DPT Program Policy

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DEPARTMENT OF PHYSICAL THERAPY

UNIVERSITY OF DELAWARE

PROGRAM POLICY DOCUMENT

Updated/Approved Winter 2013-14; 2014-15; 2015 - 2022

(Effective for incoming class June 2022)

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SECTION I

DPT PROGRAMMATIC OVERVIEW

SUBSECTIONS

PURPOSE

MISSION

PHILOSOPHY

STUDENT OUTCOMES

SUITABILITY FOR THE PRACTICE OF PHYSICAL THERAPY

TECHNICAL STANDARDS

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PURPOSE

This handbook should serve as the primary resource for students enrolled in the Doctor of

Physical Therapy (“DPT”) Program (the “Program”) at the University of Delaware (the

“University”). Contained within is important information on the philosophy of the Program, as

well as Program-specific policies and procedures related to academic and student affairs.

Policies and procedures not addressed in this manual will default to those existent within the

University Graduate Catalog or other University publications. Students are urged to obtain and

read all relevant University publications and to keep abreast of changes in practice and / or

governance.

MISSION

The mission of the Department of Physical Therapy is to advance physical therapist practice by

providing outstanding entry-level and post-graduate education, translating science to deliver

quality clinical services, leading federally funded rehabilitation research, and training the next

generation of rehabilitation researchers and leaders of our profession. The mission of the Doctor

of Physical Therapy Program is to educate outstanding entry-level physical therapists who

provide excellent physical therapy services, integrate scientific inquiry into their clinical practice,

and who model professionalism and social responsibility.

(Modified and approved, 3/2021)

PHILOSOPHY

The University of Delaware DPT Program is a University based physical therapist educational

program housed within the College of Health Sciences. The DPT program faculty members

believe that the University is an appropriate environment for the education and development of

future entry-level physical therapists at the level of the doctorate degree.

In addition to graduates being prepared as entry-level, doctor of physical therapy generalists,

they are also capable of pursuing a specialty area within the profession or further graduate work

in a research environment. As a program within a State supported institution of higher learning,

we recognize the need and obligation to address the continually changing physical therapy

needs of the State of Delaware. We also recognize the considerable commitment the State and

University of Delaware have made to the growth and development of this program. As a

member of the College of Health Sciences, we are invested in the development of partnerships

throughout the state, in an era of interdisciplinary collaborative healthcare, to enhance our

student learning, research diversity, and post professional training. We recognize that the

accomplishment of these aims is optimized when educational and training resources are

accessible to all individuals. Thus, the DPT program is committed to facilitating accessible and

affordable education for students across the socioeconomic spectrum.

The physical therapist is a professional member of a health care team who views the patient as

a unique, multi-identitied individual with physical, intellectual, and psychosocial needs. It is the

unity and dynamic nature of these dimensions that must be recognized and respected in each

individual if the health care team is to serve humanity adequately in a multi-cultural society.

Interwoven in this philosophy is the belief in the value and dignity of humankind, the right of

equity in access to quality health care services, and the potential of the individual as a

consumer to actively participate in the health care process. It is the team concept, with the

patient as an active participant, that best serves the needs of the patient in maintaining or

restoring their state of health and wellbeing. Physical therapists must be excellent

communicators as well as facilitators of communication if this goal is to be reached. They must

also reflect the diversity of our society in regards to race, ethnicity, culture, gender, sexual

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orientation, socioeconomic and geographic background, along with the various intersectionality

of such identities.

Physical therapists serve many roles. Their primary professional duty is to provide excellent

health care within the context of social justice and to act as an advocate for the patients and

clients that they serve. They also act as administrators, consultants, educators, and

researchers. As such, the educational preparation of the physical therapist is an integrative

process, drawing from the liberal arts, basic sciences, natural sciences, and applied sciences.

The University of Delaware DPT curriculum is predicated on evidence-based practice. Clinically

oriented courses draw extensively from primary source research as well as traditional theory

and practice. A strong foundation in basic science is established early in the curriculum,

alongside courses in which students learn skills necessary for the practice of physical therapy.

Integration between didactic courses and clinical practice takes place in our on-site outpatient

PT clinics, which are a fundamental component of our program.

A major goal of the curriculum is to encourage students to develop lifelong learning skills as as

means to remain up-to-date throughout their careers. This is accomplished, in part, by

educating students to be consumers of relevant literature and to make informed choices for their

future continuing education experiences. Recognized clinical experts are regularly utilized as

instructors in the program in an effort to further integrate the relationships between expert

clinical practice and research.

The future of health care has always rested on the art and scientific inquiry of its practitioners.

Physical Therapy is a profession that, like other health care professions, is ever- evolving and

advancing in the quality, nature, and extent of services offered. The body of knowledge of

Physical Therapy will only grow if its practitioners engage in basic and clinical research. The PT

Program at the University of Delaware is firmly committed to developing new knowledge and

advancing the profession of physical therapy.

The DPT Program does not discriminate on the basis of race, color, creed, national origin, sex,

age, disability, sexual orientation, gender identity, or marital status.

(Modified and approved, 3/2021)

STUDENT OUTCOMES

Graduates of the Program will enter the profession as physical therapist practitioners who:

1. Have demonstrated knowledge of the foundational and clinical sciences necessary to

practice physical therapy.

2. Are competent in performing physical therapy examination, evaluation, diagnosis,

prognosis, intervention, and assessment of patients and clients across the lifespan and

in a multitude of physical therapy settings.

3. Possess the skills to use the literature to direct their everyday clinical decision making.

4. Participate in the administration of physical therapy services including delegation and

supervision of support personnel, scheduling, and reimbursement activities.

5. Display professional behaviors that reflect APTA’s core values of accountability,

altruism, compassion/caring, excellence, integrity, professional duty and social

responsibility in all professional interactions.

6. Demonstrate effective written, verbal and non-verbal communication skills.

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7. Demonstrate a commitment to lifelong learning through participation in continuing

education courses, formal post-graduate coursework, professional development, self-

directed learning, and mentoring activities.

SUITABILITY FOR THE PRACTICE OF PHYSICAL THERAPY

The collective faculty reserve the right to determine whether a student may matriculate or

graduate on academic or ethical grounds, including traits of character as pertaining to

professional performance. Therefore, it is the judgment and expertise of the faculty that shall

authorize and ultimately determine student appropriateness for the practice of physical therapy.

Students are evaluated not only on their scholastic achievement, but also on their intellectual,

physical, and emotional capacities to meet the technical standards of the program’s curriculum

(refer to Appendices for Technical Standards and Professional Behaviors for the 21

Century).

Students must demonstrate good judgment, responsibility, morality, sensitivity, and compassion,

while simultaneously being able to accurately synthesize and apply knowledge in a time efficient

and safe manner. Deficiencies in these standards or the inability to function accordingly may

jeopardize patient care and therefore may preclude matriculation or graduation from the

program.

TECHNICAL STANDARDS

The Department faculty have outlined the Technical Standards deemed essential for successful

completion of the DPT curriculum. These standards, located in the Appendix

, represent the

essential requirements for admission, academic advancement, and graduation.

The Department acknowledges Section 504 of the 1973 Vocational Rehabilitation Act, and the

ADA Amendments Act of 2008 (collectively “Disability Laws”), but maintains certain minimum

technical standards must be present in the student seeking the DPT degree. While state and

federal law requires the provision of reasonable accommodations in situations of documented

disability, there are disabilities that cannot be accommodated based upon professional practice

demands. The program does seek to be supportive of individuals who can, through reasonable

accommodation, meet the core performance standards expected of a physical therapist.

Accommodation is viewed as a means of assisting students with disabilities to meet essential

standards by providing them with equal opportunity to participate in all aspects of a course or

clinical experience. Reasonable accommodation is not intended to guarantee that students will

be successful in meeting the requirements of the course or clinical experience.

To determine if requested accommodations are feasible and reasonable, students should follow

the established procedures of the University’s Office of Disability Support Services (“DSS”) to

discuss educational needs and resources. For newly enrolled students, requests should occur

with as much advance notice as possible before the start of the Program and for matriculating

students, this should occur as soon as the need is identified. As there will be no retroactive

accommodations, students are encouraged to request accommodation in a timely fashion.

The use of trained intermediaries to assist a student in accomplishing the curriculum

requirements in the five skill areas identified in the Technical Standards document will not be

permitted by the Department. Intermediaries, no matter how well trained, are applying their own

powers of selection and observation, which could affect the student’s judgment and

performance. Therefore, no disabilities can be reasonably accommodated with an intermediary

that provides cognitive support or that supplements clinical and ethical judgment.

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Incoming students are required to sign the Handbook Acknowledgement and Consent to Lab

Participation document prior to the completion of the first day of class. Matriculating students

are encouraged to review the document on a yearly basis as the Technical Standards are

subject to periodic updates (updated revision date will be reflected on the document). To assist

applicants, students, and faculty in screening for deficiencies in meeting the Technical

Standards of the Department, the following questions, while not inclusive, serve to highlight

pertinent aspects of the document:

1. Is the student, with or without reasonable accommodations, able to observe

demonstrations and fully participate in psychomotor laboratory activities?

2. Is the student, with or without reasonable accommodations, able to analyze, synthesize,

extrapolate, solve problems, and make accurate and timely therapeutic judgments?

3. Does the student, with or without reasonable accommodations, have sufficient use of the

senses and adequate motor and coordination skills to monitor and ensure patient safety

while performing physical therapy examinations and interventions?

4. Can the student, with or without reasonable accommodations, relate to patients and

establish sensitive, professional relationships with patients and others?

5. Can the student, with or without reasonable accommodations, communicate results of a

physical therapy examination, or progress made with intervention, to patients,

colleagues, instructors, and other providers with accuracy, clarity and efficiency?

6. Can the student, with or without reasonable accommodations, perform with precise,

quick and appropriate actions in emergency situations?

7. Can the student, with or without reasonable accommodations, display good judgment

and assume responsibility in the assessment and treatment of patients?

8. Can the student, with or without reasonable accommodations accept constructive

feedback and respond by appropriate modifications of behavior?

9. Can the student, with or without reasonable accommodations, possess the

perseverance, diligence, and consistency to complete the physical therapy curriculum

and enter the independent practice of physical therapy?

After accommodations have been approved / sanctioned by ODSS, the qualifying student is

solely responsible for communicating their intention to utilize the outlined accommodations with

the course coordinator. Students should not expect faculty to inquire about use of outlined

accommodations. Five days advance notice must be provided to the course coordinator in

writing when students wish to enact ODSS-approved accommodations during an assessment or

other learning activity. As consistent with University policy, students who fail to provide notice

commensurate with this timeframe will not be accommodated.

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SECTION II

DPT PROFESSIONAL STANDARDS

AND

RELATED POLICIES

SUBSECTIONS

PROFESSIONAL BEHAVIOR

PROFESSIONAL DRESS CODE

CLASSROOM BEHAVIOR

DIVERSITY, INCLUSION, AND PROFESSIONALISM COMMITMENT

ACADEMIC HONESTY

POLICY ON COPYRIGHT PROTECTION OF EDUCATIONAL MATERIAL

ATTENDANCE POLICY

ILLNESS

PROFESSIONAL CONFERENCE PARTICIPATION

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PROFESSIONAL BEHAVIOR

In addition to a core of cognitive and psychomotor skills, it has been recognized by educators

and practicing professionals that a repertoire of behaviors is required for success in any given

profession (Alverno College Faculty, Assessment at Alverno, 1979). Students are educated

about the specific professional behaviors that relate to the physical therapy profession at

multiple points throughout the curriculum. In addition to facilitated discussion on related topics,

students are provided opportunities to develop self-reflective skills to determine appropriate

venues / directions for professional growth and development. Professional behaviors are

emphasized both in the classroom and clinical environment. A supporting document utilized

throughout the curriculum on Professional Behaviors is located in the Appendix.

Violations of dress or professional behavior will result in a documented

Professional Behaviors

Feedback Form (see Appendix) that will be discussed and then signed by the student and the

reporting faculty member. Feedback forms will be retained by the Program Director. If

concerning behavior persists or if deemed egregious, the student will be required to meet with

the Chair, a University official, or an otherwise designated group of faculty. At that point, a

decision will be rendered relative to an appropriate course of action. The student has the right to

appeal the decision through appropriate University processes.

It is also the expectation that students not disturb the learning environment or general wellbeing

of others outside of the classroom on the basis of race, color, creed, national origin, sex, age,

handicap, marital status or sexual orientation. Civil right offenses lack compatibility with an

inclusive philosophy rooted in respect for differences. As with all other offenses (civil, federal,

etc.), students will be held accountable for their actions and behaviors while in the program.

Upon awareness of an offense, the faculty will provide input to appropriate officials on the

degree to which such behaviors violate departmental and professional standards.

Additional behavioral expectations may be required to ensure safety in light of existing

pathogens within the community. For example, specific to coronavirus, students are expected to

comply with all UD, CHS, and PT guidelines including but not limited to social distancing, use of

masks (and other essential PPE), hand/surface sanitization, compliance with screening

protocols, space usage, and isolation/quarantine requirements. Such expectations exist both

during and outside of class hours. Reckless behavior that demonstrates blatant disregard for the

safety and health of self/others will be treated as would any disruption or offense. Disciplinary

action and/or sanctions will be taken as prescribed by program policies.

PROFESSIONAL DRESS CODE

Whether on-site or off-site, whenever physical therapy students interact with other health

professionals or patients, professional attire is expected. Such interactions include, but are not

limited to, patients serving as subjects in classes, professionals from outside the University

presenting guest lectures, and visits to health care facilities. It is the responsibility of the student

to seek guidance from the course instructor if there is any doubt on the acceptability of a chosen

outfit. Modesty in dress is the common sense rule of thumb. Students should be mindful that

some outfits, although neat and stylish, may not be appropriate for a professional/clinical

environment.

General guidelines

1. Regular classroom: Students will refrain from wearing clothing that is disruptive to the

educational process. Examples include, but are not limited to:

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a. The length of shirts / tops should be adequate to cover the entire trunk at rest and

during all movements by the student. No skin should be visible on the abdomen,

breasts, or between the shirt and pants.

b. Clothing should not contain inappropriate language or symbols (i.e. – profanity or

sexual innuendo).

c. Clothing should be in nice condition.

2. Laboratory sessions: Students are required to come to lab ready to work and donned in the

appropriate attire. Unless otherwise specific, men are required to wear shorts and T-shirts,

while women are required to wear shorts and a halter-type top. Tennis shoes or sneakers

that are in clean and good repair should be worn. Frequently, students move directly from

lecture to lab and must be prepared to dress appropriately for both environments. Students

seeking lab accommodations for cultural reasons should provide such request, in writing, to

the Program Director at the start of the term for discussion and consideration.

