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Section I: Institutional and Program Overview
A. Program Overview
1. Name of proposed degree program.
Doctor of Physical Therapy. (This is an entry-level professional degree.) 2. Initial date of offering.
Summer, 2012
3. Percent of the program being offered via distance education and/or off-campus, if applicable.
16% of the units are off campus for clinical education. Clinical education includes 36 weeks of instruction. There is no distance education component.
B. Descriptive Background, History, and Context
1. Provide a brief description of the institution(s), including the broader institutional context in which the new program will exist. Connect the anticipated substantive change with the mission, purpose, and strategic plan of the institution(s).
CSU system: The CSU is the largest and most diverse and one of the most affordable university systems in the country. The system has 23 campuses, 405,000 students, and 44,000 faculty and staff. The California State University is responsible for developing high quality, entry level programs in the health sciences that will produce graduates who can meet the service demands of the citizens of California. The university offers undergraduate degrees in the liberal arts and sciences as well as in a variety of professional disciplines. Building on the strength of these undergraduate programs, graduate programs provide opportunities for personal and career enhancement through advanced study, preparing students for professional practice. The proposed doctoral program will foster professional leadership and advancements in physical therapy evidence-based practice, theory, research, and education.
The CSU plays a critical role in preparing the physical therapy workforce of California. The CSU currently prepares nearly 38 percent of California's physicaltherapists. These graduates are distributed among the 4 CSU campuses offering the MPT degree. AB 2382, signed by the Governor and filed with the Secretary of State on 9/28/10 now gives the CSU system authority to offer the DPT degree. The CSU has developed a systemwide framework for implementing the Doctor of Physical Therapy in accordance with the recent legislative provisions. The DPT programs will prepare physical therapists to provide health care services and will be consistent with meeting requirements of the Commission on Accreditation in Physical Therapy Education (CAPTE). In keeping with CAPTE’s mandatory requirement, effective 2015, that all physical therapist education programs offer the entry-level DPT for accreditation and therefore, subsequent graduate licensure, CSU will be able to continue its history of educating physical therapists in California, meeting the mission and intent of the Donohoe Higher Education Act.. The CSU Doctor on Physical Therapy program would allow qualified students to prepare as primary care physical therapists capable of practicing autonomously in a variety of environments, offering skilled physical therapy services to patients who are medically unstable but managed out of the hospital. Graduates also would be more prepared to continue special areas of study to qualify for certification as clinical specialty practitioners.
California State University Long Beach: California State University Long Beach is a diverse, student-centered,
globally-engaged public university committed to providing highly-valued undergraduate and graduate educational opportunities through superior teaching, research, creative activity and service for the people of California and the world. The values of the University are: Educational Opportunity, Excellence, Diversity, Integrity, and Service and the university’s academic purpose is to graduate students with highly-valued degrees. California State University Long Beach envisions changing lives by
expanding educational opportunities, championing creativity, and preparing leaders for a changing world. CSULB is committed to being an outstanding teaching-intensive, research-driven university that emphasizes student engagement, scholarly and creative achievement, civic participation, and global perspectives. The mission of the College of Health and
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Human Services (CHHS), the college in which the Department of Physical Therapy resides, is connect, discover and educate, demonstrated by service to the community (connect), scholarly activity (discover) and providing highly valued degrees (educate).
The physical therapy program at California State University, Long Beach has been educating physical therapists since 1967, first at the BSPT level, then at the MPT level beginning in fall, 1999. The Department of Physical Therapy has graduated over 3000 students who have successfully entered the profession of physical therapy. The Department's mission to “prepare highly-valued professionals” who “provide care based on evidence” will be met by offering the DPT and is congruent with university and college missions/visions for highly valued degrees. Our mission to prepare DPT graduates “to address the societal needs of a diverse community” is congruent with the university value of “diversity”, and the CHHS vision of “educating diverse students in the health and human services professions”. The university’s vision of “student engagement in scholarly and creative achievement” is demonstrated by the DPT program which includes evidence-based management throughout the curriculum and a culminating doctoral research project under the direction of a faculty sponsor. The Department's use of clinical facilities that can provide high quality experiences for its students is congruent with the CHHS vision of “collaboration with our community partners to enhance quality” of its programs. The CHHS vision of being a leader in providing professional doctorate degrees in specific disciplines is parallel to the Department's desire of offering an entry-level Doctor of Physical Therapy degree. We propose that the first class entering the new 3 year entry-level DPT at CSULB will be in summer 2012.
2.
If this is a joint program, identify the roles and responsibilities of each institution in developing, delivering, and assessingthe program. Not applicable.
3.
List the number, variety and longevity of other doctoral programs currently being offered, including student enrollment and projected time to graduation, if applicable, for each doctoral program. At least three and no more than five years of data should be provided. If this is a joint doctoral program, provide this data for each institution.Physical Therapist Education: CSU Fresno and CSU San Francisco currently have a joint post-professional DPT curriculum in partnership with UCSF. In addition, CSU San Francisco has a joint entry-level DPT degree with UCSF. No campuses have a history of independent entry-level Doctor in Physical Therapy programs as are proposed in this proposal.
Ed.D. in CSU System: The CSU system had been involved in joint Ed.D. programs for more than 15 years. In 2002, the system launched a series of additional joint Ed.D. programs involving CSU campuses in partnership with University of California (UC) campuses. Fourteen CSU campuses have participated in the joint programs. The joint Ed.D. programs were designed to have CSU and UC campuses as equal partners, with faculty from both systems involved in all aspects of Ed.D. program delivery, from admissions and advising to instruction and supervision of research. CSU then changed to independent Ed.D. programs after passage of legislation allowing such programs.
CSU independent Ed.D.: In 2005, California Senate Bill 724 was enacted granting CSU the first-time independent
authority to offer doctorate degree programs in Educational Leadership. The 2005 legislative action represented a major achievement in the history of higher education in California reflecting the demand for highly-qualified educational leaders in P-12 schools and community colleges. CSULB became one of the first universities in the 23-campus CSU system to offer an independent doctoral program.
CSULB: CSULB has offered joint doctoral programs in various disciplines for many years. The independed doctorate in Educational Leadership (EdD) was established in summer, 2007, following 3 years of a joint EdD doctoral program with the University of California (UC) Irvine (established in 2004). The Ed.D. Program at CSU Long Beach has been chosen to be part of a Carnegie-based pilot study of similar programs nationally. The Ed. D. Program has two options or strands: 1) Educational Leadership in Pre K-12 School Districts, and 2) Educational Leadership in Community College/Higher Education. Students are enrolled in a cohort model of instruction requiring 1) full-time study of 7-9 units per semester and summer study, and 2) 60 units of coursework designed for a three-year completion period.
