Academic Year: 2018-2019
Release Date: 8/1/2018
The mission, vision, goals and expected outcomes as well as the academic regulations specific to the entry-level Doctor of Physical Therapy (DPT) program and its curriculum are the responsibility of the collective core faculty. The following handbook, including the regulations and policies contained within, have been developed through the collaborative efforts of the collective core faculty.
The Department of Physical Therapy and Rehabilitation Science (PTRS) advocates for and advances societal health by optimizing wellness and human movement or function through excellence in education, research, clinical practice, and service.
In addition to all DPT Program Goals and Expected Outcomes, the DPT/MPH dual degree option has the following additional goals and expected outcomes:
DPT/PhD Dual Degree Option Goals and Expected Outcomes
In addition to all DPT Program Goals and Expected Outcomes, the DPT/PhD dual degree option also includes the following Goals and Expected Outcomes:
During the PhD phase, the DPT/PhD dual degree student will satisfy the following requirements (which are equivalent to the PhD Progression Benchmarks):
The Doctor of Physical Therapy program is a three-year curriculum beginning in the summer of the first year. The curriculum is integrated through the use of “blocked” courses (blocks), multidisciplinary team teaching, and integrated patient content.
The first year of the program begins with a systems-oriented approach to the foundational sciences and is followed by instruction in the performance of clinically relevant, system-specific and age-appropriate examination and intervention skills. The first year includes two blocks of Professional Issues. The first year also includes integration experiences designed to highlight clinical relevance and critical thinking as well as seminars for Evidence-Based Practice.
The second year of the program introduces the knowledge, skills and clinical decision making necessary for medically complex settings, inpatient and outpatient care settings, and focused instruction in musculoskeletal and neuromuscular disorders. There is exposure to underserved patient populations, an additional block of Professional Issues, and Seminars for Evidence-Based Practice. Woven throughout this year are integration labs for independent practice, heightened patient exposure, and integrated clinical education (ICE) to facilitate synthesis of all information presented thus far in the curriculum. Prior to entering the third academic year, students must successfully pass Clinical Qualifying Measures, which encompasses summary competencies and skills.
The third year is dedicated to 33 weeks of practical experience in a variety of clinical and non-traditional settings, subdivided into three separate full time clinical education experiences. These opportunities are back-loaded in the curriculum to enable the student to possess all needed skills to examine, evaluate, diagnose, and intervene appropriately for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities.
Throughout the curriculum the specific block content is determined by:
DPTE 511: Basic Sciences I
Basic Sciences I provides a study of the morphology of the human body including the macro-anatomy (gross anatomy), 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, observation of radiographs, and microscopy sessions) are supplemented by required reading, CD-ROM material and web-based resources. [9 SCH]
DPTE 512: Professional Issues I
Professional Issues I focuses on the orientation of the student to the Department of Physical Therapy and the American Physical Therapy Association policies and procedures. This orientation is designed to insure student compliance with all departmental, university, and professional regulations and guidelines for conduct. As such, the student will be completing many of the administrative tasks necessary for enrollment as a full time student. Lectures, discussions of the Maryland Physical Therapy Practice Act and self-directed exercises on the Guide to Physical Therapy Practice will provide the opportunity for the student to examine the ethical and professional issues surrounding physical therapy practice and conduct as a student in this program. Extemporaneous speaking and computer laboratory sessions with PowerPoint software will give the student the skills to prepare and give professional presentations that can contribute to the body of physical therapy knowledge. [3 SCH]
DPTE 513: Basic Sciences II
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 employed in this block to prepare students for the rest of the professional curriculum. Formal lectures, laboratory experiences, and clinical correlation conferences, supplemented by required readings are used to help students gain mastery of 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 before moving to each new subject area. The interdependence of structure and function of tissues and organs is emphasized throughout the lifespan. The block faculty includes basic and clinical scientists as well as physical therapy clinicians. [15 SCH]
DPTE 514: Basic Sciences III
Basic Sciences III integrates and consolidates the foundations of movement sciences and bio-physical sciences pertaining to human function across the life span. It will serve as an interface between the previous basic science blocks and the clinical sciences blocks. Students will acquire knowledge in the application of biomechanical and patho-mechanical correlates and motor behavior theories to the analyses of movements in health and pathology and use this knowledge to develop basic screening, evaluation, assessment and performance measures and skills. They will develop the basic skills of documenting and reporting the findings of the studied evaluation measures 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. [12 SCH]
DPTE 515: Professional Issues II
Professional Issues 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 rural, community, teaching, and research settings. A visit to the APTA headquarters is scheduled to demonstrate the role of the national organization in physical therapy legislation and practice. Extensive exercises in documentation and ethics will provide the student with a foundation to communicate clinical decisions and conduct themselves professionally to other health care professionals, patients, clients, and their caregivers. [2 SCH]
DPTE 520: Medical Issues
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. A portion of this block is dedicated to the comprehensive understanding of 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, clinical visits and independent learning modules will assist students to master clinically relevant information. Practical learning experiences include analysis of laboratory and medical/surgical data, patient co-morbidities/risk factors, resource availability and information gained through interdisciplinary professional interactions. Students will also gain exposure to evidence-based practice through interactive dialogue in research seminars. [12 SCH]
DPTE 522: Musculoskeletal I
Musculoskeletal I addresses orthopedic injuries of the spine and lower extremities. 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 of persons throughout the lifespan. 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. [7 SCH]
DPTE 523: Integrated Clinical Experience I
Integrated Clinical Experience I introduces students to the clinical environment in order to practice their clinical skills under direct supervision of a clinical instructor. Students have the opportunity to apply didactic knowledge, develop professional behaviors, and practice hands-on skills. [2 SCH]
DPTE 524: Neuromuscular I
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 the neurological population. 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. [7 SCH]
DPTE 525: Musculoskeletal II
Musculoskeletal II addresses orthopedic injuries of the spine and upper extremity. 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. 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 in understanding the evidence supporting the concepts presented during the block and for integrating these concepts into independent practice. [7 SCH]
DPTE 526: Integrated Clinical Experience II
Integrated Clinical Experience II provides students the opportunity to practice their clinical skills in a clinical environment under direct supervision of a clinical instructor. Students have the opportunity to apply didactic knowledge, develop professional behaviors, and practice hands-on skills. [2 SCH]
DPTE 527: Neuromuscular II
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 the neurologic population. Concepts presented in Neuromuscular Block I will be built upon, especially 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. [7 SCH]
DPTE 530: Clinical Qualifying Measures
Clinical Qualifying Measures (CQM) is a multifaceted process wherein student professional growth, development and skills are assessed in a triangulated fashion. Students, peers, faculty and simulated patients provide data that is reviewed in composite to ascertain student readiness to proceed to the full time clinical experience phase of the curriculum. CQM includes a simulated patient encounter. Prior to the simulated patient encounter, students engage in active learning techniques to help synthesize and integrate information gained throughout the didactic phase of the curriculum. Emphasis is on clinical problem-solving, prioritization and use of evidence-based strategies. [1 SCH]
DPTE 528: Professional Issues III
Professional Issues III focuses on how to manage, market, and act as a supervisor in a physical therapy practice. This block incorporates information on billing, reimbursement, applying and interviewing for a job, staff development, productivity, quality improvement, legal issues of physical therapy practice, and practice and program marketing. In addition, students learn to apply these principles to their clinical decision making and professional interactions with other health care providers, third party payers, patients, clients, and their caregivers. Learning experiences include guest lectures, mock interviews, billing cases, role playing, and small group discussions. A block project is assigned to simulate a marketing plan for a community based wellness program. This project integrates concepts of wellness, communication, and use of web-based technology addressed in previous blocks. [4 SCH]
DPTE 545: Terminal Full Time Clinical Experience I
In this first in a series of three full time experiences, 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 experience is 11 weeks in length. [10 SCH]
DPTE 546: Terminal Full Time Clinical Experience II
In this second full time 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, as described in DPTE 545. The experience is 11 weeks in length. [10 SCH]
DPTE 547: Terminal Full Time Clinical Experience III
In this third, and final, 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 performa all aspects of the patient-client management model, as described in DPTE 545. The clinical experience is 11 weeks in length. [10 SCH]
DPTE 532: Individualized Academic Preparation Plan (IAPP)
This block is taken to fulfill the requirements for an IAPP. See the subsequent section titled: “Re-Entry following Academic Failure” for additional details. The IAPP block is designed to provide activities and experiences to support the student in remediating deficiencies and/or maintain knowledge/skills in order to successfully return to the curriculum and continue academic progression. When the student is on IAPP, they will have to register for this block each semester that the IAPP is required (refer to Appendix for IAPP enrollment form). The number of credits will be reflective of individual circumstances and the block specific activities. The IAPP course is not available for first year students.
