Program Director P. A. Catlin, Ed.D.
Professors P.A. Catlin, Ed.D., S. Wolf, Ph.D.
Associate Professors J. Banja, Ph.D., A. Greenspan, Dr.P.H., R. Segal, Ph.D.
Assistant Professors J. Bridgeford, M.A.C.T., Z. Kapasi, Ph.D., J. Morgan, M.Ed., P. Nichols, M.S., L. Riolo, Ph.D.
Instructors S. Freed, M.M.Sc., B. Greene, M.M.Sc., B. Greenfield, M.M.Sc., N. Humberstone, M.M.Sc., R. Nyberg, M.M.Sc., M. Wooden, M.S.
Instructors (Clinical) P. Bridges, M.M.Sc., P. Buttram, B.S., N. Byrd, M.S., S. Callaway, B.S., B. Carroll, M.S., S. Clark, M.S., D. Everett, M.A., S. Kraus, B.S., J. Kreutz, B.A., E. Martin, B.S., S. Thompson, B.S., M. Travis, B.S., J. Winfree, M.Ed., A. Wyatt, M.M.Sc.
The master of physical therapy (M.P.T.) degree program is a component of the Division of Physical Therapy, Department of Rehabilitation Medicine. A professional, physical therapy curriculum was first offered by the Division of Physical Therapy in 1975 as a post-baccalaureate certificate program and then changed to the professional level master of physical therapy degree program in 1983. The Division of Physical Therapy includes educational, research, and clinical programs. The mission of the division is presented below with objectives and curriculum information for the master of physical therapy degree program.
The mission of the Division of Physical Therapy is to create an environment that facilitates the health, growth, and education of patients, students, and faculty through the exploration and implementation of innovative concepts and models in the field of movement science applied with a concern for human values. The Division of Physical Therapy is committed to proactive, caring leadership in the pursuit of excellence in scientific inquiry and in the application of scientific principles that allow optimal function in clients of all ages and levels of ability. The students and faculty will pursue independent thought and learning over a lifetime, and experience the intrinsic rewards of individual effort and of membership in the physical therapy profession and in local, national, and international health care and scientific communities.
The master of physical therapy degree program is designed to:
a. Understanding and applying concepts and principles of movement science.
b. Using critical thinking and problem solving in planning, implementing, and assessing both clinical and scientific practices.
Students obtain basic competencies essential for physical therapy practice and for developing leadership skills within the profession. In addition, students in the M.P.T. program conduct a research project and study in advanced specialized areas.
The practical application of physical therapy skills is based on a concept of health care with three major characteristics. First, the welfare of the client is the basis of health care. Second, health care is dynamic, and changes are constantly being made to incorporate advances in methods and in delivery of care. The scope of health care today includes the promotion of health and an emphasis on rights and responsibilities of clients. Third, the quality of health care depends on the extent to which the needs of the individual client are met. Optimal, functional movement is the goal of physical therapy.
Students develop competencies in the entry-level program using the problem-solving process to demonstrate expertise in applying a theoretical framework of basic, behavioral, social, and medical sciences to: (1) participation in planning, implementing, and evaluating the teaching/learning process; (2) provision of physical therapy therapeutic services; (3) an active recognition of the rights and dignity of the individual in planning and administering programs of care; (4) use of basic principles of research in critical analysis of concepts and findings generated by self and others; (5) participation in the administration of a defined physical therapy service; and (6) consultation with others for the purpose of providing comprehensive care.
The educational program promotes attainment of the foregoing competencies in the following ways. First, the problem-solving approach is used to identify and affect the needs of the client and of the health care system. The physical therapist identifies and resolves health care problems through program planning that relates to an individual client, a specialty area, and the total health care system. This problem solving requires consideration of the theoretical framework of medical science and psychosocial areas, as well as use of process skills relating to the practice of physical therapy. In each of the above contexts, the physical therapist identifies a need and alternative program plans for meeting that need, selects the most appropriate plan, implements the plan, and then evaluates and modifies the plan as necessary. The physical therapist, other health workers, the client, and the health care system are all involved and must be considered in solving specific movement problems.
Second, the teaching/learning process is demonstrated and applied in all contexts. The learning process is presented as it applies to the student's own learning, both during and after completion of the program. Continued learning is stressed as essential to staying abreast of recent findings and theory related to client care.
