ACCE Communicates with Core Faculty
FGCU COURSES PREFIX/NUMBER
COURSE TITLE CR HR BSC 2010C and *BSC X085 and *BSC X086 or
General Biology I w/lab
Anatomy and Physiology I w/lab Anatomy and Physiology II w/lab
4 3 3 BSC 1010C BSC 1085C BSC 1086C BSC 2010C and **BSC 2011C and XXX XXXX
General Biology I w/ lab General Biology II w/ lab
Human Physiology (2000 level or above) 4 4 3 CHM X045C and CHM X046C
General Chemistry I w/lab General Chemistry II w/lab
4 4 CHM 1045C CHM 1046C ***PHY X053C and PHY X054C
College Physics I w/lab College Physics II w/lab
4 4 PHY 2053C PHY 2054C PSY X012 or PSY X013
Introductory or General Psychology 3 PSY 2012
DEP XXXX Developmental Psychology 3 DEP 2004
STA XXXX Introductory Statistics 3 STA 2023 or STA 2037
The faculty regularly evaluate the set of prerequisite courses as part of curriculum review and have determined that they provide an adequate level of preparation for students entering the program. Based on the national survey conducted in 2003 by Dr. David Lake, it was determined that it was advantageous to maintain our current set of prerequisite courses as they are almost identical to the most common set identified by PT programs across the country. Although the set of prerequisite courses meets the needs of the program, the inconsistency between student‟s exposure to and retention of content related to these prerequisites is a challenge. In particular, exposure to and retention of anatomy and human physiology concepts has not been as strong as desired. This is observed by faculty during Movement Science I through class discussions and initial exams. The faculty have accommodated these inconsistencies by providing in-depth content in Movement Science I during the first semester of the program. Since students will continue to come from colleges and universities from all over the country, there is no effective way to regulate the knowledge that they bring to the program.
CP-2.5 A description of the curriculum model and the educational principles on which the professional curriculum is built.
The Master of Science program in Physical Therapy is a post-baccalaureate program where student enter the program in a Fall semester. Students complete seven consecutive semesters of coursework, followed
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by a full-time semester of clinical residency. The program uses a hybrid curricular model. The
educational principles underlying the professional curriculum are outlined in the Curriculum Philosophy as described in CP-2.1.
The 75-hour curriculum is designed on a four track curricular model and is shaped by commonly accepted and professionally endorsed guidelines including the Guide to Physical Therapist Practice (APTA, 2001), A Normative Model of Physical Therapist Professional Education (APTA, 2004), and the Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists (APTA, 2005).
The four areas (tracks) of the curriculum include: 1) Movement Science Foundations, 2) Physical Therapy Practice, 3) Professional Development, and 4) Application of Physical Therapy Principles.
Movement Science Foundations is a comprehensive area (track) of the curriculum that is based on the Movement Science Model (Sahrmann, 1993) and encompasses the six areas of movement science: developmental, anatomical, biochemical, behavioral, biomechanical, and physiological. These six areas are often artificially separated into six or more stand alone courses within a physical therapy curriculum. In FGCU‟s curriculum, the faculty integrate all six areas into a series of course modules. Students investigate the course material in an integrated manner, closely modeling how clinicians must consider information in health care practice today. The foundations of movement science are addressed in an 18- credit hour, three-course sequence offered during the first three semesters.
Physical Therapy Practice track encompasses the theory and practice skills that uniquely define the profession of physical therapy. Students enroll in a five course series that allows them to explore physical therapy examination, evaluation, diagnosis, prognosis, and intervention. The preferred practice patterns outlined in the Guide to Physical Therapist Practice provide framework for the students' exploration of physical therapy practice. Faculty utilize a modified problem-based learning approach and exploratory clinical laboratory experiences to facilitate student learning.
The Professional Development Seminar track defines the third area (track) of the curriculum and explores professional, legal and ethical aspects of development as a physical therapist in contemporary practice. The six course track includes topics in oral/written communication, leadership/management, ethics, the scope of physical therapy practice, law/regulation, career development, the health care system, education, and psychosocial aspects of health care.