The Doctor of Physical Therapy-Master of Public Health (DPT/MPH) dual degree program is a four-year curriculum. The fall and spring of the first year includes completion of the core and concentration courses from the MPH program. Concentration courses are selected from one of the following specialization areas: community & population health, epidemiology and global health from the MPH program.
The second year begins in the summer with a foundational science and professional issues course from the DPT program. The fall and spring of the second year includes a systems-oriented approach to foundational sciences and is followed by instruction in the performance of clinically relevant, system-specific and age-appropriate examination and intervention skills as well as a second professional issues course within the DPT program.
The third year includes knowledge, skills and clinical decision making necessary for medically complex settings, inpatient and outpatient care settings, and focused instruction in musculoskeletal and neuromuscular disorders. Prior to entering the fourth academic year, students must successfully pass Clinical Qualifying Measures, which encompasses summary physical therapy competencies and skills.
The fourth year begins with a final professional issues course. The summer, fall and spring of the fourth year requires 33 weeks of practical physical therapy experience in a variety of clinical and non-traditional settings, subdivided into three separate full time clinical education experiences. These opportunities are back-loaded in the curriculum to enable the student to possess all needed skills to examine, evaluate, diagnose, and intervene appropriately for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities. The final year also culminates in a capstone requirement related to the area of specialization within the MPH program, a MPH field experience and an online MPH seminar series. For detailed descriptions of the DPT Blocks refer to the DPT Curriculum Overview section. For detailed descriptions of the MPH courses refer to the Master of Public Health website at: http://www.medschool.umaryland.edu/epidemiology/mph/Current-Students/Student-Resources/
NOTE: Gray shaded areas are the MPH coursework from the DPT/MPH Dual Degree Option.
The Doctor of Physical Therapy/Doctor of Philosophy in Rehabilitation Science (DPT/PhD) dual degree option is designed to be completed in an expected minimum of 6.5 years with the goal to prepare physical therapy clinician researchers who can function as independent entry-level practitioners but are also capable of carrying independent research in either an academic or clinical setting. Graduates of this program would be uniquely positioned upon graduation for academic positions, post-doctoral fellowships as well as clinical research positions. Students should indicate their interest in the dual degree option after they are accepted into the DPT program.
Mapping of DPT and PhD courses for the DPT/PhD dual degree option showing courses that will transfer to the PhD after completion of the DPT (italicized and bolded) and the mapping needed to complete the PhD in 6.5 years.
* The exact timing of the Dissertation Defense depends on how the research progresses. Students with extenuating circumstances, who need additional time after the 6.5 years, are responsible for their own funding.
* Required Courses
# Concentration Area
|Interdisciplinary Science Core (min 10 credits)|
|Transfer credits from DPT Program||5|
|PTRS 798||Independent study (including writing)||1|
|*PTRS 788||Interdisciplinary Research Seminar (4 seminars, 1 credit each) (IRS 1, 2, 3, 4)||4|
|Tools Core (min 12 credits)|
|*PTRS 702||Graduate Seminar in Teaching I (GST 1)||1|
|*PTRS 703||Graduate Seminar in Teaching II (GST 2)||1|
|Six credits of statistics||6|
|Transfer credits from DPT Program||4|
|# Concentration/Cognate Area (min 22 credits)|
|Transfer credits from DPT Program||9|
|Credits from elective courses and independent studies (IS) - courses include on campus and off-campus courses at University of Maryland Schools||13|
|*PTRS 899||Doctoral Dissertation Research (min 12 credits)||12|
|Floater Credits (min 4 credits - can be applied to any area of study above)|
|Elective courses or independent studies or dissertation credits||4|
|Minimum Total Required||60|
The Chair of PTRS guides and directs the vision for the educational and research programs. The Chair represents the department to all external communities and entities on the local, national and international level. The Chair interfaces with the Dean of the School of Medicine and other University Officers to advocate for the program, its current needs and future projections.
Vice Chair for Academic Affairs
The Interim Vice Chair for Academic Affairs in the Department of Physical Therapy & Rehabilitation Science oversees the DPT, DPT/PhD, DPT/MPH, and PhD academic programs to advance excellence in education, scholarship, and services.
The Department Administrator supervises the overall operations of the department including financial, business, and administrative functions, research administration, facilities management, and human resources functions. The Administrator oversees space utilization in collaboration with department leadership. The Administrator also provides supervision for all administrative staff. Policies and procedures are developed by the Administrator to assure a cohesive and effective teaching and research program.
The Director of Academic Affairs is responsible for operational block activities including assignment of block leaders, coordination of blocks and evaluating teaching coverage needs. The Director will also establish the academic calendar.
The Director of Clinical Education has the primary role and responsibility to develop, coordinate, administer, and evaluate the clinical education portion of the academic program. The Director also is the faculty member who is responsible for determining student grades for the Clinical Education blocks that occur in the second and third year of the curriculum. The Director maintains communication with students during their clinical education experiences and with the clinical supervisors and staff at partnering facilities.
The Director of Educational Affairs is responsible for educational program development and compliance, curricular mapping and ensuring the educational program is CAPTE compliant. The Director also oversees the SOM annual report.
The Director of Faculty and Student Affairs is responsible for developing, implementing and monitoring adherence to academic policies and procedures. The Director also will develop and monitor student academic progression, development of IAPP’s, and management of academic accommodations.
The Senior Instructional Technology is responsible for the management of technological service and support to all faculty, staff, and students within the department in areas of Information Technology and Audio-Visual Technology. The Senior Instructional Technology Specialist actively works with administration, along with faculty, staff and students to plan for present and future technology initiatives so that the program is equipped to achieve its educational, research and service objectives.
Li-Qun Zhang, PhD, is the Director for Research and Director of the PhD Program. His administrative responsibilities for the position of Director of Research include programmatic leadership and direction for research, developing and implementing a systematic organizational structure and plan for research growth and development, overseeing laboratory operations, space and resource allocation; and together with Program Directors, integrating research content and activities into the Doctor of Physical Therapy curriculum. Dr. Zhang’s administrative responsibilities for the Director of the PhD program include recruitment of Graduate Students, coordinating the Graduate Level class teaching, advising Graduate Students of requirements, and coordinating Graduate School Merit Award.
The Director of Student Services advises current and prospective students on admission processes, campus resources for academic success, and serves as the liaison for campus offices, such as Financial Assistance, Records, Counseling Center, Student Accounting, and the Student Health Center.
The DPT Academic Services Specialist plans and coordinates professional and administrative activities related to operational aspects of the program. The Academic Services Specialist is a point of contact for block-related activities, such as Blackboard postings, lab maintenance, room scheduling, proctoring examinations and providing resources. The Academic Services Specialist also assists with textbook ordering, coordinating Block events and compiling the post-block evaluation data.
The Office Manager Coordinator plans, coordinates, and oversees a variety of professional and administrative activities related to the efficient day to day operation of the department. The Coordinator reports directly to the Chair and provides executive administrative support to the Chair, department leadership team, and the department administrator.
For the educational process of the DPT Program to be effective, a team of highly professional educators with varied practice and research backgrounds work to teach and mentor students. A balance of academic and professional preparation among the academic and clinical faculty members is important for a stable, productive, and complementary faculty to function and develop. The faculty should serve as role models in the community, the Department, the institution and the profession through their active involvement with University of Maryland Baltimore (UMB) and American Physical Therapy Association (APTA) committees and boards, as well as through community events that highlight physical therapists as health care providers.
The faculty forms the basis of academic experiences and guidance for students and represents many years of clinical, educational and professional experience. There are two designations for faculty: core and adjunct. Core faculty represents the fundamental teaching unit of the program. All core faculty at PTRS are doctorally prepared and participate in ongoing development of teaching and assessment skills. The faculty to student ratio is optimal so that students have access to core faculty in the classroom, labs, and offices. Students are encouraged to get to know core faculty and establish relationships that will form the basis of professional interactions during and after their professional education.
Adjunct faculty are non-core faculty that assist with teaching in the program by delivering both didactic and laboratory teaching. Having adjunct faculty is a distinct advantage at PTRS, in that adjuncts represent a wide arrange of clinical expertise, can provide mentoring opportunities and are established professional role models.