CSULB Ed.D. Enrollment Status: In 2007, 27 students were admitted into Cohort I. In May 2010, 13 students graduated from the first cohort; 6 additional candidates defended their dissertations in summer 2010. Currently four cohorts with 98 students are at varying degrees of program completion. Efforts to begin a spring 2011 cohort are currently underway. Students come, primarily, from Los Angeles and Orange County area schools and higher education institutions including
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CSULB. A review of ethnic distribution among admissions revealed a high percentage of underrepresented candidates within each of the four cohorts.
Enrollment Summary: CC/HE =Community College/Higher Education Leadership
Specialization Sum 07 Fall 07 Sp 08 Sum 08 Fall 08 Sp 09 Sum 09 Fall 09 Sp 10 Sum 10 Fall 10 Sp 11
Pre K – 12 9 9 8 17 17 17 30 28 28 32 29 30
CC/HE 20 18 18 36 35 33 45 41 41 51 47 45
Total 29 27 26 53 52 60 75 69 69 83 76 75
Graduates 2010
Graduates 2011 (Projected)
Specialization Sp 10 Sum 10 Fall 10
K – 12 5 2 0
CC/HE 8 4 0
Total 13 6 0
4. If any part of the program will be offered via distance education, describe the institution's prior experience offering distance education. For joint programs, provide this information for each institution.
Not applicable.
5. If the institution currently offers a joint doctorate(s) in this discipline, indicate whether the program(s) will continue and provide details on how the proposed program fits into the strategic plan of the institution. If the joint program will be discontinued, refer to Section VI on teach-out requirements.
Not applicable.
Institutional Accrediting History Relevant to Substantive Change
1. Provide a brief response to issues noted in prior substantive change reviews since the institution’s last comprehensive review. If this is a joint program, provide this information for each institution.
The last WASC visit on 10/6-8/2010 recently has been received and as yet, no response has been made. The team report is at http://www.csulb.edu/projects/wasc/WASC_accreditation_2006-11/documents/WASC_Final_Report_2010.pdf Have pdf to upload as appendix 1.
2. Provide the institutional response to issues relevant to doctoral level education noted in the last Commission or Interim Report Committee letters or in related team reports. If this is a joint program, provide this information for each institution.
Specialization Sp 11 Sum 11
Pre K – 12 6 4
CC/HE 12 4
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As the report has recently been received, as yet, no response has been made. However, the report of the 10/6-8/10 WASC visit summarizes in its Appendix C that "The Ed.D. Program in Educational Leadership has, in a short period of time, established itself as an important contributor to the institution’s goal and history of connecting with the community – in this case, the educational community surrounding CSULB. It will be exciting to watch one of the first independent Ed.D. Programs as it evolves in the coming years. Program review findings, together with the Carnegie study, should provide valuable insights to this doctoral program which is responding to the dire need in California of finding and preparing highly-qualified educational leaders."
3. If the proposed program is within a school accredited by a professional accrediting agency, or is related to a program that is accredited by a professional accrediting agency, list the agency, year accredited, and attach a copy of the most recent team evaluation report and agency action. Also, indicate whether the specialized agency needs to review and approve the proposed program prior to implementation and when the review will be completed.
The MPT program is currently accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The CSULB physical therapist education program has been accredited since inception in 1967. Current accreditation is from 10/29/2003-6/30/2012. The most recent team evaluation report and agency actionis included in Appendix 2. The program is currently preparing a self-study for an accreditation visit of the MPT program in December, 2011.
The CAPTE Accreditation Handbook states that if a program converting from an MPT to a DPT is currently accredited, the program may implement a change of degree to the DPT without prior approval from CAPTE. CAPTE has been informed of our intent to convert to the DPT and expects that the program will obtain the necessary approvals to offer the DPT from the institution housing the program (CSULB), the state authorizing agency (CPEC), and the institutional accrediting agency (WASC) prior to implementation of the program. We anticipate WASC evaluation for the DPT will occur in summer or fall, 2011. We are planning for approval in order to admit the first cohort of students to the DPT program in summer, 2012. Once the 3 year DPT program is approved by CSULB, CPEC, and WASC, the program will inform CAPTE of a program change to the DPT (Appendix 3.) The program then will retain accreditation status until another self study and on-site visit during the last term of enrollment of the charter DPT class (Spring 2015).
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Section II: Program Need and Approval
A. Program Need
1. Identify the program need/rationale framed by the institution's mission and strategic goals. Local program need should be documented in addition to any national or statewide need. For joint programs, provide this information for each institution.
Master Plan for Education: The California State University is responsible for developing high quality, entry-level programs in the health sciences that will produce graduates who can meet the service demands of the citizens of California. Entry-level requirements for the physical therapist have been elevated from the Master’s level, which the CSU was authorized to offer, to the Doctoral level, which the CSU authorized in January, 2011 to offer. The professional accrediting body, Commission on Accreditation of Physical Therapy Education (CAPTE), has determined that physical therapist education must be at a doctoral level as of 2015.
Doctoral education at reasonable cost.: Since 2003, California has relied on private universities to provide doctoral physical therapists. In order to provide students an option to study physical therapy in public universities at reasonable cost, the CSU must offer a clinical doctoral program in physical therapy. The student fees for the new DPT will be priced to cover costs, near or slightly higher than that for the EdD. Currently, doctoral education student tuition and fees are at $5063/semester (CSULB 2010-2011 catalogue) however we expect an increase to $5250 in 2011. Using the figures from the 2010-2011 CSULB catalogue, the total 3 years (9 semesters including summers) proposed DPT degree at the current rate would cost the student $45,567 for tuition and student fees. Therefore, students attending the DPT at CSULB will be paying approximately 1/3 the cost incurred of a private physical therapy educational program ($75,000-125,000).
Increasing shortage of physical therapists in California: Offering the DPT will allow all CSU PT programs to address the shortage of physical therapists in California. According to the Bureau of Labor Statistics and California Employment Development Department, California exceeds the national growth rate of jobs for physical therapists (30% vs 27%). They estimate that California will have a 30% increase in PT jobs from 2006 to 2016 (14,800 to 19,200) with a approximately 620 new job openings per year (440 new and 180 replacements). The 5 new CSU independent DPT programs proposed to begin in summer 2012 will produce a total of between approximately 130 and 160 physical therapists per year, helping meet the demand for physical therapists projected above as well as the increased demand due to the closure of the 4 CSU MPT programs. Yet, for California to reach national average patterns in producing physical therapists prepared for national licensure, CSU would need to enroll 32 student cohorts
per year.