3. Off-site clinical site visits: When PT students are interacting on or off campus with health

professionals or patients, they should dress professionally. Sensible shoes with enclosed

toe and heel must be worn. Requirements for professional dress are the same as in the

classroom with the following additional requirements:

a. No jeans.

b. No sweatpants, sweatshirts or T-shirts.

c. No hats.

d. No distracting or dangerous clothing.

4. On-site clinical education experiences: The dress code outlined in the UD Clinic Orientation

Manual will prevail.

5. Off-site clinical education experiences: The dress code outlined in the respective facilities

Orientation Manual or Clinic Policy Document will prevail.

Faculty will document violations of the dress code on the Professional Behaviors Feedback

Form. In addition, students may experience consequences including dismissal from class, lab,

and/or other patient care activities, as well as loss of credit for time missed. Repeated

infractions may result in consequences of a more serious nature.

CLASSROOM BEHAVIOR

Students are expected to behave in a manner commensurate with their status as mature,

intelligent, and professional adults. Actions and behaviors should reflect the student’s

awareness and appreciation of the importance of all instructed material. Examples of

unacceptable classroom behavior include, but are not limited to: tardiness; early departure;

excessive talking during lecture or the passing of written notes between students; cell phone

use (cell phones must be turned off); and inattentive or distracting behavior, such as head on

desk, feet on table, sleeping, doing unrelated activities during class. Computers used in the

classroom are to be used only for course related activities. Checking email or engaging in

course related activities not directly related to the course being instructed is strictly prohibited.

DIVERSITY, INCLUSION, AND PROFESSIONALISM COMMITMENT

The College of Health Sciences (CHS) and the Department of Physical Therapy embraces

diversity, inclusion, connectedness, and professionalism as core institutional values. A

diverse student, faculty, and staff body is critical to the learning environment and a much

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needed reflection of the diverse patients and populations for whom physical therapists provide

care and services. Beyond the University’s code of conduct, additional standards and

expectations exist given our important roles and influence in health and healthcare.

In the College of Health Sciences, we commit to:

1. Exhibit appropriate professional conduct and represent our prospective professions

effectively.

2. Uphold a culture that is inclusive, where all students, faculty, and staff feel welcome and free

from discrimination.

3. Interact respectfully with all students, faculty, and staff within the University and individuals

in the community.

4. Interact respectfully with all students, faculty, staff, and individuals in the online environment

(i.e., email, social media), including avoiding the use of racist, sexist, or other discriminatory

remarks.

5. Report experienced or observed discrimination or harassment through the appropriate

channels (e.g., UD Discrimination/Harassment Reporting Form).

6. Engage in courageous conversations and activities that empower students, faculty and staff

to stand up against injustice and discrimination.

7. Strive to develop as students who become leaders, scholars, and health professionals who

promote health for all individuals and help dismantle barriers to the best possible quality of

care for all.

8. Promote well-being, balance, and resilience for all students, faculty, and staff, through

diverse tools, resources, and offerings to allow everyone to thrive.

9. Provide the highest quality of clinical care, that is responsive to the individual needs of our

patients and their caregivers, with an understanding of the needs of patients within a larger

sociocultural context (e.g., race, culture, gender, sexual orientation, religious beliefs,

socioeconomic realities), both during and beyond our clinical training.

It is the expectation that students honor and abide by these principles in all aspects of their

school, work, and external environment.

ACADEMIC HONESTY

(updated and approved by Legal Counsel, 8/1/2019)

Academic dishonesty in any form, be it plagiarism, fabrication, cheating or academic

misconduct, will not be tolerated and will be treated severely. The Code of Conduct serves to

remind students that while each individual strives for the pursuit of excellence, behavior should

align with and respect the societal standards in which the effort takes place. As such, students

should ensure their actions are demonstrative of the highest virtues of truth, honesty and

fairness. Students are encouraged to review the Code of Conduct as posted in the Student

Guide to University Policies for a more comprehensive review of the standards by which

students are bound. In addition, as members of an established profession, the program faculty

and students will adhere to the American Physical Therapy Association Code of Ethics. Any

violation of that code is subject to disciplinary action up to and including dismissal from the

program. A copy of the Code of Ethics will be provided in PHYT 600, Physical Therapy as a

Profession.

Additional standards reflective of academic integrity and appropriate conduct on examinations /

assignments follow.

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1. All formal assignments and assessments are required activities. Failure to take seriously the

understanding and mastery of knowledge necessary for patient care will be recorded in the

student’s file as a breach of professionalism.

2. The following principles apply to all mechanisms of evaluation, be it oral, written or

psychomotor (practical) in nature:

a. It is expected that all students demonstrate academic integrity and demonstrate

awareness and affirmation of the fact that one’s physical therapy education is the

product of one’s individual effort. Academic dishonesty will not be tolerated and is

considered a violation of the spirit of physical therapy education and, in such, will result

in judicial action. Academic dishonesty includes, but is not limited to: plagiarism, the

transmission (giving and / or receiving) of examination content to others, use of past

assessments not authorized by the faculty member of record, and the transmission or

electronic capture of information during or following an assessment inconsistent with the

format / directions.

NB: As digital communications and social media have become increasingly common and

integral to the fabric of University life, students are reminded and strongly encouraged to

exercise rigorous discretion to ensure that their online activities meet or exceed the

standards of the University Code of Conduct, including but not limited to those pertaining

to academic honesty, and the professional standards of the APTA, including but not

limited to the Code of Ethics. Policies concerning academic honesty extend to all

spoken, written, and graphic forms of communication, including but not limited to

photography, screen shots, text messages, group chats, social media, apps, and online

forums, whether public or private. Students are expected to maintain these standards of

conduct online as well as offline. All internet-based and digital communications are

regarded as permanent, public records of student behavior and are subject to applicable

course policies and codes of student and professional conduct. Participation in

discussions or correspondences (online or offline) that transmit examination or

assessment content, irrespective of the “intent to cheat,” will be treated as potential

breaches of student conduct policies and may be subject to consequences as outlined in

the Program Policy Document, Graduate Student Catalog and the Student Guide to

University Policies.

b. Unless otherwise specified, students are reminded that all work should be completed

individually. Assignments and assessments given in the spirit of individual initiative

should be carried out in that same fashion. Representing the contributions of others as

one’s own is not permitted.

c. Collaboration with others to prepare for exams and to complete group projects is

permissible up to the limits set by the instructor of record.

d. Copyright restrictions and computer hardware/software should be utilized fairly and

appropriately up to the limits set by the instructor of record.

e. Students and faculty have a responsibility to report known or suspected violations of

academic integrity as this ethical responsibility rests with each individual. Making

accusations in the absence of reporting such information demonstrates unethical and

unprofessional behavior.

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POLICY ON COPYRIGHT PROTECTION OF EDUCATIONAL MATERIAL

Students may not copy or redistribute educational materials (print, audio and/or visual) they

receive through their education at the University or the Department, without the express written

consent of the course instructor. Dissemination or unauthorized duplication of educational

materials will be considered a violation of this policy and a breach of academic integrity.

ATTENDANCE POLICY

1. Attendance is defined as presence during the entire scheduled activity or until completion of

an examination.

2. If a student is unable to attend a required activity, it is their responsibility to discuss the

reason with the faculty member of record in advance of the required session in order to

obtain approval for the absence. In situations of emergency, the faculty member of record

should be notified as soon as possible.

3. The faculty member of record retains the right to determine if an absence is excused or

unexcused.

4. Unexcused absences will follow the penalties as outlined in the course syllabus and should

be reflected in student Professional Behaviors assessments. If not explicitly outlined in the

syllabus, the following policies for assessments will prevail when an absence is deemed

unexcused:

a. Zero credit on quizzes or other written examinations / assignments; at the discretion of

the course instructor, the student may be permitted to engage in the assessment for a

maximum score not to exceed half the total point value for that assignment or

assessment.

b. Zero credit for a psychomotor assessment or other practical examination; students will

be permitted to take the psychomotor assessment or practical examination one time

(considered 2

attempt) and must earn the passing standard for that attempt (there are

no further repeat opportunities beyond this attempt).

5. In situations of absence, the student remains responsible for the acquisition of missed

material / content.

6. Unless otherwise noted in the course syllabus, attendance at lecture is strongly

recommended. The exception, however, is mandatory lecture attendance in situations

wherein a guest lecturer is delivering the material. Penalties for unexcused lecture absence

will align with the standards as outlined in the course syllabus.

7. Unless otherwise exempted (with advance notification) by the faculty member of record,

attendance at all laboratory sessions is required. Such standards exist for the following

reasons:

a. Laboratory sessions place students in cooperative learning situations that promote group

interaction, teamwork and assessment of both group and self.

b. Laboratory sessions allow experiential learning in the context of direct mentorship by

faculty and the opportunity to learn from / teach peers.

c. Laboratory sessions promote effective communication (verbal and listening) and build

skills needed for team dynamics.

Unexcused lab absences will follow the penalties as outlined in the course syllabus.

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8. Attendance at clinical experiences (integrated clinical experiences, full-time clinical

experiences, or lecture/laboratory sessions held off-site) is mandatory. Unexcused

absences will follow the penalties as outlined in the course syllabus.

9. Students who do not demonstrate appropriate levels of preparedness (i.e. – assignments

not completed in advance of class, inappropriate attire to participate fully in activities,

absence of needed supplies for participation) may be asked to leave class and may be

subject to an “unexcused” absence for the session. Unexcused absences will follow the

penalties as outlined in the course syllabus.

ILLNESS

Any student who must miss a required class to attend to a health concern may be asked to

submit medical clearance for return to lecture, lab and / or clinic to the Chair of the SAC. As a

general guideline, medical clearance will be required by students in the following situations:

1. After undergoing a surgical procedure, whether inpatient or outpatient in nature.

2. Upon seeking medical attention at an Emergency Department or other Urgent Care

Center given a traumatic or other high-acuity health concern.

3. After missing class or clinic greater than 3 days consecutively.

4. If experiencing a change in bone, joint or ligament stability that required medical

attention.

5. If experiencing a change in central nervous system function that required medical

attention.

6. If experiencing a change in cardiopulmonary system function that required medical

attention.

The Chair of the SAC, in consultation with the Director of the DPT Program, will assist students

unable to return to full and unrestricted class, lab, and/or clinic participation or who experience

significant time out of class, lab, and/or clinic due to prolonged illness.

The Department is committed to assisting students with illness in keeping pace with their

academic work during their recovery. In the setting of relatively short-term changes in health

status wherein classroom participation is disallowed, the recording of classroom instruction can

be requested to help maximize student achievement and minimize disruption to matriculation.

Should temporary physical accommodations be necessary (given student inability to engage in

the essential functions required for course objective fulfillment), an academic contract may be

implemented that specifies practice expectations and assessment timeframes. However, a

medical leave of absence may be recommended in situations wherein too much time is missed

or a student is unable to fulfill the technical standards of a course / requirements of the

academic contract.

Instructors who need to cancel classes due to illness will provide notification to students in as

timely of a manner as possible. Please understand that emergency situations do arise, though

every effort will be made to minimize interference with planned student learning objectives.

Departmental policy forbids a student or employee from returning to the clinical or teaching

environment until fever-free (un-medicated) for at least 24 hours.

The Chair of the SAC and the Director of Clinical Services are responsible for the coordination

of efforts and protocols required to minimize transmission of contaminants during the flu season

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in the Department and clinic, respectively. Questions or consultations on infection control

procedures in order to reduce illness should be directed to the appropriate point of contact.

PROFESSIONAL CONFERENCE PARTICIPATION

Involvement in professional activities of any sort is strongly encouraged. This includes

attendance at professional meetings, when possible. However, such attendance will depend on

the student's responsibilities in regularly scheduled courses, particularly clinic. There is no

guarantee that classes will be cancelled for professional meetings, nor that students will be able

to attend the meeting of their choice. In the event that classes are cancelled for a professional

meeting in the nearby geographical area, all students will be encouraged to attend. There may

be instances when course instructors require attendance at professional conferences.

Students who wish to attend non-mandatory conferences should request permission from the

Associate Director of the Entry-Level Program at least 4 months in advance of the professional

meeting. This also includes students contemplating submission of an abstract to a professional

conference. The timing of this communication is necessary to allow for individualized student

planning. Students failing to communicate with the Associate Director of the Entry-Level

Program within the established timeframe will not receive special consideration and will be

permitted to attend conference only when their absence will not interfere with scheduled

classroom and/or clinical obligations.

In consultation with the Program Director, Chair of the SAC, faculty, and clinical staff, the

Associate Director of the Entry-Level Program will render a decision on each student’s individual

request. Students may be prohibited from attending conference if clinic needs (direct patient

care obligations) would go unmet, if academic concerns warrant decreased outside distractions,

if prior conference participation has already occurred, if other professional growth must be

displayed prior to attending a national conference, or if the request fell outside established

timeframes. Students should also remain aware that permission granted by the Associate

Director of the Entry-Level Program to submit an abstract does not guarantee attendance at the

conference, especially for abstracts with multiple authors.

As funds are available, the Department will contribute toward the cost of conference registration

for one APTA national meeting (CSM, Annual, Student Conclave) per DPT student in good

standing. Students should request funding assistance to the Associate Director of the Entry-

Level Program when seeking permission to attend the meeting (at least 4 months in advance of

the conference). Supplemental funds will be made available for student attendance at additional

conferences at the Chair’s discretion. For costs not offset by the Program, each student remains

personally responsible for funds needed to support participation.

Students should also be aware that the Program Director and Associate Director of the Entry-

Level Program, on behalf of the faculty, reserve the right to revoke student permission to attend

a conference should additional concerns (professional, academic, and/or clinical) present. For

example, a student who experiences a downward trend in academic performance may be

instructed to forego the additional enrichment experience of conference so needed effort could

be applied toward solidifying knowledge of essential material. In light of this policy, students are

encouraged to consider refundable or transferrable flight and lodging accommodations.

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SECTION III

DPT ACADEMIC STANDARDS

AND

RELATED POLICIES

SUBSECTIONS

GRADING

EXTRA CREDIT

CRITERIA FOR MATRICULTION

CRITERIA FOR DISMISSAL

WRITTEN EXAMS

PRACTICAL EXAMS

MISSED EXAMS

TARDINESS TO EXAMS

CLINICAL EDUCATION

COURSE CONTENT

GPA REQUIREMENTS

PROBATIONARY STATUS

TIME TO COMPLETE DPT DEGREE

Page | 16

GRADING

The Department will utilize the following scale for all graded courses not considered pass/fail in

nature. Please note that graded clinical courses may not offer all letter grades noted below. As

such, students are advised to consult the course syllabi for letter grade options.