Block Leaders are core faculty with the responsibility of organizing and administering each block in the curriculum. This responsibility includes determining the schedule for activities within the block, the faculty who teach within the block, and the reporting of grades based on student performance during the block according to guidelines outlined in the syllabus. Each block syllabus designates the block leader and students should communicate with the block leader regarding the block.
The following committees support the processes of the PTRS DPT educational program: Admissions Committee, Academic Advancement Committee (AAC), Curriculum Coordinating Committee (CCC) and the Commission on Accreditation in Physical Therapy Education Committee (CAPTE).
The Department is committed to foster research and scholarship in a broad array of topics pertinent to physical therapy. The interests of the faculty represent basic, applied and clinical research applicable in a variety of practice areas related to physical therapy.
Alisa PravdoEffect of hip strengthening and joint manipulation on knee pain, blood flow restricted training following femur fracture
|Odessa Addison||Utilizing lifestyle interventions (such as diet and exercise) to improve muscle and mobility function in older adults with co-morbid conditions.|
|Gad Alon (emeritus)||Electrotherapy; management of pathological movements|
|Peter Bowman||Orthopedics, manual therapy, cervical and low back pain, no-operative care/operative care, blood flow restriction therapy|
|Vincent Conroy||Human anatomy with specific interest in the role anatomical variations has on differential diagnosis; service learning; performing arts; geriatric rehabilitation|
|Robert Creath||The study of movement initiation in Parkinson's disease (PD) and the control of balance during stepping in the elderly.|
|Cara Felter||Influence of different physical therapy interventions on children and adults with neurological disorders, specifically: functional electrical stimulation and psychosocial aspects of rehabilitation for spinal cord injury|
|Roy Film||Validation of clinical prediction rules, spinal manipulation and peripheral joint manipulation and exercise in conjunction with cognitive behavioral therapy for chronic low-back pain|
|Karen Gordes||Distance education; interdisciplinary education, role of physical therapy in public health issues (i.e., obesity)|
|Linda Horn||Balance and vestibular rehabilitation in adults, and fall prevention in older adults|
|Victoria G. Marchese||Development of pediatric oncology objective physical function outcome measures; assessment of physical therapy intervention for children with acute lymphoblastic leukemia and lower-extremity sarcoma; pediatric cancer survivorship and the complexities of long-term physical activity|
|Sandy McCombe Waller||Intra-cortical inhibition and excitation with unilateral and bilateral training; recovery and neuroplasticity of the central nervous system with bilateral training of the upper extremity post-stroke|
|Christa Nelson||Musculoskeletal adaptation after orthopedic injury or disease and the effect of this adaptation on biomechanics of function; ultrasound imaging, musculoskeletal modeling.|
|Alisa Pravdo||Effect of hip strengthening and joint manipulation on knee pain, blood flow restricted training following femur fracture|
|Mary Rodgers (emeritus)||Rehabilitation biomechanics, functional performance and neuromuscular mechanisms|
|Mark Rogers||Interaction of neuro-motor, biomechanical, and behavioral processes that control human balance and movement and their disorders in aging and adults with chronic functional limitations due to central nervous system (CNS) damage such as Parkinson’s disease and stroke|
|Douglas Savin||Neuro-motor control and motor learning in nondisabled individuals and persons with stroke and hemiparesis; particularly in the use of motor adaptation to improve the safety and function of persons whose mobility is compromised by disease and/or increased fall risk|
|Rachel Skolky||Clinical Education, geriatric rehabilitation, neurological rehabilitation, inpatient rehabilitation|
|Kelly Westlake||Understanding the neural mechanisms of recovery after stroke with the overall goal of developing targeted and novel interventions to optimize motor learning in this population|
|Sensory motor development and rehabilitation related to children with developmental coordination disorders and adults with stroke, particularly, novel interventions in both UE and LE paradigms with the goal of understanding the mechanisms of recovery and learning how to optimize the interventions across different levels of impairment|
|Sports physical therapy, Running injuries, Post concussion syndrome, ACL injuries, Throwing injuries, Hip/Groin injuries, Dry needling, Blood flow restriction training, Tendinopathy, Load management, Sports analytics|
|Rehabilitation Robotics, Neurorehabilitation, Musculoskeletal Rehabilitation, Orthopaedic Biomechanics, Ultrasound, Medical Device|
As a member of the American Council of Academic Physical Therapy which is a component of the American Physical Therapy Association, the University of Maryland School of Medicine Department of Physical Therapy requires all of its students, faculty members, and associates to abide by the APTA Code of Ethics found at http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/CodeofEthics.pdf.
Among other things, this code requires physical therapists to avoid conflicts of interest that would interfere with the therapist’s professional judgment and requires physical therapists to always act in the best interests of their patients/clients over the interests of the physical therapist.
There are potential hazards for physical therapy students in the educational environment that include but are not limited to slips and falls, overexertion and musculoskeletal injury.
Additionally, there are potential hazards for physical therapy students working in the clinical environment that include but are not limited to exposure to blood borne pathogens, hazardous chemicals, slips and falls, as well as overexertion and musculoskeletal injury.
The goal of the University of Maryland School of Medicine Department of Physical Therapy and Rehabilitation Science (PTRS) is to graduate competent physical therapists. The Admissions Committee exercises judgment on behalf of the faculty to select the entering class, and to consider character, extracurricular achievement, and overall suitability for the physical therapy profession based upon information in the application, letters of recommendation and personal interviews. Applicants and students will be judged not only on their scholastic achievement and abilities, but also on their intellectual, physical, emotional, and behavioral capacities to meet the essential requirements of the program’s curriculum.
Physical therapy education requires the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behavior. All courses in the curriculum, including ongoing self-directed learning, are required in order to develop essential knowledge, attitudes and skills required to become a competent physical therapist.
Graduates of the doctor of physical therapy program must have the attitudes, knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. PTRS acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 101-336, the American with Disabilities Act (ADA), but maintains certain minimum technical standards that must be present in the prospective candidate and enrolled student in the DPT program.
As per UMSOM policy, “any student who is not yet a matriculant must make requests for accommodation of disabilities within one week after accepting admission to the Department. Any matriculating student who becomes aware of a disability requiring accommodation, or of need for accommodation of a previously known disability, must request the accommodation as soon as the need for accommodation has been identified.”
PTRS will consider for admission and continued academic advancement any individual who demonstrates the ability and capacity to perform the skills referred to in this document. Deficiencies in knowledge base, judgment, integrity, character, professionalism, attitude, and demeanor, which may jeopardize safety or compromise the educational process, may be grounds for block failure and possible dismissal.
PTRS students with disabilities must meet the same essential functions and technical standards as non-disabled students, either with or without reasonable accommodation. In accordance with applicable federal and state laws regarding disabilities, PTRS is committed to make reasonable accommodations for any qualified individual with an identified disability. An applicant who is otherwise qualified will not be disqualified from consideration solely due to a disability. It is the responsibility of the applicant or student to disclose the disability to the University if reasonable accommodations are potentially needed. PTRS has designated the campus Office of Educational Support and Disability Services to receive disclosures from students and applicants about disability and engaging in the preliminary process for documenting a disability and determining reasonable accommodation.
Please contact the office via the on-line form or email:
Office of Educational Support and Disability Services
SMC Campus Center 621 W. Lombard Street, Room 317 Baltimore, MD 21201 410-706-5889 - email@example.com
Disability Disclosure and Reasonable Accommodations Form:
Hearing impaired - Maryland Relay Service 711 in Maryland or 800-735-2258 elsewhere.
The following aptitudes, abilities, and skills are required of each applicant and student to participate in the educational curriculum at PTRS; this list is by no means exhaustive.
It is the responsibility of the student to inform the Director of Faculty and Student Affairs and the current Block Leader(s) of any change in his/her health status or physical condition that occurs after entry into the program, that affects the student’s ability to fully perform the Aptitudes, Abilities and Skills identified by the program as necessary for all enrolled students.
If a student is requesting accommodations for their change in health status/physical condition, the student must submit a completed and signed Statement of Physician/Healthcare Provider Form (see Appendix) to the Director of Faculty and Student Affairs. In addition, the student must contact the Office of Educational Support and Disability Services. The Office of Educational Support and Disability Services is located in Room 329 of the SMC Campus Center at 621 Lombard Street. The office phone number is: 410-706-5889.