The estimated growth in need for physical therapists in California will obviously highly impact its most populous areas of Los Angeles/Orange Counties, further supporting the need for CSULB to continue to educate entry-level physical therapists. Currently, graduates of the CSULB MPT program have been offered multiple positions upon graduation. 100% find employment within 6 months of graduation. Daily, the Department of Physical Therapy receives multiple offers of positions available in the area and across the country for entry level physical therapists with urgent requests to share these offers with our students. Monthly advising sessions for perspective students has over 30 students/session and applications for admission to our program through the Physical Therapist Central Application Service (PTCAS) are increasing yearly, being almost 500 this past year. As the MPT degree will be phased out when the DPT degree is instituted, CSULB DPT graduates will fill the void left by the CSULB MPT dissolution.
Quality care for citizens of California: This clinical doctoral program will directly serve consumers by assuring them of quality, well prepared practitioners in physical therapy who can assume increased responsibilities for patient care in autonomous practice settings. With the changes in health care delivery, physical therapists must be better prepared to practice independently. They must be able to advance patient activities despite a complex medical history; make timely decisions when medical care is emergent, urgent or requires a planned medical evaluation; and manage patients with the advice but not necessarily the direct supervision of a physician. In particular, the physical therapist must be able to apply the sciences of anatomy, physiology, pathology, aging, movement, exercise, therapeutic modalities and biomechanics to advance patients towards independence and self-care despite serious states of illness. The physical therapist must be able to teach patients and their families how to help care for themselves or loved ones at home, recognizing the red flags that physician attention or more sophisticated, life saving medical intervention is needed. The aim of the DPT program is to create a preeminent center of learning and discovery in physical therapy at the clinical doctoral level to prepare physical therapists to meet these new demands.
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all accredited programs will be graduating physical therapists with doctoral degrees to meet the needs of the expanded professional role of physical therapists. This degree is the degree of choice of perspective students at CSULB. Our graduate advisor, department chair and department coordinator receive multiple daily e-mails and telephone calls inquiring about our physical therapist education program, most inquire as to when we will be converting to the DPT. CSULB is posed to meet this need by offering the entry level DPT. As previously explained, CSULB has a history of joint and independent doctoral education and is currently seeking two new independent doctoral degrees, the DPT and the DNP, both of which meet the mission of both CSULB and the CHHS explained in Section 1, B1.
2. Describe the process and results used to establish the need. Please provide a summary of the findings, not the full study.
The Bureau of Labor Statistics and California Employment Development Department reports were used for California's increasing needs for physical therapists explained above. Yearly surveys sent to graduates of CSULB MPT program showing 100% employment within 6 months of graduate were used to determine local need for physical therapists. The constant inquiries about our MPT program and about when we will convert to the DPT program, the number of students in advisement sessions and the number of applicants to our MPT program, and that our current MPT program is educating a new cohort of 30-35 students/year have further demonstrated the current need for physical therapists which will be met by CSULB continuing to educate physical therapist students, now at the doctoral level. Vision 2020 of the American Physical Therapy Association (APTA) that physical therapists will be Doctors of Physical Therapy in autonomous practice was used to demonstrate the need to offer the DPT to meet the expanded role of physical therapists.
3. What evidence (surveys, focus groups, documented inquiries, etc.) was used to support enrollment projections and to support the conclusion that interest in the program is sufficient to sustain it at expected levels?
As mentioned above, students at the Department of Physical Therapy monthly advising sessions for pre-physical therapist students are interested in becoming physical therapists and inquire as to when we will transition to offering the DPT degree as this is the degree that they desire. These students are interested in our program because of its quality and its cost. Also, we receive almost 500 applications/year to our current MPT program. The physical therapy program graduate advisor,
department chair and administrative coordinator receive daily calls and/or e-mails of inquiry from students seeking admission to our program. Furthermore, because the CSULB MPT program will be closing, the DPT program will serve those students who would have attended the MPT program and would otherwise 1) go to a private university at substantially greater cost, or 2) be denied an education to become physical therapists because available private universities could not expand enough to accept the additional students and/or, more likely, because students could not afford the higher costs of private university physical therapist education. Our program currently ranges from 27-34 students/cohort. When we offer the desired DPT degree we expect more applications and will be able to easily meet the 32 student cohort size desired.
4. Attach the recruitment and/or marketing plan for the program. Describe the geographic scope of the program. (Note that all materials regarding this program should clearly state, “Pending WASC approval” prior to Commission approval.)
Since 2009 CSULB has participated in a national admissions program called Physical Therapist Centralized Application Service (PTCAS). This admissions program allows students to apply to multiple PT programs nationwide through one online portal. Currently, 128 programs are using PTCAS. This service provides marketing of our program as part of the website services at www.ptcas.org. Use of PTCAS has increased the number of national and international applicants to the PT program at CSULB. We also market our program on our website
at http://www.csulb.edu/colleges/chhs/departments/physical-therapy/index.html with links to our brochure and application materials. In addition we offer monthly advisement sessions for groups ranging from 20-40 potential applicants. We also schedule individual counseling sessions for perspective students with faculty and/or staff when needed. The graduate advisor participates in all on campus recruitment efforts and will participate in more off campus presentations at other
universities as well for the DPT. Because of our location in Long Beach which has a very diverse community and because of the availability of PTCAS, our applicant pool is usually very diverse as indicated by how applicants identified themselves in the PTCAS application. For example, this year 23% of our applicants are Asians, 13% are Hispanic/Latino and 5% identified themselves as black.
B. Planning/Approval Process
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(administrators, trustees, stakeholders, etc.) were involved in the review and approval of the program. Include any campus established criteria for doctoral level work. Attach documentation of necessary approvals.
CSULB Department of Physical Therapy has been planning the DPT curriculum for many years. After Independent DPT education was removed from SB 724 in 2005, the Department made strong efforts for a joint program with the University of California, Irvine. With the passage of AB 2382, the Department again is focused on the preferred Independent DPT. The curriculum has been designed to meet the requirement of the Normative Model of Physical Therapist Professional Education, American Physical Therapy Association.
The Department's DPT Course outlines were then approved in March, 2011 by the College of Health and Human Services (CHHS) Graduate Council. (provide documentation of approvals-would be appendix 4)
Approvals of the WASC proposal were by the • Dean, CHHS,
• Vice Provost/Academic Affairs/Dean, Graduate studies, • University Resource Council,
• Curriculum and Educational Policy Council , • Academic Senate, and the
• President of the University. • CSU Chancellor
2. If the institution(s) is/are part of a university system, describe the review process at the system level, including any system requirements for doctoral level work. Attach documentation of approval.