The fourth area (track) of the curriculum encompasses the Application of Physical Therapy Principles that
are introduced in the other three tracks. Students learn and apply concepts of research, and participate in full-time clinical education experiences. Each student‟s experience is enriched by his/her participation in either a research thesis or intensive independent study. The educational experience for entry into the physical therapy field is synthesized through a 16-week clinical residency.
CP-2.6 A series of organized, sequential and integrated courses designed to facilitate achievement of the expected student outcomes.
The PT curriculum at FGCU is the integrated, organized, and sequential.
In CP 2.5, each course track was described to demonstrate the building of student learning experiences as well as the expectations for student outcomes. The movement science course track brings students through the content described in CP 2.5 first in a systems-based approach, then through application using a regional approach, and lastly through considering advanced material and integrating the knowledge gained through the three course series. The PT Practice course track begins with basic examination and intervention skills and simple case applications. Over the five semesters, students consider increasingly
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more complex patient cases and specialized knowledge/skill areas. The Professional Development Track allows students to round out their development as a physical therapy professional by considering
professional issues such as ethics, teaching/learning strategies, and psychosocial aspects of patient care, professional regulatory issues, and management/leadership strategies. Lastly, in Applications of Physical Therapy Principles, students build their knowledge and skills in critical inquiry and research and apply their development as a physical therapist in the clinical setting. Unique to our program, students are also able to apply their entry-level education and develop advanced knowledge in an area of their choice through the Research Thesis/Independent Study course sequence.
As evidence below, the courses offered within a semester provide a coordinated and integrated learning
experience for the students. For example, during the second Spring semester of the curriculum, student participate in learning related to regional anatomy in Movement Science II. At the same time, students gain knowledge and basic skills in the examination of the same anatomical regions through Physical Therapy Practice I. Another example of this coordination and integration across course track is evidenced in the first summer semester. Within the Movement Science III course, students learn concepts of normal motor development early in the semester. Then during the following two weeks of the semester in PT Practice II, students participate in a patient case related to the pre-term infant/NICU. These two courses demonstrate similar coordination later in the summer semester in which the neuroanatomy of the vestibular system is taught in Movement Science III, followed by a patient case in PT Practice II related to vestibular rehabilitation.
The following presents the curriculum semester by semester:
Fall Semester I
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6109C Movement Science Foundations I 10 12 hour
class; virtual additional
PHT 6026 Professional Development Seminar I –
Explorations in Physical Therapy
2 4 sessions x
8 hours each
Spring Semester I
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6393C Movement Science Foundations II 5 8
PHT 6394C Physical Therapy Practice I 3 12 hrs/wk-6
wks 9 hrs/wk -6 wks
PHT 6606 Application of Physical Therapy Principles –
Critical Inquiry
3 3
Summer Semester I
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6395C Movement Science Foundations III 3 7
PHT 6396C Physical Therapy Practice II 4 10
PHT 6607 Application of Physical Therapy Principles –
Applied Critical Inquiry
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Fall Semester II
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6397C Physical Therapy Practice III 4 9
PHT 6412 Professional Development Seminar IIa –
Teaching/Learning
2 3 hrs/week
class/virtual
PHT 6413 Professional Development Seminar IIb –
Sociocultural Influences Throughout the Lifespan 2 3 hrs/week class/virtual PHT 5906 Or PHT 5971
Application of Physical Therapy Principles – Independent Study I
Or
Application of Physical Therapy Principles – Research Thesis I 2 Or 2 Varies depending on nature of project and level of assistance required.
