Basic Sciences I provides a study of the morphology of the human body including the macro- anatomy (gross anatomy) and the microanatomy (histology) of the basic tissues, and provides an introduction into the mechanisms of diseases. It includes the study of the bones, ligaments, muscles, nerves, blood vessels, and their associated organs. Emphasis is placed on the musculoskeletal and neuromuscular systems. Consideration is given to clinical entities, by including imaging and clinical cases. Formal lectures, laboratory experiences (including cadaver dissections and observation of radiographs) are supplemented by required reading, group work and other resources. [10 SCH]
Professional Formation I introduces the student to different aspects of professional behavior and development as a student physical therapist. Foundational skills focused on patient interaction, medical terminology, hygiene, positioning, draping, and safety are introduced. The importance of cultural awareness, communication and feedback, and the educator role of the physical therapist will be emphasized. The material in this block provides opportunities for the student to examine the ethical and professional issues surrounding physical therapy practice as a student in this program and burgeoning healthcare provider [3 SCH]
Basic Sciences II provides an integrated “systems-oriented” approach to the morphological and developmental organization of the human body. Integrated study of neuroanatomy, embryology, histology, physiology, pathology, and pharmacology is included in this Block to prepare students for the rest of the professional curriculum. Formal lectures, laboratory experiences, and group work supplemented by required readings are used to help students gain the essential concepts of these foundational sciences. Each of the body’s major organ systems will be studied beginning with structural and functional aspects of individual cell types and progressing to tissue and systems levels. Basic pathology, pathophysiology, and system-related pharmacology are addressed. The interdependence of structure and function of tissues and organs is emphasized throughout the lifespan. [15 SCH]
Basic Sciences III integrates and consolidates the foundations of movement sciences and bio- physical sciences pertaining to human function across the life span. It serves as an interface between the previous basic science Blocks and the clinical sciences Blocks. Students will acquire knowledge of biomechanics, pathomechanics, and motor behavior theories to analyze movement in healthy and pathological states. Students will also develop key foundational clinical skills to perform examination, evaluation, and assessment, as well as basic documentation skills to report findings and intervention outcomes. The student will learn to describe, operate, and apply skillfully various therapeutic technologies used in habilitation and rehabilitation of patients with musculoskeletal, neuromuscular, cardio-pulmonary, vascular, and integument deficits. Instruction will foster critical thinking and an evidence-based approach to problem solving skills necessary for developing effective and efficient independent clinicians. Lectures, laboratory activities, numerous case presentations, and problem-based learning will be used in this Block. Successful mastery of the material presented in the Block will be measured through performance on written and practical examinations. [14 SCH]
Professional Formation II prepares the student to communicate and appropriately interact with other health care providers, third-party payers, patients, clients, and their families. Educational experiences will include panel discussions with professionals in a variety of settings. Working through diverse case examples will provide the student with a foundation to communicate clinical decisions and conduct themselves professionally with other health care providers, patients, clients, and their caregivers. [3 SCH]
Medical Issues provides the student with knowledge of common medical and surgical conditions that present throughout the lifespan. The hospital clinical practice setting will serve as the introductory benchmark for instruction and will highlight, compare, and contrast the variety of settings reflective of patient acuity – emergency room, intensive care unit, transitional care unit and general medical/surgical units. Medical complexity will be discussed in all patient settings including inpatient rehabilitation, subacute rehabilitation, outpatient, and home care. Students will gain knowledge about the etiology and management of congenital, traumatic, and acquired pathological amputations. Clinical wound management practices are outlined for multiple types of open wounds, burns and common dermatologic disorders. Lectures, laboratory exercises, group work, patient educators, clinic visits, and community experiences assist students in mastering clinical application of physical therapy techniques. This block emphasizes problem solving, clinical decision making, and safety. [14 SCH]
Musculoskeletal Issues I addresses orthopedic injuries of the lower extremity, axial skeleton, and shoulder girdle through a motor control framework. Learning experiences include lectures, laboratory sessions, real and simulated patient cases, in addition to small group discussions that focus on clinically relevant examination and management techniques for adults. This Block includes critical examination, communication, and effective documentation for appropriately managing persons with orthopedic injuries and diseases. Weekly laboratory and seminar sessions assist the student to understand the evidence supporting the concepts presented during the Block and integrate these concepts into independent practice. [9 SCH]
Integrated Clinical Experience introduces students to the clinical environment to practice their clinical skills under direct supervision of a clinical instructor. Students will have the opportunity to apply didactic knowledge, develop professional behaviors, and practice hands- on skills. [1 SCH]
Neuromuscular I covers the advanced study of neurological disorders of the central, sympathetic, and peripheral nervous systems across the lifespan. Emphasis is placed on problem-solving and integrating the examination skills and intervention skills covered in previous courses to help students further develop their skills in establishing and executing a comprehensive plan of care for clients with simple neurological health conditions. This course introduces skills for the identification and critique of evidence to support clinical practice and training in decision making to develop the skills necessary for independent practice with neurologic patient populations. [9 SCH]
Musculoskeletal Issues II addresses orthopedic injuries of the elbow, wrist, hand, and temporomandibular joint through a motor control framework as well as more advanced entry-level orthopaedic concepts, joint manipulation, and sports physical therapy. Learning experiences are based on lectures, laboratory sessions, real and simulated patient cases, as well as via small group discussions that focus on clinically relevant examination and management of persons throughout the lifespan. Formal debates focused on emerging topics are used to train students to discuss controversial clinic approaches in a professional manner. This Block includes critical examination, communication, and effective documentation for appropriately managing persons with orthopedic injuries and diseases. Weekly laboratory sessions assist the student in understanding the evidence supporting the concepts presented during the Block and for integrating these concepts into independent practice. [8 SCH]
Neuromuscular II continues the advanced study of neurological disorders of the central, sympathetic, and peripheral nervous system across the lifespan. Course emphasis is on problem- solving and integrating the examination and intervention skills covered in previous Blocks to facilitate the development of competency in establishing and executing a comprehensive plan of care for clients with complex neurological health conditions. Concepts will be built on the identification and critique of evidence to support practice and clinical decision making necessary to function as an independent practitioner. Small group seminars further skills in critique of evidence to support clinical practice. Professional issues are integrated throughout the Block. [8 SCH]
In this first full-time clinical experience, students are provided the opportunity to apply didactic knowledge, develop professional behaviors, and practice patient/client management in a clinical setting. Students perform all aspects of the patient-client management model, including examination, evaluation, diagnosis, prognosis, and plan-of-care, documentation, delegation, legal and financial issues related to physical therapist practice. The clinical experience is 8 weeks in length. [5 SCH]
In this second full-time clinical experience, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. Students perform all aspects of the patient-client management model, including examination, evaluation, diagnosis, prognosis, and plan-of-care, documentation, delegation, legal and financial issues related to physical therapist practice. The clinical experience is 12 weeks in length. [7 SCH]
In this third full-time clinical experience, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. Students perform all aspects of the patient- client management model, including examination, evaluation, diagnosis, prognosis, and plan-of-care, documentation, delegation, legal and financial issues related to physical therapist practice. The clinical experience is 12 weeks in length. [8 SCH]
*This Block is to fulfill the requirements for an Individualized Academic Preparation Plan (IAPP). The IAPP is designed to provide activities and experiences to support the student in maintaining knowledge and/or skills to successfully return to the curriculum and continue academic progression after a leave of absence or a clinical education block failure. The number of credits will be determined to be reflective of individual circumstances and the Block-specific activities. [1-3 SCH]