The CSU planning and approval process for entry level DPT programs is a comprehensive one, illustrated in the flow chart inAppendix 5 Use the flow chart they did even though dates are wrong.Primary steps include:
● The campus seeks authorization from the CSU Board of Trustees to propose a DPT program within a specified time frameattach approval-Appendix 6
● The campus faculty develop the DPT proposal
● The proposal undergoes review through the campus approval processes, mentioned above
● The approved proposal is submitted by the campus to the Chancellor’s Office
● The campus revises the proposal as needed based on system-level feedback
● The CSU Chancellor’s Office (Academic Program Planning) sends the completed proposal to the California Postsecondary Education Commission (CPEC)
● The campus sends its Substantive Change Proposal to WASC.
The CSU developed systemwide standards for the DPT through committee work with members experienced with DPT programs. The standards are on the Academic Program Planning Web site (www.calstate.edu/APP/DPT/). They address primary program components and are contained in the Title 5 Regulations for the program. System requirements for doctoral level work include:
● Admissions Criteria
● Cohort Structure
● Faculty Qualifications
● Core Curriculum Concepts
● Degree Requirements
● Examinations
● Culminating Experience Requirements
● Doctoral Advisement
● Doctoral Mentoring
● Requirements for Satisfactory Progress
Specific system requirements for doctoral level work include:
● Student learning objectives and a program of study that address the programs’ core curriculum concepts structured at the doctoral-level meeting the standards outlined in the Normative Model of Physical Therapist Education.
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● A program of study of at least 90 semester units in which 80% of the units must be in courses organized primarily for doctoral students, with only 20% of units allowable through courses for both master’s and doctoral students.
● Student assessments that include a professional clinical doctoral-level culminating event (doctoral project) and full time clinical internships.
● A culminating experience must demonstrate a strong scholarly and professional foundation of knowledge and the ability to apply this knowledge to the highest level of clinical professional physical therapist practice.
The CSU uses the WASC substantive change proposal format.
C. Collaborative/Cooperative Agreements
1. If the proposed program includes collaboration or cooperation with outside agencies, institutions or other entities, please describe the purpose and nature of the relationships. Attach relevant signed Memoranda of Agreement or other documentation. Please see WASC's Policy for Contracts with Unaccredited Organizations.
Collaborative agreements exist between Cal State University Long Beach and our clinical partners for our 36 weeks of clinical education. Clinical Education practicums (during the curriculum) and internships (at the end of the curriculum) are necessary to ensure transfer of knowledge, skills, and behaviors from an academic to a clinical setting in preparation for independent entry-level practice. For memoranda of agreement see Appendix 7 (New Wasc/Clin Ed Contract Folder: AA Allied Health and
Physical Therapy Exhibit) Physical Therapy clinical education is accomplished via a voluntary partnership between the academic institution and physical therapy clinical sites.
Clinical sites are accepted as internship sites if they meet the following criteria. The site: 1. is not owned by an MD or an MD corporation,
2. agrees to the conditions set forth in the memoranda of agreement,
3. has at least one full-time licensed physical therapist with one year or more of experience that is willing to supervise a student intern,
4. represents a practice setting (e.g., acute care, rehabilitation, outpatient) or a patient population (e.g., pediatrics, orthopedics, neurology) that is needed for clinical education experience,
5. or the physical therapist has a history of successfully supervising physical therapy interns.
Once the site is initially accepted, a student is placed at the site, usually for a beginning clinical education practicum. The site is evaluated by the student and a member of the core faculty to determine its effectiveness as a clinical education site.
Considerations include:
1. determination that the site and the clinical instructor are performing current, evidence-based practice, 2. the site has the equipment and resources necessary to delivery physical therapy services,
3. the clinical instructor provides adequate supervision to the student,
4. the clinical instructor provides timely and appropriate constructive feedback.
We currently have contracts with approximately 240 clinical sites. Please see Appendix 8 (New Wasc/Clin Ed Contract Folder: Current Affiliation Agreements) for a list of our current contracts. Many of these sites offer several clinical education opportunities per year.
Section III: Program Description and Evaluation
A. Curriculum
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1. Provide an overall description of the program including the alignment of the program philosophy, curricular design,
pedagogical methods, and degree nomenclature selected. Identify the program’s emphasis as a professional-practice (applied research, practice-oriented, or clinical) degree or a scholarly research-oriented degree.
The Doctor of Physical Therapy degree offered by the California State University
AB 2382 Section 66042 (b) states: Pursuant to subdivision (a), and notwithstanding Section 66010.4, in order to meet specific physical therapy education needs in California, the California State University may award the Doctor of Physical Therapy (D.P.T.) degree. The authority to award degrees granted by this article is limited to the discipline of physical therapy. The Doctor of Physical Therapy degree offered by the California State University shall be distinguished from doctoral degree programs at the University of California. AB 2382 Section 66042.1 (b) states: The Doctor of Physical Therapy (D.P.T.) degree offered by the California State University shall be focused on preparing physical therapists to provide health care services, and shall be consistent with meeting the requirements of the Commission on Accreditation in Physical Therapy Education
(CAPTE).
The California State University (CSU) DPT Program is designed to educate clinical practitioners prepared for autonomous practice in physical therapy. The students will be adults who hold Baccalaureate degrees and will be enrolled as a full-time cohort. Students will be required to complete extensive pre-requisite coursework to prepare them for the rigors of the professional curriculum. The DPT is a degree that prepares graduates to be experts in the examination, evaluation, and intervention of movement dysfunction.
The California State University (CSU) DPT doctoral project is expected to contribute to an improvement in physical therapy practice, policy, or client outcomes. The doctoral project shall demonstrate the student’s doctoral-level mastery of current evidence-based practice. It shall demonstrate critical and independent thinking and a command of the research literature. The Doctor of Physical Therapy degree offered by California State University, Long Beach
The CSULB Doctor of Physical Therapy program will be a cohort-based curriculum of 113 units, beginning with
foundational and behavioral science courses, continuing with clinical science, professional practice and management courses and ending with clinical internships during 3 years of study, including summers. The curricular order is fixed with courses offered once per year. Coursework is sequenced to build on information in previous classes and to allow students the time to integrate and reflect on the material learned. The DPT degree will require intensive coursework similar to other professional doctoral programs (pharmacy, dentistry, medicine). The curriculum is grounded in evidence-based practice focusing on literature review and critique, and critical thinking and decision making for patient examination, evaluation and intervention. Areas of content that will be increased in the DPT curriculum (in contrast to the MPT curriculum) are radiology, pharmacology, motor control, exercise science, autonomy of practice, integumentary interventions, differential diagnosis, prevention and wellness, in-depth analysis of the literature and performance and defense of a doctoral research project.
