Cumulative GPA of 3.400 or higher (on a 4.0 scale). The last 30-hour rule does not apply to priority admission.
2. Prerequisite (all required courses) GPA of 3.400 or higher (on a 4.0 scale) with no course grade below a "C". No more than two science courses and a total of three prerequisite courses may be remaining after the fall semester in which the application is submitted. Applicants with the least remaining prerequisite course work may be given preference over other applicants.
3. GRE scores will be considered relative to the scores of other applicants and the GPAs. The exam must have been taken within the last five years and scores from various test dates are not combined. The minimum acceptable scores for priority admissions are as follows:

Regular admission

The following criteria are required for regular admission:

1. Cumulative GPA of 3.000 or higher (on a 4.0 scale) or meet the last 30-hour GPA rule (see below).
2. Prerequisite (all required courses) GPA of 3.000 or higher (on a 4.0 scale) with no course grade below a "C". No more than two science courses and a total of three prerequisite courses may be remaining after the fall semester in which the application is submitted. Applicants with the least remaining prerequisite course work may be given preference over other applicants.
3. GRE scores will be considered relative to the scores of other applicants and the GPAs. The exam must have been taken within the last five years and scores from various test dates are not combined. The minimum acceptable scores for regular admissions are as follows:

Other Requirements for All Applicants

1. Transcripts reflecting fall 2009 grades and GRE scores must be officially submitted by January 15, 2010, and are required for an admission decision.
2. Satisfactory completion of 40 hours of observation (or paid work) in different practice settings supervised by physical therapists.
3. Prerequisite coursework as follows (courses taken at institutions that award quarter hour credits must be equivalent to courses with semester hour credits):

Chapman University's prerequisite coursework is in accordance with the American Physical Therapy Association (APTA).

Additional Information

1. All science prerequisite courses must be courses for science majors.
2. Human anatomy and physiology must have been taken within the last five years. If a combined Anatomy/Physiology course is taken, two semester or three quarter courses are required.
3. All other prerequisite courses must have been taken within the last 10 years.
4. Prerequisite courses may be repeated only once; the second grade will then be used to calculate GPA.
5. Pass/Credit grades for prerequisite courses will be converted to a "C" if letter grading options are not available.
6. Courses which have received advanced placement credit (AP or CLEP) may fulfill prerequisite requirements. The credit hours and grade points will not be computed in the GPA calculation.
7. Students who are offered admission are required to financially commit an enrollment deposit of $750. Generally, the deposit must be received within two weeks of notification of admission.
8. All remaining prerequisite course work and the awarding of a baccalaureate degree must occur before the student matriculates in August of 2010.
9. Students must satisfactorily complete all remaining prerequisite course requirements in accordance with the admission requirements.
10. Accepted students are required to meet technical standards and specific health requirements (such as physical examinations and vaccinations). Information on these standards and requirements, as well as such information as program costs, financial aid and acceptance and matriculation rates may be found on the department's website at www.chapman.edu/CS/PT.
11. Chapman University considers all applicants without regard to race, religion, color, national origin, ancestry, gender, marital status, sexual orientation, special needs, veteran status or any other characteristic protected by applicable state or federal civil rights laws. Some information requested in the application is requested for federal or accreditation reporting and will not be used in a discriminatory manner.
12. Persons who have been dismissed from another physical therapy program are not eligible for consideration for admission to Chapman University.
13. Applicants who decline or are denied admission may reapply in any subsequent year. Admission requirements are subject to change, and admission in one year does not guarantee admission in any subsequent year.

Admission Based on Last 30 Semester Hours of Coursework

Applicants who do not have a cumulative GPA of 3.000 or higher may demonstrate readiness for academic performance through the last 30 semester credit hours. The GPA for the last 30 hours must be 3.000 or higher. The last 30 semester credit hours must include at least 15 hours of science courses and no more than 7 hours of repeated coursework. This 30-hour GPA is substituted for the cumulative GPA only for the purpose of admission to the professional curriculum in physical therapy. The appropriate prerequisite GPA, GRE scores and 40 hours of experience must be completed as indicated for regular admission. Appropriate quarter hours (approximately 45) may be substituted for semester hours.

Exceptions

Applicants who do not meet minimum GPAs or GRE scores, specific prerequisite course requirements or the five or ten year time frame for specific courses may seek an exception. A written request stating the extenuating circumstances supporting the exception should be submitted with the application or within ten days of notification that the requirements are not met. Students who feel they were denied admission arbitrarily or capriciously should appeal to the chairperson.

Ethical and Professional Standards

Students enrolled in the professional curriculum must sign a statement to agree to abide by the APTA Code of Ethics, APTA Guide for Professional Conduct, (found on the APTA website at www.apta.org), and Chapman University's Standards of Academic Integrity (see Handbook for Physical Therapy Students on the department's website). Students also must acknowledge their ability to carry out the technical standards and essential functions of the physical therapy curriculum at the time of matriculation into the program.

The DPT program involves preparing people to work with the public. The faculty assume the responsibility for reasonably assuring that individuals who complete the program are not only academically competent but also aware and capable of functioning within the established ethical and professional standards of the profession. The department has both the right and obligation to continually evaluate students, and if necessary, to dismiss students based on these standards as well as academic performance expectations. This philosophy is consistent with other physical therapy programs, which are engaged explicitly or implicitly in certifying that their graduates are competent to engage in the practice of physical therapy.

Candidate Dismissal by the Department

A student may be dismissed from the department and the university for reasons of academic or clinical performance, clinical or personal misconduct, or violation(s) of the Academic Integrity Policy. Prior to dismissal, efforts will be made by the faculty to assist the student in removing areas of deficiency. If such assistance does not result in improved performance to an acceptable level, the student can be dismissed from the program. The chair will make final decisions of dismissal following consultation with the faculty. Students are expected to maintain a GPA of at least 3.000 on all course work within the curriculum. Clinical misconduct that warrants dismissal include, but are not limited to, unsafe practices that might endanger either the patient, the student, or the therapist. Personal misconduct that warrants dismissal includes, but is not limited to, actions that are intended to berate the patients, peers, faculty, department, or the profession. Any candidate dismissed by the department has the right to appeal the decision according to the University Student Grievance and Due Process policy. The student shall continue in the program until the appeal process is exhausted. If the decision for dismissal stands following his/her appeal, the student will be dismissed from the department and the university.

Requirements for the Degree

The following credits must be completed for degree conferral. (The curriculum is subject to change, and students will be notified by the department.)

Clinical Experiences

The student must satisfactorily complete the clinical experiences in semesters V, VII, and IX. A minimum of 240 full-time clock hours are included in each 3 credit block.

Transitional Doctor of Physical Therapy

(for practicing physical therapists)

The post-professional or transitional doctor of physical therapy (DPT) degree is designed to give all physical therapists the opportunity to meet the professional goal of doctoral education. The American Physical Therapy Association (APTA) has a vision sentence stating that by 2020, physical therapy will be provided by doctors of physical therapy. This program emphasizes self-assessment of current professional competencies resulting in the development of a curricular plan to address identified needs. The program combines on-line and weekend, non-traditional courses.

Admission Requirements

1. Academic degree:
   1. A degree from an accredited physical therapist program in the United States.
   2. Or a substantially equivalent degree from a foreign institution.
   3. Or a degree in another field and a certificate to practice physical therapy.
   4. Or be within one year of graduation in an accredited program leading to a master's degree in physical therapy. In case of students concurrently enrolled, applicants need a letter of good standing and permission from the program director.
2. Transcripts from the physical therapy program reflecting a grade point average of 3.000.
3. Current license to practice in the United States or receipt of a license prior to continuing beyond 12 hours of study in the DPT program.
4. Application form, resume and application fee.
5. Computer resources and skills sufficient for participation in on-line courses.

Program Costs

Tuition and fees are set by university policy. Tuition for 2009-2010 is $400 per credit ($375 per credit for alumni). Chapman clinical faculty/instructors should ask about a special discount. Please telephone the department for additional information. The program is designed to be flexible to allow students to enroll in 1-3 courses at a time. Rates are subject to change.

DPT Curriculum (Post-Professional/Transitional Tract)

All students complete a professional self-assessment course as the first step of the program. The results of the self-assessment portfolio allow students and a faculty advisor to determine an individual course of study. Students who provide evidence of attainment of expected competencies may elect to be exempted from a maximum of six credit hours and from one or more of the core courses. Elective courses are available, and students may transfer a maximum of six semester credit hours of graduate course work from accredited institutions with approval of the faculty advisor.

1. Students with a master's degree complete 24-30 credits. A minimum of 24 semester credit hours of graduate coursework must be completed for the DPT degree at Chapman University for physical therapists with a master's degree.
2. Students with a baccalaureate degree or a certificate complete 36-42 credits. A minimum of 36 semester credit hours of graduate coursework must be completed for the DPT degree for physical therapists with a baccalaureate degree.

Core Courses

holding a master's degree*:

holding a baccalaureate degree*:

*a minimum of 24 credits for master's, 36 credits for baccalaureate (six credits may be waived). Program subject to change.

Course Descriptions - Physical Therapy

PT 510 Functional Human Anatomy I

Corequisite, PT 510L. This course on human anatomy builds upon prerequisite coursework to provide a strong foundation in applied functional anatomy for the DPT student. The musculoskeletal and peripheral nervous systems are emphasized, but histology, radiology, and organ systems are also included. Lecture sessions require students to think critically as they apply their knowledge. (Offered fall semester.) 4 credits.

