Health Professions Programs

Assistant Professors
D. Backus, S. Blanton, P. Bridges, S. Freed, B. Greenfield, C. Hall, J. Hoder, M. Johanson, V. Krishnamoorthy, M. Murphy, P. Nichols

Instructors
B. Davis, R. Nyberg, M. Wooden

Senior Associate
D. Waldner

Clinical Instructors
K. Bishop-Lindsay, D. Shah, P. Buttram, N. Byrd, S. Callaway, B. Carroll, K. Davis, D. Everett, S. Kraus, J. Kreutz, R. Medcalf, D. Taylor, S. Thompson, L. Tillman, M. Travis

Doctor of Physical Therapy Program
The Doctor of Physical Therapy (DPT) degree program is a component of the Division of Physical Therapy, Department of Rehabilitation Medicine. A professional, physical therapy curriculum was offered first by the Division of Physical Therapy in 1975 as a post baccalaureate certificate program and then changed to a professional level, master of physical therapy degree program in 1983 and to the doctor of physical therapy degree in 2001. 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 doctor 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 of diverse cultures. 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 will 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 Doctor of Physical Therapy degree program is designed to:

1. Provide study and competence in promoting optimal human movement and function based on the biological, behavioral, physical, and medical sciences, including:

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.

2. Prepare proactive leaders in the multifaceted roles of clinician, educator, researcher, administrator, and consultant in individual, group, and community contexts.
3. Model and instill the values that promote professionalism and caring.
4. Facilitate student commitment to independent thinking and lifelong learning and to student realization of the intrinsic rewards of these attributes.

Students obtain basic competencies essential for physical therapy practice and for developing leadership skills within the profession. In addition, students in the DPT 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 the 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 incorporated throughout the curriculum and used to identify and affect the needs of the client and 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 the basic, medical, and psychosocial sciences, in addition to 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 client, the physical therapist, other health workers and the health care system all are involved and must be considered in solving specific movement problems.

Second, the teaching/learning process is demonstrated and applied in all contexts, especially patient and colleague education. Also, 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 professional development and evidence-based practice.

Third, the physical function or dysfunction of the client and the use of therapeutic interventions 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, pathophysiology and related medical management, physical therapy, clinical evaluation measures and therapeutic interventions, 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, recognition of the rights and dignity of the client is emphasized in all aspects of the program. Study and practice in interpersonal relations occurs initially. Then these concepts and skills are applied throughout all classroom and clinical experiences.

Finally, in addition to skills discussed above, research, administration, and consultation are observed and practiced by the student in both the clinic and the classroom. The problem solving, teaching-learning, and interpersonal processes are used as the student masters concepts and strategies associated with each area. Also, the student plans, implements, and evaluates projects in each area. These projects are designed to meet the need of a specific research agenda or clinical or community setting.

The doctor of physical therapy degree curriculum is approved and accredited by the Commission on Accreditation in Physical Therapy Education, 1111 North Fairfax Street, Alexandria, Virginia 22314, telephone 704.706.3245. Graduates are eligible to take the licensing examination required for the practice of physical therapy.

Admission Requirements
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. Application materials also are available at the following division website: www.rehabmed.emory.edu/pt/. The following requirements must be satisfied for admission:

1. Applicants must hold a baccalaureate degree from an accredited college or university.
2. Applicants must submit the following: official transcripts from all institutions of higher education attended; a completed application form; Graduate Record Examination (GRE) scores (institutional code 5187); a brief written statement that includes professional goals, perception of the role of physical therapy, and a brief autobiographical sketch; and recommendation forms completed by three referees, which should include a physical therapist familiar with the applicants suitability for the profession, an undergraduate or graduate advisor, an instructor in a major field, or an employer. A minimum Grade Point Average (2.8 on a 4.0 point system) is required. The required GRE scores include: the verbal test score, the quantitative test score and the analytical writing test score. The average scores for successful applicants in 2004 were 1140 for the combined verbal and quantitative scores and 4.71 for the analytic writing score. These scores are cited as a guide for a competitive application rather than an indication of cut-off scores. All of the above materials except the GRE scores should be submitted together by the applicant in one envelope. The GRE scores are sent directly from the testing agency as directed by the applicant. Instructions for submitting materials are detailed in the application.
3. Applicants must have successfully completed a three-semester-hour equivalent course in anatomy within five years of matriculation. The anatomy course must include a lecture component on human anatomy and a laboratory requiring either dissection of mammalian specimens or study of prosected mammalian specimens. Required topics include structures of the following systems: musculoskeletal, respiratory, cardiovascular, and the peripheral nervous systems. Also, study of the gastrointestinal system is recommended.
4. Applicants must have successfully completed a three-semester-hour equivalent course in human or mammalian physiology within five years of matriculation. The physiology course must be accompanied by laboratory studies. If a laboratory is not offered with the physiology course, a biology laboratory may substitute for the laboratory requirement, providing the biology laboratory includes the appropriate content. The physiology course or the biology laboratory course should cover all the following topics, although four of the five are acceptable: cell structure and function; cardiovascular, respiratory and digestive function; excretory function; and reproduction and development.
5. Applicants must have successfully completed a course in statistics within five years of matriculation. The course(s) should cover nonparametric and parametric statistics, including both analysis of covariance and multivariate analysis of variance. Use of statistical techniques with data sets, interpretation of statistical results, and computer interaction in data analysis are required.
6. Applicants must have successfully completed a four-semester hour equivalent course(s) in physics within five years of matriculation. The course(s) should include a laboratory and should cover mechanics, sound, light, wave motion, heat, electricity, magnetism, and nuclear physics. The course does not have to be calculus-based. Enrollment in more than one physics course may be necessary to obtain the above content.
7. Applicants must have experience using the following computer applications: word processing, communications, database, and statistics. Experience may be gained through formal computer courses or practical experience with the above
applications.
8. Applicants in the final stage of admission screening are asked to have a formal interview.
9. Preference is given to applicants with practical experience in physical therapy and health care, which is supervised by a physical therapist. Such experience may be in a variety of service settings and should be of sufficient length to have given the applicant exposure to various problems encountered by persons with illness or disability.
10. Preference is given to applicants showing academic achievement in the biological, physical, and social sciences; courses should be above the introductory level and may have been taken at the baccalaureate or post-baccalaureate level. The student should seek academic preparation that assists in developing skills necessary to integrate problem-solving with the study of sciences, provides knowledge necessary to succeed in science courses within the professional curriculum, and promotes an understanding of human interactions, specifically those interactions with persons with illness or disability. Courses that could satisfy completion of emphasis areas may include, but are not limited to, biological science (vertebrate anatomy, physiology, biology, zoology, microbiology, genetics, embryology); physical science (chemistry, physics, mathematics); and social science (psychology, sociology, anthropology, philosophy).
11. Applicants are evaluated for selection on the basis of probable academic success in the curriculum; experience in and knowledge of the profession of physical therapy; and personal attributes such as commitment, maturity, and effective interaction with people.
12. Applicants must be approved by the Admissions Committee and Faculty.
13. Compliance with the Technical Standards of the Division of Physical Therapy is required.
14. Enrollment is limited and competitive; all qualified applicants may not be admitted. Applications are considered as received. Priority consideration is given, however, to applications received by October 1.

Technical Standards
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:

Problem solving on the basis of verbal, visual, and written information within a limited time frame.
Clinical reasoning and decision making within a limited time frame.
Visual-spatial integration.
Perceptual motor integration.
Intermittent lifting of heavy loads.
Repetitive motion.
Insight and judgment for safety and prognostication.
Written and verbal communication among group members.
Planning and organizing for treatment prescription.
Time management to coordinate course requirements and clinical responsibilities.

These skills require that applicants have the abilities to meet technical standards established for this program. They are:

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:

1. Identifying a professional problem or question.
2. Critiquing and synthesizing current theory related to the problem.
3. Integrating the relationship between current theory and the problem.
4. Generating a hypothesis and variables related to the hypothesis.
5. Devising a research protocol to test the research hypothesis.
6. Determining the resources required to perform the proposed research procedures.
7. Presenting a written research proposal.
8. Carrying out the protocol for purposes of collecting data.
9. Basing the interpretation of data collected on current theory.
10. Integrating the results into clinical practice or knowledge base.
11. Presenting the results in written and verbal formats.

C. Apply basic theoretical concepts in designing, implementing, and evaluating physical therapy interventions and in educating patients, families, and health care personnel involved in the patient’s care.

Components of education include:

1. Identifying the needs of the learner.
2. Analyzing the learner’s current level of knowledge.
3. Determining what needs to be learned and stating that information to the learner.
4. Relaying the purpose for learning to the individual.
5. Reviewing the learner’s previous knowledge related to the content.
6. Presenting the material at a level appropriate to the learner verbally and by demonstration.
7. Providing the learner an opportunity to practice the material presented.
8. Analyzing the learner’s knowledge and providing feedback to the learner.
9. Augmenting the material as indicated by the learner’s performance.
10. Relating the information to practical situations relevant to the learner.