Third, the physical function or dysfunction of the client and/or the use of therapeutic measures to improve function is the physical therapist's area of expertise. Generally, physical therapists are specialists in motor behavior, which encompasses the neuromusculoskeletal, pulmonary, and cardiovascular systems. The theoretical bases in the medical sciences for this area of expertise include human growth and development, clinical evaluation measures, therapeutic procedures, and health services management. Knowledge and skills in these areas are naturally sequenced, i.e., birth to aging, function to dysfunction, and general to specific. Learning in the content areas is integrated--classroom experiences with clinical experiences, and content areas with process skills.
Fourth, an active recognition of the rights and dignity of the client is emphasized in all aspects of the program.
Finally, in addition to skills discussed above, skills relating to research, administration, and consultation are observed and practiced by the student in both the clinic and the classroom.
The master of physical therapy curriculum is approved and accredited by the Commission on Accreditation in Physical Therapy, 1111 North Fairfax Street, Alexandria, VA 22314, 704-706-3245. Graduates are eligible to take the licensing examination required for the practice of physical therapy.
Admission requirements are reviewed and revised annually. Applicants should verify current requirements with the Division of Physical Therapy and should be sure to use the current application materials. The following requirements must be satisfied for admission:
Applicants must possess certain skills in order to master the educational content of the physical therapy program at an acceptable level of performance within the time frames both provided in the curriculum and required for professional competence. These skills are needed to improve or maintain patient health by preventing and/or alleviating disability and improving independence of function; to achieve goals of physical therapy care that engage the greatest possible degree of patient motivation and cooperation within resource constraints; and to provide for periodic revision and appropriate discontinuation. This regimen should be appropriate to the patient's progress and physical and psychosocial status. All professional service must be provided in a manner that assures safety of clients, professionals, and technical staff.
Skills fundamental to the physical therapy profession and curriculum include:
I. Participate in all phases of the educational program within the required time frame, including demonstrating comprehension of all classroom, clinical, and any other required learning experiences through performance and/or examination in order to:
A. Acquire all the specific skills and experiences necessary to successfully complete the physical therapy program and become eligible for licensure.
B. Apply basic principles of the scientific method in reading and interpreting professional literature, performing research, and critically analyzing new concepts and findings provided by others. Components of the scientific method include:
C. Apply basic theoretical concepts in designing, implementing, and evaluating treatment regimens and in educating patients, families, and health care personnel involved in the patient's care. Components of education include:
II. Function appropriately in interpersonal relationships by exhibiting use of good judgment, empathy, reliability, and emotional stability; must possess the abilities to practice appropriately in stressful situations and to work acceptably with others in order to:
A. interact with patients and families in a manner which provides the desired psychosocial support by:
B. Demonstrate safe, ethical, and legal practice as stated by the profession.
C. Engage the greatest possible degree of patient motivation and cooperation in evaluation and treatment.
D. Function effectively with other health care practitioners in providing appropriate patient care and in improving the quality of patient care.
E. Respond to ideas and techniques that might be more appropriate, effective, or safe.
III. Communicate effectively with patients, their families, and health care practitioners in order to:
A. Instruct, confer, and integrate appropriate patient treatment with other aspects of patient care.
B. Stimulate motivation and cooperation in treatment, and assist in the alleviation of anxiety.
C. Teach patients and their families procedures necessary for continued care.
D. Participate in the planning, organization, and control of a physical therapy service.
IV. Function appropriately in professional practice in order to:
A. Review and evaluate patient needs; specify which definitive physical therapy procedures are indicated by administering and analyzing the results of tests, measurements, and evaluations, including: gait analysis, vital signs, strength, coordination, joint range, and capsule integrity.
B. Plan and prepare treatment programs that:
C. properly administer and/or modify physical therapy treatments in order for patients to safely perform functional activities.
The director of the Division of Physical Therapy welcomes questions or inquiries from individuals with disabilities regarding the standards and their application to each individual's unique situation. In each case, a determination will be made as to whether the individual is qualified for admission to the program and if reasonable accommodations can be made. While the Division of Physical Therapy is prohibited by federal law from making inquiries about specific disabilities prior to admission, applicants who are selected for admission must be prepared to meet the performance standards in order to complete the program.
Students must complete a residency of eight semesters of academic study, including twenty-four weeks of full-time clinical education. Throughout the program, the student devotes a minimum of thirty hours each week to classroom, laboratory, and clinical activities. Students are advised against employment during enrollment.