Course Objectives:

1. Demonstrate the ability to synthesize and apply knowledge of microscopic and gross anatomy and the interrelationships between structures with regard to the: circulatory, endocrine, gastrointestinal, genitourinary, integumentary, muscular, nervous, respiratory and skeletal systems across the lifespan.
2. Using cadavers, models, radiographic images, bones, or live subjects, correctly identify, palpate and delineate structures and the three-dimensional relationships of the above-listed systems.
3. Demonstrate a comprehensive understanding of the musculoskeletal and peripheral nervous systems by correctly describing, delineating, and analyzing the muscles (including classifications, attachments, actions, innervations, and blood supply of each); the bones (including classifications and bony landmarks); the articulations (including classifications, movements, and ligamentous and cartilaginous components); and the peripheral nerves of the body.
4. Correctly describe, correlate, and integrate the circulation (blood supply, venous drainage, lymphatics) of the areas studied.
5. Given a case study or clinical scenario, correctly describe and correlate the interrelationships between the surface anatomy, gross anatomy, morphology, functions, and consequences of selected injuries in terms of the patient's diagnosis and clinical presentation in relation to the involved structure(s).
6. Discussing, and providing support for the anatomical rationale pertaining to selected clinical problems and/or treatment strategies as they relate to the musculoskeletal and peripheral nervous systems.
7. Demonstrate an understanding of basic radiological concepts and applications.
8. Correctly identify anatomical structures on radiolographic images and apply and integrate anatomical and clinical information with the images.
9. Correctly access, utilize, and evaluate ancillary educational materials and research articles available through online and other published databases, library resources, and research organizations to address questions related to functional human anatomy.
10. Thoroughly critique, summarize, analyze, synthesize, and integrate relevant findings from the scientific literature and relate them to selected clinical and applied anatomy research questions.
11. Exhibit sound critical thinking, analytical reasoning, and problem-solving skills during discussions and problem-based learning exercises.
12. Correctly illustrate and label individual muscles on skeletal diagrams.
13. Correctly illustrate and label the peripheral nerves and their dermatomal and cutaneous distributions.
14. Demonstrate respectful behavior, abide by all laboratory policies, and exhibit high regard for human tissues.
15. Verbalize and comprehend basic Spanish vocabulary terms for the parts of the human body to facilitate communication with patients.

PT 510L Functional Human Anatomy I Lab

Corequisite, PT 510. This laboratory course on human anatomy builds upon prerequisite coursework to provide a strong foundation in applied functional anatomy for the DPT student. The musculoskeletal and peripheral nervous systems are emphasized, but histology, radiology, and organ systems are also included. Interactive laboratory sessions require students to think critically as they apply their knowledge. (Offered fall semester.) 1½ credits.

Course Objectives:

1. Demonstrate the ability to synthesize and apply knowledge of microscopic and gross anatomy and the interrelationships between structures with regard to the: circulatory, endocrine, gastrointestinal, genitourinary, integumentary, muscular, nervous, respiratory and skeletal systems across the lifespan.
2. Using cadavers, models, radiographic images, bones, or live subjects, correctly identify, palpate and delineate structures and the three-dimensional relationships of the above-listed systems.
3. Demonstrate a comprehensive understanding of the musculoskeletal and peripheral nervous systems by correctly describing, delineating, and analyzing the muscles (including classifications, attachments, actions, innervations, and blood supply of each); the bones (including classifications and bony landmarks); the articulations (including classifications, movements, and ligamentous and cartilaginous components); and the peripheral nerves of the body.
4. Correctly describe, correlate, and integrate the circulation (blood supply, venous drainage, lymphatics) of the areas studied.
5. Given a case study or clinical scenario, correctly describe and correlate the interrelationships between the surface anatomy, gross anatomy, morphology, functions, and consequences of selected injuries in terms of the patient's diagnosis and clinical presentation in relation to the involved structure(s).
6. Discussing, and providing support for the anatomical rationale pertaining to selected clinical problems and/or treatment strategies as they relate to the musculoskeletal and peripheral nervous systems.
7. Correctly access, utilize, and evaluate ancillary educational materials and research articles available through online and other published databases, library resources, and research organizations to address questions related to functional human anatomy.
8. Thoroughly critique, summarize, analyze, synthesize, and integrate relevant findings from the scientific literature and relate them to selected clinical and applied anatomy research questions.
9. Exhibit sound critical thinking, analytical reasoning, and problem-solving skills during discussions and problem-based learning exercises.
10. Correctly illustrate and label individual muscles on skeletal diagrams.
11. Correctly illustrate and label the peripheral nerves and their dermatomal and cutaneous distributions.
12. Demonstrate an understanding of basic radiological concepts and applications.
13. Correctly identify anatomical structures on radiolographic images and apply and integrate anatomical and clinical information with the images.
14. Demonstrate respectful behavior, abide by all laboratory policies, and exhibit high regard for human tissues.
15. Verbalize and comprehend basic Spanish vocabulary terms for the parts of the human body to facilitate communication with patients.

PT 511 Biomechanics of Human Movement

Prerequisite, undergraduate physics. This course provides a foundational understanding of basic biomechanical principles emphasizing the biomechanics of human tissue and the body as a whole, together with methods of human motion analysis. The student will participate in both lecture and interactive laboratory sessions that will include scientific evidence for support of biomechanical principles. Coursework is designed specifically for the DPT student and begins development of clinical judgment skills in motion analysis. (Offered fall semester.) 4 credits.

Course Objectives:

1. Provide a sound foundation of biomechanical principals as they apply to human motion and particular human tissue, and to apply these principals to quantitative motion analysis.
2. Apply basic kinesiological terms such as anatomical position, direction and types of movement and planes of movement when analyzing human motion.
3. Explain Newtons laws of motion as they apply to human tissue and whole body phenomena.
4. Employ terminology related to Newtonian mechanics (List to be provided).
5. Apply trigonometry and mathematical equations and strategies for solving equations of motion.
6. Discuss the composition, structure, biomechanical properties, and behavior of tissues of the body to include but not limited to muscle, epithelial, nervous, and connective tissues.
7. Examine the material properties of four tissue types and relate material properties of tissue to application in physical therapy.
8. Differentiate between the types of motion available.
9. Categorize examples of motion seen in the normal human body and given selected movement disorders.
10. Describe the relationship between linear and angular motion.
11. Construct the equations of motion for simple static and dynamic problems from a free body diagram.
12. Identify the methods for quantitative analysis of motion and differentiate when each should be utilized.
13. Interpret terminology related to kinetics (list to be provided).
14. Produce a free body diagram and design the equations for solving motion analysis problems.
15. Contrast different types of motion analysis equipment and value the information that can be obtained from each.
16. Access technology for selection of an article with methodology including use of motion analysis. Analyze, critique, and present this article critique to the class (article requires instructor approval prior to presentation).
17. Participate in self and peer assessment. Utilize feedback to enhance clinical, communication, and biomechanical skills.
18. Examine and document human posture, delineate tests and measures to perform based on postural assessment.
19. Select appropriate ergonomic interventions based on patients' postural findings and pain complaints.
20. Demonstrate observational analysis of gait and document your hypothesis regarding the cause of the observed dysfunction(s). Document the tests and measures required to confirm your observational findings.
21. Demonstrate patient handling skills with appropriate biomechanics and recall biomechanical principles of good (safe) patient handling skills. Apply these skills to basic joint range of motion skills and begin assessing and feels.

PT 512 Kinesiological Motion Analysis

Prerequisites, PT 510, 510L, 511. This course further develops the students' understanding of human movement by applying biomechanical principles to individual joint mechanics both ideal and pathological, and by observational analysis of human motion including gait. The student will participate in both lecture and interactive laboratory sessions that provide scientific evidence of joint mobility and results of motion deviations. Coursework is designed specifically for the DPT student and continues development of clinical judgement skills while integrating personal and cultural values and skills. (Offered spring semester.) 3 credits.

Course Objectives:

1. To understand human joint mobility both osteokinematics and arthrokinematics.
2. To analyze human motion (including gait) including prediction (estimation) of the muscular demand required.
3. To compare observational analysis with quantitative motion analysis.
4. To interpret quantitative motion analysis reports in light of individual joint mechanics to assess pathological involvement.
5. Discuss joint biomechanics for the spine and each extremity joint including:
   1. Functional anatomy.
   2. Joint kinematics (osteokinematics and arthrokinematics).
   3. Joint kinetics.
   4. Muscle actions.
6. Demonstrate kinesiological analysis of functional activities, sport activities, and physical therapy treatment using joint biomechanics.
7. Demonstrate orally, in writing, and/or by performance a thorough understanding of gait analysis including required joint range of motion, critical events, and muscular activity and torque demand versus capacity.
8. Apply orally, in writing, and/or by performance the principles of gait analysis to selected subjects with abnormal gait parameters and pathologies and interpret the outcome of quantitative motion analysis in light of expected joint motion and function.
9. Determine joint and tissue forces that relate to injury mechanisms in a variety of settings and activities.
10. Demonstrate basic joint range of motion skills and begin assessing end feels and accessory motion.
11. Practice peer assessment and provide feedback regarding body mechanics and handling skills.

PT 513 Developmental Anatomy

A lecture course on human developmental anatomy, with an emphasis on the normal development of the systems of the body. Selected congenital anomalies and the mechanisms underlying them will also be presented. Students are required to integrate material from this course with that from their prerequisite coursework and related course content across the Physical Therapy curriculum. Students must also think critically, solve problems, and assess the relevant scientific literature as they apply their knowledge. (Offered fall semester.) 1 credit.

Course Objectives:

1. Through discussion, written descriptions, and illustrations, correctly demonstrate an understanding of the processes of: gametogenesis, fertilization, blastocyst formation, implantation, fetal membrane formation, bilaminar disc formation, and trilaminar disc formation (gastrulation & neuralation).
2. Integrate and synthesize the findings in the scientific literature regarding some of the mechanisms underlying embryonic pattern formation.
3. Correctly discuss the causes of congenital malformations and relate current theories and findings in the literature to specific anomalies.
4. Demonstrate through written descriptions, illustrations, and discussions, a comprehensive understanding and appreciation of organogenesis, the fetal period, critical periods of development, and the developmental malformations that may occur during each.
5. Using models, specimens, images, diagrams, or software, correctly identify the structures, processes, and components involved in the development of the: cardiovascular, respiratory, endocrine, gastrointestinal, genitourinary, integumentary, nervous, muscular, and skeletal systems.
6. Correctly describe and analyze the development of the: cardiovascular, respiratory, endocrine, gastrointestinal, genitourinary, integumentary, nervous, muscular, and skeletal systems.
7. Through discussion, case scenarios, or written descriptions, demonstrate an understanding of the mechanisms underlying some of the common congenital malformations associated with each system and the sequelae that can result.
8. Using images, written descriptions, software, or models, correctly describe the interrelationships across development between the structures of the circulatory, gastrointestinal, genitourinary, integumentary, muscular, nervous, respiratory, and skeletal systems.
9. Exhibit sound critical thinking, analytical reasoning, and problem-solving skills during discussions and problem-based learning exercises that emphasize normal developmental anatomy, and/or the possible causes and sequelae of congenital malformations.
10. Using ancillary educational materials and research articles available through online and other published databases, library resources, and research organizations, successfully access, utilize, and evaluate such resources to address questions related to human developmental anatomy.
11. Accurately critique, summarize, analyze, synthesize, and integrate relevant findings from the scientific literature and relate them to selected research questions in developmental anatomy.
12. Demonstrate respectful and appropriate behavior regarding the subject matter.