PHT 5822 Application of Physical Therapy Principles –
Clinical Experience I (6-week)
1 240 hours
total
Spring Semester II
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6398C Physical Therapy Practice IV 6 9
PHT 6412 Professional Development Seminar III –
Management/Leadership/Entrepreneurship 2 1 class; virtual additional PHT 6907 Or PHT 6972
Application of Physical Therapy Principles – Independent Study II
Or
Application of Physical Therapy Principles – Research Thesis II 2 Or 2 Varies depending on nature of project and level of assistance required. Summer Semester II
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6941 Application of Physical Therapy Principles –
Clinical Experience II (6-week)
1 240 hours
total
Fall Semester III
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6399C Physical Therapy Practice V 5 9
PHT 6528 Professional Development Seminar IV –
Legal and Ethical Considerations
3 1 hour;
virtual additional PHT 6908
Or
Application of Physical Therapy Principles – Independent Study III
Or
3
Or
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PHT 6973 Application of Physical Therapy Principles –
Research Thesis III
3
Spring Semester III
Course Number Course Title Credit
Hours
Contact Hours/week
PHT 6529 Professional Development Seminar V –
Preparation for Entering and Growing in the Profession
1 Virtual
PHT 6946 Application of Physical Therapy Principles –
Clinical Residency (16 weeks)
8 640 hours
total
During the self-study process, faculty identified seven curricular threads that illustrate areas where priority is placed within the program. It is the belief of faculty that these areas of emphasis are necessary in the development of future physical therapists as well-rounded health professionals, prepared for autonomous practice and advancing the field of physical therapy. Although the curriculum model is structured using four “tracks”, the curriculum threads were identified as being content and process areas that are given extra emphasis in the program, and demonstrate the unique aspects of the FGCU PT program. The curricular threads are found in Appendix CP-2.6.
Course syllabi for Summer 05-Spring 06 have been re-formatted using a standard syllabus template for ease of review. These syllabi are found in Appendix F-1. The actual version of the 05-06 syllabus that was distributed to students will be available for on-site review. The new standardized syllabi provided in the Appendix reflect only organizational change with no changes in content. The faculty have decided to adopt a standard template for all course syllabi in the program starting in the summer of 2006.
CP-2.7 Course syllabi with objectives stated in behavioral terms that are reflective of the breadth and depth of the course content and of the level of student performance expected.
A comprehensive review of the course objectives in aggregate was conducted as part of the self-study. In aggregate, the course objects demonstrate the breadth and depth of the course content and are stated in behavioral terms. Minor modifications to course objectives were made during this review process to correct select course objectives written in terms of activities, not the behavioral outcome sought from those activities. Other than the PT Practice course track, the course objectives demonstrated a progression of content as well as a rising level of expectation of student performance. Objectives for PT Practice courses do not reflect the depth of content evident in the case objectives, as well as the rising level of expectation of the student evidenced in student assessment methods. The syllabi (Appendix F-1) were reviewed during Summer 2006 and will be implemented in the syllabi beginning Fall 2006.
CP-2.8 A variety of instructional methods selected to maximize learning. Instructional methods are chosen based on the curriculum philosophy, the content, the needs of the learners, and the defined expected student outcomes.
The program utilizes a wide variety of instructional methods to maximize the learning experience for students with diverse learning styles. The variety of methods used also allows faculty creativity and maximizes individual teaching strengths. Early in the program, the methods used are somewhat more faculty-directed. As the curriculum progresses, the role of the faculty changes to that of a facilitator and guide. The methods used include: lecture, small group facilitation, demonstration, role play, student presentations, student-led discussions, facilitated laboratory experiences, case-study, community based labs with area PTs and patient demonstrations, shadowing experiences, guest presentations, and self- directed study/inquiry. All methods are used in an environment in which active engagement by the student is expected. All courses within the curriculum use ANGEL, an on-line course management
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system, to enhance the course experience. The on-line course content is used for file sharing, discussion, and on-line lectures, allowing for 24-hour access to course materials. This variety of instructional methodology is consistent with the program and curriculum philosophy. It also allows faculty to match instructional methods with the expected student outcomes.
CP-2.9 A variety of evaluation processes used by faculty to determine whether students have achieved the educational objectives. Evaluations of student performance in the cognitive, psychomotor, and affective domains occur regularly and, at a minimum, must occur at the end of each term of the curriculum.