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 well with others in order to:

A. Interact with patients and families in a manner providing the desired psychosocial support by:

1. Recognizing his/her own reaction to illness and disability.
2. Recognizing patients and families reactions to illness and disability.
3. Respecting individual, cultural, religious, and socioeconomic differences in people.
4. Using appropriate communicative processes, including:

a. Presenting and interpreting facial expressions and body language.
b. Monitoring voice intonation and enunciation.
c. Accepting and providing constructive criticism.

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:

1. Include realistic goals in terms of diagnosis, prognosis, physical and psychosocial status, and anticipated lifestyle of the patient.
2. Include effective treatment methods that provide a high probability of achieving treatment goals.
3. Are within resource constraints.
4. Provide for periodic revision according to changes in the patient’s physiological state.
5. Contain specificity and comprehensiveness appropriate to the level of personnel who will execute the plan.
6. Are adequately documented.

C. Properly administer and/or modify physical therapy treatments in order for patients to perform functional activities safely.

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 selected for admission must be prepared to meet the performance standards in order to complete the program.

Degree Requirements
Students must complete a residency of nine, continuous semesters of academic study, including thirty-six 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 forty-six 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.

SPECIAL STANDING
Individuals who wish to take courses in the Doctor of Physical Therapy Program, but who are not candidates for a degree, who do not have other Emory studehts status, may be admiited as a student in special standing with approval from the program. A maximum of 24 credit hours may be taken as a student in special standing. Admission as a student in special standing does not assure later admission or readmission as a degree or cerificate candidate. When a student in special standing is admitted or readmitted to candidacy, credits for coursework and residency taken in special standing may be counted toward degree or certificate requirements only with written approval by the program director and the dean. Special standing coursework approved to count toward degree or certificate requirements will be includeed in computing cumulative grade point averages (GPA).

DOCTOR OF PHYSICAL THERAPY COURSES

PHT 510A. Health Services Management I (Ethics and Professionalism)
Summer. Credit, 2 hours. Introduction to ethics, laws, and professionalism in physical therapist practice.

PHT 510B. Health Services Management II (Health Care Systems)
Spring. Credit, 2 hours. Present and alternative mechanisms for financing and delivering health care; legislative impact on health and the profession of physical therapy; evolving concepts of the health care team and the role of the consumer.

PHT 510C. Health Services Management III (Administration of Physical Therapy)
Summer. Credit, 2 hours. Basic management theory, departmental planning and decision making, financial planning, cost accounting, medical/legal considerations, marketing, personnel practices, and quality assurance.

PHT 510D. Health Services Management IV (Administration and Consultation Practicum)
Credit, 6 hours. Practical experience in planning, implementing, and evaluating an administration/consultation project in a clinical setting. Concurrent with full-time, clinical experiences.

PHT 520A. Clinical Science I (Long Term Affiliation)
Spring. Credit, 9 hours. The first of three full-time supervised clinical experiences in a variety of clinical settings. Each student completes a twelve-week, full-time experience in an acute care facility, in a rehabilitation facility, and in a community setting.

PHT 520B. Clinical Science II (Long Term Affiliation)
Summer. Credit, 12 hours. Continuation of full-time supervised clinical experience. This course is the second twelve-week experience as described for 520A.

PHT 520C. Clinical Science III (Long Term Affiliation)
Spring. Credit, 12 hours. Continuation of full-time supervised clinical experience. This course is the third twelve-week experience as described for 520A.

PHT 530A. Clinical Measures I (Communication, Teaching-Learning and Problem-Solving Skills in Physical Therapy)
Summer. Credit, 4 hours. Development of skill in the interpersonal, teaching-learning, and problem-solving processes.

PHT 530B. Clinical Measures II (Introduction to Physical Therapy Assessment)
Fall. Credit, 3 hours. Introduction to the physical therapist model of clinical practice. Basic examination procedures are covered including examination of strength and range of motion.

PHT 530C. Clinical Measures III (Acute Care Physical Therapy)
Spring. Credit, 5 hours. Evidence-based physical therapist examination, diagnosis, and management of patients with cardiac, pulmonary, wound, and metabolic conditions. Content is integrated with pathophysiology and medical management of patients concurrently studied in Analysis of Dysfunction I. Includes congruent, weekly clinical education experiences and culminates a two-week full-time clinical education experience.

PHT 530D. Clinical Measures IV (Orthopedic Physical Therapy)
Summer. Credit, 6 hours. Evidence-based physical therapist examination, diagnosis, and management of adult and pediatric patients with orthopedic conditions. Content is integrated with pathophysiology and medical management of patients concurrently studied in Analysis of Dysfunction II. Includes congruent, weekly clinical education experiences and culminates a two-week full-time clinical education experience.