An Educational Access Representative will meet with the student, review any medical or health-related documentation presented by the student, receive the student’s request for accommodations and assist the student in developing ADA accommodations that can be recommended to the program. After the requested accommodations have been approved, notification will be given to the Director of Faculty and Student Affairs. The student will be responsible for arranging a meeting with the current block leader(s) to discuss how accommodations will be incorporated into block activities.
Students must resubmit requests for accommodation to the Office of Educational Support and Disability Services each semester. When appropriate documentation of continued accommodation is approved by Educational Access, it will be forwarded to the Director of Faculty and Student Affairs. The student will be responsible for arranging a meeting with the current block leader(s) to discuss how accommodations will be incorporated into block activities.
In the case a student has a change in Health Status/Physical Condition that affects the student’s ability to fully perform the Aptitudes, Abilities and Skills identified by the program, for the student to return to full participation in the didactic and/or clinical education curriculum as outlined by the Aptitudes, Abilities and Skills requirements, the student must submit a completed and signed Medical Clearance Form to the Director of Faculty and Student Affairs and the block leader(s). Any student with an illness that results in three consecutive missed days will be considered as having a change in health status and will be required to complete a medical clearance form for return to full participation in the didactic and/or clinical education curriculum.
Due to legal and liability concerns, PTRS faculty are prohibited from providing physical therapy services to PTRS students within the context of their educational training program. Students may receive physical therapy services from PTRS faculty as registered patients in a faculty practice plan or, in the context of adjunct faculty, in another formal clinical practice setting. Faculty engaged in a provider/patient relationship with a PTRS student shall abstain from evaluating that student’s academic performance or in any decision-making for determination of the PTRS student’s academic progression.
Students are required to update any change of name, address, and phone number in SURFS, the Student UseR Friendly System: http://www.umaryland.edu/surfs/ Students are required to maintain current demographic information on file in the student database beginning with official entry into the program until 18 months post-graduation.
To access SURFS, enter both your student identification (ID) number (this number begins with @ and is NOT your social security number) - and your personal identification number (PIN). The first time you login to SURFS, your PIN will be your birth date in the format mmddyy. When finished, click Login. If you need help with your login, such as you forgot your password, go to the website and click on “Click here for help with login.”
Any clinical training site may screen students in the same manner in which the site screens employees. Students may be required to have an additional health examination, be tested for drugs or be fingerprinted for a criminal background clearance before beginning clinical placement. Students who cannot pass the clearance requirements for clinical placement sites may not be able to fulfill the essential requirements needed to obtain a DPT degree.
Students must adhere to any revisions made to academic policy. The revision date will be clearly stated on the front of the Student Handbook and posted on the departmental website. Students are encouraged to review the Handbook every year to be familiar with PTRS policies.
|A||4||Excellent mastery of the subject; outstanding scholarship|
|B||3||Good mastery of the subject; good scholarship|
|C||2||Acceptable mastery of the subject; usual achievement expected|
|I||0||Incomplete. This grade is given when the student has not met all criteria for completion of the course but is currently in process with an outlined plan to complete the outstanding material(s) or performance demonstration. The Incomplete must be converted to a grade within six weeks by the student submitting satisfactory work to complete the requirements of the block. The Incomplete grade will remain on the official transcript, but will not be used to calculate GPA (e.g. I/B). However, if satisfactory completion does not occur within the six week time frame, the “I” will be converted to an “F” grade.|
|F||0||Failure to understand the subject; unsatisfactory level of performance.|
|NM||0||No Mark. This grade is given when work has been completed but the instructor is unable to complete the final evaluation and grade calculation for some reason. This grade is removed from the transcript after the calculation is complete.|
|WP||0||Withdrawal Pass from a single block or semester blocks. Dropping courses may be done only under special circumstances and with approval of the Director of Faculty and Student Affairs. Student must be in good academic standing at the time of withdrawal.|
|WF||0||Withdrawal Fail from a single block or semester blocks when student is not in good academic standing at the time of withdrawal.|
|P/F||0||Pass/Fail indicates satisfactory or unsatisfactory completion of the block requirements. This grading will be used only in those blocks designated by the department.|
Students are not provided extra credit projects or extra work opportunities during the block for purposes of “pulling up” their grades. In addition, no curves are provided to exam grades.
An average score of 70.00% for all written examinations in a block is required in order to pass the block. Likewise, if a block weights examinations, the weighted average for all written examinations must be 70.00%. Failure to achieve an average score of 70.00% for all written examinations in a block will result in failure and inability to proceed in the curriculum.
The following student actions:
Will result in a professionalism violation notice (PVN) for first occurrence across the curriculum, a 10% reduction in exam grade for the exam associated with the event for the second occurrence across the curriculum, and a forfeiture of exam score for the exam associated with the event for a third occurrence across the curriculum.
Students will be provided a single sheet of paper and allotted a single writing instrument (i.e. pen or pencil) during written exam testing sessions. Students are required to return the single sheet of paper, whether they did or did not utilize the paper, with their name identified on the paper to the exam proctor prior to their departure from the exam room. Failure to return the single sheet of paper will be considered an honor code violation.
Exam technical difficulties and/or exam session irregularities will be dealt with on a case by case basis.
With the exception of a medical/family emergency, an examination (written or PBA) may only be made up with prior approval from the Director of Faculty and Student Affairs and Block Leader. Instructors may require written justification in the case of an emergency (e.g. a doctor's note). Failure to take a scheduled examination, outside of the above guidelines, may result in a grade of “zero” for the exam.
Students are encouraged to attend the examination review sessions held after the exam as indicated in the block schedule. At the conclusion of each exam review session, for paper exams only, the exams, grade sheets and scantrons must be returned to faculty/staff, failure to do so is a violation of the Honor Code. See subsequent section, titled: “Student Professional Behavior Policies, Honor Code and Rules of Conduct” for complete details on the Honor Code. Examinations will not be available for review outside of the time scheduled within the block unless there is a specific need, which should be approved by the block leader and/or the Director of Faculty and Student Affairs.
The student must meet all exam review guidelines, which include:
PBAs may be completed in groups or individually, according to the block design. Regardless of the design, students are not to discuss the case, the requirements, the reason for points lost or "tips" for answering a certain instructor once the exam has begun. A student that has completed testing should leave the testing area immediately. Since the testing may continue for a long period of time, a student without other classes is advised to leave the building. If a student is at risk for failure of the Block, a second tester/observer will be present during the re-test PBA.
Failure to submit a graded assignment by the posted deadline will result in a 10% reduction immediately from the assignment grade and an additional 10% for each calendar day past the assignment due date. In the event an assignment is not submitted due to student’s absence, reductions in assignment grade will be based on the alternative assignment due date established by the block leader in coordination with the Director of Faculty & Student Affairs.
Failure to submit an ungraded but required assignment for clinical education, annual training, or as required by the University, by the posted deadline will result in a PVN.
For each block, students are asked to complete a midterm block evaluation. Student responses are confidential and input is aggregated before the feedback is provided to faculty. Faculty and staff use block evaluation feedback for continuous improvement and students are encouraged to provide respectful, meaningful and complete feedback on our ability to foster your educational development as an adult learner. Failure to complete the midterm block evaluation within the assigned deadline will result in a professionalism violation notice to be recorded as part of the Academic Advancement tracking system. For students with a prior professionalism violation notice, a professional development plan may be implemented. For students currently on a professional development plan, the plan may be modified.
For each block, students are asked to complete a final block evaluation. Student responses are confidential and input is aggregated before the feedback is provided to faculty. Faculty and staff use block evaluation feedback for continuous improvement and students are encouraged to provide respectful, meaningful and complete feedback on our ability to foster your educational development as an adult learner on block evaluations. Failure to complete the final block evaluation within the assigned deadline will result in an “Incomplete” grade for the block until the block evaluation has been completed and will result in a professionalism violation notice to be recorded as part of the Academic Advancement tracking system. If satisfactory completion does not occur within a six week time frame, the “I” will be converted to an “F” grade.
If a student does not achieve the passing standard on any written examination, Performance Based Assessment (PBA), Clinical Performance Instrument (CPI), or assignment, the student will be given an Interim Block Notice (IBN) by the block leader. The IBN will contain information related to the academic deficit and the student is strongly encouraged to meet with the block leader or designated faculty member for direct feedback on areas needing improvement. The Director of Faculty and Student Affairs also receives a copy of the IBN. The Director of Faculty and Student Affairs may employ the Academic Advancement Committee (AAC) to assist in making recommendations to facilitate student success.
