Doctor of Physical Therapy Curriculum

This course introduces foundational examination skills essential to physical therapy practice. Students develop proficiency in surface anatomy through identification of bony landmarks, joint lines, muscle borders, tendons, and major neurovascular structures on peer partners. The course introduces the use of common clinical assessment tools. Through guided practice and simple case scenarios, students apply early clinical reasoning to interpret examination findings and support safe, evidence-informed clinical decision making.

This course focuses on the concepts and principles of human anatomy, physiology, and pathophysiology to be emphasized in future clinical courses. Its focus is on the detailed structure and function of the human musculoskeletal and neuromuscular system and reviews fundamental embryology, histology, and gross anatomical structure. It will concentrate on the relationships of normal and pathological embryological and developmental processes to gross anatomical structure, and the relationships of normal and abnormal anatomical structure to movement and function across the lifespan. Various teaching/learning methods will be used including lecture, laboratory, and dissection demonstrations. Laboratory sessions will allow students to acquire a three-dimensional appreciation of anatomical structure through instructor-guided human cadaver dissection and study of models and prosections. 

This course supports first-semester DPT students during the transition to graduate-level study by introducing practical strategies for academic success and personal well being. Students will explore evidence-informed study techniques, time management, holistic wellness (e.g., mental, physical, and financial health), and contemporary study tools applied to individual learning needs to promote skill development and habit formation needed for adult learning and success in a DPT program.

This course will build upon the fundamental embryology, histology, and gross anatomical structure acquired in Clinical Functional Anatomy (DPT 701) and emphasize the principles of applied functional anatomy, kinesiology and biomechanics. This course, the first of two applied functional anatomy and biomechanics courses, will focus on the detailed structure and function of specific anatomical content introduced in DPT 701 to include the cervical, temporomandibular, thoracic, and upper extremity joints and their related soft tissues. The application of functional anatomy and kinesiology will be reinforced through both static and dynamic analyses of regional human movement and posture. Students will analyze forces affecting arthrokinematics, osteokinematics, and tissue mechanics of these regions and relate those to overall mobility and stability by way of clinical application. Kinetic and kinematic analysis of movement of these regions will be explored using such tools as EMG, dynamometry and video motion analysis. Students will develop skill in the application of this biomechanical analysis and begin to foster consideration of biomechanical principles in the design of reliable and valid upper quarter examination procedures and efficacious intervention strategies and parameters. Lab coursework will include use of goniometric assessment and strength testing.

This course provides a scientific basis for exercise prescription and progression for physical therapy practice. Students will consider underlying physiologic principles of therapeutic exercise in the prescription and progression of exercise programs to meet the needs of the individual patient. Students will be introduced to a variety of evidencebased tests and measures allowing for the assessment of physiologic function and an emphasis is placed on the ability to develop interventions for basic movement skills and their components. Students will be instructed on safe exercise selection and progression or regression of basic movement skills in consideration of the needs of the individual patient. Lectures and discussions will focus on applying the information from these topics into a framework for the design and implementation of exercise conditioning programs for various populations designed to improve performance and promote health enhancement. Laboratory sessions will emphasize development of the necessary psychomotor skills and their application alongside knowledge of physiologic principles through case-based problem solving to promote clinical reasoning. Additional theoretical and practical concepts related to optimization of the adaptations of human body functions to exercise will be discussed as advance considerations for physical therapy practice.

This course is the first of two courses in the first year that will prepare students in professional practices that will be used throughout the curriculum and their professional careers. This seminar format course will prepare the student for full-time clinical internship experiences by highlighting both the professional and practical aspects of the physical therapy profession. We will emphasize concepts related to communication (verbal, nonverbal, and written), individual and cultural differences, professional behavior, ethics, legal issues including state practice acts, healthcare reimbursement, clinical documentation and responsibility for professional development. Students will develop an increased understanding of professionalism, physical therapy scope of practice and Code of Ethics in the context of contemporary interprofessional healthcare. Students will explore social issues such as forces that impact health care, the role of legislative and political bodies vis a vis health care, race and class as they impact health care and health seeking behavior, and the role of professional organizations as they impact the health professional. Students will formulate new structures from existing knowledge and skills with classroom discussion, debates, and presentations and will develop a deeper understanding of principles of teaching and learning that will be applied in the affective, cognitive and psychomotor domains and will aid in their own development as a professional.