Students must successfully complete all courses in sequence. Satisfactory performance includes completion of one hundred and ten semester hours with an overall average of B or above (a grade of B or above must be earned in all courses); successful completion of each clinical assignment with a grade of B or above; and recommendation for continuation each semester by the academic affairs committee.
510a. Health Services Management I
Spring. Credit, two hours.
Problems and characteristics of the health care system as an organization;
sociology of organizations and socioeconomic aspects of private, state, government, and community agencies providing physical therapy services; physical therapy professional history, licensure, and ethics and related responsibilities to the client and professional colleagues; current professional issues and roles of the therapist as
clinician, teacher, administrator, researcher, and consultant within these agencies and through the life cycle of the client..
510b. Health Services Management II
Summer. Credit, two hours.
Patient flow through the system; present and alternative mechanisms for
financing and delivering health care; health maintenance and disease prevention;
legislative impact on health and the profession of physical therapy; methods
for evaluating quality of care; evolving concepts of the health care team and
the role of the consumer.
510c. Health Services Management III
Fall. Credit, two hours.
Problems and methods of planning, implementing, and evaluating physical therapy
administration in various clinical settings. Basic management theory,
departmental planning and decision making, cost accounting, medical/legal
considerations, personnel practices, and peer review.
520a. Clinical Science I
Summer. Credit, nine hours.
Twenty-four weeks of full-time supervised clinical experience in a variety of
clinical settings. Student assignment to specific facilities is negotiated on
the basis of facility availability and student interest.
520b. Clinical Science II
Fall. Credit, twelve hours.
Continuation of full-time supervised clinical experience.
530a. Clinical Measures I
Fall. Credit, four hours.
Development of skill in the interpersonal process. Interpersonal relations and
communication processes important in implementing other process skills;
self-awareness of attitudes toward disease and disability; development of
skills in problem solving and teaching/learning; problem solving and
teaching/learning processes as basis for determining and implementing
appropriate evaluative and therapeutic measures.
530b. Clinical Measures II
Spring. Credit, five hours.
Introduction to evaluative techniques for assessing movement dysfunction.
530c. Clinical Measures III
Summer. Credit, five hours.
Physical therapy evaluation and treatment of various disorders affecting movement concurrently being studied in 543 (Analysis of Dysfunction). Includes weekly clinical experience in physical therapy management of patients with disorders being studied.
530d. Clinical Measures IV
Fall. Credit, five hours.
Continuation of 530c.
530e. Clinical Measures V
Spring. Credit, five hours.
Continuation of 530d.
540a. Dynamics of Human Movement I
Spring. Credit, three hours.
Identification of anatomical characteristics of the musculoskeletal systems of
the body; introduction to biomechanical principles of human movement; analysis
of dynamic posture, gait, and exercise.
540b. Dynamics of Human Movement II
Spring. Credit, three hours.
Continuation of 540a.
541a. Growth Process I
Fall. Credit, three hours.
Characteristics and problems of the developing human from the prenatal stage
through old age. Concepts, sequence, effects, and interactions of
perceptual-motor, cognitive, and psychosocial influences on the developing
human. The processes of individual and family reactions to stresses of disease,
disability, death, and dying are emphasized.
541b. Growth Process II
Spring. Credit, two hours..
Continuation of 541a.
542. Neuroscience
Fall. Credit, five hours..
Structure and function of the human nervous system, with emphasis on central
mechanisms. Characteristics and problems associated with normal and abnormal
sensory motor integration, central organization, and receptor mechanisms.
543a. Analysis of Dysfunction I
Summer. Credit, five hours.
Seminars and rounds with various health professionals in the study of pathophysiology and disease entities and related medical, surgical, pharmacologic management, including clinical problem solving in the integration of medical and physical therapy management of disorders associated with specific symptoms.
543b. Analysis of Dysfunction II
Fall. Credit, five hours..
Continuation of 543a.
543c. Analysis of Dysfunction III
Spring. Credit, five hours.
Continuation of 543b.
544a. Physiologic Basis of Physical Therapy I
Fall. Credit, five hours.
An integrative approach to the study of health and disease. Identification of
the physiological characteristics of the nervous, musculoskeletal, respiratory,
cardiovascular, endocrine, excretory, digestive, and reproductive systems of
the body.
544b. Physiologic Basis of Physical Therapy II
Spring. Credit, two hours..