If a student demonstrates unprofessional behavior, the student will receive a professionalism violation notice (PVN) by the faculty member identifying the behavior. The Director of Faculty and Student Affairs also receives a copy of the PVN. The Director of Faculty and Student Affairs may employ the Academic Advancement Committee (AAC) to assist in making recommendations for remediation or further action including but not limited to a professionalism contract. The following criteria will apply to PVN’s: a 1st PVN results in a documented warning, a 2nd PVN results in a 2% grade deduction from the final course grade in the course the PVN occurs, a 3rd PVN results in a 3% grade deduction from the final course grade in the course the PVN occurs and so forth, each additional PVN will result in an additional 1% deduction in final course grade.
The Director of Faculty and Student Affairs reviews the academic status of students and makes recommendations for advancement according to the advancement criteria below. The Director of Faculty and Student Affairs may employ the AAC and other faculty as appropriate to assist in making recommendations.
While in the DPT and PhD phase of the DPT/PhD option, the PhD Director will review the academic status of students after each year in consultation with the Director of Faculty and Student Affairs, the student’s primary research advisor, as well as, other faculty as appropriate to assist in making recommendations related to advancement in the dual-degree option.
Once in the PhD phase of the DPT/PhD dual degree option, advancement is determined by the following:
Note that for these four benchmarks (Plan of Study Meeting, Comprehensive Exam, Dissertation Proposal, Dissertation Defense), students are permitted one repeat attempt if not passed on the first try. This repeat must be completed within 6 months of the first attempt and passed. If not passed within 6 months of the first attempt of a benchmark, the student will have failed that benchmark and will be dismissed from the PhD phase of the DPT/PhD dual degree option.
A student may not proceed to a subsequent block, if a student fails any block as result of:
A student may not proceed in the DPT/MPH dual degree option if a student:
A student will be dismissed from the DPT/PhD dual degree option if the student:
To ensure successful re-entry into the established program curriculum, all out-of-sequence students, will be required to successfully complete an Individualized Academic Preparation Plan (IAPP) to return to the program.
The Director of Faculty and Student Affairs oversees the development of the IAPP in conjunction with the block leaders of the Block to be repeated and the Block(s) that immediately follow in the Curriculum, the AAC, the Director of Student Services, the student, and other faculty/individuals who may be designated as appropriate.
The IAPP will be embedded within the block DPTE 532. The credits received through DPTE 532 are not in lieu of those required for graduation. The total block credits for DPTE 532 will be based upon the required activities and experiences needed to support the student to remediate deficiencies and/or maintain knowledge/skills in order to successfully return to the curriculum and continue academic progression.
If the IAPP is established as a result of a failure for a Full Time Clinical Experience block, the IAPP must include the following requirements: student completion of a graded patient encounter (as included in CQM), a review of academic performance by the Director of Faculty and Student Affairs and/or the ACC. The student will be required to achieve a passing score of 80% or higher on all components of the patient encounter in one attempt.
The Director of Faculty and Student Affairs and/or the AAC may require the student be placed on an academic and/or professional learning contract for entry/re-entry to the clinical education phase of the curriculum based on performance tracking within the didactic portion of the curriculum, including the IAPP.
Failure to successfully meet the requirements and success indicators as outlined in the IAPP will result in a non-pass grade for the (IAPP), DPTE 532 block. This failure will be considered a second block failure and will result in a dismissal recommendation from the Director of Faculty and Student Affairs. After a student successfully completes the IAPP, and the previously failed block is repeated and passed, the new passing grade for the block will be substituted for the original grade so that the student can advance in the program, however, an "F" will remain on the transcript.
There is no re-entry to the DPT/MPH dual degree option. If a student fails to meet the academic progression criteria for the MPH program, a student may re-enter the DPT program. Re-entry to the DPT program will follow all applicable DPT re-entry criteria including; all blocks for the DPT program must be completed in sequence and each DPT course occurs once per year. If a student fails to meet the academic progression criteria for the DPT program, a student may submit a written request for consideration of re-entry to the MPH program to the MPH Director.
There is no re-entry to the DPT/PhD dual degree option if students are dismissed from that option. Re-entry to the DPT program will follow all applicable DPT re-entry criteria. Students could also apply to the PhD program where entry would follow all PhD admissions criteria but there is no guarantee of financial assistance or waiver of credits.
The Director of Faculty and Student Affairs reviews the academic status of students and makes recommendations for dismissal according to the advancement criteria below. The Director of Faculty and Student Affairs may employ the AAC and other faculty as appropriate to assist in making recommendations.
A student will be dismissed from the DPT/MPH dual degree option if the student meets any of the criteria outlined for DPT dismissal and/or achieves an initial grade of “F” in any MPH course.
A student will be dismissed from the DPT/PhD dual degree option if the student meets any of the criteria outlined for DPT dismissal or any of the criteria outlined for DPT/PhD academic failure criteria.
With the exception of students granted reinstatement by the Dean via the dismissal appeal process, a student dismissed from the Doctor of Physical Therapy program (DPT) is not eligible for re-admission to the DPT program.
A student with a WF from the Doctor of Physical Therapy program (DPT) in any basic science course (BS1, BS2, BS3) or professional issues (PI1, PI2) block is not eligible for re-admission to the DPT program.
There is no re-admission to the DPT/MPH dual degree option after DPT/MPH dismissal. If a student has met the criteria for academic advancement for the DPT program, re-entry to the DPT program will follow all applicable DPT re-entry criteria including; all blocks for the DPT program must be completed in sequence and each DPT course occurs once per year. If a student has met the criteria for academic advancement for the MPH program, a student may submit a written request for consideration of re-entry to the MPH program to the MPH Director.
There is no re-admission to the DPT/PhD dual degree option following dismissal.
Students and faculty are reminded that appeals are confidential. Candor and professional behavior are expected from all participants.
Only a final grade for a Block may be formally appealed (Formal Grade Appeal) and only on the basis that the grade was arbitrary or capricious. Arbitrary or capricious grading means assignment of the grade was: (1) on some basis other than performance in the course, (2) based on unreasonable application of standards different from the standards applied to other students in the block, or (3) a substantial and unreasonable departure from the instructor’s initially articulated standards.
Individual Component Informal Appeal:
A student who believes a non-passing grade on a particular component within a Block is arbitrary or capricious should contact the faculty member who graded the component to discuss the grade. If the student is still dissatisfied, the student may contact the Block Leader for further discussion and review. Unless a student has been informed that the student may not continue to progress in the Block or otherwise will fail to progress due to the non-passing grade, there is no further appeal of an individual component grade under this policy and procedure.
Block Formal Grade Appeal:
Within 5 days of receiving a non-passing grade which will result in failure of a complete Block and/or dismissal from the program, a student wishing to make a Formal Grade Appeal must first discuss the grade with the Block Leader in an attempt to resolve the matter.
If discussion with the Block Leader does not resolve the matter to the student’s satisfaction, within 5 days of the Block Leader decision, the student may proceed with Formal Grade Appeal to the Chair of PTRS by completing the department Appeal Documentation Form (refer to the Appendix) with a copy to the Block Leader and DPT Director of Student Services. The Director of Student Services or a faculty designee or an appointed faculty designee can be asked to assist the student with this process. Assistance includes but is not limited to advising, setting up meetings, collecting documents, keeping official notes, and other appropriate activities that do not bias or inhibit the process.
If the Formal Grade Appeal to the Chair of PTRS does not resolve the matter to the student’s satisfaction, within 5 days of the Chair’s decision, the student may proceed with Formal Grade Appeal by sending notice of Grade Appeal to the Dean of the School of Medicine.
Appeal to the Dean
The Grade Appeal to the Dean should be made by forwarding the Department Appeal Documentation Form provided to the Chair of PTRS along with the Chairs decision and any other appropriate updates with a copy to the Block Leader, DPT Director of Student Services, the Chair PTRS, and SOM Student Affairs Director. The Director of Student Services or a faculty designee or an appointed faculty designee can be asked to assist the student with this process. Assistance includes but is not limited to advising, setting up meetings, collecting documents, keeping official notes, and other appropriate activities that do not bias or inhibit the process.
The Dean or designee may dismiss the Grade Appeal if (a) the student has submitted the same, or substantially the same, complaint through any other formal appeal or grievance procedure; (b) the appeal does not allege actions which would constitute arbitrary and capricious grading as defined here; (c) the appeal was not filed timely; or (d) the student has not conferred with the Block Leader prior to filing the Formal Grade Appeal.