** Note: The grade of B- will not be awarded.

Grade Numeric Equivalent (if appropriate) Quality Points

A 92.50 – 100.00 4.00

A- 89.50 – 92.49 3.67

B+ 84.50 – 89.49 3.33

B 79.50 – 84.49 3.00

C+ 76.50 – 79.49 2.33

C 72.50 – 76.49 2.00

C- 69.50 – 72.49 1.67

D+ 66.50 – 69.49 1.33

D 62.50 – 66.49 1.00

D- 59.50 – 62.59 0.67

F < 59.49 0.00

Other grading codes:

Symbol Explanation

I Incomplete. This grade is awarded when mitigating circumstances exist

that have precluded a student from satisfactorily completing all

requirements of a given course. This is an exceptional grade that should

only be used when situations arise beyond the student’s control (i.e. –

illness or other unavoidable absence) that require additional time for

fulfillment of remaining academic obligations. An “I” will convert to an “F”

within 6 weeks if outstanding academic obligations are not reconciled.

**W Official Withdrawal. Students must petition the Program Director to

withdraw from a core course within the curriculum. Compelling evidence

of extenuating circumstances necessitating the withdrawal must be

provided as the Department will not allow for the withdrawal solely for

poor academic performance.

P Pass. Satisfactory completion of all course requirements. Performance

must be commensurate with a “C” or above if equating to letter-grade

scale.

F Fail. Unsatisfactory level of performance or completion of course

requirements.

S Satisfactory progress. Utilized for classes that span semesters.

**The above withdrawal policy applies to all published University drop-add deadlines.

Elective courses will not count towards a student’s core degree grade point average.

EXTRA CREDIT

Extra credit projects and assignments (outside those required for the class entity at large)

designed for purposes of “pulling up” a student’s grade are not permitted. Students whose

academic performance places them at risk of failing should be identified as soon as possible to

Page | 17

enable discussion on additional resources that might be of value to promote successful

completion of academic requirements.

CRITERIA FOR MATRICULATION

1. Students must achieve an initial minimum grade of ‘B’ in PHYT 622 (Clinical Gross

Anatomy) to proceed in the curriculum. There are no opportunities to repeat this course.

(Note: This criteria was waived for the Class of 2023A).

2. Students must achieve an initial minimum grade of ‘pass’ or ‘C’ in all required didactic

courses. A grade of C minus (C-) or below does not satisfy the passing benchmark. Those

that do not will be permitted to repeat the course one time to achieve the passing standard,

but only after successful completion of a required didactic enrichment independent study

(“DEIS”). This course will be registered under codes 666 or 866. It is important to note that

registration in a DEIS may be required in multiple terms while awaiting re-entry as a full-time

matriculated student.

Students initially unsuccessful in achieving the passing standards of a required course must

successfully pass all criteria outlined within a DEIS. Favorable completion of the DEIS will

allow the student to repeat the previously failed course. Should the passing standard for the

course be met during this repeat, the student may matriculate to other degree-mandated

courses in subsequent semesters. The DEIS is a variable-credit, individualized independent

study designed to:

• Strengthen the knowledge, skills, and / or behaviors contributory to the academic

deficiency, and

• Re-expose students to foundational content areas necessary for maintenance of

continued competence in anticipation of return to full-time student status.

To best promote a meaningful learning opportunity, the Program Director will outline the

learning activities and standards of performance for the DEIS. While student input will be

solicited when developing this enrichment plan, it should be noted that faculty retain final

authority in determining such requirements and standards. To confirm agreement of content,

both the student and Program Director will sign the DEIS. Pending successful completion of

all DEIS criteria as outlined, the student will repeat the failed course the next time it is

offered. There are no opportunities to repeat the DEIS if the outlined standards are not

achieved. While required for ongoing matriculation in the program, the credits received

through enrollment in the DEIS are above, not in lieu of, those required for graduation.

Students are advised to remain in the local area when completing the DEIS as many of the

learning opportunities occur on-campus.

3. Students who qualify for a LOA at any point after full completion of the first semester

(summer) of the DPT Program must register for and pass a DEIS prior to full-time return to

the curriculum. This will require the student to have the necessary clearances for

participation in the DEIS. The DEIS will contain criteria reflective of the knowledge, skills,

and behaviors that must be retained and carried forward to maximize student future success

in the curriculum. It should be noted that faculty retain final authority in determining such

requirements and standards. To confirm agreement of contents, both the student and Chair

of the SAC will sign the DEIS. Pending successful completion of all criteria as outlined, the

student will return to a full-time matriculated student status. Students who are not successful

in passing the criteria outlined in the DEIS will be required to participate in a second DEIS.

The repeat DEIS must be passed in order to return to a full-time matriculated student status.

There are no opportunities beyond the second attempt to repeat the DEIS if the outlined

Page | 18

standards are not achieved. While required for ongoing matriculation in the program, the

credits received through enrollment in the DEIS are above, not in lieu of, those required for

graduation. Students are advised to remain in the local area when completing the DEIS as

many of the learning opportunities occur on-campus.

4. Students must have an overall cumulative 3.00 grade point average (“GPA”) and an overall

3.00 GPA in the courses required for the degree to participate in terminal full-time clinical

education experiences.

Students who do not have a 3.00 overall cumulative and 3.00 degree-specific GPA prior to

the terminal full-time clinical experiences will not be permitted to engage in those clinical

experiences and will be required to repeat core curricular courses to facilitate a rise in GPA

to the threshold clinical matriculation standard as outlined above. Students should be

reminded of the maximum four-year time frame for completion of the DPT degree.

5. Students must achieve a grade outlined/ specified/offered in syllabus that is higher than, but

not inclusive of, a C- (C minus) in all clinical courses (three integrated clinical experiences

and three terminal full-time clinical experiences) to meet passing standards. Students who

receive a grade of ‘F’ will not proceed in the curriculum, nor will they be provided the

opportunity to repeat the clinical experience. Students who receive an initial intermediate

grade outlined/specified/offered in syllabus between, and inclusive of, C- (C minus) and D-

(D minus), will be permitted to repeat the course one time to achieve the passing standard,

but only after successful completion of a required clinical enrichment independent study

(“CEIS”). This course will be registered under codes 666 or 866. It is important to note that

registration in a CEIS may be required in multiple terms until objectives are satisfied that

would permit repeat of the clinical experience.

Students who qualify to participate in CEIS given an intermediate grade

outlined/specified/offered in syllabus between, and inclusive of, C- (C minus) and D- (D

minus), in PHYT 812, PHYT 821, or PHYT 822 (integrated clinical experiences, ICEs) may

matriculate in the curriculum but may not participate in any further ICEs until successfully

completing the required CEIS. There are no opportunities to repeat the CEIS if the outlined

standards are not achieved. A student permitted to repeat PHYT 812, PHYT 821, or PHYT

822 must obtain the passing standard on the repeat experience of the previously taken ICE

prior to enrolling in a different ICE course. The Directors of the Internal and External Clinical

Education Teams may recommend to the Program Director that a change in sequence be

granted should such modification minimize delays to student completion.

Students who qualify to participate in a CEIS given an intermediate grade

outlined/specified/offered in syllabus between, and inclusive of, C- (C minus) and D- (D

minus), in any terminal full-time clinical experience (PHYT 831, PHYT 833, PHYT 834) may

not proceed to other full-time clinical experiences until satisfactory completion of the CEIS

has occurred. There are no opportunities to repeat the CEIS if the outlined standards are not

achieved. A student permitted to repeat a terminal full-time clinical experience must obtain

the passing standard on the repeat experience prior to enrolling in a different full-time

clinical experience.

To best promote a meaningful learning opportunity, the DCE will outline the learning

activities and standards of performance for the CEIS.

While student input on activities

beneficial to address clinical deficiencies will be sought, faculty retain final authority in

determining CEIS requirements and standards.

To confirm agreement of content, both the

Page | 19

student and DCE will sign the CEIS. Pending successful completion of all criteria as

outlined, the student may repeat the clinical experience. There are no opportunities to

repeat the CEIS if the outlined standards are not achieved. Students are advised to remain

in the local area when completing the CEIS as many of the learning opportunities occur on-

campus. While required for ongoing matriculation in the Program, the credits received

through enrollment in the CEIS are above, not in lieu of, those required for graduation.

Essentially, the CEIS is a variable-credit, individualized independent study designed to:

• Strengthen the knowledge, skills and / or behaviors contributory to the clinical deficiency,

and

• Promote student self-reflection of past performance and provide opportunity to establish

goal-directed learning experiences to maximize potential for future clinical success.

6. There are no decelerated curriculum options. If, under extreme circumstances, a change in

academic progression needs to occur, the pre-requisite and co-requisite curricular table will

govern academic progression.

7. Students must individually pass both the laboratory and didactic components of a course in

order to proceed in the curriculum, despite overall (cumulative) course grade calculations.

8. Courses that have distinct learning components / sections may be structured so that a

student must individually pass each section in order to pass the course. The passing

standards as outlined in the course syllabi will prevail.

9. Students must earn the grade of P (pass) in all required pass / fail courses in order to

proceed in the curriculum.

10. Student matriculation into clinical education experiences requires faculty approval of

readiness, regardless of passing all prior coursework. This determination is made through

consideration of academic, affective, and professional standards of performance as

demonstrated by the student. Students are reminded of the Suitability for the Practice of

Physical Therapy policy that is located in Section I of this document and the Professional

Behavior policy located in Section II.

11. Students must possess all needed clearances (e.g. – health, criminal background check,

etc.) as required by the setting / location wherein core DPT courses for the matriculated

cohort are delivered. In the event a student is unable to meet the requirements of the setting

/ location, the student may be unable to fulfill the course objectives and may need to

consider / request a leave of absence to work towards compliance. With the exception of

full-time clinical education experiences, alternate locations outside those used for the

matriculated cohort will not be considered.

CRITERIA FOR DISMISSAL

1. Achieving a grade less than ‘B’ in PHYT 622 (Clinical Gross Anatomy) will result in a

recommendation for dismissal from the Program to the Office of Graduate and Professional

Education. (Note: This criteria was waived for the Class of 2023A).

2. Achieving a grade less than ‘pass’ or ‘C’ during the repeat (second attempt) of any required

didactic course will result in a recommendation for dismissal from the Program to the Office

of Graduate and Professional Education.

Page | 20

3. Achieving an initial grade of ‘F’ or ‘fail’ on any integrated clinical experience or terminal full-

time clinical experience will result in a recommendation for dismissal from the Program to

the Office of Graduate and Professional Education.

4. Achieving a grade of C- or lower during the repeat (second attempt) of any integrated

clinical experience or terminal full-time clinical experience will result in a recommendation for

dismissal recommendation from the Program to the Office of Graduate and Professional

Education.

5. Failing to achieve the initial minimum passing grade in two required (didactic and / or

clinical) courses (including a DEIS or CEIS) will result in a recommendation for dismissal

from the Program to the Office of Graduate and Professional Education. Note to clarify:

Failing to successfully achieve (pass) all standards as outlined within a DEIS or CEIS will

count as the second failure in the curriculum and will be grounds for student dismissal.

6. Electing not to participate in a DEIS or CEIS (lack of agreement to stipulations as written)

will result in a recommendation for dismissal from the Program to the Office of Graduate and

Professional Education.

7. Inability to obtain an overall cumulative 3.00 GPA and an overall 3.00 GPA in courses

required for the degree (as required for matriculation to full-time clinical experiences) within

the 4-year established timeframe for completion of the DPT degree will result in a

recommendation for dismissal from the Program to the Office of Graduate and Professional

Education.

8. In addition to the factors above, faculty may also vote to recommend dismissal of a student

to the Office of Graduate and Professional Education for reasons including, but not limited

to:

a. Inability to function adequately in a professional capacity

b. Inability to demonstrate competence or to ensure patient safety despite reasonable and

appropriate accommodation of a qualifying physical and / or mental health problem (refer

to Technical Standards

)

c. Behavior determined illegal, unethical, or so objectionable as to be inconsistent with the

suitability for the physical therapy profession

d. Inability to obtain needed clearance for participation in course-specific settings given

findings within the criminal background report that are unable to be resolved

WRITTEN EXAMINATIONS

1. The acceptance of oral questions during written examinations will occur at the discretion of

the faculty member of record. There is no uniform policy to preclude the arrangement of an

external proctor with the prohibition of asking questions during the assessment.

2. Faculty will review examination data to determine the clarity or appropriateness of a

particular question in situations where less than half the class responds correctly. Faculty

retain the right to accept multiple answers, retain the question “as-is,” or eliminate the

question entirely from the examination (including reducing the total number of questions by

which the examination is calculated).

3. Test questions may be formulated from required readings (whether discussed directly in

class or not) and may be retained, at the discretion of the faculty member, regardless of the

percentage of students responding appropriately.

Page | 21

4. No class-wide curves are permitted.

PRACTICAL (OR OTHER CLINICAL SKILL-BASED / INTEGRATIVE) EXAMINATIONS

1. For courses wherein a laboratory component exists, a passing grade must be achieved on

all practical examinations to successfully pass the course, regardless of the overall

combined point total in the class.

a. A passing grade for a practical examination is deemed a 70.00%, unless otherwise

noted in course syllabus.

2. Practical examinations not passed on the first attempt can be repeated a second time.

Failure to pass on the second attempt will result in failure of the laboratory component and

therefore failure of the course.

a. Faculty reserve the right to require a higher passing standard on the repeat of the

practical. Such passing standards will be outlined in the course syllabus.

b. Students who repeat practical examinations and pass on the second attempt will retain

their initial score for grade calculation, unless otherwise specified in the course syllabus.

c. Repeat assessments will consist of a new practical examination (different case /

scenario / skill). However, faculty reserve the right to require a student to demonstrate

mastery over the initial practical examination content as well should the repeat

assessment embody different knowledge, skills, and behaviors than the initial

assessment.

MISSED EXAMINATIONS

Unless pre-approved by the faculty member of record, make-up examinations will not be

permitted and a grade of zero will be awarded. Exceptions will be made only in the most

extreme of situations where prior notification and excuse was not possible under the

circumstances. In situations where the absence is excused, the faculty member of record will

determine a suitable time for the make-up examination. The student will not incur academic

penalty when absences are pre-approved and deemed “excused.”

TARDINESS TO EXAMINATIONS

A student who, without prior notification and excuse, arrives late to a required examination or

assessment will not be allowed extra time to compensate for the late arrival unless the student

demonstrates good cause for the late arrival and that prior notification and excuse could not

reasonably be given under the circumstances.

CLINICAL EDUCATION

The clinical education team is committed to maximizing the clinical learning opportunities for all

students. Integrated clinical experiences (ICEs) will occur in our SO and NOA clinics wherein

students will be exposed to best clinical practice in a manner that seamlessly reinforces the

clinical philosophies of the department. An additional part-time pediatric ICE will occur within

community partner facilities. Students will be assigned to full time clinical education experiences

based upon knowledge of the clinical environment, as well as the demonstrated academic

performance and professional behaviors of students throughout their tenure in the curriculum.

Page | 22

Students participating in integrated clinical experiences and full-time clinical education

experiences will be held to standards as outlined within the Clinical Education Manual and

course syllabus.