PT 515 Applied Human Physiology

Corequisite, PT 515L. This course is an in-depth study of human physiological systems with an introduction to neurophysiology. (Offered fall semester.) 4 credits.

PT 515L Applied Human Physiology Lab

Corequisite, PT 515. This laboratory course emphasizes the application of a student's conceptual understanding of human physiology to measured, quantified responses of human systems as they respond to exercise stress. (Offered fall semester.) 1 credit.

PT 521 Applied Neurophysiology

Prerequisites, PT 522, 522L. Corequisites, PT 523, 523L. This course is designed to provide the DPT student with a foundational understanding of the normal excitatory and inhibitory mechanisms of the nervous system. The student will participate in both lecture and discussion that will include the scientific evidence for neurological principles. Clinical applications, problem-solving, and critical thinking are emphasized. (Offered summer.) 3 credits.

PT 522 Functional Human Neuroanatomy I

Prerequisites, PT 510, 515, (with a grade of C or better). Corequisite, PT 522L. This course covers the normal structure and function of the human nervous system, with an emphasis on the central nervous system. Selected case studies of pathological conditions of the nervous system are presented. Students participate in both lecture and interactive laboratory sessions (PT 522L) that require them to think critically and apply their knowledge to clinical scenarios. (Offered spring semester.) 1½ credits.

Course Objectives:

1. The purpose of this first course in the Functional Human Neuroanatomy series is to establish a foundation for understanding the basic structure and function of the human nervous system, with particular emphasis on aspects germane to clinical practice and related research.
2. Subsequent coursework will build upon this foundation to facilitate students' abilities to integrate and apply more complex aspects of neuroanatomy/neuroscience as they gain a deeper understanding of the complexities of the human nervous system.
3. Demonstrate in writing the ability to delineate and integrate:
   1. With respect to the intact human nervous system the:
   • Appropriate nomenclature and terminology for human neuroanatomy.
   • Organization of the human nervous system, with an emphasis on the central nervous system.
   • Major divisions, structures, nuclei, vascular structures, coverings, and tracts of the human nervous system.
   • Embryological development of the human nervous system, including critical periods of development and selected neurodevelopmental disorders.
   • Microscopic anatomy (histology) of the human nervous system, including the classification of neurons.
   • Relevant surface anatomy and relationships to other structures.
   • Basic pathways and tracts of the spinal cord and relevant spinal cord circuitry.
   1. With respect to the impaired human nervous system:
   • The relationships between specific lesions of the human nervous system and the clinical sequelae.
   • Some of the more common disorders of the human nervous system.
4. Exhibit competency through examinations, assignments, verbal communication, and classroom behavior (through problem-solving through small group discussions and written homework assignments) by:
   1. Assimilating, integrating, and distinguishing relevant information presented in clinical case studies and scenarios.
   2. Proposing why various signs and symptoms may result from damage to components of the human nervous system.
5. Exhibit appropriate professional behavior in demonstrating respect and care for human tissues and abide by all laboratory policies.

PT 522L Functional Human Neuroanatomy I Laboratory

Prerequisites, PT 510, 515, (with a grade of C or better). Corequisite, PT 522. This course covers the normal structure and function of the human nervous system, with an emphasis on the central nervous system. Selected case studies of pathological conditions of the nervous system are presented. Students participate in interactive laboratory sessions that require them to think critically and apply their knowledge to clinical scenarios. (Offered spring semester.) ½ credit.

Course Objectives:

1. The purpose of this first laboratory course in the Functional Human Neuroanatomy series is to establish a foundation for understanding the basic structure and function of the human nervous system, with particular emphasis on aspects germane to clinical practice and related research.
2. The laboratory portion of the course is designed to facilitate student's three-dimensional understanding of the nervous system and to foster the development of students' clinical reasoning and problem-solving skills in neuroscience.
3. Subsequent coursework will build upon this foundation to facilitate students' abilities to integrate and apply more complex aspects of neuroanatomy/neuroscience as they gain a deeper understanding of the complexities of the human nervous system.
4. Demonstrate in writing and when using laboratory resources, the ability to delineate and integrate:
   1. With respect to the intact human nervous system the:
   • Appropriate nomenclature and terminology for human neuroanatomy.
   • Organization of the human nervous system, emphasizing the central nervous system.
   • Major divisions, structures, nuclei, vascular structures, coverings, and tracts of the human nervous system.
   • Embryological development of the human nervous system, including critical periods of development and selected neurodevelopmental disorders.
   • Microscopic anatomy (histology) of the human nervous system, including the classification of neurons.
   • Relevant surface anatomy and relationships to other structures.
   1. With respect to the impaired human nervous system:
   • The relationships between specific lesions of the human nervous system and the clinical sequelae.
   • Some of the more common disorders of the human nervous system.
   1. Demonstrate through laboratory examinations (using specimens, models, diagrams, case studies and slides, etc.), the ability to formulate, delineate and:
   • Identify and give the function(s) of the structures of the human nervous system.
   • Discuss and demonstrate the organizational relationships between and among structures and systems of the human nervous system.
   • Assess the components of the ventricular system.
   • Integrate the distribution of the vasculature structures of the human nervous system.
   • Identify, discuss, and integrate some of the characteristics histology of the human nervous system.
   • Determine signs and symptoms that result from damage to the gross structures of the human nervous system.
   • Determine possible sequelae of damage to various aspects of the vasculature of the human nervous system.
5. Exhibit competency through laboratory examination, assignments, verbal communication, and classroom behavior (through problem-solving through small group discussions and homework assignments) by:
   1. Assimilating, integrating, and distinguishing relevant information presented in clinical case studies and scenarios.
   2. Proposing why various signs and symptoms may result from damage to components of the human nervous system.
6. Exhibit appropriate professional behavior in demonstrating respect and care for human tissues and abide by all laboratory policies.

PT 523 Functional Human Neuroanatomy II

Prerequisites, PT 522, 522L, (with a grade of C or better). Corequisite, PT 523L. This course builds upon the foundation established in PT 522. After gaining an understanding of the relationships between structure and function in the nervous system, students will focus on the inter-relationships between the various systems. Clinical reasoning and problem solving are facilitated through case studies, clinical scenarios, and discussing the current literature. (Offered summer.) 2½ credits.

Course Objectives:

1. The purpose of the course is to facilitate physical therapists' understanding of the human nervous system with particular emphasis on aspects germane to clinical practice and related research.
2. This course builds upon the foundation established in PT 522 by expanding upon students' understanding of the human nervous system and the inter-relationships between structure, function, related pathologies, and current, relevant findings in the scientific literature.
3. Demonstrate in writing the ability to delineate and integrate:
   1. With respect to the intact human nervous system the:
   • Microscopic anatomy (histology) of the human nervous system, including specialized regional characteristics.
   • The structures and systems that control and modulate: Sensory perception and integration; Arousal and attention; Movement and posture; Behavioral responses; Learning (cognitive and motor); Language, cognition, and memory; Autonomic homeostasis; Theories of plasticity in the nervous system.
   1. With respect to the impaired human nervous system:
   • The relationships between specific lesions of the human nervous system and the clinical sequelae.
   • Some of the more common disorders of the adult human nervous system, including clinical syndromes related to motor and postural control.
   • Some of the more common disorders related to the development of the human nervous system.
   • Principles of cellular and tissue injury and healing.
4. Exhibit competency through examinations, assignments, verbal communication, and classroom behavior (through problem-solving through small group discussions and written homework assignments) by:
   1. Assimilating, integrating, and distinguishing relevant information presented in clinical case studies and scenarios.
   2. Proposing why various signs and symptoms may result from damage to components of the human nervous system.
   3. Proposing potential treatment techniques for selected neurological syndromes as a means of understanding the structure and function of the human nervous system.
   4. Formulating the theoretical basis for repair and recovery in the damaged human nervous system.
5. Exhibit appropriate professional behavior in demonstrating respect and care for human tissues and abide by all laboratory policies.

PT 523L Functional Human Neuroanatomy II Laboratory

Prerequisites, PT 522, 522L (with a grade of C or better). Corequisite, PT 523. This course builds upon the foundation established in PT 522. After gaining an understanding of the relationships between structure and function in the nervous system, students will focus on the inter-relationships between the various systems. Clinical reasoning and problem solving are facilitated through case studies, clinical scenarios, and discussing the current literature. (Offered summer semester.) ½ credit.

Course Objectives:

1. The purpose of the course is to facilitate physical therapists' understanding of the human nervous system with particular emphasis on aspects germane to clinical practice and related research.
2. This course builds upon the foundation established in PT 522 by expanding upon students' understanding of the human nervous system and the inter-relationships between structure, function, related pathologies, and current, relevant findings in the scientific literature.

Upon the completion of the course, the student will be able to:

1. Demonstrate in writing the ability to delineate and integrate:
   1. With respect to the intact human nervous system the:
   • Microscopic anatomy (histology) of the human nervous system, including specialized regional characteristics.
   • The structures and systems that control and modulate: Sensory perception and integration; Arousal and attention; Movement and posture; Behavioral responses; Learning (cognitive and motor); Language, cognition, and memory; Autonomic homeostasis; Theories of plasticity in the nervous system.
   1. With respect to the impaired human nervous system:
   • The relationships between specific lesions of the human nervous system and the clinical sequelae.
   • Some of the more common disorders of the adult human nervous system, including clinical syndromes related to motor and postural control.
   • Some of the more common disorders related to the development of the human nervous system.
   • Principles of cellular and tissue injury and healing.
2. Exhibit competency through laboratory examination, assignments, verbal communication, and classroom behavior (through problem-solving through small group discussions and homework assignments) by:
   1. Assimilating, integrating, and distinguishing relevant information presented in clinical case studies, laboratory problems, and clinical scenarios.
   2. Proposing why various signs and symptoms may result from damage to components of the human nervous system.
   3. Proposing potential treatment techniques for selected neurological syndromes as a means of understanding the structure and function of the human nervous system.
   4. Formulating the theoretical basis for repair and recovery in the damaged human nervous system.
3. Exhibit appropriate professional behavior in demonstrating respect and care for human tissues and abide by all laboratory policies.

PT 525 Clinical Pathology: General Medicine

This course provides the foundational understanding of general medicine diseases and disorders encountered by physical therapists. This lecture course covers the epidemiology, pathophysiological processes, medical management, pharmacological management and implications and indications for physical therapy of these disorders to prepare the student for the clinical courses and clinical experiences to follow. (Offered spring semester.) 3 credits.