This collaboration and laboratory course is the first of two courses that will focus on the foundational elements of musculoskeletal (MSK) examination, evaluation, and intervention as a foundation for direct patient care. Students will actively learn the components for safe and effective MSK examination, evaluation, and intervention of the upper quarter within best evidence research. The upper quarter consists of the head, temporomandibular joints, cervical and upper thoracic spinal regions, upper rib cage, and upper extremities. Key topics characteristic of common and prevalent MSK conditions, injuries, and pathologies will be addressed, including foundational and normal physiology; etiology; epidemiology; clinical signs and symptoms; impairments; functional limitations; differential diagnosis; interventions, including non-trust and thrust joint mobilizations/manipulations; prognosis; and outcomes. Students will assemble psychomotor skills and develop critical thinking and clinical decision-making. Lastly, students will recognize conditions needing intra- and/or interprofessional referral.

This course is designed to challenge the student to actively recognize and evaluate clinical presentations with suspicious or red flag symptons with best evidence-based research for possible referral to other health care providers. Key topics characteristic of common orthopedic pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology; clinical signs and symptoms related to health conditions; environmental and personal factors related to activity and participation restrictions; prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to musculoskeletal pathology of the head, cervical and thoracic spine, and upper extremities will be emphasized. Content presented will encompass pathologies observed across the lifespan.

This is the first of four courses in the curriculum dedicated to the application of intra- and interprofessional practice and education (IPE) initiatives in the preparation of healthcare professionals. This course will explore intra- and interprofessional collaboration skills within the context of theoretical constructs and underpinnings of IPE. Students will explore the Interprofessional Education Collaborative (IPEC) core competency domains of values/ethics, professional roles/responsibilities, interprofessional communication, and teams/teamwork as they relate to different healthcare professions, patient populations, and practice settings seen in clinical medicine and primary care. Seminar style discussion of patient case study examples will be used to illustrate and reinforce the importance of interprofessional collaborative practice. Knowledge gained in this course will significantly contribute to improved understanding of an interdiscplinary, team-based approach to patient care seen in contemporary healthcare.

This course will emphasize the overall assessment, assessment of vital signs and appraisal of lab values, standard precautions and infection control, patient positioning and draping, bed mobility, and will introduce transfers, and body mechanics awareness. Students will also begin to develop problem-solving and critical thinking skills related to patient care within in the context of the interprofessional healthcare team. Through lecture and lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated patients and interpret findings to design an appropriate patient and family-centered plan of care.

This course will build upon the fundamental embryology, histology, and gross anatomical structure acquired in Clinical Functional Anatomy (DPT 701) and emphasize the principles of applied functional anatomy, kinesiology, and biomechanics. This course, the second of two applied functional anatomy and biomechanics courses, will focus on the detailed structure and function of specific anatomical content introduced in DPT 701 to include the lumbar spine and joints of the lower extremity and their related soft tissues. The application of functional anatomy and kinesiology will be reinforced through both static and dynamic analyses of regional human movement and posture. Students will analyze forces affecting arthrokinematics, osteokinematics, and tissue mechanics of these regions and relate those to whole body and regional mobility and stability by way of clinical application. Kinetic and kinematic analysis of movement of these regions will be explored using such tools as EMG, dynamometry and video motion analysis. Students will develop skill in the application of this biomechanical analysis and begin to foster consideration of biomechanical principles in the design of reliable and valid lower quarter examination procedures and efficacious intervention strategies and parameters.