The Dean may appoint an Appeals Committee comprised of two DPT faculty not involved in the Grade Appeal and one non-DPT SOM faculty. The Appeal will proceed in accordance with SOM policy, http://www.medschool.umaryland.edu/osa/handbook/School-Policies/Appeals-Process/. The Appeals Committee will review input from the appealing student, the Block Leader, and others as appropriate, and advise the Dean with recommendations for decision and action. The decision of the Dean will be made in writing with a copy to the student, DPT Director of Faculty and Student Affairs, Chair of PTRS, and SOM Student Affairs Director. The decision of the Dean is final.
In the case where a student wishes to make a “formal appeal” of a failing grade and the failing grade leads to automatic dismissal, any appeal to the Dean will encompass both the grade itself, and the dismissal from the program.
Implementation of the results of the Grade Appeal decision will be the responsibility of the Chair of PTRS.
Records of an appeal will be maintained by the Program with student records in compliance with privacy laws which limit the disclosure of specific information in student educational records to those with a legitimate educational interest.
Days are defined as consecutive calendar days. Delays in this process must be for good cause shown. When appropriate, the reasons for delay will be disclosed to all parties.
For any DPT course the students will follow the DPT appeals processes as outlined in the DPT Student Handbook.
For all PhD courses and benchmark assessments starting from entry to PhD phase of the DPT/PHD dual degree option the appeals process is outlined at the Graduate School website related policies located at https://www.graduate.umaryland.edu/policies/
A written request for leave of absence (LOA) is to be made to the Director of Faculty and Student Affairs only when complete separation of the student from academics is desired. For students requesting a LOA, successful completion of an IAPP is a requirement prior to return within the established curriculum. In some situations, return to the program and/or initiation of the IAPP will be contingent upon obtainment of necessary medical clearances. The student must be in good academic standing at the time the LOA is requested.
A written request for leave of absence (LOA) is to be made to the DPT Director of Faculty and Student Affairs and MPH Director only when complete separation of the student from academics is desired. For students requesting a LOA, successful completion of an IAPP is a requirement prior to return within the established curriculum. In some situations, return to the program and/or initiation of the IAPP will be contingent upon obtainment of necessary medical clearances. The student must be in good academic standing at the time the LOA is requested. Students must complete all DPT blocks in sequence and the time-frame for all students to graduate from the DPT/MPH dual degree option is five and one-half (5.5) years.
A written request for leave of absence (LOA) is to be made to the Director of the PhD Program in PTRS only when complete separation of the student from academics is desired and necessary. The Director will consult with the Graduate School who will supply the formal agreement. A leave of absence cannot extend beyond one year. Any financial aid will be withdrawn for the period of the LOA. The student will be under the standard graduate school rules of completing the PhD degree within 9 years after starting PhD phase of the DPT/PHD option and acquiring candidacy within 5 years of starting PhD phase, assuming all benchmarks have been met.
The Department will post students for graduation in May only, pending successful completion of all requisite coursework and settling of all financial obligations to both the Department and the University. For those students receiving Financial Aid, an exit interview must occur prior to posting for graduation. Participation in pre-commencement or commencement exercises requires graduation candidacy confirmation by the Department.
Students who wish to withdrawal from the DPT program at any time during the academic year are required to complete, sign and submit to the Director of Faculty and Student Affairs an Application for Withdrawal form. The student must satisfy the authorities that they have no outstanding obligations to the school. The student must sign and return the PTRS DPT Program Withdrawal/Dismissal form (see Appendix) to the Director of Student Services for verification that all required student action items have been completed. The student should contact the Financial Aid Office and the Student Accounts Office regarding their change of student status
Students who are dismissed from the DPT program must satisfy the authorities that they have no outstanding obligations to the school. The student must sign and return the PTRS DPT Program Withdrawal/Dismissal form (see Appendix) to the Director of Student Services for verification that all required student action items have been completed. The student should contact the Financial Aid Office and the Student Accounts Office regarding their change of student status
The Honor Code of the University of Maryland School of Medicine/PTRS is based upon the earned status of all members of the community as effective and committed scholars of physical medicine and rehabilitation science who are persons of integrity and honesty. It places the responsibility for ethical behavior squarely upon each individual and requires peer review of questionable behavior. The Honor Code is an important element in physical therapy education and it is believed that the majority of physical therapy students will conduct themselves in an honorable fashion.
Each member of the academic community is given notice that joining this community voluntarily commits the individual to accept and uphold the values and principles espoused in the Honor Code. Such values do not impinge upon personal opinion or promote controversial ideas, but characterize the obligation of health professionals and scientists to truth, honesty, service to patients before oneself and fairness among colleagues. The individual pursuit of excellence is encouraged but does not permit an individual to ignore the society in which the effort takes place.
In addition, the PTRS Honor Code adheres to the American Physical Therapy Association (APTA) Guide for Professional Conduct, which “provides guidelines by which physical therapists may determine the propriety of their conduct. It is also intended to guide the professional development of physical therapist students” (Guide to Physical Therapist Practice, Appendix 3, 2003).
The following principles are articulated in the Guide and relate specifically to the student’s professional education:
PTRS regards all standards of the Guide as comprehensive and requires students to incorporate these principles in their interactions with faculty, staff, peers, clinical instructors, patients and community members.
Each student will affirm in writing their acceptance of the Honor Code and Rules of Conduct as cited below. The statements affirmed by students shall be as follows:
Physical Therapy is a profession that demands the highest ethical behavior from its practitioners. As a health care professional, the physical therapist enjoys a high degree of public confidence and trust and must govern their professional practice with this public trust consistently in mind. In our society, the health care practitioner functions on the basis of self-discipline rather than imposed regulation. Acceptance of this Code of Conduct represents the student's desire to fully prepare for the obligations of the physical therapy profession.
All students are expected to:
Repeated failure to meet the above expectations will result in the student being placed on a Professional Development Contract.
Class attendance is important to academic success at PTRS as such, all laboratory sessions and seminars are mandatory. Certain events are also mandatory as outlined in specific course syllabi.
With the exception of illness, injury, family emergency, and religious holidays, there is an allowance for up to two excused absences within the first year, two excused absences within the second year and one excused absence within the didactic portion of the third year of the DPT program from laboratory sessions/seminars. Mandatory events as outlined in specific course schedules fall outside of this policy and are not eligible for an excused absence with the exception of incidence(s) of illness, injury, family emergency or religious holiday. For excused absences, the student is responsible for contacting via email the Director of Faculty and Student Affairs, the Academic Services Specialist, the block leader, and the assigned instructor(s) in advance of the scheduled laboratory session/seminar in order for the absence to be an excused absence. In the event of illness, injury or family emergency, the student is responsible for contacting via email the Director of Faculty and Student Affairs, the Academic Services Specialist, the block leader and the assigned instructor(s) in advance (if possible) or within 24 hours of the scheduled laboratory session, seminar or mandatory event. For all absences, students are accountable for all work missed due to their absence. In addition, the block leader/assigned instructor reserves the right to require an alternate assignment of the student to ensure mastery of content as part of the make-up plan. Lengthy absences may impact a student’s progression in the program. A grade of “I” may be given until such work has been satisfactorily completed. Students may be required to provide documentation relative to an absence, particularly in instances of repeated absences. Failure to follow the attendance policy will result in a professionalism violation notice and the student will be forwarded to the Director of Faculty and Student Affairs, and/or the AAC to review and make recommendations on the student’s status in the program. For the absence policy related to ICE and full-time clinical internships, refer to the Clinical Education handbook.
PTRS faculty endeavor to work in conjunction with the SOM Scheduling of Academic Assignments on dates of religious observances. If a conflict does arise, students are required to notify their block leader/assigned instructor in writing about the conflict between a required religious observance and/or a written examination, PBA, or mandatory event prior to the scheduled event.
After the student has notified the block leader/assigned instructor of their need for accommodation, the block leader and the student will determine a mutually agreed-upon date to complete the missed examination. In addition, the block leader/assigned instructor reserves the right to also require an alternate assignment of the student to ensure mastery of content as part of the make-up plan. Lengthy absences may impact a student’s progression in the program. A grade of “I” may be given until such work has been satisfactorily completed.
This policy does not apply to written assignments, as there is sufficient time to plan ahead to complete written assignments. This policy also does not cover participation in clinical experiences which should be discussed with the Director of Clinical Education.