COURSE CONTENT

Faculty reserve the right to modify curricular content and alter course requirements on a yearly

basis if deemed to be in the best interest of student learning or if required by availability of

resources. Students will be held accountable for content, assignments, and assessments as

outlined in the syllabus corresponding to their enrollment in the particular course. Students may,

however, be referred to, and to some degree held accountable for, information in courses not

yet taken if required for clinical care.

GPA REQUIREMENTS

Commensurate with the University policy, a student will be required to maintain a minimum

cumulative GPA of 3.000 at the end of each semester to be considered in good academic

standing. In addition, the University will require an overall cumulative 3.000 GPA and an overall

3.000 GPA in courses required for the degree to allow a student to graduate.

PROBATIONARY STATUS

The Program will adhere to the University guidelines regarding academic probation for graduate

students. This policy is clearly outlined in the Graduate Catalog

. All academic course work must

be successfully completed before a student will be allowed to participate in the full-time clinical

education phase of the program.

TIME TO COMPLETE DPT DEGREE

Students in the Program have a maximum of four years to complete the DPT degree.

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SECTION IV

MS IN ANATOMY AND CLINICAL HEALTH SCIENCE

PROGRAMMATIC OVERVIEW

(degree name if awarded prior to fall semester 2022)

MS IN CLINICAL HEALTH SCIENCE

PROGRAMMATIC OVERVIEW

(degree name if awarded after fall semester 2022)

**Aside from a change in degree name in fall semester 2022, all other degree-related

requirements remain unaltered. Text that reads “Master of Science in Anatomy and Clinical

Health Science” can be interchanged for “Master of Science in Clinical Health Science” for the

appropriate cohort of students.

SUBSECTIONS

PURPOSE

STUDENT OUTCOMES

ELIGIBILITY

DEGREE COMPLETION PATHWAYS

DEGREE REQUIREMENTS

REQUIRED COURSEWORK

CRITERIA FOR MATRICULATION

CRITERIA RENDERING STUDENT INELIGIBLE FOR DEGREE

Page | 24

PURPOSE

The Master of Science in Anatomy and Clinical Health Science provides students with advanced

knowledge and understanding of human anatomy, physiology, and pathology and the ability to

apply that information to normal and pathological movements. Proficient identification and

analysis of health outcomes research, combined with intricate knowledge of system structure

and function, will enable graduates to maximize patient / client wellness through education,

advocacy, and research coordination.

STUDENT OUTCOMES

Upon obtainment of the MS in Anatomy and Clinical Health Science, the graduate will:

1. Demonstrate a firm understanding of human anatomy, physiology, and pathology.

2. Apply sound principles related to human anatomy, physiology, and pathology to the

evaluation of the structure and function of the human body.

3. Understand and apply sound principles of research design, measurement, and statistical

approaches to the evaluation of the literature supporting current and newly developing

methods used to evaluate the structure and function of the human body.

4. Obtain pathways for lifelong professional and personal development, and

5. Demonstrate civic leadership that promotes attainment of resources to address

community health needs.

ELIGIBILITY

Eligibility for the MS in Anatomy and Clinical Health Science is restricted to students admitted

into the DPT Program. No students will be admitted directly into the MS program in Anatomy

and Clinical Health Science.

DEGREE COMPLETION PATHWAYS

Students may earn the MS in Anatomy and Clinical Science in one of two ways:

1. Graduate with both DPT and MS degrees: To earn both degrees, students must

successfully satisfy all DPT graduation requirements and successfully pass PHYT 626:

Advanced Regional Anatomy.

2. Graduate with MS degree alone: Student has discontinued enrollment in the DPT

Program but has satisfied graduation requirements specific to the MS degree.

DEGREE REQUIREMENTS

1. 31-credit hours of degree-required coursework.

2. Successful completion of all degree-required courses with the established grade minimum.

3. Cumulative GPA of 3.00 in degree-required courses.

Page | 25

REQUIRED COURSEWORK

The following courses are required for the MS in Anatomy and Clinical Health Science. Course

descriptions are located in the appendix of this document.

PHYT 622: Clinical Gross Anatomy (6 credits, letter-graded)

PHYT 604: Functional Anatomy and Biomechanics (4 credits, letter-graded)

PHYT 801: Medical Science I - General Medicine (3 credits, letter-graded)

PHYT 620: Educational Process in Community Health (1 credit, letter-graded)

PHYT 632: Applied Physiology I (3 credits, letter-graded)

PHYT 626: Advanced Regional Anatomy (3 credits, letter-graded)

PHYT 606: Research (3 credits, letter-graded)

PHYT 623: Clinical Neuroscience (4 credits, letter-graded)

PHYT 633: Applied Physiology II (2 credits, letter-graded)

PHYT 866: Special Problem - Radiology and Imaging (1 credit, letter-graded)

PHYT 802: Medical Sciences II – Orthopedics & Musculoskeletal Imaging (3 credits, letter-

graded)

CRITERIA FOR MATRICULATION

1. For students desiring both DPT and MS degrees, matriculation pathways will follow

those outlined for DPT students in Section III of Program Policy Document.

a. Student must successfully satisfy requirements of PHYT 626: Advanced

Regional Anatomy.

2. For students opting to graduate with MS degree alone, matriculation pathways will follow

algorithms.

Page | 26

Achieved passing standard in all DPT (and MS) courses

in summer, fall, and winter of year 1 on first attempt

(exception PHYT 626: Advanced Regional Anatomy)

YES

Recommend dismissal from DPT program

rendering student ineligible for MS in

Anatomy and Clinical Health Science

Currently in spring semester of

year 1 or beyond

*Student will be ineligible for MS in Anatomy and

Clinical Health Science if recommended for dismissal

from the DPT program for non-academic reasons

(e.g., professional, ethical, legal breaches)

Desires MS in Anatomy and Clinical Health Science;

wishes to discontinue pursuit of DPT

Paradigm A

Passed all MS degree-required courses

GPA Audit

Cumulative GPA ≥ 3.00 in MS

degree-required courses

Confer MS in Anatomy and Clinical Health Science

Render student ineligible for MS in

Anatomy and Clinical Health Science if

cumulative GPA remains < 3.00 after two

course retakes

YES

Permit repeat of up to two MS degree-

required course(s) to elevate cumulative GPA

above 3.00

YES

Confer MS in Anatomy and Clinical Health Science if

cumulative GPA > 3.00

Proceed to Paradigm B or Paradigm C

on next page

Page | 27

Recommend temporary leave of absence until

next offering of PHYT 626: Advanced Regional

Anatomy

Permit one-time repeat of PHYT 626:

Advanced Regional Anatomy to achieve

passing standard

PHYT626: Advanced Regional Anatomy

successfully passed

Paradigm C

Specific MS degree-required course in spring 1 or

summer 2 not yet passed

MS degree-required spring

course (year 1) not passed

MS degree-required summer 1

course (year 2) not passed

Allow matriculation to permit participation

in PHYT 866: Special Problem – Radiology

and Imaging; if not already taken, allow

participation in PHYT 626: Advanced

Regional Anatomy at next available offering;

recommend leave of absence until required

courses can be taken or until spring course

can be repeated

Allow matriculation to permit

participation in PHYT 866: Special

Problem – Radiology and Imaging (will

be considered repeat attempt of PHYT

802: Medical Science II – Orthopaedics

and Musculoskeletal Imaging); if not

already taken, allow participation in

PHYT 626: Advanced Regional Anatomy

at next available offering; recommend

temporary leave of absence until

required courses can be taken

Passed repeat (second attempt) of a specific MS

degree-required course and/or has failed no more than 2 MS

degree-required courses on first attempt

Student ineligible for MS in Anatomy

and Clinical Health Science

Paradigm B

All MS degree-required courses passed except

PHYT 626: Advanced Regional Anatomy

PHYT626: Advanced Regional Anatomy

successfully passed

YES

Proceed to GPA

Audit on previous

page

Proceed to GPA Audit

on previous page

Proceed to GPA Audit on

Student ineligible for MS in

Anatomy and Clinical Health Science

YES

Page | 28

CRITERIA RENDERING STUDENT INELIGIBLE FOR DEGREE

Students will be deemed ineligible to continue studies toward an MS in Anatomy and Clinical Health Science and

will be recommended for dismissal if any of the following are encountered:

1. Unsuccessful completion of any DPT or MS course in summer, fall, or winter of the first academic year at

the time of first administration. The exception is PHYT 626: Advanced Regional Anatomy if taken in winter

of year 1.

2. Inability to successfully pass 2 degree-required courses in the MS curriculum, pending none of the course

failures occurred during summer, fall, or winter of year 1 (with the exception of PHYT 626 if taken in winter

of year 1).

3. Inability to successfully pass the repeat (second attempt) of an already failed MS degree-required course.

4. Inability to successfully achieve a cumulative GPA > 3.00 in MS degree-required courses after repeating

up to 2 courses for a higher grade.

5. Demonstration of non-academic factors not commensurate with the moral or ethical standards of a

healthcare champion (e.g. – professional, ethical, egregious legal breaches).

Page | 29

SECTION V

DEPARTMENT STANDARDS

AND

RELATED POLICIES

SUBSECTIONS

PROGRAMMATIC REQUIREMENTS

CRIMINAL BACKGROUND CHECKS

NOTIFICATION OF VIOLATIONS OF LAW

TRANSFER CREDIT AND CREDIT BY EXAMINATION

DEFERMENT POLICY

WITHDRAWAL POLICY

LEAVE OF ABSENCE POLICY

DROP - ADD POLICY

BLOOD BORNE PATHOGEN EXPOSURE AND INJURY POLICY

RIGHTS OF CLASSROOM VOLUNTEERS

STUDENT RIGHTS

GRADE GRIEVANCE AND OTHER RELATED ACADEMIC COMPLAINTS

COMPLAINTS AGAINST THE DEPARTMENT

COMPLAINTS TO CAPTE

Page | 30

PROGRAMMATIC REQUIREMENTS

Immediately upon entering the program, and every year thereafter, the student must demonstrate proof of the

following:

1. Seasonal flu vaccination

2. APTA membership

3. Health / medical insurance

4. Professional liability insurance

The student will not be permitted to participate in any coursework (lecture, laboratory or clinical) until all

requirements are fulfilled and the student has been deemed to be in good standing. Class, lab and/or clinic

absences secondary to unfilled requirements will be deemed “unexcused” with consequences as outlined in the

course syllabus or student handbook.

There are additional requirements for students throughout the curriculum (CPR, criminal background checks,

HIPAA, blood-borne pathogens training, immunizations / titers / other health clearances, Protection of Minors on

Campus training, etc.). While completion of many of these items have been embedded into PHYT 830

(Introduction to Clinical Education), the student will be required to fulfill the unique requirements outlined by each

clinical site prior to engaging in full-time clinical education experiences or other clinical experiences at that facility.

The student is referred to the Clinical Education Manual for additional information.

Additional testing and/or vaccinations specific to COVID-19 may be required.

CRIMINAL BACKGROUND CHECKS

All students in the Program undergo various forms of criminal background checks during their tenure at the

University. Many of the hospitals and clinical sites affiliated with the Program require background checks of all

student interns to ensure the safety of patients, including the University’s own Early Learning Center which won’t

allow any intern placements without the successful completion of a criminal background check. In addition, most

state licensing boards will inquire about prior criminal activity as part of the licensure process and/or require a

recent / updated criminal background check. Any student concerned about possible findings on a criminal

background check is encouraged to discuss the situation with the Program Director in a timely manner to

determine how such findings may impact the ability to participate in core curricular courses, clinical education

experiences and licensure.

NOTIFICATION OF VIOLATIONS OF LAW

All students in the program are subject to the policies described within the Graduate Code of Conduct. The

violations of law policy reads, “Violations of local, state, or federal law are subject to University action. A student

who has pleaded guilty to or otherwise accepted responsibility for a violation (e.g. Probation Before Judgment or

no lo contendere) should be aware that the University may also sanction the student.”

The following procedure is required should a student undergo criminal arrest while a matriculant in the program.

1. Notification of Criminal Arrest

A. A student is responsible for notifying the University (both the Program Director and Office of Graduate and

Professional Education) of any off-campus arrest.

B. When the Office of Graduate and Professional Education is informed of the arrest of a student, the

University will send notice to the student requiring that he or she make an appointment for an interview.

During this interview, the facts involved in the student’s arrest, the student’s obligation to keep the

University informed of the progress of the criminal charge(s), and the student’s obligation to advise the

University of the final disposition of the criminal charge(s) will be discussed with the student.

Page | 31

2. Withdrawal When Certain Criminal Charges are Pending

A. The University may withdraw any student when certain charges are pending against that student, subject

to the procedures set forth in the Student Conduct System.

B. Specifically, withdrawal may be mandated where the crime involves an act of violence, the sale,

manufacture or delivery of drugs, or any other conduct that is egregiously offensive to the University’s

mission.

TRANSFER CREDIT AND CREDIT BY EXAMINATION

While no transfer credit is permitted toward the DPT degree, it is recognized that students who enroll in the

Program may have previously earned graduate credits or degrees. Some courses may be eligible for credit by

examination if the student feels he / she is adequately prepared in that area. It should be clearly noted that

students may only utilize a course toward fulfilling the credit requirements of a single degree. Credits used to

complete other degrees may not be transferred into a different degree at the University of Delaware. Clinical

courses are not eligible for credit by examination.

To challenge a course, the student must obtain a copy of the course syllabus and review it, consult with the

instructor of the course and inform him / her of their intent to challenge, have the course challenge approved by

the faculty, and take a comprehensive test written by the primary instructor of the course. If the test is passed with

a minimum grade of eighty percent, the Office of Graduate Studies will be notified that this course requirement

has been satisfied via examination. (See the Graduate Catalog

for more details regarding this process). In certain

instances, the student may be required to attend specific lectures or labs within the waived course if the instructor

feels it is necessary. This process must be completed by the second week of classes to allow the student to

withdraw or enroll in the course without penalty.

DEFERMENT POLICY

Any student who wishes to request deferment of their enrollment in the Program must do so in writing to the

Program Director. The reasons for deferment must be clearly articulated. The request will be considered by the

Admissions Committee at the earliest possible time. Except in the most extreme of situations, a student may not

defer enrollment greater than one year.

WITHDRAWAL POLICY

Any student who wishes to withdraw from a core course must petition the Program Director in writing. Compelling

evidence of extenuating circumstances necessitating the withdrawal must be provided as the Department will not

allow for the withdrawal solely for poor academic performance.

LEAVE OF ABSENCE POLICY

Any student who wishes to request a leave of absence (LOA) for personal, professional, or medical reasons must

do so in writing to the Program Director. The reasons for the leave must be clearly articulated. Pending

agreement, the Department will forward support for the leave of absence to the Office of Graduate and

Professional Education for final approval. Except in the most extreme of situations, an approved LOA will not be

greater than one year. Academic policy requires students to participate and pass a DEIS prior to return to full-time

student status (pending classes have been taken/passed prior to the LOA request). The Chair of the SAC will

oversee the DEIS once the request for LOA has been approved.