This lecture/laboratory course will introduce and emphasize the physiologic effects of therapeutic modalities used on human tissue in clinical practice. Lectures will provide an in-depth study of the science of therapeutic modalities. Students will differentiate between the thermal, acoustic, mechanical, and electrical modalities commonly utilized in the clinic. The clinical application of these principles will be reinforced through laboratory practical experiences as well as clinical case studies. Clinical problems are presented in the lecture and laboratory for clinical decision-making on the appropriate, safe, correct, and cost effective application of these devices, skills, or techniques as a component of a comprehensive plan of care to designed to intervene at the level of health conditions, body functions and structures, activities, and participation while recognizing the personal and environmental factors that may impact recovery.

This is the second course in a two-course series. This seminar format course will prepare the student for full-time clinical internship experiences by highlighting both the professional and practical aspects of the physical therapy profession. The student will be introduced to essential information pertaining to clinical performance and will learn how evaluation methods and tools will be implemented during the clinical internships. Students will also learn roles and responsibilities of persons associated with clinical education, policies and procedures for clinical education, delegation and supervision of assistants and aides, aspects of documentation, reporting patient progress, and stress and time management. Students will also develop an understanding of the importance of professional behaviors, self-evaluation and personal reflection and begin to practice these skills prior to applying them on clinical internships. Emphasis will be placed on reinforcement of communication skills essential to professionals in the healthcare environment and students will practice critical thinking skills for the examination and evaluation of PT patients to develop clinical judgement. Learning experiences will also focus on the following professional areas: professional and educational expectations; communication and professional behavior; ethical and legal standards; HIPAA regulations; cultural considerations in patient management; and alternative models in clinical education.

This collaboration and laboratory course is the second of two courses that will teach the student the foundational elements of musculoskeletal (MSK) examination, evaluation, and intervention as a foundation for direct patient care. Students will actively learn the components for safe and effective MSK examination, evaluation, and intervention of the lower quarter within best evidence research. The lower quarter consists of the lower thoracic, lumbar, and sacral spinal regions, lower rib cage, and lower extremities. Key topics characteristic of common and prevalent MSK conditions, injuries, and pathologies will be addressed, including foundational and normal physiology; etiology; epidemiology; clinical signs and symptoms; impairments, functional limitations; differential diagnosis; interventions, including non-thrust and thrust joint mobilizations/manipulations; prognosis; and outcomes. Students will assemble psychomotor skills and develop critical thinking and clinical decision-making. Lastly, students will recognize conditions needing intra- and/or interprofessional referral.

This course is a continuation of the DPT 740 and is designed to continue to challenge the student to evaluate the knowledge of basic clinical presentations associated with musculoskeletal pathology as a foundation for direct patient care and research. Differential diagnosis related to musculoskeletal pathology will be emphasized and will be expended upon to emphasize pathology in the context of the lumbar spine and lower extremities. Content presented will encompass pathologies observed across the lifespan.

This is the second of four courses in the curriculum dedicated to the application of intra- and interprofessional practice and education (IPE) initiatives in preparation of future healthcare professionals. This course focuses on experiential learning of the Interprofessional Education Collaborative's (IPEC) core competency domain of roles and responsibilities. This course immerses students in opportunities to become socialized to their own roles and responsibilities, as well as the roles and responsibilities of other members of the interprofessional healthcare team, and to explore how they complement each other. Students will develop increased awareness and knowledge of the roles and responsibilities of physical therapists and other healthcare professionals. This course will also feature opportunities for students to learn from and with practicing healthcare professionals in the context of previous and concurrent coursework to promote future engagement in interprofessional collaborative practice.

This course will emphasize and build upon the skills learned in IPE 770 with regards to assessment, mobility, transfers, gait training with and without an assistive device, wheelchair fitting and mobility, therapeutic exercise and foundational concepts in wound care management. Students will build upon problem-solving and critical thinking skills learned in IPE 770 and apply them to cases related to new content. Through lecture and lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated patients and interpret findings to design an appropriate patient and family-centered plan of care.