PT 526 Clinical Pathology: Orthopedic

This course provides the foundational understanding of orthopedic diseases and disorders encountered by physical therapists. This lecture course covers the epidemiology, pathophysiological processes, medical management, pharmacological management and implications and indications for physical therapy of these disorders to prepare the student for the clinical courses and clinical experiences to follow. (Offered spring semester.) 3 credits.

PT 527 Clinical Pathology: Neurology

Prerequisites, PT 522, 522L. Corequisites, PT 521, 523. This course provides the foundational understanding of neurological diseases and disorders encountered by physical therapists. This lecture course covers the epidemiology, pathophysiological processes, medical management, pharmacological management, and implications and indications for physical therapy of these disorders. (Offered summer.) 3 credits.

PT 530 Physical Therapy Examination

This course is the first in the series of clinical courses where students learn to deliver excellent patient care. Through lecture and laboratory experiences, students learn the theory and technique of basic patient screening and examination procedures as well as develop clinical judgment skills to complete the patient evaluation. (Offered spring semester.) 4 credits.

Course Objectives:

1. Utilize the Nagi Disablement Model when describing a patient, using the elements to construct an evaluation statement.
2. Describe the five elements of physical therapy patient/client management.
3. Discuss the difference between screens and examinations.
4. Describe the three parts of the physical therapy examination: patient history, systems review, and tests and measures.
5. Perform patient history data collection and interviews to obtain information relevant to each specific patient.
6. Perform system review to obtain relevant information to physical therapy examination. Include review on (and not limited to):
   1. Cardiovascular system.
   2. Integumentary system.
   3. Musculoskeletal system.
   4. Neuromuscular system.
   5. Mentation.
7. From information gathered in patient history/interview and systems review, create hypotheses and use appropriate test and measures to rule in/out relationships of impairments and functional limitations.
8. Demonstrate appropriate performance and documentation of the following test and measures:
   1. Range of motion.
   2. Muscle strength and performance.
   3. Sensory integrity.
   4. Arousal, attention, and cognition.
   5. Pain.
9. Complete documentation relevant to physical therapy examination and evaluation.

PT 531 General Medicine Practice Management

Prerequisites, PT 510, 510L, 515, 515L, 525, 530. This lecture and laboratory course examines the physical therapy management of patients with general medical conditions in all practice settings. Basic patient handling and functional training skills are emphasized while students utilize patient examination findings in their treatment intervention choices. This course includes a major unit on wound management. (Offered summer.) 4 credits.

PT 535 Musculoskeletal Practice Management I: Lower Quarter

Prerequisites, PT 510, 511, 512, 515, 525, 526, 530. This course is the first in a two part clinical series designed to prepare the DPT student to be excellent at management of musculoskeletal disorders. This series emphasizes an integrated examination, evaluation, diagnosis, prognosis, and intervention approach. This course focuses on musculoskeletal disorders of the lower extremity, lumbar, and sacroiliac joints and is designed to integrate basic science principles with personal and cultural values and skills to deepen and hone professional clinical judgment. (Offered summer semester.) 5 credits.

Course Objectives:

1. To develop responsible clinicians who are excellent in the personalized management of patients with musculoskeletal disorders of the extremities using sound clinical judgment and scientific support.
2. Demonstrate (incorporating proper body mechanics at all times) appropriate patient examination skills by selecting and administering culturally appropriate and age related tests and measures including:
   1. Obtaining a history.
   2. Systems reviews.
   3. Tests and measures to include: aerobic capacity/endurance; anthropometric characteristics; arousal, attention, and cognition; circulation (arterial, venous, lymphatic); peripheral nerve integrity; environmental, home, and work (job/school/play) barriers; ergonomics and body mechanics; joint integrity and mobility; motor function (motor control); muscle performance (including strength, power, and endurance); orthotic and supportive devices; pain; posture; range of motion (including muscle length); reflex integrity; and sensory integrity.
3. Synthesize patient examination findings to determine a physical therapy evaluation, diagnosis, intervention, and plan of care (including prognosis) for patients with musculoskeletal pathologies of the lower quarter. Include patient/client perspective in the management process and patient education in a culturally competent method. Include patient home program and ADL adjustments as required to improve and prevent further complaints.
4. Determine patient/client goals and outcomes within available resources and specify expected length of time to achieve the goals and outcomes.
5. Use clinical judgment and self-assessment/reflection to improve clinical reasoning and patient care choices.
6. Consistently apply current knowledge, theory, and professional judgment while considering the patient/client perspective in patient/client management.
7. Demonstrate orally, in writing, and/or by performance thorough understanding of the principles of selective tissue tension testing and its application to examination and synthesis of results of muscles & tendons, ligaments, joint capsule, joint surfaces, neurological structures and bones of the lower quarter.
8. Synthesize patient history and / or patient examination findings (including screening examination) to determine if the patient is a candidate for physical therapy or requires referral to another health care professional.
9. Document the examination and intervention process in an orderly and time conscience manner, including the coordination and of care with other health care professionals and family members.
10. Synthesize and integrate scientific literature relating to musculoskeletal practice management and discuss how your practice management is affected by this evidence base. In addition, use information technology to access sources of information to support clinical decisions.
11. Display attributes required for management of a physical therapy clinic including facility management, equipment analysis, and the ability to act as a physical therapist consultant.
12. Access current literature to determine the evidence basis for select physical therapy examination or treatment techniques. Synthesize the evidence and present your results.
13. Examine and document posture and body mechanics findings in work and play environments. Develop a plan of examination and intervention including ergonomic examination and intervention based on your findings.
14. Select and justify, verbally and by demonstration, outcome measures to assess patient response to treatment and modify plan of care.
15. Perform a musculoskeletal lower quarter screening exam for clients and synthesize results to identify areas of risk and to develop a plan to promote fitness and wellness and reduce risk of injury or pathology.
16. Demonstrate orally, in writing, and by demonstration, the ability to integrate the following interventions into an appropriate plan of care for patients with lower quarter musculoskeletal complaints:
    1. Therapeutic exercise.
    2. Functional retraining.
    3. Manual Therapy Techniques (including thrust and non-thrust mobilization).
    4. Soft tissue Mobilization.
    5. Taping / Bracing.
    6. Patient (family) education.
17. Provide effective culturally competent instruction to patients/clients and others to achieve goals and outcomes.
18. Practice using principles of risk management.
19. Select valid and reliable outcome measures to assess individual outcomes of patients/clients using valid and reliable measures in a culturally competent and socially aware manner and collect and analyze this data to assess individual outcomes. Determine a modified plan of care if required based on this analysis.
20. Provide culturally competent care to patients/clients who have accessed care through:
    1. first-contact through direct access to patients/clients who have been determined through the screening and examination processes to need physical therapy care.
    2. referred by other practitioners to ensure that care is continuous and reliable.
    3. tertiary care settings in collaboration with other practitioners.

PT 539 Physical Agents

Prerequisites or corequisites, PT 510, 515. It is expected that students will have working knowledge of material from the prerequisite courses. This material will be integrated into patient case studies so students may use critical thinking and problem-solving skills to select optimal physical therapy treatment interventions. Evaluation and treatment of muscle and nerve dysfunction using therapeutic modalities. Assessment and management of pain and wounds will also be addressed. (Offered spring semester.) 3 credits.

Course Objectives:

At the completion of this course, the student must demonstrate, in written and practical testing, with at least 73% accuracy the following:

1. Given a patient example, select and apply a physical agent or electrotherapy device in a safe, ethical, and legal manner relative to contraindications and precautions following a review of the patient's history and other pertinent information.
2. Explain the rationale for the use of a physical agent or electrotherapy device.
3. Demonstrate appropriate interpersonal skills with the patient and the ability to explain a treatment procedure to the patient in "lay" terms.
4. Communicate using appropriate written, verbal, and nonverbal skills.
5. Describe the electrophysical principles of, and appropriate and inappropriate physiologic responses to each physical agent modality including ultrasound, diathermy, NMES, Ultraviolet Light, TENS, biofeedback, phonophoresis, iontophoresis, physical agents for wound healing, and external compression for edema management. Also, recognize the adverse reactions to treatments and provided and take necessary action.
6. Identify clinical conditions for which each physical agent modality or electrotherapy devices is effective and based on current research.
7. Demonstrate basic safety with regard to patient and self and demonstrate proper body mechanics while using all of the equipment presented.
8. Administer each physical agent modality and electrotherapy device with appropriate draping/positioning.
9. Design a specific treatment program utilizing each physical agent modality and electrotherapy device.
10. Describe the indications for and the interpretations of results of diagnostic electromyography and non-invasive methods of assessment of denervation.

PT 572 Health Psychology

This course prepares physical therapy students to incorporate their knowledge about human behavior in the context of health into the delivery of excellent patient care. Students will investigate the meaning of the "sick role," coping and adjustment behaviors in acute and chronic illness as well as patient education and issues of adherence to medical regimens. Alternative approaches to health are introduced. Additionally, students will develop skills in the planning and implementation of educational programs for patients, family members, caregivers and professional colleagues. (Offered fall semester.) 2 credits.

Course Objectives:

1. Discuss psychological models for the identification of 'self', and identify which components of the self are at work given patient behavioral scenarios.
2. Describe the influence of the family of origin on the development of the self/self-esteem.
3. Describe the influence of family of origin on the development of health care providers.
4. Describe the influence of self-perception on altruism.
5. Understand the strengths of and challenges faced by people with different personality types and their effect on communication.
6. Discuss challenges faced by individuals in the process of becoming a patient and strategies to maximize patient dignity and control.
7. Be familiar with patient rights and responsibilities as defined by the American Hospital Association.
8. Determine the role of defense mechanisms in adjustment.
9. Compare and contrast theories and models of adjustment to illness and disability.
10. Identify stages involved in assuming the 'sick role' and corresponding risks and benefits.
11. Assess response to illness and disability.
12. Describe historical and current contributions to the body of knowledge and trends in the psychology of disability.
13. Analyze psychosocial reactions to disabilities, i.e., identify adaptive and maladaptive responses to disability.
14. Identify and recommend community resources, and their role in living with/adjusting to disability.
15. Describe the influence of disability on self-perception and identity.
16. Understand the historical perspective of the development of the "Disability Community" as a social-political entity.
17. Identify cues to suicidal ideation/behavior and when to refer to other health professionals.
18. Examine the relationship of psychological to physical aspects of disability.
19. Describe aspects of verbal and non-verbal communication and the role of each in achieving successful interaction.
20. Identify and choose appropriate communication techniques.
21. Define and articulate the steps in the grieving process.
22. Identify myths and stereotypes relating to domestic violence/elder/child abuse.
23. Understand mandated reporting and the law with regard to domestic violence/elder/child abuse.
24. Discuss the role of hospice in the management of patients with terminal illness, and identify the role that Physical Therapy plays in this setting.
25. Assess and differentiate psychosocial aspects and adjustment to traumatic injury, progressive disability/ illness, developmental and congenital disabilities.
26. Examine and articulate the relationship of sexuality to disability.
27. Understand and apply principles of teaching and learning.
28. Demonstrate by written examination competence in the above objectives.