Summer clinical practice and pro bono clinics also give students practice with individuals with disability to apply and translate didactic knowledge into physical therapy practice. The program includes a comprehensive examination across the curriculum and the culminating Doctoral Research Project, both of which will be completed prior to advancing to the final 24 weeks of internship. The final 24 weeks of clinical internship is designed to allow students to complete preparation for the requirements of entry-level doctoral practice.
2. If any part of the program will be offered via distance education, provide a detailed description of the modality and format being proposed (i.e., synchronous, asynchronous, online, correspondence, teleconference, video on demand, etc.).
Not Applicable.
3. If any part of the program will be offered via distance education, describe how the curricular design and pedagogical approach has been adapted to the modality of the program.
Not Applicable.
4. If applicable, describe each track within the program being proposed including the capacity of the institution to support each track. Each track will be acted on independently.
Only one track will be offered.
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level course requirements, nature of the research environment, balance between applied and research components of the degree, and type of culminating experience (full dissertation or a culminating project). Also include plans for faculty research, faculty hires, library resources, and peer and campus collaboration. Discuss how students (both full-time and part-time) will be integrated into the intellectual community of the department and institution. If this is a joint program, provide this information for each institution.
CSULB DPT program:
Pre-requisite requirements: The culture will be begun by strict admission requirements in the sciences to prepare for doctoral coursework. Admission requirements for CSULB DPT are more rigorous than those outlined in Title 5. They require a year each of General Chemistry, General Physics and General Biology in addition to human anatomy with laboratory, human physiology with laboratory, statistics and general psychology. These rigorous requirements will prepare the student to be able to master the rigorous doctoral coursework of the DPT program.
Foundational, behavioral and clinical sciences: The rigor will continue with the foundational, behavioral and clinicall
science courses in the 3 year curriculum which prepare the students with background knowledge for clinical and professional behavior. The foundational sciences include advanced anatomy, neuroanatomy, physiology, biomechanics and tissue mechanics, exercise science, pathology, pharmacology, and principles of motor control and learning. The behavioral sciences, designed to facilitate doctoral professional development, emphasize communication, professional interactions, and self assessment. Courses include professional interactions, professional practice issues and critical thinking. Themes from foundational and behavior sciences are then reinforced throughout the curriculum. The faculty will foster doctoral professional development through guidance and modeling to assist students in applying coursework toward practice, policy and client outcomes. They will foster informal peer assessment and feedback to enhance student reflection on their own values and practice.
Evidence-based practice and research: The research methods class will emphasize the skills necessary to search the literature to apply results to evidence-based patient care and to prepare the students for the background knowledge to complete the doctoral project. Throughout the clinical science coursework, evidence-based practice will be emphasized. Scholarly discussion and dialogue fostering critical inquiry will be included in all classes.
The doctoral project at CSULB will be a directed research project or meta analysis supervised by a project committee chaired by a tenure-track faculty with an advanced degree in physical therapy (PhD or advanced DPT). The doctoral project shall demonstrate originality, evidencing critical and independent thinking. The final paper shall identify the research problem, purposes and specific aims, explain the significance of the research, relating it to the relevant professional literature, identify the methods of gathering and analyzing the data, and present the statistical results of the study as well as a discussion of how the research fits into the previous body of knowledge. A conclusion and recommendation for further study will be included. Students will receive direction, mentoring and assistance in their project by their committee. Students will, therefore, be integrated into the research culture of the faculty as they design, implement, analyze and defend the results of their research to faculty and fellow students.
Faculty will continue their current research programs and additional faculty with an established research agenda will be hired (two tenure-track searches are current). Additional full-time faculty with advanced clinical expertise (certified in clinical specialties) will be hired to support the evidence-based clinical practice curriculum. Current across campus research collaboration will be continued and possibly strengthened by collaboration with faculty/students in the DNP curriculum.
Library resources. Jody help here or just refer to library section?
6. Provide the student learning outcomes for the proposed program.
After completion of the academic and clinical curriculum at CSULB, graduates will: 1. Demonstrate the skills necessary for entry-level doctoral practice
These skills are grounded in foundational, behavior and clinical sciences, and broadly include all the skills of professional practice, patient/client management and practice management expectations. Table 1.
.
2. Demonstrate understanding of the needs for physical therapy in a diverse community
This skill specifically refers to the application of patient/client management and practice management skills in the professional practice expectation of cultural competence. Table 2.
.
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This skill specifically refers to the professional practice expectation of clinical reasoning and evidence-based practice. Table 2.
4. Demonstrate understanding of current and projected standards of practice
This skill refers specifically to the professional practice expectations of accountability, integrity and
evidence-based practice and management expectations of care delivery, social responsibility and advocacy. Table 2. Current projected standards of practice refer to Vision 2020 of the American Physical Therapy Association.
.
All learning outcomes are consistent with the American Physical Therapy Association’s Normative Model for Physical Therapy Education (2004) and the Clinical Performance Instrument (CPI) for evaluation of entry-level practice. Each course outline includes course learning outcomes and CPI learning outcomes that reflect the skills necessary for entry-level doctoral practice.
7. Attach a curricular map aligning program learning outcomes with course learning outcomes, and demonstrating the progression from introductory to advanced levels.
Table 1 addresses the progression of the sciences across the curriculum, (Learning Outcome 1).
Table 2 addresses the Practice and Management expectations across the curriculum, (Learning outcomes 2-4). For both tables, Year 1, Year 2, and Year 3 courses are in progressive blocks.
Key: I = Introduction; R = Reinforced; A = Advanced.