This course is the first of two courses that explore conceptual and practical issues in motor control and motor learning and helps to form an important theoretical foundation for the practice of evidence-based physical therapy. Students will also explore theories of motor control and postural control as explanatory models for changes in movement capabilities. Potential functional constraints to the motor control and postural control systems will be explored using a systems model within an International Class of Functioning, Disability and Health (ICF) framework.

This is a nine (9) week full-time clinical internship designed to develop skills deemed appropriate for entry-level physical therapy practice. Those skills include but are not limited to examination, evaluation, diagnosis, prognosis, and intervention. To accomplish this, students will participate in direct patient care that may include gait training, transfer training, assessment and measurement, intervention and patient education. Integration of the previous semester's academic curriculum will be the focus of the clinical internship. The facilities utilized for the internship will focus on musculoskeletal or orthopedic patient care.

This course is the second of two courses that explores conceptual and practical issues in motor control and motor learning and builds upon the theoretical foundation for the practice of evidence-based physical therapy developed in DPT 799: Motor Learning and Control I. This course will begin with an in-depth study of human development from the life span perspective, with an emphasis on development of human movement, postural control and their interrelationship to skill acquisition. Normal pediatric development milestones and phases of motor development will be the focus of the first half of this course. The second half of this course will have a strong emphasis on normal adult movement including task analysis using reinforcement of skills introduced in DPT 799: Motor Learning and Control I, gait analysis reinforcement from the skills developed in DPT 771: Patient Care Management Skills II, running mechanics, and alternative interventions to maintain normal postural mobility and stability. Emphasis is placed on understanding normal and impaired movement through discussion, hands on skill development and experiential learning opportunities focusing on motor control, motor learning, and neuroplasticity. Environmental demands, task demands, and individual demands discussed in previous motor control course DPT 799: Motor Leaning and Control I will be analyzed from the perspectives of motor control, information processing, and motor learning. Potential functional constraints to the motor control and postural control systems will be explored using a systems model within the context of the International Class of Functioning, Disability and Health (ICF) model of enablement and the task oriented conceptual framework for intervention. These models will also be used as frameworks for evaluating movement dysfunction and for developing intervention plans.

This course will explore the structure and function of the human nervous system by examining the molecules, cells, and circuits involved in directing our behavior. Students will learn about the development of the nervous system, neuroplasticity throughout life, normal functions, and pathological presentations; thus, providing a basis to enhance their understanding of neurologic diagnoses frequently observed in clinical practice. The contents covered in this course will include the gross anatomy of the brain, blood supply, cranial nerves for the eye functions, and the sensory and motor systems. 

This course will provide students with an opportunity to further explore topics in musculoskeletal rehabilitation through a problem-based learning format and to review/remediate topics in which they identify deficiencies. This course will have distinct but related units to promote and enhance further proficiency in musculoskeletal rehabilitation patient/client management. Paper cases will be analyzed to further enhance differential diagnosis skills. Examination, evaluation, diagnosis, prognosis, and intervention strategies will be explored using current best evidence from clinical practice guidelines, clinical practice guidance statements, and clinical practice appraisals.

This first of the three courses in the research curriculum is dedicated to the standard of decision-making for health professionals known as evidence-based practice (EBP). This course focuses on the method of applying the best research evidence to patient care (one of three pillars of EBP). The goal of this is course is for students to value and understand the role of evidence-based clinical practice. This course aims for students to develop the beginning skills of becoming critical consumers of scientific literature. Students will develop skills that will enable them to systematically review the scientific literature and make informed decisions regarding applying research findings in their future physical therapy practice. The contents in this course will provide the students the skills to perform the first three steps of EBP: Ask, Acquire, and Appraise. Students will learn to convert clinical problems into structured and answerable clinical questions using the PICO model and other variants relative to the problem. Students will learn literature search techniques by selecting the highest level of evidence between primary and secondary research outputs with the understanding of the research design employed in the selected evidence. The literature search will also include using library resources (e.g., databases, librarians) to maximize and exhaust the literature. Finally, students will learn to correctly appraise the scientific literature by evaluating the validity, presence of biases, ethical concerns, and confidently interpreting statical results before deciding the evidence's applicability to practice. At the conclusion of the course, the students will be matched with a faculty with an ongoing research project as a research advisor. The students' research experience with their advisors will begin in DPT 811 and culminate in DPT 912 as a scientific poster. The poster will be presented at the Research Symposium in the Fall Semester of year three, concluding the research curriculum.