PHT 543A. Analysis of Dysfunction I (Pathophysiology of Acute Disorders)
Spring. Credit, 5 hours. Pathophysiology and medical, surgical, and pharmacological management of patients with cardiac, pulmonary, wound, and metabolic conditions. Content congruent with 530C Clinical Measures III to integrate the medical and physical therapist management of patients with these conditions.

PHT 543B. Analysis of Dysfunction II (Pathophysiology of Orthopedic Conditions)
Summer. Credit, 6 hours. Pathophysiology and medical, surgical, and pharmacological management of patients with orthopedic conditions. Content is congruent with 530D Clinical Measures IV to integrate the medical and physical therapist management of patients with these conditions.

PHT 530E. Clinical Measures V (Neurologic Physical Therapy)
Fall. Credit, 6 hours. Evidence-based physical therapist examination, diagnosis, and management of adult and pediatric patients with neurological conditions. Content is integrated with pathophysiology and medical management of patients concurrently studied in Analysis of Dysfunction III. Includes congruent, weekly clinical education experiences and culminates a two-week full-time clinical education experience.

PHT 543C. Analysis of Dysfunction III (Pathophysiology of Neurologic Disorders)
Fall. Credit, 6 hours. Pathophysiology and medical, surgical, and pharmacological management of patients with neurological conditions. Content is congruent with 530E Clinical Measures IV to integrate the medical and physical therapist management of patients with these conditions.

PHT 590R. Integration Seminar
Spring. Credit, 1 hour. Seminars designed to integrate physical therapist practice issues addressed across the curriculum. Examples include cultural diversity, evidence-based practice, and alternative practice settings.

PHT 540A. Dynamics of Human Movement I (Gross Anatomy)
Summer. Credit, 4 hours. Gross anatomy study of the structures and functions of systems of the body focusing on the nervous, musculoskeletal, circulatory, and pulmonary systems. Includes human cadaver dissection.

PHT 540B. Dynamics of Human Movement II (Musculoskeletal Biomechanics)
Fall. Credit, 4 hours. Biomechanical analysis of the skeletal, articular, and muscular systems including the discussion of the mechanical principles underlying normal movement of individual joints and the analysis of posture, gait, and exercise.

PHT 541A. Growth Processes (Development through the Human Life Span)
Fall. Credit, 5 hours. The interactions of perceptual-motor, cognitive, and psychosocial influences on the developing human and the processes of individual and family reactions to stresses of aging, health changes, death, and dying. Integrated practical/clinical experiences in well-baby, child day care, and elder care/residential settings.

PHT 542A. Neuroscience (Neuroscience Basis of Physical Therapy)
Summer. Credit, 2 hours. Structure and function of the human nervous system with emphasis on a movement control model. Course includes human brain dissection labs.

PHT 542B. Neuroscience (Neuroscience Basis of Physical Therapy)
Fall. Credit, 3 hours. Structure and function of the human nervous system with emphasis on a movement control model. Course includes human brain dissection labs.

PHT 544A. Physiologic Basis of Physical Therapy I: Cellular Mechanisms
Summer. Credit, 2 hours. Study of the physiology of the nervous, musculoskeletal, respiratory, cardiovascular, endocrine, excretory, digestive, and reproductive systems of the body.

PHT 544B. Physiologic Basis of Physical Therapy II: Systems Physiology
Fall. Credit, 4 hours. Special topics in physiology including genetic influences on movement, health, and disease across the life span; pharmacology and current research methods; and evidence related to physiology.

PHT 544C. Physiologic Basis of Physical Therapy III: Medical Genetics
Spring. Credit, 3 hours. Special topics in physiology including genetic influences on movement, health, and disease across the life span; pharmacology and current research methods; and evidence related to physiology.

PHT 550A. Clinical Research I (Critical Analysis)
Spring. Credit, 3 hours. Use of fundamental concepts of scientific inquiry in the critical analysis of research articles and clinical techniques underlying evidence-based physical therapist practice.

PHT 550B. Clinical Research II (Specific Aims, Background, and Significance)
Summer. Credit, 2 hours. Development of a research proposal related to ongoing faculty research and to current physical therapist practice. Students choose the question for which the proposal is developed and work in small groups.

PHT 550C. Clinical Research III (Research Methods)
Fall. Credit, 2 hours. Continuation of PHT 550B. Emphasis in PHT 550C is on development of the research design and methods.

PHT 550D. Clinical Research IV (Data Collection and Analysis)
Spring. Credit, 7 hours. Additional hours with consent. Continuation of 550C.
Implementation of the research proposal developed in 550D and 550C. Activities include subject recruitment, data collection, and data analysis.