Foundational Science Behavioral Science Clinical Science
Bi ol ogy/ A na to m y, Ce llu la r H is to lo gy , Exe rc ise P hy si ol ogy Ex erc is e Bio me ch an ic s Kin es io lo gy N eu ro sc ien ce Ph ar m ac ol og y Pa tho lo gy Co m mu nic at io n Ps yc h/ Soc ial F ac tor s Et hi cs a nd V al ue s M an ag em en t Fi nan ce So ci ol og y Te ac hi ng / L ea rn in g La w Clin ic al R ea so nin g EB P Ca rd iov as cu lar /P ulm . En do cr in e/ M et ab olic G I a nd G U In tegu m en ta ry M usc ul osk el et al N eu ro m us cu la r Ye ar 1 c ou rse s DPT 701 Anatomy I I I I I I I I DPT 702 Anatomy II I I I I I I I DPT 703 Neuroanatomy I I I I DPT 704 Tissue Mechanics I I I I I I I I I DPT 705 Musculoskeletal biomechanics I I I,R I,R I I DPT 706 Physiology I,R I I I I I I I I I DPT 707 Lifespan R R I R R DPT 708
Motor Control/ Motor
Learning R R R R I,R I,R
DPT 709
Exercise Science R I,R R R I,R R
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DPT 710 Pathology R R I, R DPT 720 Professional Interactions I I I I I DPT 721 Professional Practice Issues R R R I DPT 731Acute care principles R R I R I I I I I R
DPT 732 Musculoskeletal Evaluation R R R R R R I I I R I DPT 735 Gait R R R R R R R DPT 740 Neurologic Evaluation R R R R I R I,R Ye ar 2 C ou rs es DPT 722
Critical Thinking R R,A R
DPT 733 Musculoskeletal Interventions R R R R R R R R,A DPT 736 Orthotics & Prosthetics DPT 734 Advance Management Musculoskeletal R R R R R A R A DPT 741 Neurologic Interventions I R R R R R, A DPT 742 Neurologic Interventions II R R R R R, A DPT 743 ENMG I: peripheral R R R R R R R,A R,A DPT 744
ENMG II: central R R R R R R,A R,
A DPT 745 Management Pediatrics R R R R R R R R R R DPT 750 Imaging R R R R DPT 751 Pharmacology R R R I, R R R R R R R R DPT 760 Management CardioPulmonary R R R R R R,A DPT 765 Management Integumentary R R R R I,R DPT 770
Health Care Delivery I R R R R R R R
DPT 781 6 wk Clinical Practicum I R R R R R R R R R R R R R R R R R R R* R* R* R* R* R* DPT 782 Neurologic practice I R R R R R R R R R R R R R R R R R R R* R* R* R* R* R* DPT 783 Neurologic practice II R R R R R R R R R R R R R R R R R R R* R* R* R* R* R*
13
DPT796
Research Methods R R R R,A R,A
DPT 797 Doctoral Project Ye ar DPT 746 Advanced Management Neuromuscular R R R R R, A DPT 752 Differential Diagnosis DPT 766 Prevention/wellness DPT 767 Management Geriatrics DPT 768 Pathophysiology R DPT 769 Advanced Management CardioPulmonary A A A A A A DPT 771
Health Care Delivery II R,
A R,A R,A R,A R,A R,A R,A DPT 784 6 wk clinical practicum II R R R R R R R R R R R R R R R R R R R* R* R* R* R* R* DPT 785 12 wk clinical internship I R R R R R R R R R R R R R R R R R R R* R* R* R* R* R* DPT 786 12 wk clinical
internship II R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A R,A* R,A* R,A* R,A* R,A* A* R, DPT
797
Doctoral Project
Professional Practice Expectations Patient/Client Management Expectations Practice Management
Expectations
1 – A cc ou nt ab ilit y 2 – A lt ru is m 3 – Co m pa ss io n/ Ca rin g 4 – In te gr it y 5 - P ro fe ss io na l Du ty 6 – Co m m un ic at io n 7 – Cu lt ur al C om pe te nc e 8 – Clin ic al R ea so nin g 9 -EB P 10 – E du ca ti on 11 – S cr ee ni ng 12 – E xa m in at io n 13 – E va lu at io n 14 – D ia gn os is 15 – P ro gno si s 16 – P la n o f Ca re 17 – In te rv en ti on 18 – O ut co m es A ss es sm en t 19 – F it ness /We lln ess 20 – M an age m en t o f C ar e 22 – Co ns ult at io n 23 – S oc ia l A dv oc ac y Ye ar 1 Cou rs es DPT 701 Anatomy I DPT 702 Anatomy II DPT 703 Neuroanatomy I I I I
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DPT 704 Tissue Mechanics I I DPT 705 Musculoskeletal biomechanics R I I I I DPT 706 Physiology I DPT 707 Lifespan I I I I DPT 708 Motor Control/ Motor Learning I I I I I DPT 709 Exercise Science I I I I DPT 710 Pathology I DPT 720 Professional Interactions I I I I I I I I DPT 721 ProfessionalPractice Issues I I I I I,R I I I,R I I I I
DPT 731 Acute care principles I I R I I I R I I I I I I DPT 732 Musculoskeletal Evaluation R I R R R R R R I I I DPT 735 Gait I R R R R DPT 740 Neurologic Evaluation R R R I R R R R R R I I I Yea r 2 C ou rs es DPT 722 Critical Thinking I,
R R R I, I,R I,R I,R I,R I I I
DPT 733 Musculoskeletal Interventions R R R R R R R R R R I,R I,R I I I I DPT 734 Advance Management Musculoskeletal A A A A A A A A A A A A A A A A A A DPT 736 Orthotics & Prosthetics R DPT 741 Neurologic Interventions I R R R R R R I,R I,R I I I I DPT 742 Neurologic Interventions II R R R R R R I,R I,R I I I I DPT 743 ENMG I: peripheral R R R R R R R R R R R R R R R R R R R
DPT 744 ENMG II: central R R R R R R R R R R R R R R R R R R R DPT 745 Management Pediatrics R R R R R R R R R R R R R R R R R R DPT 750 Imaging R R R R R DPT 751 Pharmacology R R R DPT 760 Management CardioPulm R R R R R R R R R R R R R R R R R DPT 765 Management Integumentary R R R R R R R R R R R R R R R R R DPT 770 Health Care Delivery I
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DPT 781 6 wk Clinical Practicum I R R R R R R R R R R R R R R R R R R R R R R DPT 782 Neurologic practice I R R R R R R R R R R R R R R R R R R R R R R DPT 783 Neurologic practice II R R R R R R R R R R R R R R R R R R R R R R DPT 796 Research Methods R R R R R DPT 797 Doctoral Project Ye ar 3 C ou rs es DPT 746 Advanced Management Neuromuscular A A A A A A A A A A A A A A A A A A DPT 752 Differential Diagnosis R,A R,A R,A R,A R,A R,A R
DPT 766 Prevention/ wellness R R R R R R R,A R R R DPT 767 Management Geriatrics R R R R R R R R R R R R R R,A R R R DPT 768 Pathophysiology R R R R R R R R R R R R R DPT 769 Advanced Management CardioPulm A A A A A A A A A A A A A A A A A A DPT 771 Health Care Delivery II A A A A A A A A A A A DPT 784 6 wk clinical practicum II R R R R R R R R R R R R R R R R R R R R R R DPT 785 12 wk clinical internship I R R R R R R R R R R R R R R R R R R R R R R DPT 786 12 wk clinical internship II R R R R R R R R R R R R R R R R R R R R R R DPT 797 Doctoral Project