This course applies biopsychosocial models of health, illness, and disability, including psychosocial aspects of disability; social attitudes and perceptions; and adjustment to and secondary effects of disability. This course will develop student competence in responding to individuals who are experiencing physical and psychiatric problems. Students will have had exposure to patients with musculoskeletal and neurological disorders in previous coursework and will therefore be able to consider the issues addressed in the course in the context of specific illnesses and/or disabilities relating to these body systems. Through readings, guest speakers, video, community experiences, and in class discussions, this course is intended to challenge the perception of both physical and psychiatric disability.

This course is the first of two courses which will apply the conceptual framework of physical therapy management to patients/clients with neuromuscular rehabilitative needs. Students will apply fundamentals of neuroscience, anatomy, patient evaluation, motor learning/control, and therapeutic exercise as a foundation to evaluate and treat patients with movement disorders resulting from neurologic disease or injury. Specific standardized assessments, evaluation and treatment strategies, and rehabilitation practices will be addresses related to movement disorders associated with neurologic injury/disease, specifically (a)traumatic brain injury, cerebellar ataxia, and stroke.

This course is the second in a three-part clinical medicine complex series. It is the first of two courses with emphasis on neuromuscular pathology and diagnosis. It is designed to challenge the student to evaluate the knowledge of clinical presentations associated with the neuromuscular system as a foundation for direct patient/client care and research. During the course of the semester students will be challenged to investigate similar presenting neuromuscular diagnosis and through clinical evaluation and physiological presentation demonstrate their ability to provide the appropriate prognosis and desired medical and therapeutic interventions given the diagnosis. 

Clinical pathophysiology relates to the abnormal/disordered physiological processes associated with disease or injuries commonly seen within a clinical setting. This two-semester course (DPT 840 and DPT 841), which focuses on neuromuscular rehabilitation related pathophysiology, is the second in a three-part clinical medicine complex series which occurs over the students three DPT calendar years. Prior to this course, students will have completed a two-semester clinical medicine and pathophysiology course (DPT 740 and DPT 741) within the Musculoskeletal rehabilitation complex. 

Neuromuscular rehabilitation (Neuro rehab) is a complex medical process which aims to aid in the recovery of a patient from an injury to their nervous system to minimize and/or compensate for any resulting functional loss or alterations. Neurorehabilitation involves working with the patient/client as a whole person and not just a region of their anatomy. The aim of this course is to understand the inter-disciplinary, whole patient-centered management of a neurologic patient/client from the varying medical, surgical, pharmacological, rehabilitation, etc. viewpoints. 

This Fall semester course is the first of two courses with emphasis on neuromuscular pathology and diagnosis. It is designed to challenge the student to evaluate the patient/client using knowledge of clinical presentations associated with the neuromuscular system as a foundation for direct patient/client care and research. 

Throughout the semester, students will be introduced to varying neuromuscular diagnoses and challenged to use clinical evaluation and physiological presentation to demonstrate their ability to provide the appropriate therapeutic diagnosis, prognosis, and desired medical and therapeutic management given the diagnosis. 

Topics will correspond with the diagnoses and neuromuscular pathologies being discussed concurrently in DPT 830: Neuromuscular Examination and Rehabilitation I which include the management of patients with dementia, TBI, MS, stroke, cerebellar ataxia, or other discussed neuromuscular disorders. Characteristics of common neuromuscular pathologies will be addressed, including normal physiology, etiology, epidemiology, underlying pathophysiology, clinical signs and symptoms related impairments, activity and participation limitations, prognosis, varying diagnostic medical procedures, differential diagnosis, and the medical, pharmacological, and surgical management. 

