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Post-Professional DPT Curriculum

Online Core Courses Hours Fall Spring Summer
PHYT 6384 Evidence Based Practice 3 x
(last offered fall 2016)
   
PHYT 6090 Special Topics in Management 2 x    
PHYT 6112 Pharmacology 1   x
(last offered spring 2017)
 
PHYT 6117 Imaging 1     x
(last offered summer 2017)
PHYT 6224 Medical Spanish for Rehabilitation Specialists 2     x
(last offered summer 2017)
PHYT 6273 Differential Diagnosis for Physical Therapists     x  
Online Elective Courses* Hours      
PHYT 6090 Educational Theory in Academic and Clinical Practice 3   x x
PHYT 6270 Global Health Interprofessional Studies I 2 x    
PHYT 6271 Global Health Interprofessional Studies II 2   x  
PHYT 6301 Therapy Intervention in the NICU † 3   x  
PHYT 6320 Therapy Intervention in Early Intervention Settings † 3   x  
PHYT 6330 Assistive and Adaptive Technology † 3     x
PHYT 6340 Therapy Services in Educational Environments † 3 x    
PHYT 6360 Family-Centered and Community-Based Intervention † 3     x
PHYT 6371 Evidence Based Management of Spinal Dysfunction 3 x    
PHYT 6378 Clinically Applied Neuroscience 3 x    
PHYT 6377 Management of Medically Complex Patients 3     x
PHYT 6376 Health Promotion and Wellness 3   x  
PHYT 6375 Advanced Orthotics for the Neurological or Musculoskeletal Patient 3 x    
PHYT 6379 Diagnosis and Management of Vestibular Dysfunction 3   x  
PHYT 6380 Disability and Physical Activity 3 x   x
PHYT 6386 Geriatric Rehabilitation Across the Health Care Spectrum 3 x    
PHYT 6387 Interdisciplinary Approaches to Geriatric Health Care 3   x  
PHYT 6385 Systems Approach to Geriatric Rehabilitation 3     x
PHYT 6388 Grant Writing 3 x    

* Elective Courses: Post-Professional (Transitional) DPT students have the opportunity to select emphasis-specific courses according to their individual professional development needs. 15 elective hours are required for students with a Master's degree. 19 elective hours are required for students with a Baccalaureate degree.

† STAIRS courses: These pediatric emphasis courses supported by a grant from the Department of Education can be taken only by STAIRS students. Descriptions are available on the STAIRS webpage.

Course Descriptions:

Courses Description
Differential Diagnosis in Physical Therapy Using complex patient cases, students will be given the opportunity to: 1) integrate findings from a patient's history, systems review and Physical Therapy tests and measures, 2) formulate a PT diagnosis, prognosis and treatment plan.
Evidence Based Practice The goal of this course is to introduce students and professionals to the concepts of evidence-based practice and outcome measurement in physical therapy. The course will emphasize the growing need for evidence-based practice in physical therapy and discuss how the methods and procedures developed in clinical medicine can be used to establish evidence-based strategies in working with persons who have a disability or chronic disease.
Medical Spanish Students will be given the opportunity to: 1) demonstrate proficiency in basic medical Spanish, 2) complete a simulated evaluation and examination in Spanish. (Text is purchased from APTA: Spanish for Physical Therapists: Tools for Effective Patient Communication SPAN-1 by Martha Griswold Quijano, PT, MPT, CSCS, and Judith Gonzales-Lamendola, PTA)
Special Topics in Management The student will be given the opportunity to: 1) apply basic management theories, principles, and practices to health care delivery; 2) categorize alternative means and sources of health care delivery as these relate to physical therapy; 3) understand reimbursement sources and billing regulations/procedures; 4) examine the legal and legislative factors that impact health care delivery; 5) defend current issues in PT practice such as direct access, scope of practice and entry-level degree; 6) appraise situations in terms of risk management and quality improvement issues and 7) determine the alternative funding resources available within the community for health care practitioners and clients.
Pharmacology for Rehabilitation Specialists Students will be provided an overview of pharmacology in rehabilitation. The student will become familiar with several of the more common drugs and classes of medications. The student will develop an understanding of the many interactions between medication use and physical therapy interventions. The importance of understanding and integrating information about medication use by patients in the rehabilitation setting cannot be overstated.
Imaging for Rehabilitation Specialists Students will be provided an overview of biomedical imaging in rehabilitation. The student will become familiar with several of the more common imaging techniques. The student will develop an appreciation for the importance of biomedical imaging in the diagnosis and treatment of human disease.
Global Health Interprofessional Studies I The course is the core, anchor course for the Global Health Training Program, and provides an overview of critical issues in understanding global health challenges in contemporary society within an inter-professional learning environment. Topics covered in this initial course include overview issues, Public Health and Epidemiology, and Culturally Appropriate Health Care.
Global Health Interprofessional Studies II

This course is a continuation of core content for the Global Health Training Program. Content in this course includes human rights and global health disparities, women and child health, nutrition and malnutrition, health promotion and behavior change, innovations in global health technology, occupational and other Injuries in developing countries, health impacts of disaster.