8. Include a list of all courses in the program, identifying which are required.
Required courses include:
DPT 701 Anatomy for Physical Therapy I (3) DPT 702 Anatomy for Physical Therapy II (3) DPT 703 Neuroanatomy (3)
DPT 704 Tissue Mechanics (2) DPT 705 Biomechanical Principles (3) DPT 706 Physiology for Physical Therapy (6) DPT 707 Physical Therapy Across the Lifespan (2) DPT 708 Motor Control and Motor Learning (2) DPT 709 Exercise Science for Physical Therapy (3) DPT 710 Pathology for physical therapy (3) DPT 720 Professional Interactions (3) DPT 721 Professional Practice Issues (2)
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DPT 731 Physical Therapy Principles of Acute Care (2)DPT 732 Examination of Individuals with Musculoskeletal Disorders (3) DPT 733 Interventions for Individuals with Musculoskeletal Disorders (4)
DPT 734 Advanced Management of Individuals with Musculoskeletal Disorders (2) DPT 735 Normal and Pathological Gait (2)
DPT 736 Management of Individuals with Orthotic and Prosthetic Needs (2) DPT 740 Examination of Individuals with Neuromuscular Disorders (2) DPT 741 Interventions for Individuals with Neuromuscular Disorders I (2) DPT 742 Interventions for Individuals with Neuromuscular Disorders II (1) DPT 743 Electroneuromyographic Management I (2)
DPT 744 Electroneuromyographic Management II (2) DPT 745 Management of the Pediatric Population (2)
DPT 746 Advanced Management of Individuals with Neuromuscular Disorders (1) DPT 750 Imaging for Physical Therapists (2)
DPT 751 Pharmacology for Physical Therapists (2) DPT 752 Differential Diagnosis for Physical Therapists (2)
DPT 760 Management of Individuals with Cardiopulmonary Disorders (3) DPT 765 Management of Individuals with Integumentary Disorders (2) DPT 766 Prevention and Wellness in Physical Therapy (2)
DPT 767 Management of the Geriatric Population (3) DPT 768 Clinical Pathophysiology for Physical Therapy (3)
DPT 769 Advanced Management of Individuals with Cardiopulmonary Disorders (1) DPT 770 Health Care Delivery I (2)
DPT 771 Health Care Delivery II (2) DPT 781 Clinical Practice I (3)
DPT 782 Neuromusculoskeletal Practice I (1) DPT 783 Neuromusculoskeletal Practice II (1) DPT 784 Clinical Practice II (3)
DPT 796 Research Methods (2) A total of 6 units in each of the following: DPT 785 Clinical Internship I (3) DPT 786 Clinical Internship II (3)
A total of 4 units of the following: DPT 797 Doctoral Project (1-4)
Optional courses include: DPT 790 (1-3) DPT 791 (2)
9. Describe the process by which syllabi are reviewed and approved to ensure that 1) course learning outcomes are described and are linked to program learning outcomes; 2) materials are current; and 3) pedagogy is appropriate for the modality of the course.
After being developed by faculty with expertise related to the proposed courses, graduate course outlines, comparable to course syllabi at CSU, are reviewed and approved by the Department and then the Graduate council of the college of Health and Human Services. Course outlines must include course titles, units, course classification, pre and corequisites, course description, course objectives, course and program learning outcomes, course content, methods of instruction and evaluation, current texts and reference material and justification. These reviews assure that course learning outcomes are described and linked to program learning outcomes, materials are current and pedagogy is appropriate.
10. Attach three sample syllabi and the syllabus for the dissertation or culminating experience, which are adapted to the modality of the course. Sample syllabi must demonstrate rigor appropriate to a doctoral-level course in terms of required reading, course content/topics, and assignments/grading policy. Course syllabi should reflect a learning outcomes orientation and be linked to program outcomes. Syllabi should demonstrate that extensive research, including applied research as applicable, is required.
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Course outlines, comparable to syllabi, are attached for DPT 701, Human Anatomy, DPT 721, Professional Practice Issues, DPT 734 Advanced Management of Individuals with Musculoskeletal Disorders, and DPT 797, Doctoral Project. These courses were chosen to include examples across the breadth of the curriculum. Appendix 9.
11. Describe the clinical or internship requirements and monitoring procedures, if required.
Students will be required to complete 36 weeks of total clinical education experience (DPT 781, DPT 784, DPT 785, & DPT 786), in addition to experience in the pro-bono neurology clinic (DPT 782 & DPT 783). Specifically, they will complete a 6-week clinical practicum after the first academic year, 2 semesters of pro bono neurology clinic in their second year, another 6-week clinical practicum after the second academic year, and finally two 12-week clinical internships after all academic requirements are completed.
Students are required to complete clinical practicums and internships in different settings (e.g., acute care, rehabilitation, outpatient) and with different patient populations (e.g., orthopedics, neurology, pediatrics).
Students are monitored during their clinical education in several ways. All students and clinical instructors use the Clinical Performance Instrument PT Web 2.0 for formative and summative evaluation. The Director of Clinical Education can review the CPI throughout the practicum/internship. In addition, clinical instructors contact the faculty if problems arise early in the affiliation. All students and clinical instructors have midterm contact with faculty, most of which are visits to the clinical site. If any learning or behavioral issues are determined at the midterm, further follow up by faculty with the clinical instructor and the student is scheduled to set learning goals and objectives to successfully complete the practicum/internship. A contract may be developed if behavioral mediation is needed. (If learning or behavior issues are determined when faculty make initial contact to schedule a midterm visit, faculty intervene at that time.)
12. List any special requirements for graduation.
To be eligible for the Doctor of Physical Therapy degree, the candidate shall have completed a program of study of 113 required units organized for doctoral students, including a comprehensive examination, a doctoral project of 4 units and 36 weeks of clinical practice outside of the classroom. An overall grade point average of 3.00 (grade of B on a 4.00 scale) or better shall have been earned in the coursework taken to satisfy the requirements for the degree, except that a course for which no letter grade is assigned shall not be used in computing the grade point average. The comprehensive examination shall be structured to assess the full spectrum of course work and physical therapist practice. The content shall be consistent with the Normative Model of Physical Therapist Education and structured with sufficient rigor to assess the student’s ability to practice physical therapy in a contemporary health care setting and to demonstrate critical and independent thinking and the ability to interpret the literature. The doctoral project will be a directed research project or meta analysis as explained previously in section 5.