This is the third of four courses in the curriculum dedicated to the application of intra- and Interprofessional Practice and Education (IPE) initiatives in the preparation of healthcare professionals. This course focuses on experiential learning of the core competency domain of interprofessional communication. Students will be immersed in opportunities to develop the skills and behaviors necessary to effectively communicate with patients, families, and other professional members of the interprofessional collaborative healthcare team. This course will consider student exposure to patients with musculoskeletal and neurological disorders from previous and concurrent coursework as well as summer clinical internship (DPT 723). Each session will utilize elements of planning, preparation, debriefing, and evaluation consistent with the requirements of an IPE experience and will focus on a specific behavior or skill necessary to the enhancement of trust, respect, and collaboration in interprofessional practice. 

This course will continue to focus on the structures and functions of the human nervous system to understand how the neural circuits interact with targets to guide our behaviors. This course will emphasize the para-loop of motor control, uncovered cranial nerve functions, peripheral nervous system, autonomic nervous system, neuroplasticity, psychopathology, and higher integrated functions of the brain. All contents are clinically relevant to prepare students for simultaneously learning the neural rehabilitation course. Main pathologies that will be covered include spinal cord injury (SCI), Gillian Barre, Parkinson’s disease, Huntington’s disease, cerebellar malfunctions, drug abuse and mental illnesses. 

The purpose of this course is to introduce the student to the skin and its appendages as they relate to wound etiology, evaluation, treatment, and prevention. It will address the diversified issues of clinical management of the individual with a primary and/or secondary integumentary disorder as they relate to the practice of physical therapy. Topics will include practice setting specific management principles and techniques as they relate to individuals across their life span, with disorders of the integumentary system including, but not limited to burns, pressure ulcers, arterial and venous stasis disorders, neuropathic lesions, dermatitis, and cellulitis. The student will acquire skills within a theoretical and practical spectrum as it relates to clinical management, environmental constraints, and critical pathways.

While continuing to work in small groups, students in this course will continue to build on the area of inquiry established in DPT 811 which included articulation of a research question and a preliminary evidence-based literature review. Groups will meet regularly throughout the semester with the faculty mentor for discussion of key issues related to the research process including analysis and synthesis of the research literature, experimental design, methodology, data analysis, etc. A written comprehensive evidence-based literature review will be submitted by each group reflecting the semester's work. Students are also expected to participate collaboratively in data collection and analysis.

This course explores how human development can be affected by various conditions across all stages of life, from infancy to older adulthood. Students will learn about developmental differences and challenges in pediatric, adolescent, adult, and geriatric populations, with a focus on understanding their impact and appropriate interventions. Building on the foundational knowledge from DPT 799: Motor Learning and Control I and DPT 800: Motor Learning and Control II, this course will deepen students’ understanding of atypical development, clinical outcomes, and treatment approaches. Students will explore alternative assessment and intervention strategies tailored to diverse patient needs, including special populations. A key focus of the course is learning how to assess movement, function, and participation using inclusive and widely accepted models, including the International Classification of Functioning, Disability, and Health (ICF) model and the task-oriented conceptual framework for intervention. Students will develop skills to identify impairments across multiple physiological systems and understand how they affect daily activities and participation in different life stages. By the end of the course, students will be equipped with the knowledge and practical strategies needed to evaluate and treat patient populations across the lifespan thought individualized assessment and intervention strategies. 