PT 591 Clinical Practicum I

Introduction to clinical education, behavioral expectations for physical therapists, and clinical opportunities to practice physical therapy skills in selected areas of health care. P/NP. (Offered summer semester.) 1 credit.

Course Objectives:

1. Identify conditions that hinder or foster effective communication in written, verbal, and nonverbal forms.
2. Display verbal and nonverbal behaviors that enhance interpersonal communication interactions.
3. Recognize nonassertive and/or aggressive communication and revise communication strategies to represent assertiveness.
4. Propose changes in behavior based on Generic Abilities feedback received from peers.
5. Identify changes in self-assessment using the Generic Abilities tool.
6. Differentiate between Generic Abilities entry-level behavioral criteria and the Clinical Performance Instrument entry-level criteria.
7. Summarize the characteristics of the Clinical Performance Instrument and its usage in the clinical environment.
8. Analyze the advantages and disadvantages of clinical education models presented from this course.
9. Demonstrate safe and professional conduct in clinical settings.
10. Practice and duplicate various techniques and skills learned thus far in the curriculum on actual patients in a clinical setting.

PT 610 Functional Human Anatomy II

Prerequisite, PT 510, (with grade of C or better). This is the second in the series of two human anatomy courses designed specifically for the DPT student. Students will dissect the components the human body and study the interrelationships between structure and function with regard to normal and pathological conditions. The study of radiological images will also be included. Students are required to think critically, solve problems, and assess the scientific literature as they apply their knowledge to clinical scenarios and integrate the coursework with that of other courses in the curriculum. (Offered summer semester.) 2 credits.

Course Objectives:

1. Correctly dissect all parts of a cadaver, exhibiting appropriate professional behavior, respect and care; and abiding by all laboratory policies pertaining to the handling of human tissue.
2. Demonstrate the ability to synthesize and apply knowledge of gross anatomy and interrelationships of the structures of the following systems:
   1. Circulatory.
   2. Endocrine.
   3. Gastrointestinal.
   4. Genitourinary.
   5. Integumentary.
   6. Muscular.
   7. Respiratory.
   8. Skeletal.
   9. Nervous.
3. Correctly use a cadaver, model, radiograph, CT or MRI scan to identify structures of the above-listed systems. (Extra credit may be awarded to students who can give the Spanish terms for structures.)
4. Correctly analyze, using a patient case scenario, the patient's diagnosis and clinical presentation in relation to the injured anatomical structure.
5. Present orally and/or in writing an integration of the anatomical basis and the scientific evidence relevant to an approved patient-related problem.
6. Lead a journal article discussion/critique and participate in those led by other students or faculty.
7. Participate actively in discussions and laboratory experiences, demonstrating adequate and appropriate preparation for each class session.
8. Demonstrate an understanding of the fundamentals of imaging techniques and their applications.

PT 629 Experimental Course

Prerequisite, approval of the course instructor. This course is designed to provide additional opportunities to explore areas and subjects of special interest to the physical therapy field. It may be repeated for credit provided the course content is different. Number of credits will be determined according to the specified topic and objectives. (Offered as needed.) 1-6 credits.

PT 638 Musculoskeletal Practice Management II: Upper Quarter

Prerequisites, PT 521, 522, 522L, 523, 523L, 535. This course is the second in a two part clinical series designed to prepare the DPT student to be excellent with management of musculoskeletal disorders. This series emphasizes an integrated examination, evaluation, diagnosis, prognosis, and intervention approach and this course focuses on musculoskeletal disorders of the upper extremity, cervical spine, head and thorax. Coursework is designed to integrate basic science principles with personal and cultural values and skills to deepen and hone professional clinical judgment. (Offered fall semester.) 4 credits.

Course Objectives:

1. Demonstrate (incorporating proper body mechanics at all times) appropriate patient examination skills by selecting and administering culturally appropriate and age related tests and measures including:
   1. Obtaining a history.
   2. Systems reviews.
   3. Tests and measures to include:
   • Aerobic Capacity/Endurance.
   • Anthropometric Characteristics.
   • Arousal, Attention, and Cognition.
   • Circulation (Arterial, Venous, Lymphatic).
   • Peripheral Nerve Integrity.
   • Environmental, Home, and Work (Job/School/Play) Barriers.
   • Ergonomics and Body Mechanics.
   • Joint Integrity and Mobility.
   • Motor Function (Motor Control).
   • Muscle Performance (including Strength, Power, and Endurance).
   • Orthotic and Supportive Devices.
   • Pain.
   • Posture.
   • Range of Motion (including Muscle Length).
   • Reflex Integrity.
   • Sensory Integrity.
2. Synthesize patient examination findings to determine a physical therapy diagnosis, intervention, and plan of care (including prognosis) for patients with musculoskeletal pathologies of the upper quarter. Include patient/client perspective in the management process and patient education in a culturally competent method.
3. Determine patient/client goals and outcomes within available resources and specify expected length of time to achieve the goals and outcomes.
4. Use clinical judgment and self-assessment/reflection to improve clinical reasoning and patient care choices and consistently apply current knowledge, theory, and professional judgment while considering the patient/client perspective in patient/client management.
5. Demonstrate orally, in writing, and/or by performance thorough understanding of the principles of selective tissue tension testing and its application to examination and synthesis of results of muscles & tendons, ligaments, joint capsule, joint surfaces, neurological structures and bones in the upper quarter joints.
6. Synthesize patient history and/or patient examination findings (including screening examination) to determine if the patient is a candidate for physical therapy or requires referral to another health care professional.
7. Document the examination and intervention process in upper quarter pathologies in an orderly and time conscious manner, including the coordination and of care with other health care professionals and family members.
8. Synthesize and integrate scientific literature relating to musculoskeletal practice management and discuss how your practice management is affected by this evidence base. In addition, use information technology to access sources of information to support clinical decisions.
9. Display attributes required for management of a physical therapy clinic including facility management, equipment analysis, and the ability to act as a physical therapist consultant.
10. Examine and document, posture and body mechanics findings in work and play environments. Develop a plan of examination and intervention including ergonomic evaluation and intervention based on your findings.
11. Recall indications for orthotic intervention. Select and demonstrate appropriate tests and measures for orthotic examination. Demonstrate appropriate casting skills for orthotic intervention. Synthesize examination findings and select appropriate orthotic intervention.
12. Demonstrate orally, in writing, and by demonstration, the ability to integrate the following interventions into an appropriate plan of care for patients with upper quarter musculoskeletal complaints:
    1. Therapeutic exercise.
    2. Functional retraining.
    3. Manual Therapy Techniques (including thrust and non-thrust mobilization).
    4. Prescription, application, and casting, examination and fitting of in-shoe orthotic devices.
    5. Soft tissue Mobilization.
    6. Taping / Bracing.
    7. Patient (family) education.
13. Practice using principles of risk management.
14. Select valid and reliable outcome measures to assess individual outcomes of patients/clients using valid and reliable measures in a culturally competent and socially aware manner and collect and analyze this data to assess individual outcomes. Determine a modified plan of care if required based on this analysis.
15. Provide culturally competent care to patients/clients who have accessed care through:
    1. first-contact through direct access to patients/clients who have been determined through the screening and examination processes to need physical therapy care.
    2. referred by other practitioners to ensure that care is continuous and reliable.
    3. tertiary care settings in collaboration with other practitioners.

PT 640 Neurological Practice Management

In this lecture and laboratory course, concepts in motor control and motor learning are integrated into the examination, prognosis, diagnosis, intervention and plan of care of the patient with neurologic dysfunction. Students also develop skills in vestibular rehabilitation. Functional movement analysis and documentation skills are incorporated throughout the course. (Offered fall semester.) 5 credits.

PT 641 Rehabilitation Practice Management

Prerequisites, PT 510, 515, 515L, 521, 522, 522L, 523, 523L, 527, 530. This course prepares physical therapist students to deliver excellent patient care in the rehabilitation environment. Included in this course are the respective roles of members of the rehabilitation team, patient evaluation, goal setting, and treatment planning including orthotic and prosthetic prescription and management, wheelchair and other adaptive equipment evaluation and prescription, pathological gait analysis, evaluation of home accessibility and discharge planning. Students will explore the challenges encountered by physical therapists in the rehabilitation environment through directed readings, classroom discussions and as well as laboratory activities. (Offered summer.) 4 credits.

Course Objectives:

1. Compare and contrast services provided to patients in common rehabilitation settings, including acute rehabilitation, sub-acute rehabilitation, skilled nursing facilities and outpatient rehabilitation.
2. Utilize findings in physical therapy examinations of patient diagnoses commonly found in the rehabilitation setting, to:
   1. Identify problems amenable to physical therapy intervention.
   2. Determine long and short term goals with appropriate time frames.
   3. Prescribe physical therapy interventions to accomplish goals.
   4. Re-assess the efficacy and appropriateness of physical therapy goals and interventions.
3. Accurately determine spinal cord level, ASIA category and reflex status for patients with spinal cord injury.
4. Perform a basic seating evaluation on selected patients.
5. Synthesize clinical findings to select an appropriate wheelchair, components and cushion for patients with neurological dysfunction.
6. Write an appropriate prescription for a wheelchair for a given client who uses a wheelchair as their primary means of mobility.
7. Perform a home evaluation, evaluate environmental barriers, recommend environmental modifications and select appropriate equipment to improve activities of daily living for a given patient.
8. Analyze ADA guidelines related to various patient scenarios as they pertain to accessibility in the community.
9. Perform an observational gait analysis including identification of primary gait deviations, confirm hypothesized causes of deviations, and design a plan of care to maximize a patient's gait function.
10. Compose discharge plans for patients in the rehabilitation setting.
11. Describe the Functional Independence Measure and accurately assign scores to a patient on the transfer, wheelchair and locomotion items.
12. Evaluate patient's clinical findings to select appropriate orthotics such as AFO's, KAFO's and spinal orthoses for patients with a variety of neurological diagnoses.
13. Evaluate clinical findings of patients following amputation to select appropriate prostheses and establish appropriate treatment interventions for maximizing patient outcomes.