Practicum in Global health - to be developed.

Educational Theory in Academic and Clinical Practice Students will be provided an overview of teaching and learning strategies applicable to both academic and clinical settings. Students will be given the opportunity to develop course content, teach the content, and evaluate learning.
Clinically Applied Neuroscience Using case-based applications, students will be given the opportunity to: 1) integrate functional neuroanatomy and neurophysiology; 2) appraise current translational neuroscience evidence; 3) integrate the knowledge of brain structure/function and current evidence into a problem-solving approach to examination, evaluation, diagnosis, prognosis, intervention, and outcome assessment for patients with neurological dysfunction.
Health Promotion and Wellness The student will be given the opportunity to 1) identify the principles of wellness and health promotion from a personal, patient/client, and community perspective; 2) select appropriate screening tools to assess physical, mental, and social wellness, and 3) propose prevention and intervention strategies for self, patients/clients, and a community population.
Evidence-Based Management of Spinal Dysfunction The student will be given the opportunity to utilize evidence-based information to 1) demonstrate advanced knowledge of the pathoanatomy associated with spinal pain syndromes, and 2) support effective assessment and treatment selection for patients suffering from spinal pain dysfunction.
Management of Medically Complex Patients Students will be given the opportunity to: 1) apply knowledge of evidence-based principles to safely and effectively evaluate and treat medically complex patients in a hospital setting; 2) apply these principles to optimize the functional improvement of patients with multiple medical issues including altered mental status, polypharmacy, obesity, multi-trauma, transplants, burns, and wounds; and 3) delineate the roles of care providers within an interdisciplinary framework to optimize the quality of care for patients in acute, intensive/critical, and emergency care settings.
Advanced Orthotics for the Neurological or Musculoskeletal Patient Considering the pediatric, neurological, and musculoskeletal patient populations, students will be given the opportunity to: 1) asses the need for orthotic devices, 2) select the appropriate orthotic device, 3) determine criteria for acquiring the device, and 4) using evidence-based literature and case studies, use clinical reasoning and problem-solving skills to set goals, identify outcome measures, and create a plan of care.
Diagnosis and Management of Vestibular Dysfunction This course will provide the student with the opportunity to: 1) integrate the normal anatomy and physiology of the vestibular system with the pathophysiology of common vestibular disorders; 2) demonstrate an examination that will determine the diagnosis of the functioning of the vestibular system following common vestibular disorders; 3) implement and progress an evidence based intervention program for patients with common vestibular disorders; 4) select appropriate outcome measures in the management of a patient with common vestibular disorders; and 5) integrate the knowledge of examination, evaluation, diagnosis, prognosis, intervention, and outcomes with a problem solving approach that will enhance clinical decision making skills for the management of a patient with common vestibular disorders.
Disability and Physical Activity This course will provide the student with the opportunity to : 1) evaluate current data on people with disabilities and their physical activity level in the U.S. from national and regional sources; 2) select appropriate evidence based treatment and community-based physical activity programming options for people with different types of disabilities; and 3) integrate the knowledge of evidence based practice in disability and physical activity into a comprehensive program for a specific individual with a disability using the International Classification of Functioning, Disability, and Health (ICF) model. (Prerequisite: Completion of PHYT 6384 Evidence Based Practice, or ability to independently conduct literature searches online.)
Geriatric Rehabilitation Across the Health Care Spectrum In this course, students will: 1) discuss the role of physical therapy for older adults in a variety of health care settings including acute care, inpatient rehabilitation, nursing home, home health, community, hospice, and prison, 2) compare standardized outcome measures for functional assessment across health care settings, 3) describe Medicare reimbursement policies for rehabilitation across health care settings, and 4) discuss current health care reform policies applicable to older adults across the spectrum of health care.
Interdisciplinary Approaches to Geriatric Health Care In this course, students will: 1) compare and contrast models of interdisciplinary teamwork, 2) discuss interdisciplinary approaches to management of complex and common diseases for older adults (cancer and other diseases/disorders), 3) recognize factors associated with diversity and cultural competency in the older adult population, 4) develop communication strategies for assessing health literacy and optimizing patient education in geriatric health care, and 5) create an interdisciplinary learning module for a geriatric health care topic.
Systems Approach to Geriatric Rehabilitation In this course, students will: 1) organize a systems approach to physical therapy examination for a variety of impairments in aerobic capacity, joint mobility, muscle performance, motor control, posture, and integument, 2) select appropriate outcome measures for older adults to assess change in impairments, functional activities, and life participation, and 3) apply evidence for management of multiple system impairments, cognitive health, and pain to clinical cases. This course will also include current public health topics in geriatric rehabilitation.
Grant Writing This course will provide the student with the opportunity to: 1) evaluate the role of physical therapists in clinical and community-based research; 2) develop research questions and write grant goals with appropriate outcomes to address those research questions; 3) understand all components of a grant; including but not limited to research questions, goals, narrative sections, preliminary research and feasibility analyses, budget items; and 4) learn to search for, and integrate, knowledge of multiple grant mechanisms (federal, internal, and foundation grant sources) and write a complete grant using the most appropriate mechanisms.