Continuation of 544a.
550a. Clinical Research I
Summer. Credit, three hours.
Use of fundamental concepts of the inquiry process in the critical analysis of
reports of research and clinical techniques.
550b. Clinical Research II
Fall. Credit, two hours.
Development of a research proposal in an area of interest to the student and
related to ongoing departmental research and to current professional
practice.
550c. Clinical Research III
Spring. Credit, two hours.
Continuation of 550b; proposal development.
550d. Clinical Research IV
Summer. Credit, three hours. Additional hours with consent.
Continuation of 550b. Implementation of the research proposal
including data collection.
550e. Clinical Research V
Spring. Credit, four hours.
Continuation of 550d. Emphasis on data analysis and on reporting
the research orally and in journal article format.
590R. Integration Seminar
TBA. Credit, one hour.
Seminars designed to integrate didactic knowledge gained from both
courses/semesters and patient presentations with clinical problems.
Advanced electives are chosen from courses offered within the university. These elective courses are taken in the final semester of study.
638a. Advanced Analysis of Dysfunction I
Spring. Credit, three hours..
Study of genetics and related changes associated with developmental disorders.
Current research methods and findings are considered. Emphasis on
pediatric/neurologicmusculoskeletal problems.
638b. Advanced Analysis of Dysfunction II
Spring. Credit, three hours.
Readings and discussion on motor learning and motor control theory and
research. Impact of theory on practice of pediatric physical therapy. Application of theory occurs through preparation/consideration of case reports,
assessments, and physical therapy management for children with neuromotor and orthopedic disorders.
639a. Advanced Analysis of Dysfunction I
Spring. Credit, three hours.
Study of pathophysiology and related changes associated with
neuromusculoskeletal disorders, focusing on extremity dysfunction. Recent clinical and research findings related to medical, surgical, and pharmacologic management
are considered from perspectives of prevention, therapy, and palliation.
Emphasis is on orthopedic problems.
639b. Advanced Analysis of Dysfunction II
Spring. Credit, three hours.
Study of pathophysiology and related changes associated with neuromusculoskeletal disorders resulting in spinal dysfunction and related physical therapy management, including evaluation, diagnosis, and treatment. Seminars and laboratories promote development of skill in differentiating musculoskeletal dysfunctions/disorders through use of physical therapy evaluation techniques. Treatment concepts and techniques (e.g., joint mobilization and stabilization) are discussed and practiced in the context of clinical problems. Specific techniques in manual therapy are included in the course.
641a. Advanced Clinical Measures I
Spring. Credit, three hours. Prerequisite 639a.
Clinical case management of problems of extremity dysfunction, including
evaluation, diagnosis, and treatment. Seminars and laboratories promote
development of skill in differentiating musculoskeletal, neurologic, and/or
pediatric disorders/dysfunction through physical therapy evaluation techniques.
Treatment concepts and techniques (e.g. joint mobilization and stabilization)
are discussed and practiced.
644. Advanced Dynamics of Human Movement
Spring. Credit, three hours.
Reading, discussion, and cadaver dissection work as a means of identifying anatomical
and physiological characteristics of the neuromusculoskeletal system. In-depth
analysis of spinal, peripheral joint, and soft tissue structure and function
is included..
669r. Preceptorship
Each semester. Credit, two hours. Consent of instructor required.
Supervised experience in laboratory and seminar instruction in an entry-level
physical therapy curriculum.
IBS 708. Biology of Movement Control
Spring. Credit, three hours. Consent of instructor and background in neuroscience required. Readings, discussion, and laboratories in the study of movement science. Content includes current issues of peripheral elements necessary for movement (i.e., muscle and joint biomechanics) and progresses to central nervous system areas; circuitry for control of peripheral elements; and theories of motor control, motor pattern generation, and motor learning.
680. Topics in Physiology
TBA. Credit, two hours.
Reading and discussion of current concepts and research in
neurophysiology/physiology. Specific topics are based on the student's interests.
697r. Directed Study
Each semester. Credit, variable. Consent of instructor required.
Individualized study designed by student and faculty adviser; specialized
learning experiences related to student's interests not available
through formal course offerings.
698r. Readings in Physical Therapy
Spring. Credit, variable. Consent of instructor required.
In-depth review, critique, and synthesis of current literature in physical therapy, education,
research, and clinical specialty practice. Specific topics are based on the student's interests.