PT 643 Motor Control and Motor Learning

Prerequisites, PT 522, 522L, 523, 523L. This course introduces the science of motor control/motor learning including the neuromotor processes that underlie normal and abnormal movement. Theories of motor learning and mechanisms for acquisition of skill are discussed. Neuromotor and neuropsychological research are investigated and clinical implications are discussed. (Offered fall semester.) 3 credits.

PT 646 Cardiopulmonary Practice Management

Prerequisites, PT 515, 525. This course prepares PT students to deliver excellent patient care to patients with cardiopulmonary diseases. Students gain an overview of cardiopulmonary pathophysiology and the comprehensive physical therapy management of patients with cardiopulmonary diseases through lecture and lab activities. (Offered summer semester.) 4 credits.

Course Objectives:

1. Apply their understanding of normal cardiac and pulmonary anatomy and physiology to the pathophysiology and treatment of the cardiopulmonary system.
2. Articulate the etiology and pathophysiology of atherosclerosis and acute and chronic heart and lung disease.
3. Perform a thorough assessment of the cardiopulmonary system, and interpret results for use in formulating a diagnosis/treatment plan.
4. Differentiate cardiac vs. non-cardiac sources of chest pain and identify situations in which chest pain requires referral, consultation or immediate intervention (via emergency room).
5. Articulate the physiological mechanisms that support treatment techniques and risk factor reduction.
6. Design appropriate and safe intervention (or prevention) protocols for a given acuity of heart or lung disease, and adjust a given intervention, given a change in the patient's performance or medical status.
7. Identify normal/abnormal heart rhythms, and make appropriate application to patient intervention.
8. Demonstrate knowledge of basic cardiac and pulmonary pharmacology.
9. Recognize signs symptoms of cardiac or respiratory distress/failure, and make appropriate referrals for medical follow up as necessary.
10. Determine when cardiovascular/pulmonary abnormalities should preclude the initiation of exercise.
11. Interpret results of pulmonary function tests for use in diagnosing restrictive vs. obstructive lung disease.
12. Design and implement a program of pulmonary hygiene given the patient's diagnosis, assessment results, Chest X-Ray results and current medical status.
13. Identify signs/symptoms that call for immediate medical attention and appropriately discern conditions that will and those that will not benefit from Physical Therapist intervention.
14. Articulate psychosocial and cultural factors that facilitate or impede recovery and rehabilitation.
15. Identify members of the cardiac and pulmonary rehabilitation teams, and articulate the role each plays in recovery.
16. Articulate the indications for aerobic and anaerobic exercise as a component of recovery/rehabilitation.
17. Instruct the patient and family members to safely carry out a home treatment program.
18. Identify indications for cardiac and pulmonary assessment and intervention procedures, and apply results to the formation of an intervention plan.
19. Identify cardiac/pulmonary implications of specific diseases, and make appropriate shifts in PT interventions as necessary.
20. Be familiar with physiologic monitoring devices used in acute/intensive care settings, and use information gathered from such devices in treatment planning.
21. Plan appropriate physical therapy treatments for patients following thoracic surgery.
22. Demonstrate ability to perform differential diagnosis for major categories of cardiac and pulmonary disorders.
23. Demonstrate by written examination knowledge and skill in the above areas.

PT 647 Pediatric Practice Management

Prerequisites, PT 522, 522L, 523, 523L. This course prepares physical therapy students to deliver patient care to their pediatric clients in all practice settings. Patient examination, evaluation, goal setting, and intervention will be discussed in relation to commonly encountered pediatric diagnoses. Environmental, cultural, legislative, and legal issues that affect the delivery of care are explored. (Offered summer.) 3 credits.

Course Objectives:

1. State major developmental theories and principles and identify how each theory would affect a pediatric physical therapy evaluation and intervention.
2. Discuss components of normal and abnormal motor development.
3. Identify components of development which are abnormal at different stages of development.
4. Understand components of a pediatric physical therapy evaluation and choose components appropriate for a specific case.
5. Discuss the etiology, risk factors, and physical sequela for the following pediatric disorders:
   1. Preterm infant.
   2. Developmental delay/ high risk infant.
   3. Cerebral Palsy.
   4. Down Syndrome.
   5. Pediatric Traumatic Brain Injury.
   6. Pediatric Spinal Cord Injury.
   7. Autism.
   8. Pervasive Developmental Disorder.
   9. Developmental Coordination Disorder.
   10. Orthopaedic Disorders.
   11. Spinal Bifida.
6. Identify the general purpose of a screening, assessment, and evaluation tool; discuss how to choose an appropriate tool; and be familiar with the tools discussed in class.
7. Discuss treatment options for the pediatric client utilizing NDT, SI, and Systems Theory.
8. Discuss different settings in pediatric practice and differences in the physical therapy goals for each setting.

PT 650 Scientific Inquiry I

Prerequisite, enrolled in the DPT curriculum. This course is the first step in making students critical consumers of the scientific literature related to the practice of healthcare, specifically physical therapy. Basic research approaches with application to physical therapy are reviewed in a lecture and seminar format. These research approaches include descriptive research, grounded theory research to experimental designs and others with an emphasis on clinical applications. The concepts associated with Evidence Based Medicine will be introduced. (Offered fall semester.) 3 credits.

Course Objectives:

1. To produce responsible clinicians who are critical consumers of the scientific literature related to the practice of healthcare, specifically physical therapy.
2. To provide the background for clinicians to conduct research in a clinical practice.
3. The student will be familiar with various internet based search engines and proficient in their use to search literature pertinent to the field of physical therapy.
4. Analyze, critique, and interpret research in physical therapy (practice, research and education) and related literature.
5. Assess published studies for the adequacy of research hypothesis, design, methodology (statistics), and appropriateness of analysis, discussion, and conclusions.
6. Appreciate the need for research in physical therapy.
7. Categorize research articles according to Sackett's model of EBP.
8. Critically evaluate current physical therapy practice using research literature.
9. Recognize deficiencies in research and general literature related to physical therapy and propose improvements in selected research studies.
10. Evaluate research findings for potential utilization in physical therapy practice.
11. Employ the concepts of Evidence Based Practice in their evaluation and treatment of patients.
12. Construct a single subject/case study with layout and technical writing format consistent with published research in the field of physical therapy.

PT 651 Scientific Inquiry II

Prerequisite, PT 650. This course is the second in the series with introduction of specific descriptive and inferential statistics introduced through lecture and review of current literature. Students continue to develop critical reading and writing skills with production of potential research proposals based on designs discussed in class. (Offered summer semester.) 2 credits.

PT 660 Directed Research I

Prerequisite, PT 650, consent of instructor. This course is the first in a series of four courses designed to guide students through an independent faculty-sponsored research project. In this course, students select a topic and complete a review of the literature as they develop a research hypothesis. (Offered summer.) 1 credit.

Course Objectives:

1. To teach the student to review the literature and write up the results as an initial step in a complete research project.
2. At the completion of this course, the student will have completed a literature review on an approved topic.
3. At the completion of this course, the student will have written the introduction (including background or literature review section) of a research proposal.
4. At the completion of this course, the student will be able to compare and contrast the different methods available for answering their research hypothesis.

PT 661 Directed Research II

Prerequisites, PT 650, 660, consent of instructor. This course is the second in a four-semester series of courses designed to guide students through an independent faculty-sponsored research project. In this course, students continue to work on their research project as they integrate their knowledge of experimental design and statistics and begin to implement the methods. (Offered fall semester.) 1 credit.

Course Objectives:

1. To complete a research proposal for submission to the Chapman University Institutional Review Board.
2. At the completion of this course, the student will have written the introduction (including background or literature review section) of a research proposal.
3. At the completion of this course, the student will be able to compare and contrast the different methods available for answering their research hypothesis.

PT 665 Diagnostic Imaging

Prerequisite, PT 510 (with a grade of C or better). This course will familiarize the DPT student with clinical interpretation of orthopedic imaging including plain film x-ray, magnetic resonance and computerized tomography films. Selection protocols will be discussed to acquaint the student with advantages and disadvantages of each method and what type of information each technique best presents. This course will focus on the clinical interpretation and integration of imaging data into rehabilitation regimen design, outcome assessment and communication with other medical professionals. (Offered summer semester.) 1 credit.

Course Objectives:

1. Explain concepts of plane film x-ray, MRI, CAT, and nuclear isotope image production.
2. Explain the rationale behind selection of imaging techniques in diagnostic workups and design of patient care.
3. Understand the language and nomenclature of radiology so as to effectively communicate with other medical professionals.
4. Understand common views utilized in radiology, the structures best displayed by specific views, and protocol for selection of particular views.
5. Apply knowledge of anatomy and radiology to the interpretation of radiographic images, assess patient status, and create a working or differential diagnosis.
6. Recognize and identify normal orthopedic radiological anatomy.
7. Recognize the radiographic appearance of common musculoskeletal pathologies encountered in physical therapy practice including: fractures and soft tissue trauma, arthritidies, metabolic disorders, and benign and malignant tumors.
8. Understand the radiographic appearance of orthopedic hardware, recognize appropriate placement of hardware, and determine resulting bone stability.
9. Understand radiographic appearance of bone healing stages.
10. Apply radiographic knowledge and interpretation of patient film images to the design of medically appropriate rehabilitation treatment regimens.

PT 670 Cultural Diversity and Commitment to Caring

A seminar, lecture, and discussion course involving the study of oppression theory followed by issues of racism, sexism, and homophobia. The social, legal, and professional impact will be analyzed from the historical perspective with attention to the current and future implications for the practice of physical therapy. (Offered fall semester.) 2 credits.

PT 671 Physical Therapy Ethics

Prerequisite, enrolled in Physical Therapy Program. This course is an overview of basic ethical principles relevant to the patient-provider role. Dilemmas frequently encountered in physical therapy in both clinical and research settings are integrated into the course content. The course is conducted in a lecture/seminar format. (Offered summer semester.) 3 credits.