DROP – ADD POLICY

The Department’s withdrawal policy as outlined above applies to all published University drop-add deadlines.

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BLOOD BORNE PATHOGEN EXPOSURE AND INJURY POLICY

Per University standards, all blood borne pathogen exposures and personal injuries are to be treated and

reported immediately. The full policy for treating and reporting blood borne pathogen exposures and personal

injuries is located within the appendix

of this Program Policy document.

Prior to the start of classes, all students are required to sign and complete Blood Borne Pathogen training through

University of Delaware’s BioRaft system.

RIGHTS OF CLASSROOM VOLUNTEERS

It is the expectation that all human subjects who volunteer to participate in laboratory exercises and classroom

demonstrations will be treated with dignity and respect. Students should uphold the highest standards of

professionalism when interacting with classroom volunteers. It must also be made clear that subjects should be a

willing volunteer and should never experience coercion or penalty for not participating (e.g., the threat of denial of

services if they are a patient in our clinic). Subject confidentiality will be handled in the same manner that it is

handled for all patients in our PT practice clinic. The rights and dignity of each subject will always be maintained.

Subjects will always retain the right to withdraw their participation in laboratory or classroom activities without

penalty. All subjects will be informed of their rights prior to participation in any classroom activity. Any violations of

this policy should immediately be reported to the Department Chair.

STUDENT RIGHTS

Physical therapy students enjoy the same rights and privileges as all other graduate students who attend the

University of Delaware. Students should consult the Graduate Catalog and The Student Guide to University Policy

for a detailed description of student rights and due process.

GRADE GRIEVANCE AND OTHER RELATED ACADEMIC COMPLAINTS

Students incurring academic or behavioral sanctions that impact matriculation will meet with the Director of the

DPT Program to review the incident, unique circumstances, and existing policies. To ensure full exploration of the

issue, the Director of the DPT Program will also meet with faculty and review all records relative to the incident. If

resolution cannot be obtained at this level, students will be advised on their grievance options as outlined in the

The Student Guide to University Policy

It is a violation of University policy to retaliate in any way against any individual who has lodged a complaint.

Person(s) against whom the complaint is lodged also bear a responsibility to abstain from retaliatory behavior

toward the complainant(s) and/or any individual participating in the investigation.

COMPLAINTS AGAINST THE DEPARTMENT

Any individual or organization that is unsatisfied with their experience or encounter with any student, faculty or

staff member of the Department at the University of Delaware is advised to file a timely written complaint with the

Department.

The process for handling complaints is as follows:

1. When possible, the Department Chair shall discuss the complaint directly with the party involved within

fourteen (14) business days. If at all possible, the matter shall be reconciled at this point. A letter from the

Department Chair outlining the resolution of the complaint will be sent to the complainant and the matter will

be closed.

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2. If a resolution of the complaint is not achieved, or if the complaint is against the Department Chair, the

involved party may submit a written complaint to the Dean of the College. In the event a resolution was

attempted by the Department Chair but was unsuccessful, the initial complaint and records of attempted

resolution shall be forwarded to the Dean. The Dean or Dean’s designee shall discuss the complaint directly

with the party involved, either separately or together as the circumstances require. A letter from the Dean or

Dean’s designee outlining the resolution of the complaint will be sent to the complainant and the matter will be

closed.

3. If satisfactory resolution is not achieved, the involved party may submit a written complaint to the Provost of

the University.

Complaints should be addressed to the appropriate person or persons below:

Chair

Physical Therapy Department

University of Delaware

Newark, DE 19716

Dean

College of Health Sciences

University of Delaware

Newark, DE 19716

Vice Provost for Graduate

and Professional Education

University of Delaware

Newark, DE 19716

It is a violation of University policy to retaliate in any way against any individual who has lodged a complaint.

Person(s) against whom the complaint is lodged also bear a responsibility to abstain from retaliatory behavior

toward the complainant(s) and/or any individual participating in the investigation.

COMPLAINTS TO THE COMMISSION ON ACCREDITATION OF PHYSICAL THERAPY EDUCATION (CAPTE)

The Commission on Accreditation in Physical Therapy Education (“CAPTE”) is an accrediting agency that is

nationally recognized by the US Department of Education (“USDE”) and the Council for Higher Education

Accreditation (“CHEA”). CAPTE grants specialized accreditation status to qualified entry-level education programs

for physical therapists and physical therapist assistants.

The only mechanism through which CAPTE can act on an individual’s concerns is through a formal complaint

process. For more information please visit the CAPTE Website http://www.apta.org/CAPTE

. The formal complaint

process is outlined in the CAPTE Accreditation Handbook: CAPTE Rules of Practice and Procedures: Part 11

http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handboo

k/RulesofPracticeandProcedure.pdf

NOTICE OF NON-DISCRIMINATION, EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION

The University of Delaware does not discriminate against any person on the basis of race, color, national origin,

sex, gender identity or expression, sexual orientation, genetic information, marital status, disability, religion, age,

veteran status or any other characteristic protected by applicable law in its employment, educational programs

and activities, admissions policies, and scholarship and loan programs as required by Title IX of the Educational

Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973,

Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. The University of

Delaware also prohibits unlawful harassment including sexual harassment and sexual violence.

More information on Accessibility at UD

For inquiries or complaints related to non-

discrimination policies, please contact:

Title IX Coordinator

305 Hullihen Hall, Newark, DE 19716

302-831-8063

titleixcoordinator@udel.edu

For complaints related to Section 504 of the

Rehabilitation Act of 1973 and/or the Americans with

Disabilities Act, please contact:

Director, Office of Disability Support Services

Alison Hall, Suite 130

Newark, DE 19716

302-831-4643

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OR contact the U.S. Department of Education - Office

for Civil Rights

UNIVERSITY’S TITLE IX STATEMENT

Should a faculty member, at any time during this course, be made aware that a student may have been the

victim of sexual misconduct (including sexual harassment, sexual violence, domestic/dating violence, or

stalking), the faculty member is obligated by federal law to inform the university’s Title IX coordinator. The

university needs to know information about such incidents to not only offer resources, but to ensure a safe

campus environment. The Title IX coordinator will decide if the incident should be examined further. Should a

student make such a disclosure to a faculty member, be it in written or oral form, the incident will be

maintained as private with the exception of disclosure to the Title IX coordinator. Twenty-four-hour crisis

assistance, victim advocacy, and counseling is available by contacting sexual offense support advocates at

302-831-2226

, student health services. Additional information on sexual misconduct policies, where to get

help, and reporting information can be found at https://sites.udel.edu/sexualmisconduct/.

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SECTION VI

STUDENT LIFE

SUBSECTIONS

USE OF CLASSROOM/LAB SPACE OUTSIDE OF SCHEDULED HOURS

COUNSELING

CLASS OFFICERS / LEADERSHIP

STUDENT COMMITTEES

PHYSICAL THERAPY AWARDS

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USE OF CLASSROOM / LAB SPACE OUTSIDE OF SCHEDULED HOURS

Students may utilize physical therapy controlled classroom and laboratory space (excluding the anatomy lab)

outside of scheduled class time should the rooms be available. Students should inquire with the office staff to

determine room availability. If not otherwise occupied, the staff will assist in reserving the room. Faculty members

reserve the right to cancel a student reservation in situations wherein the room becomes needed for other

educational and / or research related activities. Students will have access to the STAR facility seven days/week

between the hours of 6am and midnight unless otherwise restricted given health / safety concerns (e.g. –

pandemic, absence of water or electricity within facility, etc). Students working in STAR outside of normal class

hours are required to follow instructions imparted by the Chair of the SAC, Program Director, and/or Director of

Clinical Services. Failure to abide by established policies and building curfews will result in a Professional

Behaviors Feedback Form. More strict action will be taken in situations of repeated abuse. Unless otherwise

supervised or permitted by the faculty member of record for the anatomy (dissection) course, the anatomy lab can

only be used during class time.

COUNSELING

Physical therapy students are expected to make their studies top priority. The Department recognizes, however,

that students must balance their strong commitment to physical therapy with their commitments to their families

and communities and, in as much, must engage in the self-care practices that allow them to be healthy and fully

engaged with patients / clients and with the profession of physical therapy.

Students are encouraged to utilize the services of the Center for Counseling and Student Development

(“CCSD”).

Counseling, both individual and group, is one of the major functions of the CCSD. Students who seek such

services present a wide variety of personal, career, and educational concerns. It is the CCSD’s goal to assist such

individuals in identifying problems, developing alternatives, and making decisions, either by using the services

offered at the CCSD or those provided by others on or off campus.

Appointments to see a counselor may be made in person or by telephone (302-831-2141). The student’s first

contact with the CCSD will typically be an assessment in which the student and the counselor make decisions

about the type of help needed. Assessment appointments preferably are made in advance and are usually

scheduled within several days of the student’s request to see a counselor. Students requiring immediate

assistance because of psychological difficulties are directed to the following resources:

• UD Helpline 24/7/365: 302-831-1001

• Crisis Text Line: Text “UDTEXT”, or "STEVE" for students of color, to 741741

• Student Health Services: 302-831-2226

• UD Police and/or Ambulance: 911

CLASS OFFICERS / LEADERSHIP

**Officer positions subject to change.

Class Officer Mission Statement: The purpose of the DPT Class Officers is to provide a collaborative leadership

team representing all members of the DPT class and functioning as a deciding body to ensure all needs and

requirements are met for the common success and advancement of the Department and the DPT Class. The

executive board is compromised of the President, Vice President, Secretary, Treasurer, Social Chair(s),

Fundraising Chair(s), APTA Representative, Graduate Student Senator, and Historian.

Elections: The selection of executive office members shall take place by secret ballot within the first 3 weeks of

the fall semester of year 1. The President of the 2

year class will extend an initial invitation for nominations

whereby each class member can nominate one person for each office. Self-nominations are also permissible.

Following a one-week nomination period, each class member receiving a nominations will be notified of all

positions for which they were selected and asked to identify the one position for which they wish to run. Students

will then write a brief narrative explaining their reasoning for accepting the nomination. Upon review of all

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responses, a final ballot will be produced and a formal election process scheduled at a time mutually acceptable

by the 1

year class and the 2

year class President or representative. The candidate for each office who

receives a simple majority of the cast votes will be brought before the Director of the Entry Level DPT Program

for approval. In the event of a tie vote, a ballot of the leading contenders will be created and votes recast.

Requirements: The process listed above shall elect the officers for each entry level DPT class. In order to be

considered and to remain an officer, each member shall meet all requirements of good academic standing.

Removal: Removal of any officer unwilling or unable to carry out the duties of his / her office may be initiated by

a 2/3

majority vote of their classmates or by directive of the Director of the Entry Level DPT Program, Chair of

the Department and / or majority of the UDPT Faculty.

Vacancy: A vacancy in any office shall be filled by the vote of the executive committee in conjunction with an

additional vote from the Director of the Entry Level DPT Program. An abbreviated election will occur wherein

classmates will nominate one person they wish to fill the vacancy. There must be affirmation by the candidate

to be placed on the ballot.

Officer Descriptions (please note, list below may not be exhaustive of executive board positions; further, the

number of individuals serving in each office may vary based upon needs/interests)

President: The President, in conjunction with the Vice President, serves as the direct liaison between the DPT

class and faculty and is responsible for initiation and maintenance of open, professional conversation between

classmates, faculty, and staff to serve the needs of the class. The President is accountable for the planning and

execution of activities set forth by the executive officers, as well as for the coordination and implementation of

initiatives introduced by the faculty and staff of the Department. Further, the President is directly responsible for

the election process for the subsequent executive officers.

Vice President(s): The Vice President(s) works in conjunction with the President to ensure class-wide issues

are presented in a timely fashion to the faculty and in a manner that accurately reflects the opinions and

preference of the entire class. Class members may contact either the Vice Presidents or President with concerns

as both officers may serve as a liaison to the faculty on behalf of that / those individual(s). It is the responsibility

of the Vice President and President to delegate projects, monitor progress of those projects, and offer

assistance to other class officers who are in charge of specific projects. The Vice President acts as a committee

liaison & facilitates communication between the 3 student led committees. In addition, the Vice President is in

charge of outreach for financial aid.

Secretary: The Secretary is responsible for coordinating biannual merchandise orders, serving as the point of

contact for orders as well as helping distribute orders if necessary. The Secretary is also bestowed the task of

recording and distributing official meeting minutes for class officer meetings. Assisting with the planning and

coordination of class events and activities is another responsibility of the Secretary. Furthermore, the Secretary

is responsible for updating the “DPT New Student Manual” in conjunction with the input from other executive

officers. Finally, the Secretary provides assistance for departmental events wherein student representation is

desired or required.

Treasurer: Once elected, the Treasurer is responsible for managing a class AGCY bank account assigned to

their cohort and linked to expense management software Concur. The Treasurer is also responsible for

collecting class dues. The fee structure governing class dues is determined by the class officers. Dues should

be collected by the beginning of October in the manner discussed with the executive board, with checks made

payable to University of Delaware. Finally, the Treasurer is responsible for organizing mass purchases for the

class / department (i.e. - name tags, clipboards, etc.) and filing subsequent expense reports in Concur.

Social Chair(s): The Social Chair(s) organizes class and Department social events, and promotes the positive

attitude and well-being of classmates through the coordination of social activities. Responsibilities include, but

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are not limited to planning, preparing and organizing committees to arrange events such as PT Gala, fall hayride,

evening social outings, Thanksgiving dinner, Halloween luncheon, and staff / faculty appreciation events.

Fundraising Chair(s): The fundraising chair is responsible for planning and coordinating activities that will fiscally

support the efforts of the class. Eboard in supporting student operations and advancing the profession. These

efforts include, but are not limited to planning, preparing and organizing committees to arrange events such as

the Marquette challenge, PT Gala, and staff / faculty appreciation events.

APTA Representative: T

he APTA Representative is the primary liaison between the students of UDPT and both

the APTA DE state chapter, as well as the APTA as a whole. The APTA Representative is responsible for

keeping the class updated on legislative and organizational changes, as well as, events hosted by both

organizations. In this position, the APTA Representative is also expected to run to be a Core Ambassador.: The

Core Ambassador (CA) is the primary link between the Student Assembly Board of Directors and the PT/PTA

students of Delaware. CAs are responsible for implementing strategies and initiatives to promote student

engagement and should encourage student attendance at professional meetings/conferences as permissible

given academic and clinical responsibilities. Ultimately, the CA serves to create awareness of advocacy efforts

at state and national levels and to provide students with opportunities to increase involvement within APTA.

CAs communicate and develop student initiatives to enhance the student experience. If applicable, this person

also serves as the contact person for the SSIG within APTA DE. If this person does not win the Core

Ambassador election, it is expected that they work closely with the Core Ambassador to keep UDPT students

updated.

