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PROGRAM
PHILOSOPHY AND CURRICULUM MODEL:
The profession of physical therapy is constantly changing with the
emergence of new scientific evidence, technological advances, diverse
practice settings, specialized health care markets, cost-effective
management systems, and more informed consumers. With these changes in
mind, it is the philosophy of this department to provide its graduates with
a quality education in an environment that fosters innovation,
collaboration, and respect. We believe that all physical therapists
should strive to achieve their highest potential in order to provide
state-of-the-art patient care that requires sound clinical reasoning, a
blend of manual and technological expertise, skilled communication, and the
ability to adapt to future practice patterns. In addition, we strive
to graduate physical therapists who are committed to lifelong learning and
service to their profession and their community.
This philosophy guides the curriculum which consists of traditional and
nontraditional learning experiences that are integrated around recurring
themes related to the multiple roles of the physical therapist in
patient care, health promotion, research, management, education, and
community service. These themes include: a holistic view of health care;
evidence-based practice; a functional orientation to treatment goals and
outcomes assessment; interdisciplinary collaboration; effective
communications, resource management, and marketing strategies; and
patient/public empowerment and advocacy. Learning experiences occur in
classroom, laboratory, clinical, and community settings and are designed
to meet the needs of adult learners who have diverse learning styles.
Faculty use a variety of teaching strategies including lectures,
laboratory demonstrations and practice, computerized instruction, small
group tutorials, journal clubs, self-directed projects, and service
learning to accomplish curricular goals and objectives.
The professional curriculum builds on a general education that
incorporates prerequisite courses in the biological and physical
sciences, social sciences, management, humanities, and communications.
Successful completion of a baccalaureate degree demonstrates the
student's ability to accumulate and integrate a breadth of information
within a focused area of study. In the first year of the professional
curriculum, courses in human development, gross anatomy, neuroscience,
kinesiology, pathology, research methodology, legal and ethical
principles, management, and psychosocial issues form the basis for
understanding the art and science of physical therapy. Basic
therapeutic evaluation and intervention techniques are also presented
during the first year. Within these courses, students are oriented to
the model of disablement, the Guide to Physical Therapist Practice,
and the physical therapist's role within the continuum of health care.
These fundamental courses are followed by problem-oriented clinical
courses that reflect the types of movement dysfunction that are commonly
diagnosed and treated by physical therapists. Advanced therapeutic
techniques related to the management of musculoskeletal,
cardiopulmonary, neuromuscular, and integumentary dysfunctions are
presented in these courses along with pertinent information regarding
medical, surgical, and complementary approaches to patient care.
Patient cases that are used to apply the knowledge and skills learned in
the first year are revisited during the second year with increasingly
complex problems that require a synthesis of knowledge and skills
learned across the curriculum. Cases are frequently presented in small
group tutorials that are primarily instructor-directed in the first year
of the curriculum and become student-directed during the second year.
Didactic learning is reinforced by full-time clinical experiences that
are interspersed throughout the second year of the program and a
clinical internship at the end of the curriculum.
Analytical and problem solving skills are developed throughout the
didactic and clinical portions of the curriculum. Because graduates are
expected to be participants as well as consumers of research, students
also design and complete a professional project during their second year
of study that generates new information related to the practice of
physical therapy. The curriculum culminates with the formal presentation
of these projects.
Students are mentored in their professional development throughout the
program by academic and clinical faculty. The faculty model professional
behavior by interacting with their peers, other health care colleagues,
and the public through participation in professional organizations and
conferences, continuing education courses, health promotion activities,
research studies, legislative activities, and altruistic community
service. Graduates of the physical therapy program are expected to
strive towards a comparable level of professionalism.
PROGRAM
OBJECTIVES:
The physical therapy curriculum provides learning experiences to assist
students in developing competencies and attitudes in order to:
| 1. |
Accept responsibility as health professionals. |
| 2. |
Participate
in and contribute to the profession through active involvement and
scholarship. |
| 3. |
Practice
in an ethical and legal manner. |
| 4. |
Assess
patients/clients from any age, gender, or cultural group at any
stage of the health care continuum; treat or refer them as
appropriate. |
| 5. |
Plan,
implement, and modify a treatment program as needed to insure a
safe and effective outcome. |
| 6. |
Plan,
design, and participate in programs of prevention and health
promotion. |
| 7. |
Participate
in personal/professional growth and development throughout their
careers. |
| 8. |
Identify
and prioritize problems and take appropriate action toward
resolution. |
| 9. |
Utilize
sound management and business practices in the marketing and
provision of physical therapy services. |
| 10. |
Collaborate
with other health professionals, regulators, and payers to
optimize the delivery of health care services. |
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