PHT 550E. Clinical Research V (Final Research Paper and Poster Preparation)
Spring. Credit, 6 hours. Continuation of PHT 550D. Completion of the research project with emphasis on data analysis and interpretation and reporting the research orally (scientific poster format) and in journal article form.

PHT 645B. Current Practices in Physical Therapy II.
Spring. Credit, 4 hours. Independent study requiring an in-depth and critical analysis of patient care including etiology, pathophysiology, physical therapist examination, and management with respect to evidence-based practice.

Elective Opportunities

Elective Opportunities may be taken in different departments and schools within Emory University including the Graduate School, Rollins School of Public Health, and Goizueta Business School. The following are elective courses offered within the Division of Physical Therapy.

PHT 638B. Advanced Analysis of Dysfunction (Advanced Pediatrics)
Credit, 3 hours. Research evidence supporting examination and management of pediatric patients with specific musculoskeletal conditions; includes process of bone modeling as well as the developmental changes in joint mobility and alignment related to functional movement from birth through skeletal maturity.

PHT 639B. Advanced Analysis of Dysfunction (Advanced Study of Extremity Joints)
Credit, 3 hours. Medical screening and differential diagnosis for patients with orthopedic extremity joint conditions including tissue responses to trauma and immobilization, abnormal mechanics, fractures, dislocations, upper and lower extremity overuse syndromes and gait dysfunction.

PHT 639C. Advanced Analysis of Dysfunction (Advanced Study of the Spine)
Credit, 3 hours. Functional anatomy, clinical biomechanics, and neurophysiologic aspects of neck and back problems with special emphasis placed on detecting spinal motion dysfunction during the clinical examination and manual therapy techniques.

PHT 641A. Advanced Clinical Measures I (Special Topics in Orthopedics)
Credit, 3 hours. Select physical therapist management techniques for patients with orthopedic conditions. Examples include taping techniques, orthotic prescription and fabrication, and advanced manual therapy techniques.

PHT 644. Advanced Dynamics of Human Movement (Advanced Gross Anatomy)
Credit, 3 hours. Human cadaver dissection to identify anatomical characteristics of different body systems with emphasis on correlating these characteristics to clinical implications. The students identify two body regions, based on their clinical interests and in consultation with the instructor, for detailed dissection and study.

PHT 669R. Preceptorship
Credit, 2 or 3 hours.

PHT 697R. Directed Study
Credit, 2 or 3 hours.

PHT 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.

IBS 708 Biology of Movement Control
Spring. Credit, 4 hours. Consent of instructor and background in neuroscience required. Advanced 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.

DPT/MBA Dual Degree Program

The doctor of physical therapy/master of business administration dual degree is offered jointly between the physical therapy program and Goizueta Business School to prepare physical therapists for leadership roles in both contexts. The combined DBP/MBA degree focuses on giving future physical therapists the necessary skill-set to successfully integrate health care and business.

Students interested in the DPT/MBA dual degree program must apply to and be accepted into both the physical therapy program within the School of Medicine and Goizueta Business School as a dual degree student. Prior to matriculation, all students applying to the MBA program must have completed at least one semester of college-level statistics. Students should also have completed courses in corporate finance, microeconomics, and financial accounting. The GMAT is required as part of the application process to Goizueta Business School. The DPT/MBA is designed to be completed with the first, second, and fourth years spent primarily in the physical therapy program and the third year spent primarily in the business school program.

DPT/MPH Dual Degree Program

The doctor of physical therapy/master of public health dual degree is offered jointly between the physical therapy program and the Rollins School of Public Health to prepare physical therapists to impact health care and public health in innovative ways. The DPT/MPH dual degree program is intended for students seeking to enhance their physical therapy training through application within the context of the public health milieu.

Students interested in the DPT/MPH dual degree program must apply to and be accepted into both the physical therapy program within the School of Medicine and the Rollins School of Public Health as a dual degree student. There are six programs within the Rollins School of Public Health: Behavioral Science and Health Education, Biostatistics, Environmental and Occupational Health, Epidemiology, Global Health, and Health Policy and Management. Entry into the dual degree program is contingent upon satisfactory completion of all academic and clinical criteria and professional conduct standards within each program.

The DPT/MPH program consists of a minimum of 146 credit hours within the physical therapy program and between 32 and 42 credit hours within the School of Public Health depending on which public health program is selected. The DPT/MPH is designed to be completed within four years with the first, second and fourth years spent primarily in the physical therapy program and the third year spent primarily in the public health program. The required public health practicum and thesis may be coordinated with the clinical sciences and scientific inquiry compoments of the DPT program.

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