Graduate Student Senator: The Graduate Student Senator will represent the Department within the Graduate

Student Senate (“GSS”). The GSS seeks to create a forum for graduate student advocacy while acting as a

conduit between students, faculty, and administration at the University. The GSS supports campus-wide

activities facilitating graduate student professionalism and collegiality. It also seeks to influence the course of

the University through representation on University committees, by expressing views of the student body to the

administration, and by communicating accomplishments to the media and administration. The 1

year senator

is considered the junior and the 2

year senator is the senior. The GSS meets once a month with each meeting

lasting approximately 2 hours. Active members of the GSS are also expected to contribute to one of the GSS’s

internal committees which meet once a month for approximately 1 hour. It is the expectation that both the junior

and senior senators remain active throughout their terms and coordinate attendance and participation in GSS

and committee meetings. Finally, the Graduate Student Senator is responsible for updating the Department,

including both 1

and 2

year classes, on the University policies that affect the Department.

Historian: The historian will document the activities of the class throughout its tenure to ensure accurate

representation of the academic, professional, and personal growth of all students. Further, the accomplishments

and unique happenings of the Department impacting the DPT Program will be recorded. The historian is also

responsible for organizing and planning the class photo.

Social Media Graduate Assistant (as funding permits): The social media graduate assistant works for the

Physical Therapy department and is in charge of running the Instagram, Twitter and some of the Facebook

groups. This position works with department staff to create posts and other content including student

happenings, new research, awards, CSM presentations, etc. This position is awarded by the department and is

separate from the class’s executive board.

IT Volunteers: These volunteers (2) work closely with faculty and CHS IT specialists to ensure classroom

technology is fully functional during instructional periods. The student IT volunteers will serve as the point of

contact for triaging difficulties that arise during class. This position is not included within the Executive Board

for the class.

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STUDENT COMMITTEES

Students are invited to join committees beginning in Fall Semester of Year 1. With the exception of the Service

of Gratitude Committee, there is no cap on the number of students able to serve on a committee.

Service of Gratitude Committee (SoGC)

Purpose: To allow physical therapy students to recognize the importance of anatomical donor programs and to

communicate the impact and gratitude of this gift to the loved ones of these donors.

Description: A student-led ceremony conducted annually to recognize the incredible impact the anatomical

donor program has upon the education of health professionals. This interprofessional event is sponsored by the

College of Health Sciences.

Student Involvement: Under the guidance of the anatomy professor and/or his designee, 3-5 DPT students from

each class will meet throughout Fall and Spring semesters (mainly Spring) to solidify the details of the event,

including itinerary, guests, speakers, and musicians. For further information, students should contact the

anatomy professor for UDPT.

Diversity, Equity, and Inclusion Committee (DEIC)

Mission: To build a culture of diversity, equity, and inclusion (DEI) for students at UDPT

Vision: Contribute to the development of future PT professionals that champion DEI by increasing

communication, collaboration, and accountability among students, faculty and clinicians.

Description: This initiative is intended to: 1) promote a culture of DEI within our program that can be translated

to the greater profession of PT, 2) facilitate and support opportunities to learn, grow, and unite as a community,

and 3) provide resources about upcoming university events surrounding DEI.

Student Involvement: The committee is designed to have subcommittees or “task forces” responsible for

different projects. Students may join one or more subcommittees based upon interest. Current task forces

include: Spanish in healthcare, DEIC education programming, ADaPT collaboration, and journal club

organization. For further information, students should contact the Vice President of the class above them.

Mental Health Committee (MHC)

Purpose: To share resources and plan events on topics supporting mental health, to develop student self-

efficacy, and to jointly formulate with faculty strategies to enhance the student experience

Description: This committee provides resources for students to achieve mental wellbeing through directing

students to services on/off campus and to events that promote self-care. Utilizing individual student talents,

faculty/staff involvement, and the services of the Counseling Center, the committee hosts in-person and zoom

social events for stress relief, mental health discussions, and conversation about current events. This group

provides students with the opportunities and tools to optimize their wellness during their time at UDPT and

further allows them to contribute to a positive culture of mental health awareness and support within the

program.

Student Involvement: This committee meets biweekly to discuss the status of ongoing projects and to plan new

initiatives. Committee members serve as liaisons, hosts, and/or participants of journal clubs, newsletters, and

focus groups. For further information, students should contact the Vice President of the class above them.

PHYSICAL THERAPY AWARDS

**Please note that not all awards are provided on a yearly basis; further, awards as outlined below are subject to change.

John P. Scholz Faculty Award: In recognition of exemplary qualities of integrity, cooperation, initiative, and

leadership in the University of Delaware Physical Therapy Program.

Binder-Macleod Faculty Award: Recognizes a student who has made significant contributions to the DPT

Program. These include working to improve the DPT program, helping to fulfill the department’s mission towards

education, scholarship, and service, and demonstrating potential for leadership within the Physical Therapy

profession.

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Clinical Impact and Leadership Award: This award recognizes three graduating DPT students who, during the

full-time clinical education phase of the curriculum, have demonstrated excellent professionalism, initiative, and

leadership that has promoted remarkable impact upon a clinical facility through means of a value-added clinical

project.

Barbara Cossoy Service Award: Recognizes an individual or organization outside of the Department who has

made an extraordinary contribution to the UD Physical Therapy Program. The award is named for the founding

director of the program, Barbara Cossoy.

Cathy Doetzer Kohlenstein Clinical Educator’s Award: Recognizes a clinical educator who has made an

outstanding contribution to the clinical education component of our department over the past year or has made

an important and sustained contribution to clinical education for several years.

Alumni Award: For a University of Delaware Physical Therapy Program graduate who has made an outstanding

contribution to the Department.

Cathy Doetzer Kohlenstein Memorial Award Scholarship: Awarded to a second-year student to assist with

funding for clinical education expenses.

Cossoy/Lucca Scholarship: Awarded to a second year DPT student who demonstrates substantial promise and

ability to contribute to the advancement of the profession.

Stauffer Scholarship: Given to a University of Delaware alumni pursuing doctoral training in the Department of

Physical Therapy at the University of Delaware.

Paul Mettler Military Service Award: Awarded to a second year student with current or previous military service

or whose life in the Physical Therapy Program has been directly impacted by a first-generation family member

serving their country.

Mae D. Hightower-Vandamm Memorial Graduate Tuition Scholarship: Awarded to a second year DPT student

who demonstrates substantial promise and has expressed a financial need.

John P. Scholz Scholarship Award: Given to a second year Doctorate in Physical Therapy student who

exemplifies excellence in academics and on the athletic field or in the arts.

Carol Van Dyke Physical Therapy Fellowship: Awarded to a second-year student to assist with funding of clinical

education expenses.

The Tupin Family Fund for Physical Therapy Award: Presented to a second year DPT student for community

service and engaging community partners as a DPT student or undergraduate. (Please note: This award is

given based on availability of funds in a given year and may not be awarded annually)

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SECTION VII

APPENDICES

SUBSECTIONS

TECHNICAL STANDARDS

PROFESSIONAL BEHAVIORS FOR THE 21

CENTURY

PROFESSIONAL BEHAVIOR FEEDBACK FORM

CODE OF ETHICS FOR THE PHYSICAL THERAPIST

PRE-REQUISITE AND CO-REQUISITE CURRICULAR TABLE

COURSE DESCRIPTIONS

BLOOD BORNE PATHOGEN EXPOSURE AND INJURY POLICY AND PROCEDURE

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DEPARTMENT OF PHYSICAL THERAPY, UNIVERSITY OF DELAWARE

TECHNICAL STANDARDS

Students seeking a DPT degree from the University must meet the following technical standards, with or without

reasonable accommodation. These standards serve as the essential requirements for admission, academic

advancement, and graduation and are grouped into five broad categories: communication; sensory and motor

coordination and function; intellectual, conceptual, integrative and quantitative abilities; and behavioral, social and

professional attributes.

I. Observation – The student must be able to accurately:

• Observe demonstrations in the classroom (including projected material, films, and videos) and laboratory

setting.

• Interpret written and illustrated material both in print and in electronic form.

• Observe patients at a reasonable distance and close at hand, noting nonverbal as well as verbal signals.

• Perceive discriminating findings on radiographic images.

• Differentiate subtle and overt changes in body movement.

• Discern skin, subcutaneous masses, muscles, joints, lymph nodes and abdominal organs.

• Detect and identify changes in colors of fluids, skin, and other anatomical tissues.

• Observe and interpret changes in patient color, temperature, respiratory rate, heart rate, heart and lung

sounds, muscle tone, facial expression, and vocal tone/volume.

• Discriminate numbers and patterns associated with diagnostic and therapeutic instruments and tests, such

as sphygmomanometers, goniometers, therapeutic technologies, exercise equipment, and

electrocardiograms.

• Observe environmental hazards to ensure safety of self and others.

**Observation necessitates the functional use of the sense of vision and is enhanced by the functional use of the

sense of smell.

II. Communication – The student must be able to skillfully:

• Read at a level sufficient to accomplish curricular requirements and provide clinical care for patients.

• Communicate logically and effectively in oral and written English with patients/clients, other members of

the health care team, colleagues, insurance companies, families, and faculty.

• Read and record observations and plans legibly, efficiently, concisely, and accurately in both written and

electronic form.

• Relate effectively and sensitively to patients / clients or all genders, ages, races, lifestyles, socioeconomic

class, sexual orientation and cultural backgrounds.

• Convey compassion and empathy both verbally and nonverbally (actions and listening behaviors).

• Recognize and interpret significant emotional and /or non-verbal responses to promote appropriate,

focused follow-up inquiry.

• Elicit and provide necessary information during interactions with patients/ clients, other members of health

care team, colleagues, insurance companies, families, and faculty.

• Elicit a thorough history from patients / clients / care providers.

• Communicate complex findings in appropriate terms to patients and other members of the health care

team.

• Function effectively as part of an interdisciplinary team.

III. Sensory and Motor Coordination and Function – The student must be able to accurately and adeptly:

• Attend and participate fully in all educational components within the PT curriculum in a safe and timely

manner.

• Observe and process information with accuracy and efficiency via the senses: visual, auditory,

exteroceptive (smell, touch, pain, temperature) and proprioceptive (position, pressure, movement,

stereognosis, and vibratory) phenomena.

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• Elicit information via palpation, auscultation, percussion and other diagnostic maneuvers and therapeutic

procedures for patients across the lifespan.

• Palpate accurately for anatomical structures and appropriately handle involved body regions to reduce

additional injury or threat of injury.

• Lift, transfer, guard, mobilize, and exercise patients of varying heights and weights, in a time efficient and

safe manner, as necessary for clinical practice.

• Administer examination tests / measures, exercise protocols, and manual techniques that require

resistance or facilitation for patients across the lifespan.

• Perform assessments and interventions that require manual dexterity and coordination, which include

manipulating and operating physical therapy and other medical / therapeutic equipment and monitoring

devices.

• Perceive, measure, and integrate information in both calm and chaotic environments.

• React safely and with appropriate body mechanics to sudden or unexpected movements of patients and /

or classmates to prevent harm to self / others.

• Demonstrate ability to observe and follow universal precautions.

• Assist in emergency situations which may include responding rapidly when called, initiating CPR (moving

an individual, repeatedly applying considerable chest pressure, delivering an adequate volume of artificial

respiration and calling for help), and applying pressure to stop bleeding.

• Transport oneself to and within a variety of settings in a timely manner.

• Demonstrate the ability to function effectively in an environment that requires significant physical activity

and attention to detail throughout the workday in a manner that does not compromise patient or therapist

safety.

IV. Intellectual, Conceptual, Integrative and Quantitative Abilities – The student must be able to accurately:

• Synthesize a large body of knowledge in the basic, clinical, and behavioral sciences at a level deemed

appropriate by faculty and CAPTE in a short period of time.

• Incorporate new information from peers, instructors, and the literature in both the classroom and clinical

settings.

• Comprehend, memorize, measure, calculate, reason, analyze, and synthesize information in an efficient

and timely manner.

• Recall and retain information in an efficient and timely manner.

• Comprehend three-dimensional relationships and understand the spatial relationships of structures.

• Interpret graphs (i.e. – EKG) describing biologic relationships

• Identify key findings from a history, examination or medical record; provide assessment (inclusive of

diagnosis, prognosis and goals); construct an evidence-based plan of care; and modify

interventions/approaches in a timely manner as warranted based upon patient presentation.

• Apply critical reasoning and problem-solving approaches during emergent and non-emergent situations.

• Function in complex environments that require simultaneous engagement in multiple tasks or activities.

• Create effective solutions to problems faced in clinical and academic settings.

• Identify and communicate the limits of one’s knowledge to others when appropriate.

• Accurately self-assess performance to continually improve professional skills.

V. Behavioral, Social and Professional Attributes – The student must:

• Practice in a safe, ethical and legal manner, following guidelines for standard practice as established by

federal, state, and local law, the University, clinical facilities, the APTA, and related professional

organizations.

• Meet externally-imposed deadlines and time-requirements.

• Possess the emotional health for full use of intellectual abilities, the exercise of good judgment, and the

prompt completion of all responsibilities pursuant to the educational process and to the care of patients.

• Tolerate physically, emotionally, and mentally demanding workloads.

Page | 44

• Function effectively when stressed and proactively make use of available resources to help maintain both

physical and mental health.

• Adapt to changing environments, and display flexibility to learn and function in the face of uncertainties

inherent in the clinical problems of patients.

• Take responsibility for oneself and for one’s behaviors (including all actions, reactions and inactions),

during the academic and clinical phases of one’s education with the intent of developing a plan for

professional growth and lifelong learning.

• Accept appropriate suggestions and criticism and, when necessary, respond by modification of behavior.

• Develop mature, effective, and appropriate relationships with all members of the learning and working

community.

• Demonstrate communications and mannerisms necessary for effective participation in a collegial,

functionally-integrated group.

• Demonstrate personal hygiene and attendance necessary for effective participation in academic and

clinical activities.

• Demonstrate tolerance, altruism, honesty, empathy, integrity, respect for self and others, diligence,

interest, and motivation during interactions in both the classroom and clinical settings.

Page | 45

PROFESSIONAL BEHAVIORS FOR THE 21

CENTURY

2009-2010

Definitions of Behavioral Criteria Levels

Beginning Level – behaviors consistent with a learner in the beginning of the professional phase of physical therapy

education and before the first significant internship

Intermediate Level – behaviors consistent with a learner after the first significant internship

Entry Level – behaviors consistent with a learner who has completed all didactic work and is able to independently

manage a caseload with consultation as needed from clinical instructors, co-workers and other health care

professionals

Post-Entry Level – behaviors consistent with an autonomous practitioner beyond entry level

Background Information

In 1991 the faculty of the University of Wisconsin-Madison, Physical Therapy Educational Program identified the

original Physical Therapy - Specific Generic Abilities. Since that time these abilities have been used by academic

programs to facilitate the development, measurement and assessment of professional behaviors of students

during both the didactic and clinical phases of the programs of study.