The student assessment methods utilized within the curriculum are consistent with the program and curriculum philosophy and include evaluation of student performance in the cognitive, psychomotor, and affective domains. Student assessment occurs frequently in both formative and summative methods. The Curriculum Plan found in Appendix CP-2 lists the formative and summative student assessment methods used in the program. The faculty emphasize balance assessment of students in each course as well as across the curriculum. Each course utilizes at least three different forms of assessment to allow students to demonstrate knowledge, skill or affective change.
Examples of assessment methods include on-line exams and quizzes, practice jurisprudence case exams, and portfolio assessment. On-line testing is used in select areas of the curriculum. During the first semester of the curriculum, students must demonstrate competency in medical terminology. This is accomplished through self-directed study. Students demonstrate their competency for each unit through on-line quizzes. Items for these quizzes are randomly drawn from a pool of items. In Professional Development Seminar IV: Legal and Ethical Considerations, students take a practice jurisprudence exam as part of their course grade. Case portfolios (which have been moved to an on-line format) are evaluated for appropriateness and thoroughness. This process is monitored through the ANGEL system and allows for students to self-assess and add their own experiences to how they achieved the expected student outcomes. Students are aware of the Academic Integrity and Dishonesty statement and the consequences of cheating. This policy has been acted upon when necessary.
CP-2.10 A description of the methods used by the program to assign students to clinical education experiences. These methods are designed to ensure that the type and amount of clinical supervision and feedback provided are appropriate for the students’ experience, ability, and point of progression in the program.
Students are required to have a variety of experiences in clinic, as stated in the clinical education policies, “Students are assigned to a variety of facilities in order to assure experiences with patients having a variety of diagnoses/disabilities, ages, and practice parameters. Each student must experience patients with orthopedic, neurological, and medical diagnoses, in the following format (the final residency is generally considered 2 experiences):
Two inpatient experiences (one must be acute care in the first or second experience; the
second must be in-patient rehab, skilled nursing facility, or home health)
One outpatient orthopedic experience
One additional outpatient or specialty experience
Each student must see patients of a wide range of ages and experience the implementation of management concepts. Students have the opportunity to examine information about specific clinics prior to submitting a list of top choices. Information available to students prior to submitting choices typically includes CSIF and prior student evaluations of the clinic. Students will not be assigned more than once to a facility unless the learning experiences are significantly different.” (Clinic Education Policies, Student Assignment)
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The following table outlines the process of assigning students and indicates the responsible parties:
Action Responsible Party Time Frame
Identify potential clinic site
ACCE (suggestions can come from faculty, students, or clinics)
Ongoing Communicate with Office of the Dean to
Initiate Clinical Agreement ACCE
As soon as contact information is received Develop clinic calendar and communicate
it clinic sites ACCE
March of each year for following academic year Communicate availability of specific
scheduled experience and revise CSIF CCCE By April 30 of each year
Share CSIF, clinic availability, and previous student‟s evaluations of clinic with current students
ACCE Beginning of Fall term
Utilize available information to determine
top choices Students Early fall semester
Submit top 3-5 choices Students Early Fall semester
Keep cumulative record of previous student experiences through use of ongoing tabular report
ACCE Recorded after each
clinical experience Manually match student choices with
available sites, keeping previous sites and needed sites in mind. Additional
discussion with students as needed.
ACCE
Confirm current availability of site ACCE At least 2 months prior to
clinic experience
Notify Students of clinic assignment ACCE
Submit Personal Data/Goals to ACCE Student
Send Data/Goals to ACCE/CI ACCE
Students submit their preferences from list of available clinic sites. ACCE matches student choices with the available clinic sites. The ACCE discusses the selection with students as needed, to ensure a good “fit” between the student and facility. ACCE collaborates with advisors/core faculty who are content experts in some of the specialty clinics. This allows the program to take into account the student‟s clinical experiences, and strengths and weaknesses when selecting placements. Ultimately, the decision regarding placement of a student in clinic is the responsibility of the ACCE. Her best judgment is used to place a student in the best facility for that student.
Students who wish to go out of state/area must submit suggestions regarding possible sites, then the ACCE makes contact with the clinic. Ideally, a site visit is made prior to assigning students to a new clinic, but sometimes this is not possible. Out of state clinics are contacted via phone call and the student