Course Objectives:

1. At the end of the course, students should be able to analyze ethical dilemmas and make ethically defensible decisions as they relate to patient care and professional conduct.
2. Identify and analyze basic ethical dilemmas in research and in the delivery of patient care.
3. Demonstrate an understanding of basic ethical principles as they relate to research and patient care including but not limited to Rights Ethics, Duty Ethics, Utilitarianism, Virtue Ethics, Religious Ethics and Pragmatism.
4. Demonstrate the ability to implement basic bioethical models in decision making.
5. Identify ethical principles and values in case studies and formulate problem solving strategies consistent with bioethical models of decision making.
6. Create a response to ethical dilemmas which integrates basic ethical principles and designs an implementation strategy which maximizes the positive outcomes.
7. Demonstrate an understanding of the standards of practice (PT and PTA), the professional code of ethics and integrates them in an ethical decision making process.
8. Understand and debate moral character theory, moral obligations, moral decisions and moral development.
9. Apply the concept of patient's rights and autonomy especially those related to informed consent and confidentiality when criticizing current patient practice and research procedures.
10. Recognize and judges personal biases as they relate to patient care.
11. Seek to identify and then balance personal beliefs with an informed respect for patient autonomy when developing a treatment program.
12. Present an ethical dilemma to the class which is thorough and persuasive and solicits/generates class discussion. The presenter must then develop a new response to the dilemma incorporating the worthy suggestion received from the class to arrive at a more morally inclusive course of action.
13. Adapt treatment plans to accommodate changing patient preferences.
14. Evaluate the linkages between autonomy, consent, veracity, deception, and confidentiality.
15. Formulate a personal approach to patient care which includes compassionate caring, professional distance and respect for diversity.
16. Discuss in detail the legal requirements for recognizing and reporting domestic violence, child abuse and elder abuse as well as the major requirements of the American's With Disabilities Act.
17. Understand and debate the link between moral reasoning (Reid, Kohlberg) and practice competency and master clinician status.
18. The student will be able to analyze the components of a commitment to patient or client care that exemplifies the attributes of a professional. This includes but is not limited to:
    1. adjusting his/her schedule to meet patient or client needs.
    2. listening to patient or client concerns with compassion.
    3. displays sensitivity to patient or client needs beyond traditional treatment role.
19. Internalizes an understanding that the practice of physical therapy requires a professional commitment.
20. The student will appreciate and be able to:
    1. identify a variety of mechanisms to provide pro bono services.
    2. describe the intrinsic rewards of providing pro bono services.
    3. assess whether services should be provided on a pro bono basis or whether billing is appropriate.

PT 690 Clinical Affiliation

Prerequisite, enrolled in physical therapy curriculum, consent of instructor. This course gives students additional work experiences and practice related to the major of physical therapy. The course may not be used to substitute for required clinical practica or internship courses. Work hours for credit determined by instructor. P/NP. (Offered as needed.) ½ - 3 credits.

Course Objectives:

1. At the completion of this course, the student will have met specified objectives written by student, course instructor, and clinical instructor pertaining to identified skills in physical therapy.
2. These objectives are written prior to the experience, and formulate the learning agreement between the student, school, and facility.

PT 691 Clinical Practicum II

Prerequisite, PT 591. Continuation of clinical education, behavioral expectations for physical therapists, and clinical opportunities to practice physical therapy skills in selected areas of health care. P/NP. (Offered fall semester.) 1 credit.

Course Objectives:

1. Validate measurement by his or her documentation when using Generic Abilities and the Clinical Performance Instrument.
2. Develop a plan and/or demonstrate methods for patient education.
3. Employ risk management ideas presented in course when applied to prevention of sexual harassment and covert bias in evaluation, informed consent, and patient relations.
4. Describe various options for professional development and identify means for achieving growth.
5. Analyze selection of continuing education course and application of continuing education for one's professional development.
6. Differentiate between academic degrees, clinical degrees, specialization, residencies and fellowships and examine how these structured programs influence student's professional development.
7. Discuss the benefits of providing service and its relationship to professional development.
8. Describe the causes of burnout, recognition of burnout in self and others, and examine means for prevention of burnout.
9. Interpret differences between leadership and management.
10. Demonstrate safe and professional conduct in the clinical settings at all times.
11. Duplicate various techniques and skills learned thus far in the curriculum on actual patients in a clinical setting after given practice and feedback.

PT 692 Clinical Experience I

Students are in a supervised clinical education experience in the community. This 12-week experience allows students to develop skills in patient care and management that are necessary for entry-level clinical competence for physical therapy practice. P/NP. (Offered spring semester.) 6 credits.

PT 693A Clinical Experience IA

Corequisite, PT 693B. Students are in a supervised clinical education experience in the community. This 6-8-week experience allows students to develop skills in patient care and management that are necessary for entry-level clinical competence for physical therapy practice in a different facility from the experience in PT 693B. P/NP. (Offered spring semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 90% on visual analog scale for 11 performance criteria, within the remaining 19 performance criteria (numbers 6-24).
3. Perform at least 65% on visual analog scale for 8 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 6 week only experience.
4. Perform at least 75% on visual analog scale for 8 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 8 week experience.

PT 693B Clinical Experience IB

Corequisite, PT 693A. Students are in a supervised clinical education experience in the community. This 6-8 week experience allows students to develop skills in patient care and management that are necessary for entry-level clinical competence for physical therapy practice in a different facility from the experience in PT 693A. P/NP. (Offered spring semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 90% on visual analog scale for 11 performance criteria, within the remaining 19 performance criteria (numbers 6-24).
3. Perform at least 75% on visual analog scale for 8 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 6 week only experience.
4. Perform at least 85% on visual analog scale for 8 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 8 week experience.

PT 701 Professional Self-Assessment

Required of all students. Prerequisite, admission to the transitional DPT program. This course provides for the use of a portfolio process for self assessment of professional knowledge and skills, for decision making regarding course work to be completed in a post-professional curriculum, and for communication of assessment results with faculty. (Offered as needed.) 3 credits.

PT 702 Critical Inquiry into Literature and Professional Information

Prerequisite, admission to the transitional DPT program. This course is a lecture and seminar course that will focus on developing the skills needed for evaluating, critiquing, and consuming the literature germane to physical therapy practice. Current journal articles, texts, and online resources will be used in the course to develop critical reading and writing skills. (Offered as needed.) 3 credits.

PT 710 Imaging and Diagnostic Testing

Prerequisite, PT 701, or consent of instructor. This course includes lecture, seminar, and laboratory components that will focus on the application and interpretation of commonly used imaging techniques and diagnostic tests. Current texts, journal articles, image software, online resources, radiographic images, clinical problems, and case studies will be used. (Offered as needed.) 3 credits.

PT 711 Applied Pharmacology

Prerequisite, PT 701, or consent of instructor. This course provides the foundational understanding of pharmacology for physical therapists to provide optimal patient management to patients who are taking prescription and non-prescription medications. The general principles of pharmacokinetics and pharmacodynamics are presented as well as the mechanism of action of common groups of medications that influence the musculoskeletal, neuromuscular, cardiopulmonary and integumentary systems. (Offered as needed.) 3 credits.

PT 720 Screening Examinations

Prerequisite, PT 701, or consent of instructor. This course is designed to prepare the transitional DPT student to complete a screening examination to determine the need for prevention services, further examination by a physical therapist, or referral to another practitioner and to conduct screening examinations for clients/patients through the lifespan. (Offered as needed.) 2 credits.

PT 721 Advanced Practice Management I

Prerequisite, PT 701, or consent of instructor. This course is part one of a two part course examining sources of knowledge for effectiveness in patient/client management for the four practice areas: musculoskeletal, neuromuscular, integumentary, and cardiopulmonary. In part one, students study systems for evaluating evidence and knowledge through discussion, activities, readings, lectures and applying concepts to patient screening, examination, evaluation, diagnosis, and prognosis. (Offered as needed.) 3 credits.

PT 722 Advanced Practice Management II

Prerequisite, PT 721, or consent of instructor. This course is part two of a two part course examining sources of knowledge for effectiveness in patient/client management for the four practice areas: musculoskeletal, neuromuscular, integumentary, and cardiopulmonary. In part two, students study systems for evaluating evidence and knowledge through readings, lectures, and discussions and for applying concepts to the plan of care, interventions and outcomes assessment. (Offered as needed.) 2 credits.

PT 723 Differential Diagnosis

Prerequisite, PT 701, or consent of instructor. This course presents information that will enable a physical therapist to function efficiently as a primary care giver in the health care community. Emphasis will be placed on the integration of information obtained from testing and measurement procedures to differentiate conditions appropriate for treatment by physical therapists from pathologies that warrant referral to appropriate specialists and on the establishment of a physical therapy diagnosis. Lifespan pathological conditions for the four practice areas of musculoskeletal, neuromuscular, integumentary, and cardiopulmonary will be stressed. (Offered as needed.) 3 credits.

PT 730 Physical Therapy Ethics for Practitioners

Prerequisite, PT 701, or consent of instructor. This course is an overview of basic ethical principles including, but not limited to, autonomy, beneficence, nonmaleficence, veracity, and justice as well as an examination of the feminists' approach to medical ethics. In addition, models of health care delivery are examined and evaluated for compliance with basic principles of fair resource allocation. Dilemmas frequently encountered in physical therapy in both clinical and research settings are integrated into the course content. The course is conducted in a lecture/seminar format and is intended for students enrolled in the transitional DPT curriculum. (Offered as needed.) 3 credits.

PT 731 Professional Leadership and Development

Prerequisite, PT 701, or consent of instructor. This course addresses current and future professional, legal, and ethical issues related to physical therapy practice, education, and research and prepares students for leadership roles as change agents in the profession. Students examine evolving roles for the profession as affected by such factors as changing societal demands, trends in health care, government regulations, and the expanding body of knowledge. (Offered as needed.) 3 credits.

PT 738 Advanced Patient/Client Management and Therapeutic Exercise

Prerequisites, good academic standing in the final year of the professional DPT curriculum. In this culminating course in the professional curriculum, the anatomical/physiological bases for patient/client practice management are combined with the available evidence for managing patients with multiple diagnoses and complex pathologies/impairments. Students consider cultural, psychological, and administrative aspects of patient care including supervision of students and physical therapist assistants. (Offered spring semester.) 2½ credits.

Course Objectives:

1. Practice in a manner consistent with legal, ethical, and best administrative standards.
2. Use clinical judgment and current knowledge and theory obtained from using information technology to support clinical decisions.
3. Use teaching and learning principles to effectively educate patients, students, PTAs, peers, and others using culturally appropriate methods to meet the needs of the learner.
4. Examine patients/clients using culturally appropriate tests and measures including a body systems review, environmental factors including leisure or reintegration, ergonomics, joint integrity and mobility, motor function and gait, muscle performance, neurodevelopmental integration, pain, posture, range of motion, orthotic and prosthetic needs, and self-care management.
5. Use the patient/client management model to establish diagnosis, prognosis, and a plan of care with specific goals and outcomes.
6. Deliver and manage a plan of care for patients/clients including those with complex or multiple diagnoses.
7. Provide interventions to achieve the goals and outcomes including therapeutic exercise, functional training, manual therapy, orthotic/prosthetic devices, airway clearance, integumentary repair and protection, and physical agents.
8. Determine those components of the patient/client management model that may be directed to a PTA or practiced by a student in the clinical environment.
9. Practice using risk management principles.
10. Respond effectively to patient/client and environmental emergencies in the practice setting.
11. Conduct outcomes assessment for the individual patient/client and for groups of patients/clients.
12. Modify the plan of care or protocols for care based upon the analysis of outcomes data.
13. Use principles of prevention, health promotion, fitness and wellness for client management.
14. Provide first-contact care through direct access to patients/clients in all practice domains.
15. Provide competent care in all practice settings and across the continuum of care, including case management, consultation, and patient advocacy.
16. Refer patients/clients to other practitioners or peers when appropriate.
17. Participate in self and peer assessment of evidence-based practice and effectively deal with positive and negative outcomes resulting from assessment activities.