Since the initial study was conducted, the profession of Physical Therapy and the curricula of the educational

programs have undergone significant changes that mirror the changes in healthcare and the academy. These

changes include managed care, expansion in the scope of physical therapist practice, increased patient direct

access to physical therapists, evidenced-based practice, clinical specialization in physical therapy and the

American Physical Therapy Association’s Vision 2020 supporting doctors of physical therapy.

Today’s physical therapy practitioner functions on a more autonomous level in the delivery of patient care which

places a higher demand for professional development on the new graduates of the physical therapy educational

programs. Most recently (2008-2009), the research team of Warren May, PT, MPH, Laurie Kotney PT, DPT, MS

and Z. Annette Iglarsh, PT, PhD, MBA completed a research project that built on the work of other researchers to

analyze the PT-Specific Generic Abilities in relation to the changing landscape of physical therapist practice and

in relation to generational differences of the “Millennial” or “Y” Generation (born 1980-2000). These are the

graduates of the classes of 2004 and beyond who will shape clinical practice in the 21

century.

The research project was twofold and consisted of 1) a research survey which identified and rank ordered

professional behaviors expected of the newly licensed physical therapist upon employment (2008); and 2) 10

small work groups that took the 10 identified behaviors (statistically determined) and wrote/revised behavior

definitions, behavioral criteria and placement within developmental levels (Beginning, Intermediate, Entry Level

and Post Entry Level) (2009). Interestingly the 10 statistically significant behaviors identified were identical to the

original 10 Generic Abilities, however, the rank orders of the behaviors changed. Participants in the research

survey included Center Coordinators of Clinical Education (CCCE’s) and Clinical Instructors (CI’s) from all regions

of the United States. Participants in the small work groups included Directors of Clinical Education (DCE’s),

Academic Faculty, CCCE’s and CI’s from all regions of the United States.

This resulting document, Professional Behaviors, is the culmination of this research project. The definitions of

each professional behavior have been revised along with the behavioral criteria for each developmental level. The

‘developing level’ was changed to the ‘intermediate level’ and the title of the document has been changed from

Generic Abilities to Professional Behaviors. The title of this important document was changed to differentiate it

from the original Generic Abilities and to better reflect the intent of assessing professional behaviors deemed

critical for professional growth and development in physical therapy education and practice.

Page | 46

Preamble

In addition to a core of cognitive knowledge and psychomotor skills, it has been recognized by educators and

practicing professionals that a repertoire of behaviors is required for success in any given profession (Alverno

College Faculty, Assessment at Alverno, 1979). The identified repertoire of behaviors that constitute professional

behavior reflect the values of any given profession and, at the same time, cross disciplinary lines (May et. al.,

1991). Visualizing cognitive knowledge, psychomotor skills and a repertoire of behaviors as the legs of a three-

legged stool serves to emphasize the importance of each. Remove one leg and the stool loses its stability and

makes it very difficult to support professional growth, development, and ultimately, professional success. (May et.

al., Opportunity Favors the Prepared: A Guide to Facilitating the Development of Professional Behavior, 2002)

The intent of the Professional Behaviors Assessment Tool is to identify and describe the repertoire of

professional behaviors deemed necessary for success in the practice of physical therapy. This Professional

Behaviors Assessment Tool is intended to represent and be applied to student growth and development in the

classroom and the clinic. It also contains behavioral criteria for the practicing clinician. Each Professional

Behavior is defined and then broken down into developmental levels with each level containing behavioral criteria

that describe behaviors that represent possession of the Professional Behavior they represent. Each

developmental level builds on the previous level such that the tool represents growth over time in physical therapy

education and practice.

It is critical that students, academic and clinical faculty utilize the Professional Behaviors Assessment Tool in

the context of physical therapy and not life experiences. For example, a learner may possess strong

communication skills in the context of student life and work situations, however, may be in the process of

developing their physical therapy communication skills, those necessary to be successful as a professional in a

greater health care context. One does not necessarily translate to the other, and thus must be used in the

appropriate context to be effective.

Opportunities to reflect on each Professional Behavior through self-assessment, and through peer and

instructor assessment is critical for progress toward entry level performance in the classroom and clinic. A learner

does not need to possess each behavioral criterion identified at each level within the tool, however, should

demonstrate, and be able to provide examples of the majority in order to move from one level to the next.

Likewise, the behavioral criteria are examples of behaviors one might demonstrate, however are not exhaustive.

Academic and clinical facilities may decide to add or delete behavioral criteria based on the needs of their specific

setting. Formal opportunities to reflect and discuss with an academic and/or clinical instructor is key to the tool’s

use, and ultimately professional growth of the learner. The Professional Behaviors Assessment Tool allows the

learner to build and strengthen their third leg with skills in the affective domain to augment the cognitive and

psychomotor domains.

PROFESSIONAL BEHAVIORS

1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical

argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish

relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate

scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the

decision making process.

Beginning Level:

 Raises relevant questions

 Considers all available information

 Articulates ideas

 Understands the scientific method

 States the results of scientific literature but has not developed the consistent ability to critically appraise

findings (i.e. methodology and conclusion)

Page | 47

 Recognizes holes in knowledge base

 Demonstrates acceptance of limited knowledge and experience

Intermediate Level:

 Feels challenged to examine ideas

 Critically analyzes the literature and applies it to patient management

 Utilizes didactic knowledge, research evidence, and clinical experience to formulate new ideas

 Seeks alternative ideas

 Formulates alternative hypotheses

 Critiques hypotheses and ideas at a level consistent with knowledge base

 Acknowledges presence of contradictions

Entry Level:

 Distinguishes relevant from irrelevant patient data

 Readily formulates and critiques alternative hypotheses and ideas

 Infers applicability of information across populations

 Exhibits openness to contradictory ideas

 Identifies appropriate measures and determines effectiveness of applied solutions efficiently

 Justifies solutions selected

Post-Entry Level:

 Develops new knowledge through research, professional writing and/or professional presentations

 Thoroughly critiques hypotheses and ideas often crossing disciplines in thought process

 Weighs information value based on source and level of evidence

 Identifies complex patterns of associations

 Distinguishes when to think intuitively vs. analytically

 Recognizes own biases and suspends judgmental thinking

 Challenges others to think critically

2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and

listening) for varied audiences and purposes.

Beginning Level:

 Demonstrates understanding of the English language (verbal and written): uses correct grammar, accurate

spelling and expression, legible handwriting

 Recognizes impact of non-verbal communication in self and others

 Recognizes the verbal and non-verbal characteristics that portray confidence

 Utilizes electronic communication appropriately

Intermediate Level:

 Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of

different audiences

 Restates, reflects and clarifies message(s)

 Communicates collaboratively with both individuals and groups

 Collects necessary information from all pertinent individuals in the patient/client management process

 Provides effective education (verbal, non-verbal, written and electronic)

Entry Level:

 Demonstrates the ability to maintain appropriate control of the communication exchange with individuals

and groups

 Presents persuasive and explanatory verbal, written or electronic messages with logical organization and

sequencing

 Maintains open and constructive communication

Page | 48

 Utilizes communication technology effectively and efficiently

Post-Entry Level:

 Adapts messages to address needs, expectations, and prior knowledge of the audience to maximize

learning

 Effectively delivers messages capable of influencing patients, the community and society

 Provides education locally, regionally and/or nationally

 Mediates conflict

3. Problem Solving – The ability to recognize and define problems, analyze data, develop and implement

solutions, and evaluate outcomes.

Beginning Level:

 Recognizes problems

 States problems clearly

 Describes known solutions to problems

 Identifies resources needed to develop solutions

 Uses technology to search for and locate resources

 Identifies possible solutions and probable outcomes

Intermediate Level:

 Prioritizes problems

 Identifies contributors to problems

 Consults with others to clarify problems

 Appropriately seeks input or guidance

 Prioritizes resources (analysis and critique of resources)

 Considers consequences of possible solutions

Entry Level:

 Independently locates, prioritizes and uses resources to solve problems

 Accepts responsibility for implementing solutions

 Implements solutions

 Reassesses solutions

 Evaluates outcomes

 Modifies solutions based on the outcome and current evidence

 Evaluates generalizability of current evidence to a particular problem

Post-Entry Level:

 Weighs advantages and disadvantages of a solution to a problem

 Participates in outcome studies

 Participates in formal quality assessment in work environment

 Seeks solutions to community health-related problems

 Considers second and third order effects of solutions chosen

4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care

professionals, and the community in a culturally aware manner.

Beginning Level:

 Maintains professional demeanor in all interactions

 Demonstrates interest in patients as individuals

 Communicates with others in a respectful and confident manner

 Respects differences in personality, lifestyle and learning styles during interactions with all persons

 Maintains confidentiality in all interactions

Page | 49

 Recognizes the emotions and bias that one brings to all professional interactions

Intermediate Level:

 Recognizes the non-verbal communication and emotions that others bring to professional interactions

 Establishes trust

 Seeks to gain input from others

 Respects role of others

 Accommodates differences in learning styles as appropriate

Entry Level:

 Demonstrates active listening skills and reflects back to original concern to determine course of action

 Responds effectively to unexpected situations

 Demonstrates ability to build partnerships

 Applies conflict management strategies when dealing with challenging interactions

 Recognizes the impact of non-verbal communication and emotional responses during interactions and

modifies own behaviors based on them

Post-Entry Level:

 Establishes mentor relationships

 Recognizes the impact that non-verbal communication and the emotions of self and others have during

interactions and demonstrates the ability to modify the behaviors of self and others during the interaction

5. Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to

follow through on commitments that encompass the profession within the scope of work, community and

social responsibilities.

Beginning Level:

 Demonstrates punctuality

 Provides a safe and secure environment for patients

 Assumes responsibility for actions

 Follows through on commitments

 Articulates limitations and readiness to learn

 Abides by all policies of academic program and clinical facility

Intermediate Level:

 Displays awareness of and sensitivity to diverse populations

 Completes projects without prompting

 Delegates tasks as needed

 Collaborates with team members, patients and families

 Provides evidence-based patient care

Entry Level:

 Educates patients as consumers of health care services

 Encourages patient accountability

 Directs patients to other health care professionals as needed

 Acts as a patient advocate

 Promotes evidence-based practice in health care settings

 Accepts responsibility for implementing solutions

 Demonstrates accountability for all decisions and behaviors in academic and clinical settings

Post-Entry Level:

 Recognizes role as a leader

 Encourages and displays leadership

Page | 50

 Facilitates program development and modification

 Promotes clinical training for students and coworkers

 Monitors and adapts to changes in the health care system

 Promotes service to the community

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession

effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level:

 Abides by all aspects of the academic program honor code and the APTA Code of Ethics

 Demonstrates awareness of state licensure regulations

 Projects professional image

 Attends professional meetings

 Demonstrates cultural/generational awareness, ethical values, respect, and continuous regard for all

classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers

Intermediate Level:

 Identifies positive professional role models within the academic and clinical settings

 Acts on moral commitment during all academic and clinical activities

 Identifies when the input of classmates, co-workers and other healthcare professionals will result in

optimal outcome and acts accordingly to attain such input and share decision making

 Discusses societal expectations of the profession

Entry Level:

 Demonstrates understanding of scope of practice as evidenced by treatment of patients within scope of

practice, referring to other healthcare professionals as necessary

 Provides patient/family centered care at all times as evidenced by provision of patient/family education,

seeking patient input and informed consent for all aspects of care and maintenance of patient dignity

 Seeks excellence in professional practice by participation in professional organizations and attendance at

sessions or participation in activities that further education/professional development

 Utilizes evidence to guide clinical decision making and the provision of patient care, following guidelines

for best practices

 Discusses role of physical therapy within the healthcare system and in population health

 Demonstrates leadership in collaboration with both individuals and groups

Post-Entry Level:

 Actively promotes and advocates for the profession

 Pursues leadership roles

 Supports research

 Participates in program development

 Participates in education of the community

 Demonstrates the ability to practice effectively in multiple settings

 Acts as a clinical instructor

 Advocates for the patient, the community and society

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on

and integrate the feedback, and provide meaningful feedback to others.

Beginning Level:

 Demonstrates active listening skills

 Assesses own performance

 Actively seeks feedback from appropriate sources

 Demonstrates receptive behavior and positive attitude toward feedback

Page | 51

 Incorporates specific feedback into behaviors

 Maintains two-way communication without defensiveness

Intermediate Level:

 Critiques own performance accurately

 Responds effectively to constructive feedback

 Utilizes feedback when establishing professional and patient related goals

 Develops and implements a plan of action in response to feedback

 Provides constructive and timely feedback

Entry Level:

 Independently engages in a continual process of self-evaluation of skills, knowledge and abilities

 Seeks feedback from patients/clients and peers/mentors

 Readily integrates feedback provided from a variety of sources to improve skills, knowledge and abilities

 Uses multiple approaches when responding to feedback

 Reconciles differences with sensitivity

 Modifies feedback given to patients/clients according to their learning styles

Post-Entry Level:

 Engages in non-judgmental, constructive problem-solving discussions

 Acts as conduit for feedback between multiple sources

 Seeks feedback from a variety of sources to include students/supervisees/peers/supervisors/patients

 Utilizes feedback when analyzing and updating professional goals

8. Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the

maximum possible benefit.

Beginning Level:

 Comes prepared for the day’s activities/responsibilities

 Identifies resource limitations (i.e. information, time, experience)

 Determines when and how much help/assistance is needed

 Accesses current evidence in a timely manner

 Verbalizes productivity standards and identifies barriers to meeting productivity standards

 Self-identifies and initiates learning opportunities during unscheduled time

Intermediate Level:

 Utilizes effective methods of searching for evidence for practice decisions

 Recognizes own resource contributions

 Shares knowledge and collaborates with staff to utilize best current evidence

 Discusses and implements strategies for meeting productivity standards

 Identifies need for and seeks referrals to other disciplines

Entry Level:

 Uses current best evidence

 Collaborates with members of the team to maximize the impact of treatment available

 Has the ability to set boundaries, negotiate, compromise, and set realistic expectations

 Gathers data and effectively interprets and assimilates the data to determine plan of care

 Utilizes community resources in discharge planning

 Adjusts plans, schedule etc. as patient needs and circumstances dictate

 Meets productivity standards of facility while providing quality care and completing non-productive work

activities

Page | 52

Post-Entry Level:

 Advances profession by contributing to the body of knowledge (outcomes, case studies, etc.)

 Applies best evidence considering available resources and constraints

 Organizes and prioritizes effectively

 Prioritizes multiple demands and situations that arise on a given day

 Mentors peers and supervisees in increasing productivity and/or effectiveness without decrement in quality

of care

9. Stress Management – The ability to identify sources of stress and to develop and implement effective coping

behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care

team and in work/life scenarios.