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B. Schedule/Format Requirements
1. Describe the length of time that the typical student is expected to complete all requirements for the program. The DPT program is designed to be completed in three full years. All requirements for the degree will be completed within five years of achieving classified standing in the doctoral program. The appropriate campus authority, consistent with campus policy, may extend by up to two years the time allowed for completion of the requirements under the following circumstances:
o the student is in good standing,
o the extension is warranted by compelling individual circumstances, and
o the student demonstrates current knowledge of research and practice in physical therapy, as required by the campus.
DPT program faculty shall establish, in conformity with campus policy, criteria for granting further extension, which may be granted under special circumstances. The criteria shall include, at a minimum, the conditions listed above. During a period of extension, the DPT program faculty shall determine at the conclusion of each term in which a student is enrolled whether the student has made satisfactory progress.
2. Describe the cohort or open registration model being used. Provide the minimum attendance/participation requirements and provisions made for students to make up assignments or for students who withdraw and seek to re-enroll. Include a matrix showing the number of students per cohort throughout the first five years of the program and the faculty resources to support such estimates.
The CSULB DPT program is organized as a 12 month traditional full-time cohort-based program of 3 years duration with a complex vertically and horizontally integrated curriculum. Groups of 32 students admitted each year will take all
co-requisite courses together. Each DPT student is expected to make satisfactory progress in accordance with the DPT cohort structure and program of study through the time of entry to completion of the culminating project and final clinical internships. The normal expectation is that students will attend and participate in all required program components earning a 3.00 cumulative GPA in all courses and demonstrating the requisite skills for entry-level physical therapist practice. Specific course attendance expectations and opportunities to make-up assignments are defined in individual course syllabi. In the event that a student is unable to attend classes and/or withdraws due to a serious and compelling reason, the faculty will judge the appropriateness of return to the student’s original cohort. Extra coursework required to make up assignments, examinations, and laboratory experiences missed will be determined by the faculty. Another mechanism in place is for a student to join a subsequent cohort taking the classes that they missed.
System-wide criteria of satisfactory academic progress are provided in Appendix 10.
3. Describe the typical class size throughout the program.
Typically 32 students will comprise a cohort. Therefore, classes will have 32 students in lecture and the CAPTE recommended 16 students in laboratory practice for better interaction with the faculty during laboratory experiences.
4. Describe how timely and appropriate interactions between students and faculty, and among students will be assured, including detailed information for online courses. For programs being offered via distance education, describe the provisions available to faculty to ensure that the enrolled student is the student completing the coursework. See Best Practice Strategies for Promoting Academic Integrity in Online Education.
Traditional coursework allows for timely and appropriate interactions between students and faculty in the classroom. In addition faculty hold regular, required weekly office hours that are posted and identified in course syllabi. Faculty will be available by appointment at other times and are available by e-mail and voice mail. Timely and appropriate interactions between faculty and students and among students are fostered through course and program electronic support. E-mail is frequently used to allow for communications, and most courses include supplementary Web-based tools to facilitate exchange with faculty and among students (Beachboard discussion room, forums, bulletin boards, etc.) Faculty also will be interacting intensely with individual students in mentoring the Doctoral Research Project.
Interaction among students is enhanced by the cohort structure of the program as:
• Cohorts offer support to members and provide opportunities for members to learn from one another.
• Cohorts establish professional ties that often last beyond the doctoral program itself; such networks are valuable in terms of continued professional support and growth.
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• Fostering and monitoring students’ progress is enhanced in cohorts. The group carries with it the expectation that all but the occasional candidate will complete the program successfully, including such standard
benchmarks as practical examinations, advancement to candidacy, completion of the doctoral project and, ultimately success with the national examination leading to state licensure.
• Scheduling an outstanding program of doctoral study can be accomplished more readily for cohorts that have courses in common. Enrollments are predictable, and a course of study can be planned in advance to ensure the availability of highly qualified faculty.
5. Explain the time frame of courses, i.e. accelerated, weekend, traditional, etc. (If the course time frame is abbreviated, an institution must allow adequate time for students to reflect on the material presented in class. Faculty using the
accelerated course format should be expected to require pre- and post-course assignments, as appropriate. The
Committee will expect course syllabi for accelerated courses to be adjusted accordingly to reflect the pre- and post-course assignments, and the accelerated nature of the curriculum.)
Courses will be in a traditional format across the full year, including summers. No accelerated coursework will be used. Occasionally, week-end optional courses will be scheduled so as not to interfere with regular, mandatory courses. In the third year of the DPT curriculum, academic courses in fall will be compressed to 10 weeks to allow students to begin clinical internships in the final 5 weeks of the semester. Total units of coursework for this semester have been decreased to 11 and only one laboratory class will be offered to allow sufficient time for learning and reflection of coursework.
6. Provide a sample schedule of courses for a full cycle of the program, with faculty assignments if available
Year 1
summer Session I summer session III
DPT 701 Anatomy I 3 DPT 702 Anatomy II 3
DPT 704 Tissue Mechanics 2 DPT 703 Neuroanatomy
DPT 720 Prof Interactions 3 6
3 8
Fall Spring
DPT 705 Biomechanical Prin 3 lab DPT 709 Ex Science 3 lab
DPT 706 Physiology 6 DPT 710 Pathology 3
DPT 707 Lifespan 2 DPT 721 Prof Practice issues 2
DPT 708 Motor control/Lrng 2 DPT 732 MS exam 3 lab
DPT 731 Principles acute care 2 lab
DPT 740 Neuromusc Exam
DPT 735 Gait 2 lab
15 15
2 lab
Year 2
summer session I summer session III
DPT 750 Imaging 2 DPT 722 Critical Thinking 1
DPT 765 Mgmt Integument 2 DPT 781 6 wk clinical Pract I 3
DPT 796 Research Methods 2 4
6
Fall Spring
DPT 733 MS Interventions 4 lab DPT 734 Advance MS mgmt 2 lab DPT 741 Neuromusc Intervent I 2 lab DPT 736 Prosth & Orth mgmt 2 lab DPT 743 ENMG I:peripheral 2 lab DPT 744 ENMG II: central 2 lab
DPT 751 Pharmacology 2 DPT 745 Mgmt Peds 2 lab
DPT 760 Mgmt CardoPulm 3 lab DPT 766 Prevention/wellness 2
DPT 782 Neuromusc practice I 1 3 hr DPT 770 Hth Care Delivery I 2
DPT 797 Doc Project 1 DPT 783 Neuromusc practice II 1 3 hr
DPT 797 Doc Project
15 15