Students with evidence of non-professional behavior will be assigned a Professional Development Contract, under the direction of the Director of Faculty and Student Affairs with recommendations from the AAC and core faculty. Failure to meet the guidelines established in the professional development contract will result in a recommendation for dismissal.
PTRS students can only use the electronic instructional material provided within the curriculum (i.e. lectures/presentations in PowerPoint format, pictures & video in electronic format, etc.) for personal educational purposes. The use of such material cannot be used in future presentations, lectures, meetings, etc. by students or as graduates from the program. Copying electronic documents and forwarding them to another party is considered unethical behavior.
Students are not allowed to enter labs and work on equipment outside of class time without the consent and supervision of a faculty member.
To gain access to labs after normal business hours students must:
Student audio recording, video recording, or still photography of lecture or lab sessions is prohibited. Failure to comply with this policy will be considered a violation of academic integrity and students will be addressed in accordance with the guidelines established for academic dishonesty. Students with University and PTRS approved academic accommodations must comply with the established guidelines provided within their academic accommodation letter.
All other enrolled DPT student related policies and procedures are contained in the PTRS Policies and Procedures manual located at http://pt.umaryland.edu/Other/Policies-Procedures-and-Forms/#SectionV.
Students may access their grades through SURFS: Student UseR Friendly System via the UMB Office of Records and Registration: http://www.umaryland.edu/surfs/
To access SURFS, enter both your student identification (ID) number (this number begins with @ and is NOT your social security number) - and your personal identification number (PIN). The first time you login to SURFS, your PIN will be your birth date in the format mmddyy. When finished, click Login.
Students should also use SURFS for:
If there are any questions regarding course enrollment and/or grades, contact the Director of Student Services.
Students may also request an official transcript via the UMB Office of Records and Registration: http://www.umaryland.edu/orr/. Click on Request for Official Transcript. Processing time is 3 to 5 days. There is no charge. Transcript requests will not be processed for students who have an outstanding financial obligation to the University.
DPT students shall submit the items listed below to UMB PTRS via mail or email, using the following contact information:
University of Maryland School of Medicine
Department of Physical Therapy and Rehabilitation Science
100 Penn Street, Suite 115
Baltimore, Maryland 21201
Attention: Nicole Willhide, Director of Student Services, firstname.lastname@example.org
Upon receipt of all materials, the appropriate designee at UMB PTRS will sign the provided form and send to the addressed licensing board. Please note, forms will be mailed according to the timeline verification identified on the educational authorization form. For example, if a licensing board requests verification that a student is within 60 days of completion of degree requirements, the form will be mailed as of 60 days prior to graduation.
Malpractice insurance is provided via a blanket policy through the University of Maryland state system. The yearly premium for malpractice insurance will be included in the Fall semester student fees.
Students of PTRS are members of the APTA, the yearly premium for APTA membership is included in the Fall semester student fees. Please refer to http://www.apta.org/Policies/CoreDocuments/ and http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/CodeofEthics.pdf for information on the APTA.
Each APTA student member is entitled to:
Medical attention may be provided by the Student Health Center for minor illnesses and emergency treatment. For more information, visit http://www.umaryland.edu/health/.
Call 911 or 1-800-472-3457: part of the Kristin Brooks Hope Center, is a hotline specifically for graduate students. http://hopeline.com/about-kbhc/
Office of Academic Affairs: This Office serves the campus. For more information, visit https://www.umaryland.edu/academicaffairs/
If you encounter sexual harassment, sexual misconduct, sexual assault, or discrimination based on race, color, religion, age, national origin, ancestry, sex, sexual orientation, gender identify, please contact the UMB Office of Accountability and Compliance http://www.umaryland.edu/titleix/.
The mission of the Office of Medical Education (OME) is to support the educational program of the School of Medicine across the continuum through curricular oversight, education innovation, technological expertise, assessment and evaluation management, and research. For more information, visit http://www.medschool.umaryland.edu/OME/
Information and financial aid for qualifying students are available through the Office of Student Financial Assistance and Education. For more information, visit http://www.umaryland.edu/fin/
The URecFit Center is in the Southern Management Campus Center. For more information, visit http://www.umaryland.edu/urecfit/ or call 410-706-7529.
The UMB Counseling Center offers confidential counseling services to students. Each student can request up to ten (10) free sessions each academic year. In addition, the Counseling Center provides psychiatric and medication evaluations. To access Counseling Center services, students need to schedule an intake evaluation with a counselor. For more information, visit http://www.umaryland.edu/counseling/
Offers workshops on effective writing, conducting oral presentations, and study and career skills. For more information, visit http://www.umaryland.edu/writing or call 410-706-7725.
Students enrolled in Basic Science I/II/III and Professional Issues I/II, who receive an Interim Block Notice (IBN), are eligible for peer tutoring, if desired and if available. To obtain a tutor, a student must submit a request for tutoring using the online Tutor Obtainment and Utilization Form (see Appendix) by 5pm the next business day after receiving an IBN. The completed form will be submitted electronically to the Director of Student Services and to the DPT Academic Services Specialist. Hours for tutoring may not exceed 3 hours per week and tutoring will only be available until the next initial testing event. It should be reiterated that tutoring services might not be available if an acceptable tutor cannot be identified. The student is responsible to resolve any discrepancies between information obtained by the tutor and that presented in class. The student engaging in tutoring services may not hold the tutor responsible for misdirecting studying efforts or incorrectly presenting or prioritizing information. Information shared between the student and tutor will not be held in confidence. The Department reserves the right to solicit feedback on student progress by the involved parties. Tutoring will be terminated if either party, in the opinion of the Block Leader or Director of Faculty and Student Affairs, deems this relationship to be nonproductive or in violation of the aforementioned responsibilities or Department policies. Students will need to submit separate paperwork each time tutor services are desired between different testing intervals. In the event multiple students qualify for tutoring, group sessions will be conducted to the greatest extent possible.
On campus parking can be arranged with the Parking and Commuter Services Office. Failure to adhere to rules can result in ticketing or loss of parking privileges. Off campus parking is available around the campus.
Open, non-locking mailboxes are provided for each student. Their designated use is for the return of test papers, assignments, and correspondence from faculty and peers, etc. Each mailbox is on loan to DPT students. The contents of each mailbox are the personal property of each student. Looking through or altering the contents of a mailbox that does not belong to you is both an ethical and Privacy Act violation. All such witnessed and reported violations will be submitted to the Judicial Review Board for consideration. Any materials prohibited by law or are considered a violation of ethical principles are strictly prohibited and, if found, will be prosecuted to the fullest extent of the law.
Each class has a designated bulletin board adjacent to its mailbox cluster. The board is to be used for open-post documents, fliers, photos, notices, etc.
Student lockers for books, clothing and other personal possessions are located on the 1st and 2nd floor of the Allied Health Building. Lockers are open access; however, once a student has selected a locker, the student must report the locker number to the Director of Student Services. Personal belongings should not be left in classrooms, as they will be discarded or placed in various Lost and Found containers.
Class officers are elected in the following manner:
First Year Class Elections (DPT-1): Coordinated by Student Services Representative during 2nd week of class in the Fall semester. Officers remain in their position until graduation.
Parliamentary procedures are to be followed for all class meetings.
The following class officer positions will be voted every year:
Scholarships and awards are presented to students for excellence in academics, leadership, and clinical performance.
For all PTRS monetary scholarship recipients, scholarship funds are automatically posted via the UMB Financial Aid Office to the students SURFS account for application to tuition.
For all PTRS monetary award recipients, students will receive a check directly from the University of Maryland corresponding to the monetary award amount.
For all PTRS scholarship and award recipients, the University requires students file a Free Application for Federal Student Aid (FAFSA) each year they wish to be considered for federal aid. When filing the FAFSA, you will have the option to indicate that you are interested in being considered for any or all of the following: loans, grants/scholarships, work study.