This course is the second of two courses that will apply the conceptual framework of physical therapy management to patients/clients with neuromuscular rehabilitative needs. Students will apply the fundamentals of neuroscience, anatomy, patient evaluation, motor learning/control, and therapeutic exercise as a foundation to evaluate and treat patients with movement disorders resulting from neurologic disease or injury. The Guide to Physical Therapist Practice, International Classification of Functioning, Disability, and Health (ICF) and other conceptual frameworks that aid the physical therapist in evidence-based clinical decision-making and reasoning will be explored. Specific diagnoses addressed in this course are spinal cord injury (SCI), Parkinson’s disease (PD), amyotrophic lateral sclerosis (ALS), concussion or mild traumatic brain injury, post-polio syndrome, vestibular disorders, Huntington’s disease, acute inflammatory demyelinating polyneuropathy (AIDP) and other neurologic disorders. Course content will reinforce the development of professional and ethical behaviors, the scope of physical therapy practice, collaborative practice models, therapeutic communication skills, and documentation. 

This course is a continuation of DPT 840: Clinical Medicine and Pathology II, the second of two courses with emphasis on neuromuscular pathology and diagnosis. This course is designed to continue to challenge the student to evaluate the knowledge of basic clinical presentations associated with neuromuscular pathology as a foundation for direct patient care and research. Additionally, students will be challenged to evaluate the knowledge of clinical presentations associated with the neuromuscular system as a foundation for direct patient/client care and research. During the semester, students will investigate similarly presenting neuromuscular diagnoses and, through clinical evaluation and physiological presentation, will demonstrate their ability to provide the appropriate prognosis and desired medical and therapeutic interventions given the diagnosis. Topics will correspond with the diagnoses and neuromuscular pathologies being discussed concurrently in DPT 831: Neuromuscular Examination and Rehabilitation II.  Characteristics of common neuromuscular pathologies will be addressed, including physiology, etiology; epidemiology; underlying pathophysiology and histology; clinical signs and symptoms related impairments, activity, and participation limitations; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological, and surgical management; and expected outcomes. Differential diagnosis related to neuromuscular pathology will be emphasized and applied to determine appropriateness of physical therapy intervention. This course also incorporates the evidence-based practice model in decision making for complex situations. Content presented will encompass pathologies observed across multiple neuromuscular conditions and points of time in the lifespan. 

This is the fourth course in the curriculum dedicated to the application of intra- an interprofessional practice and education (IPE) initiatives in the preparation of healthcare professionals. This course focuses on the recognition and application of values and ethics in interprofessional collaborative practice within and outside of traditional healthcare practice settings. Students will engage in processes to develop a deeper understanding of their own personal and professional values and facilitate recognition of the values and ethics of patients, families, communities, and other professionals. This course will consider student exposure to patients with musculoskeletal and neurological disorders from previous and concurrent coursework and previous summer clinical internship (DPT 723) through intra- and interprofessional service-learning experiences in rural underserved Appalachian communities. Students may participate in this course alongside other healthcare professional students and learn to effectively implement an evidence-based set of teamwork tools aimed at optimizing patient outcomes by improving communication and teamwork skills. 

This is a full-time clinical education experience designed to integrate all the  academic knowledge gained to this point in the DPT curriculum as well as incorporate any previous clinical experience to continue to progress students towards being an entry-level physical therapist. The facilities utilized tor the clinical education experience will focus on inpatient settings appropriate for the delivery of physical therapy patient care of any age group and any setting. An inpatient setting will be prioritized but is not guaranteed for this course. To accomplish this, students will participate in direct patient care and exhibit knowledge, skills, and behaviors to effectively evaluate and treat patients. 

This is full-time clinical education experience designed to integrate all the academic knowledge gained as well as incorporate the previous clinical experiences into an entry-level physical therapist. The facilities utilized for the education experience will focus on any setting appropriate for the delivery of physical therapy patient care of any age group and any setting. To accomplish this, students will participate in direct patient care and exhibit the knowledge, skills and behaviors to effectively evaluate and treat patients. 

This is a full-time clinical education experience designed to integrate all the academic knowledge gained as well as incorporate the previous clinical experiences into an entry-level physical therapist. The facilities utilized for the education experience will focus on any setting appropriate for the delivery of physical therapy patient care of any age group and any setting. To accomplish this, students will participate in direct patient care and exhibit the knowledge, skills and behaviors to effectively evaluate and treat patients.