PT 740 Advanced Clinical Internship

Prerequisite, PT 722, or consent of instructor. Student to develop and practice clinical decision making by utilizing evidence-based practice (EBP) in the workplace, promoting EBP to the community, and demonstrating application of program content to the clinical setting. Student and faculty to identify specific areas of program content which are to be emphasized in clinical setting. May be repeated for credit. (Offered as needed.) 2-6 credits.

PT 742 Geriatric Practice Management

This lecture and laboratory course develops students' skills in the management of patients with general medical conditions, with an emphasis on the acute care setting. Basic patient handling, functional training and gait training skills are emphasized while students incorporate examination findings in their treatment choices. This course also includes a unit on wound management. (Offered spring semester.) 3 credits.

PT 748 Wellness and Complementary Medicine

This course prepares physical therapy students to incorporate their knowledge about nutrition, wellness, and alternative approaches to health care into the delivery of excellent patient care. Students will integrate information related to diet, nutrition, and wellness behavior from courses in applied human physiology and cardiopulmonary practice management into comprehensive physical therapy treatment plans for patients in all likely settings. In addition, students will become familiar with commonly encountered treatment approaches that fall under the umbrella of "alternative" or "complementary" medicine. The emphasis of this portion of the course is the scientific evidence related to these approaches. (Offered spring semester.) 3 credits.

PT 752 Scientific Inquiry III

Prerequisites, PT 650, 651. The third course in the series which will apply the topics of evidence based practice, research design, statistics, critical reading, and scientific writing to a case report and an approved group or individual project for poster presentation. (Offered spring semester.) 1 credit.

PT 762 Directed Research III

Prerequisites, PT 650, 660, 661, consent of instructor. This course is the third in a four-semester series of courses designed to guide students through an independent faculty-sponsored research project. In this course, students continue to work on their research project as they update their review of the literature and methods and collect data. (Offered as needed.) 1 credit.

PT 763 Directed Research IV

Continuation of PT 660, 661, 762, Directed Research I, II, III; Data analysis is completed and the manuscript reaches a final acceptable form. A poster presentation of the research project may be required. (Offered as needed.) 1 credit.

PT 771 Responsible Leadership and Administration

Prerequisite, enrolled in the DPT curriculum. This course is a study of the theoretical, historical, and philosophical underpinnings of various aspects of management related to the administration of physical therapy services. During the course the student will gain an understanding of basic management science including organizational theory and behavior, compliance ethics and normative ethics in health care administration. (Offered spring semester.) 4 credits.

Course Objectives:

1. Examine and implement Management Sciences including:
   1. Organizational Theory.
   2. Organizational Theory.
   3. Decision Analysis Theory.
2. Be knowledgeable in compliance ethics, the various federal and state regulations that govern administrative practices, including but not limited to OSHA and ADA.
3. The student will learn the major leadership frameworks from a normative ethics perspective which balances the concerns of the organization, the patient and the employees.
4. Recognize pro bono services are a professional and organizational duty with limitations as well as social expectations.
5. Analyze theories of motivation and leadership and select the most appropriate theory as a foundation for effective administration in a variety of settings to be assigned by the instructor.
6. Assess the hierarchy in the decision-making matrix for appropriateness in resolution of problems based on a parallel hierarchy of management responsibilities.
7. Construct a system to assure accountability and professionalism among professional staff for patient care.
8. Analyze frequent conflicts of interest which arise in practice and organize responses using veracity as one of the guiding principles.
9. Debate wrongdoings such as sexual harassment, fraud and drug abuse by professionals.
10. Analyze Whistle-blowing as an individual response to wrongdoing from the perspective of justice and weighed against the emotional and often monetary repercussions.
11. Examine in depth administrative responsibilities including but not limited to OSHA and personnel legislation.
12. The student will analyze the skills necessary to impact legislation and regulations.
13. Understand other major health care delivery models outside the U.S. and will be able to identify elements that are worthy consideration in a revised U.S. system.
14. Appreciate and be able to:
    1. Identify the responsibility to contribute time, energy, or money to voluntary associations.
    2. Plan participation in social agencies and advocacy groups.
    3. Identify a variety of mechanisms to provide pro bono services.
    4. describe the intrinsic rewards of providing pro bono services.
    5. Assess whether services should be provided on a pro bono basis or whether billing is appropriate.
15. The student will present a case study of an administrative ethical dilemma and lead the class discussion to arrive at an ethically acceptable resolution of the dilemma based on normative theory.
16. The student will be able to discuss the responsibilities of case management and will be familiar with the certification process to become a case manager.

PT 782 Applied Administration

Prerequisite, enrolled in PT program. Study of the theoretical, historical, and institutional components of various aspects of management of personnel, business management, and legal considerations in management which are related to the administration of physical therapy services. (Offered spring semester.) 2 credits.

Course Objectives:

1. Manage human and material resources and services to provide quality, efficient, and cost-effective physical therapy services based on the patient's or client's goals.
2. Acquire a thorough knowledge of the expectations for successful licensure.
3. Participate in management planning.
4. Participate in the implementation of an established marketing plan and related public relations activities.
5. Provide consultation (advise based on expertise) to individuals, businesses, schools, government agencies, or other organizations.
6. Acquire a basic understanding of Economic Science including the basics of accounting, budgeting and reimbursement.
7. Develop job descriptions.
8. Develop a resume.
9. Develops a marketing plan for a private practice in three separate and different environments.
10. Analyze the Practice Act (PT & PTA) for the state in which the student plans to practice.
11. Develops and applies policies, procedures and guidelines to assess effective and safe performance of delegated tasks. The student will develop a detailed risk management plan for a private practice setting.
12. Develops a marketing strategy for services and a public relation activities to target audiences.
13. Organize and engage/ people in the work setting.
14. Design a work place setting that demonstrates efficiency.
15. Create a budget and develop a system for invoice tracking, accounts payable and receivable.
16. Debate the role of consultants and case managers in PT practice.
17. The students will include a business plan for one division of their group practice setting project.

PT 790 Special Topics in Physical Therapy

Advanced supervised group study or research on a special topic. Examples of topics include innovative practice areas (such as sports, women's health, oncology, alternative practice), emerging delivery areas (such as direct access, under served populations, fee for service), education, administrative, or research. (Offered as needed.) 1-3 credits.

PT 793 Clinical Experience II

Prerequisites, PT 693A, 693B, or 692, enrolled in physical therapy curriculum. Continuation of PT 692, or 693A, and 693B series. P/NP. (Offered fall semester.) 6 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for 15 performance criteria, within the remaining 19 performance criteria (numbers 6-24).
3. Perform at least 90% on visual analog scale for 4 performance criteria, within the remaining 19 performance criteria (numbers 6-24).

PT 794A Clinical Experience IIA

Prerequisites, PT 693A, 693B, or 692. Corequisite, PT 794B. Continuation of PT 692 or 693A and 693B series. P/NP. (Offered fall semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for 15 performance criteria, within the remaining 19 performance criteria (numbers 6-24).
3. Perform at least 85% on visual analog scale for 4 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 6 week only experience.
4. Perform at least 90% on visual analog scale for 4 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 8 week experience.

PT 794B Clinical Experience IIB

Prerequisites, PT 693A, 693B, or 692. Corequisite, PT 794A. Continuation of PT 692 or 693A and 693B series. P/NP. (Offered fall semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for 15 performance criteria, within the remaining 19 performance criteria (numbers 6-24).
3. Perform at least 85% on visual analog scale for 4 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 6 week only experience.
4. Perform at least 90% on visual analog scale for 4 performance criteria, within the remaining 19 performance criteria (numbers 6-24), if on 8 week experience.

PT 795 Clinical Experience III

Prerequisites, PT 794A, 794B or 793, enrolled in physical therapy curriculum. Continuation of PT 793 or 794A and 794B series. P/NP. (Offered summer semester.) 6 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for the remaining 19 performance criteria (numbers 6-24).

PT 796A Clinical Experience IIIA

Prerequisites, PT 794A, 794B or 793. Corequisite, PT 796B or 796C. Continuation of PT 793 or 794A and 794B series. P/NP. (Offered summer semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for the remaining 19 performance criteria (numbers 6-24).

PT 796B Clinical Experience IIIB

Prerequisites, PT 794A, 794B or 793. Corequisite, PT 796A. Continuation of PT 793 or 794A and 794B series. P/NP. (Offered summer semester.) 3 credits.

Course Objectives:

1. Perform at entry-level competence in performance criteria #1-5 in the Clinical Performance Instrument.
2. Perform at least 95% on visual analog scale for the remaining 19 performance criteria (numbers 6-24).

PT 796C Clinical Experience IIIC

Prerequisites, PT 793, or 794A, and 794B. Corequisite, PT 796A. A specialized internship on a contractual basis designed to allow the student to pursue an area of physical therapy practice in greater depth. P/NP. (Offered summer.) 3 credits.

Course Objectives:

1. At the completion of this course, the student will have meet specified objectives written by student, course instructor, and clinical instructor pertaining to project and to clinical performance.
2. These objectives are written prior to the experience, and formulates the learning agreement between the student, school, and facility.

PT 796I International Clinical Experience

Prerequisites, PT 793, or both 794A, and 794B. Corequisite, PT 796A. A specialized international internship on a contractual basis designed to allow students to pursue an area of physical therapy practice in a foreign country. P/NP. (Offered summer.) 3 credits.

Course Objectives:

1. At the completion of this course, the student will have met specified objectives written by the student, course instructor, and clinical instructor pertaining to project and to clinical performance.
2. These objectives are written and approved prior to (or early in) the experience, and constitute the learning agreement between the student, school, and facility.

PT 799 Independent Study

Advanced supervised individual study or research on a special topic, problem or current professional issue. (Offered as needed.) 1-3 credits.