Brian Bainbridge Memorial Scholarship
This scholarship was created in honor of Brian Bainbridge, by his mother, Julia Bainbridge ’80 and his sister, Joanna Bainbridge-Blackburn ’94, ’03, to acknowledge his enthusiasm for physical therapy. Students considered for this scholarship should embrace humanitarian ideals and impart compassion in actions and gestures. First year students are eligible for this scholarship. Students are selected by the PTRS faculty scholarship committee, the student selected to receive this scholarship will be notified directly by email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Carolyn Chanoski P ’87 and Lynn Garrison Scholarship
This scholarship is given to a student who has demonstrated financial need and exhibited interest in working with geriatric populations. Third year students are eligible for this scholarship. Students are selected based on financial status and via the PTRS faculty scholarship committee. The recipient will be notified by email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Donald J. Hobart Scholarship
This scholarship recognizes a student who has demonstrated leadership abilities, good academic standing, compassion and humanitarian qualities, and involvement in extracurricular activities. Students self-nominate for this scholarship during their second and/or third year of the DPT program. The Director of Student Services will notify students via email at the time period applications are being accepted. The scholarship recipient is notified via email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Florence P. Kendall Scholarship
The Florence P Kendall Scholarship was established by the Maryland Chapter of the American Physical Therapy Association in 1979. This scholarship is awarded to an incoming student who demonstrates an overall competitive admission application. The DPT Admissions committee selects the recipient and sends notification via email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Stephen M. Levine Memorial Scholarship
This scholarship recognizes a student who is driven, an excellent communicator, and a strong advocate for the profession of physical therapy; a compassionate, strong leader; and capable of improving the profession of physical therapy. Third year students are eligible for this scholarship. The Director of Student Services will notify students via email at the time period applications are being accepted for this scholarship. The scholarship recipient is notified via email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Laura G. Levine-Mendall Memorial Scholarship
The Laura G. Levine-Mandell scholarship was established by Lawrence B. Levine, DDS, class of 1943 UMB Dental School, in honor of his daughter, a member of the Physical Therapy class of 1972. This scholarship recognizes a student who exemplifies the care and compassion that typifies an outstanding clinician. Third year students are eligible for this scholarship. The DPT Clinical Education team selects the recipient of this scholarship. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
The Pekar-Abell Scholarship was established in 1993 in memory of Alex Pekar and Damon Abell. This scholarship recognizes a student who has demonstrated a commitment to pediatric physical therapy through performance in the program and by the intention to work in a pediatric setting. Third year students are eligible for this scholarship. The Director of Student Services will notify students via email at the time period applications are being accepted. The scholarship recipient is notified via email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Karyn E. Wade Memorial Scholarship
This scholarship was created by colleagues and friends at Maximum Performance Physical Therapy to honor the memory of Karyn E. Wade and to acknowledge her efforts to be the consummate PT professional. The scholarship is designed to recognize a student who represents the overall qualities and standards maintained by Karyn E. Wade. The student selected will be in good academic standing, involved in community service or volunteer activities and knowledge and/or personal experience relating to Lupus. Third year students are eligible for this scholarship. The Director of Student Services will notify students via email at the time period applications are being accepted. The scholarship recipient is notified via email. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
University of Maryland Medical Center Clinical Scholar Program
This scholarship is awarded by the University of Maryland School of Medicine Department of Physical Therapy & Rehabilitation Science, for recognition of successful completion of the University of Maryland Medical Center Department of Rehabilitation Services Scholars Program; demonstrating good academic standing, clinical proficiency, and commitment to excellence. Third year students are eligible for this scholarship. The DPT clinical education team nominates candidates to submit an application for this scholarship to UMMC. UMMC selects up to 2 awardees each year. Recipient(s) are notified by email.
Physical Therapy General Scholarship and Class of 1964 Physical Therapy Scholarship Student with financial need are selected for need-based scholarship. Scholarship recipients of the Physical Therapy General Scholarship and Class of 1964 Physical Therapy Scholarship are notified by email from the Director of Student Services.
For details regarding additional scholarships for currently enrolled degree-seeking graduate and professional students at the University of Maryland, Baltimore, please visit: http://www.umaryland.edu/fin/awards/scholarships/
Dr. Frank H. J. Figge Memorial Award
This nonmonetary award was established in memory of Dr. Frank H.J. Figge, Chairman and Professor of the Anatomy Department, University of Maryland School of Medicine. The Figge Award is given to the graduating student who demonstrated outstanding achievement in the study of human anatomy in Basic Sciences I. The individual with the highest grade earned in Anatomy (BS1) is presented the award. The recipient receives the award at the PTRS hooding and awards ceremony.
GEAR Award for Geriatric and Gerontological Education and Research Program Award
This nonmonetary award is given to the graduating student who has demonstrated commitment to the study of gerontology. Third year students are eligible for this nonmonetary award. Students are selected by the PTRS faculty scholarship committee, the student selected to receive this scholarship will be notified directly by email. Students receive the award at the Graduate School Ceremony and are acknowledged at the PTRS Hooding and Awards ceremony.
Elizabeth G. Macaulay Award For Outstanding Clinical Proficiency
The Elizabeth G. Macaulay monetary award was established in 1984 to honor a graduating student for outstanding clinical proficiency. Based on: evaluation outcomes of student performance by clinical supervisors; the difficulty of the clinical affiliation; and evidence of great effort made to enhance one's clinical experience. Third year students are eligible for this award. The DPT Clinical Education team selects the recipient of this award. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Mary M. Rodgers Student Research Award
The Mary M. Rodgers Student Research Award was named for a past Chair of PTRS, an active participant and strong advocate of clinical research in physical therapy. This nonmonetary award recognizes third year students who have demonstrated diligence and excellence in research activities and public presentation (platform and/or poster) of outcomes. The DPT Clinical Education team puts forth the names of all students earning an “A” on their case report project during their full time clinical experiences. Recipient(s) is/are acknowledged at the PTRS Hooding and Awards ceremony.
Orthopedic Physical Therapy Award
This monetary award is given to a student who demonstrates a commitment to orthopedic physical therapy and clinical performance. Third year students are eligible for this award. The DPT Clinical Education team selects the recipient of this award. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Pediatric Physical Therapist Award
This monetary award recognizes a student who has demonstrated a commitment to pediatric physical therapy through performance in the program and by the intention to work in a pediatric setting. Second and Third year students are eligible for this award. The DPT Clinical Education team selects the recipient of this award. The recipient is acknowledged at the PTRS Hooding and Awards ceremony.
Phi Kappa Phi Honor Society
Phi Kappa Phi is a national honor society dedicated to academic excellence. Students who have completed all required credit hours with a grade point average of 3.9 or higher are recommended by the Director of Student Services to the Maryland and National Chapter for selection. The recipient(s) is/are acknowledged at the PTRS Hooding and Awards ceremony and has/have the option to attend the Phi Kappa Phi Honor Society ceremony at UMBC.
All UMB policies apply equally to PTRS students. Since these policies govern aspects of campus life and conduct, students should be familiar with them. All UMB policies can be found at: http://cf.umaryland.edu/umpolicies/, including those related to smoking, substance abuse, use of alcoholic beverages, and allegations of discrimination in areas such as race, disability or sexual harassment.
The Clinical Education Handbook is designed to guide the physical therapy student, the Center Coordinator of Clinical Education (CCCE), and the Clinical Instructor (CI) through the clinical education curriculum of University of Maryland School of Medicine (UMSOM), Physical Therapy and Rehabilitation Science (PTRS) Doctor of Physical Therapy (DPT) curriculum. It is the intent of the clinical education handbook to improve communication and clarify expectations between PTRS, clinical sites, and the students regarding policies and procedures surrounding clinical experiences, and to improve the efficiency and ongoing function of the PTRS clinical education program. Please refer to the Clinical Education Handbook (located at http://pt.umaryland.edu/Clinical-Education/PTRS-DPT-Clinical-Education-Handbook/) for specific details related to clinical education.
Appeal Documentation Form - Click Here for Form on Blackboard
IAPP Enrollment Form - Click Here for Form on Blackboard
Leave of Absence Request Form Part One - Click Here for Form on Blackboard
Leave of Absence Request Form Part Two - Click Here for Form on Blackboard
Medical Clearance Form - Click Here for Form on Blackboard
Out-Of-Sequence or Program Withdrawal Student Checklist - Click Here for Form on Blackboard
PTRS DPT Student Acknowledgement of DPT Student Handbook Form - Click here for Form on Blackboard
PTRS DPT Student Honor Code Signature Form - Click Here for Form on Blackboard
Statement of Physician/Healthcare Provider Form - Click Here for Form on Blackboard
Student Request for Tutor Obtainment and Utilization Form - https://umbforms.wufoo.com/forms/umsomptrs-student-request-for-tutor-obtainment/
Application for Withdrawal - Click Here for Form on Blackboard
Out-Of-Sequence or Program Withdrawal Student Checklist - Click Here for Form on Blackboard
PTRS DPT Program Withdrawal/Dismissal Form - Click Here for Form on Blackboard