Beginning Level:

 Recognizes own stressors

 Recognizes distress or problems in others

 Seeks assistance as needed

 Maintains professional demeanor in all situations

Intermediate Level:

 Actively employs stress management techniques

 Reconciles inconsistencies in the educational process

 Maintains balance between professional and personal life

 Accepts constructive feedback and clarifies expectations

 Establishes outlets to cope with stressors

Entry Level:

 Demonstrates appropriate affective responses in all situations

 Responds calmly to urgent situations with reflection and debriefing as needed

 Prioritizes multiple commitments

 Reconciles inconsistencies within professional, personal and work/life environments

 Demonstrates ability to defuse potential stressors with self and others

Post-Entry Level:

 Recognizes when problems are unsolvable

 Assists others in recognizing and managing stressors

 Demonstrates preventative approach to stress management

 Establishes support networks for self and others

 Offers solutions to the reduction of stress

 Models work/life balance through health/wellness behaviors in professional and personal life

10. Commitment to Learning – The ability to self-direct learning to include the identification of needs and

sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level:

 Prioritizes information needs

 Analyzes and subdivides large questions into components

 Identifies own learning needs based on previous experiences

 Welcomes and/or seeks new learning opportunities

 Seeks out professional literature

 Plans and presents an in-service, research or cases studies

Page | 53

Intermediate Level:

 Researches and studies areas where own knowledge base is lacking in order to augment learning and

practice

 Applies new information and re-evaluates performance

 Accepts that there may be more than one answer to a problem

 Recognizes the need to and is able to verify solutions to problems

 Reads articles critically and understands limits of application to professional practice

Entry Level:

 Respectfully questions conventional wisdom

 Formulates and re-evaluates position based on available evidence

 Demonstrates confidence in sharing new knowledge with all staff levels

 Modifies programs and treatments based on newly-learned skills and considerations

 Consults with other health professionals and physical therapists for treatment ideas

Post Entry Level:

 Acts as a mentor not only to other PT’s, but to other health professionals

 Utilizes mentors who have knowledge available to them

 Continues to seek and review relevant literature

 Works towards clinical specialty certifications

 Seeks specialty training

 Is committed to understanding the PT’s role in the health care environment today (i.e. wellness clinics,

massage therapy, holistic medicine)

 Pursues participation in clinical education as an educational opportunity

Page | 54

PROFESSIONAL BEHAVIOR FEEDBACK FORM

Student’s Name: Date:

Person Completing Report:

The purpose of this form is to promote the student’s awareness of their behavior (as it relates to one of the

categories listed below) as witnessed in a recent situation.

Describe situation observed:

Describe actions taken including student response:

Student signature: ______________________________________________ Date: ______________

Faculty member signature: _______________________________________ Date: ______________

Additional Comments from Student:

Please forward signed original to DPT Program Director or Chair of Student Affairs Committee.

□ Critical Thinking □ Professionalism

□ Communication Skills □ Use of Constructive Feedback

□ Problem Solving □ Effective Use of Time and Resources

□ Interpersonal Skills □ Stress Management

□ Responsibility □ Commitment to Learning

□ Other

Page | 55

CODE OF ETHICS FOR THE PHYSICAL THERAPIST

HOD

S06-09-07-12

[Amended HOD

S06-00-12-23;

HOD

06-91-05-05; HOD

06-87-11-17; HOD

06-81-06-18;

HOD

06-78-06-08;

HOD

06-78-06-07;

HOD

06-77-18-30;

HOD 06-77-17-27; Initial HOD

06-73-13-24]

[Standard]

Preamble

The

Code

of Ethics for

the

Physical Therapist

(Code

of Ethics) delineates

the ethical o

bligations of

all

physical therapists

as determined

by the

House of Delegates of

the

American Physical Therapy Association

(APTA).

The purposes of

this

Code

of Ethics are

Define

the ethical

principles

that

form

the

foundation of physical therapist practice

management,

consultation,

edu

cation, research,

and

Provide standards of behavior

and

performance

that

form

the

basis of professional

accountability to the public.

Provide guidance for physical therapists facing

ethical

challenges, regardless of

their

professional roles

and

responsibilities.

Educate physical therapists, students, other

health

care professionals, regulators,

and the

public regarding

the

core values,

ethical

ciples,

and

standards

that

guide

the

professional conduct of

the

physical

therapist.

Establish

the

standards by which

the

American Physical Therapy Association can determine

a physical therapist

has engaged

n unethical conduct.

No code of ethics is exhaustive nor can

address every

situation.

Physical therapists are encouraged

seek

additional

advice or

consultation in

instances where

the

guidance of

the Code

of Ethics may

not

definitive.

This

Code

of Ethics is

built

upon

the

five roles of

the

physical therapist (management

consultation,

education,

research, and administration), the

core values of

the

profession,

and the multiple

realms of

ethical action

(individual,

organizational,

and societal).

Physical therapist practice is guided by a set of seven core values:

accountability, altruism, compassion/caring, excellence,

integrity, profes

sional

duty, and

social responsibility. Throughout

the

document

the

primary core values

that

support specific principles are

indicated

parentheses. Unless a specific role is

indicated in the

principle,

the

duties

and

obligations being delineated

pertain to the

five roles of

physical therapist.

Fundamental

to the Code

of Ethics is

the

special obligation of physical therapists

empower, educate,

and

enable

those

with

impairments,

activity limitations, participation

restrictions,

and

disabilities

to facilitate

greater independence, health,

wellness,

and

enhanced

quality

life.

Principles

Principle #1

Physical

therapists shall respect

the

inherent dignity and rights of all individuals.

(Core Values:

Compassion,

Integrit

1A.

Physical therapists shall

act in a

respectful manner

toward

each person regardless of age, gender, race,

nationality, reli

gion,

ethnicity,

social or economic status, sexual

health condition,

1B.

Physical therapists shall recognize

their

personal biases

and

shall

not discriminate

against others

physical

therapist practice,

consultation, education, research,

and

Principle

#2:

Physical

therapists shall be

rus

hy and compassionate in addressing the rights and needs of

ien

s/clien

(Core Values:

Altruism, Compassion, Professional Duty)

2A.

Physical therapists shall adhere

to the

core values of

the pro

fession

and

shall

act in the

best interests of

over

the

interests of

the

physical

therapist.

2B.

Physical therapists shall provide physical therapy

services with

compassionate

and

caring behaviors

that

incorporate the individual and cultural

differences of

2C.

Physical therapists shall provide

the information necessary to

allow

patients

their

surrogates

make

informed

deci

sions about physical therapy care or

participation in

research.

2D.

Physical therapists shall collaborate

with

empower

them in

decisions about

their health care.

2E.

Physical therapists

shall protect

confidential

patient/ client information and may

disclose confidential

information to

appropriate

authorities only when

allowed

or as required by law.

Principle

#3:

Physical

therapists shall be accountable for making sound professional judg

(Core Values:

Excellence, In

egri

)

Page | 56

3A.

Physical therapists shall demonstrate

independent and objec

tive professional judgment

in the

’

best

in all

practice

settings.

3B.

Physical therapists shall demonstrate professional

judgment

informed by professional standards, evidence

(

current literature and

established best

practice),

titi

experience,

and

values.

3C.

Physical therapists shall make judgments

within their scope

of practice

and

level of expertise

and

shall

communicate w

collaborate

with,

or refer

peers or other

health

care

profes

sionals when

necessary.

3D.

Physical therapists shall

not

engage

conflicts of

interest

interfere

with p

rofessional

judgment.

3E.

Physical therapists shall provide appropriate

direction

and

communication

with

physical

therapist

assistants

and support personnel.

Principle #4: Physical therapists shall demonstrate integrity in their relationships with patients/clients, families,

colleagues, students, research

partici

pants, other health care providers, employers, payers, and the public.

(Core

Value:

Integrit

4A.

Physical therapists

shall

provide

truthful,

accurate,

and relevant information and shall not make

misleading

representations.

4B.

Physical therapists

shall not exploit

persons over

whom they

have supervisory, evaluative

or other authority

(e.g.,

patients/clients, students, supervisees, research

participants, or employees).

4C.

Physical therapists

shall

discourage misconduct

hea

care professionals

and report illegal or unethical

acts

relevant

authority, when appropriate.

4D.

Physical therapists

shall report

suspected cases of

abuse

involving

children or

vulnerable

adults to the

appropriate authority,

subject

to law.

4E.

Physical therapists

shall not

engage

in any

sexual

relation- ship with any

their

patients/clients,

supervisees,

or students.

4F.

Physical therapists

shall not

harass anyone verbally,

physically, emotionally, or sexually.

Principle

#5:

Physical

therapists shall fulfill their legal and professional obligations.

(Core Values:

Professional Duty, Accountability)

5A.

Physical therapists

shall

comply

with

applicable local,

state, and

federal laws

and regulations.

5B.

Physical therapists

shall

have

primary

responsibility

for

supervision of physical

therapist

assistants

and

support personnel.

5C.

Physical therapists involved

research

shall abide by

accepted standards governing

protection

research participants.

5D.

Physical therapists

shall

encourage colleagues

with physical,

psychological,

substance-related

impairments that may

adversely

impact their

professional responsibilities

to seek

assistance

or counsel.

5E.

Physical therapists

who

have knowledge

that a

colleague

is unable to

perform

their

professional

responsibilities

reasonable

skill and

safety

shall report this information to the

appropriate

5F.

Physical therapists

shall

provide

notice and information about

alternatives for

obtaining

care

in the

event

the

physical therapist terminates the

provider

relationship while

patient/client continues to need

physical

therapy services.

Principle

#6:

Physical

therapists shall enhance their expertise through the lifelong acquisition and refinement

of knowledge, skills, abilities, and professional behaviors.

(Core Value:

Excellence)

6A.

Physical therapists

shall

achieve

and maintain professional competence.

6B.

Physical therapists

shall take

responsibility for

their professional

development based

on critical

self-

assessment

and

reflection

changes

physical

therapist

practice,

education, health

care delivery,

and

nolo

6C.

Physical therapists

shall

evaluate

the strength

evidence and applicability

content

presented

during

professional

development

activities

before

integrating the content or

techniques

into practice.

6D.

Physical therapists

shall cultivate

practice

environments that

support professional development, lifelong

learning, and excellence.

Principle #7:

Physical

therapists shall

promote

organizational

behaviors and business practices that benefit

patients/clients and society.

(Core Values:

Integrity, Accountability)

Page | 57

7A.

Physical therapists

shall

promote practice

environments that

support autonomous

and

accountable

professional judgments.

7B.

Physical therapists

shall

seek

remuneration

is deserved and

reasonable for physical

therapist

services.

7C.

Physical therapists

shall not

accept gifts

or other considerations that

influence

give

appearance of

influencing their

professional

judgment.

7D.

Physical therapists

shall fully

disclose

any financial

they

have

products

services

that they

recommend

to patients/clients.

7E.

Physical therapists

shall

be aware of charges

and shall ensure that documentation and

coding for physical

therapy ser

vices accurately reflect

the nature and extent

the services provided.

7F.

Physical therapists

shall refrain

from employment

arrange

ments,

or other

arrangements,

that

prevent

physical

thera

pists from

fulfilling

professional obligations

clients.

Principle

#8:

Physical

therapists shall participate in efforts to meet the health needs of people locally,

nationally, or globally.

(Core Value: Social

Responsibility)

8A.

Physical therapists

shall

provide

pro

bono physical

therapy

services

support organizations

that meet the

hea

needs of people

who are

economically disadvantaged,

sured,

and underinsured.

8B.

Physical therapists

shall

advocate

reduce

health disparities and health

care

inequities,

improve access

health care

services,

and

address

the health,

wellness,

and preventive health

care needs of

people.

8C.

Physical therapists

shall

be responsible stewards of

hea

care resources

and shall

avoid

overutilization or

under- utilization

of physical

therapy services.

8D.

Physical therapists

shall

educate members of

the public about the

benefits of physical

therapy and the

unique role

the

physical

therapist.

Page | 58

CURRICULUM – CLASS of 2023A

PRE-REQUISITE AND CO-REQUISITE CURRICULAR TABLE

*Faculty reserve the right to modify and/or alter this table to maximize educational outcomes.

KEY:

₪ Enrollment restricted to DPT students.

Ϫ Enrollment open to graduate students from other programs with permission of course instructor and

agreement of DPT Program Director (student must submit petition for enrollment).

Course

Enrollment

Pre-Requisite(s)

Co-Requisite(s)

FALL DPT 1

PHYT 600 (1-credit, pass/fail)

PT as a Profession

₪

N/A

PHYT 606 (3-credits, letter graded)

Research

Satisfied via DPT

admission pre-requisites

N/A

PHYT 622 (6-credits, letter graded)

Clinical Gross Anatomy

(completes in Winter DPT1)

₪

N/A

PHYT 641 (1-credit, pass/fail)

Rounds I

(completes Spring DPT1)

N/A

PHYT 809 (3-credits, letter graded)

Psychosocial Aspects of Health and

Disease

₪

N/A

WINTER DPT 1

PHYT 633 (3-credits, letter graded)

Applied Physiology II

All prior required graduate-

level core PT courses

PHYT 634

PHYT 634 (4 credits though variable-credits

between 3-4, consistent per cohort, letter

graded)

Electrotherapy

All prior required graduate-

level core PT courses

PHYT 633

PHYT 830 (2-credits, pass/fail)

Introduction to Clinical Education

₪

All prior required graduate-

level core PT courses

N/A

SPRING DPT 1

PHYT 604 (4-credits, letter graded)

Functional Anatomy and Biomechanics

PHYT 622

N/A

PHYT 624 (2-credits, letter graded)

Basic Evaluation Techniques

₪

PHYT 622

PHYT 604

PHYT 635

PHYT 631 (4-credits, letter graded)

Physical Therapy in the Acute Care

Environment

₪

PHYT 622

PHYT 801

PHYT 624

PHYT 635 (2-credits, letter graded)

Thermal Agents and Soft Tissue

Techniques

₪

PHYT 622

PHYT 624

PHYT 604

PHYT 801 (3-credits, letter graded)

Medical Science I – General Medicine

₪, ∞

PHYT 622

PHYT 631

SUMMER DPT 1

PHYT 608 (5 credits though variable-credits

between 4-6, consistent per cohort, letter

graded)

Musculoskeletal Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 632

PHYT 633

PHYT 634

N/A

Page | 59

Course

Enrollment

Pre-Requisite(s)

Co-Requisite(s)

PHYT 623 (4-credits, letter graded)

Clinical Neuroscience

Ϫ, ∞

PHYT 622

PHYT 624

PHYT 631

PHYT 635

PHYT 801

PHYT 632

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

FALL DPT 2

PHYT 620 (1-credit, letter graded)

Educational Process in Community

Health

₪,

∞

All prior required graduate-

level core PT courses

PHYT 802

PHYT 643 (1-credit, pass/fail)

Rounds III

(completes in Spring DPT 2)

N/A

PHYT 802 (4-credits, letter graded)

Medical Science II – Orthopaedics and

Musculoskeletal Imaging

₪, ∞

PHYT 622

PHYT 604

PHYT 608

PHYT 624

PHYT 632

PHYT 633

PHYT 634

PHYT 620

PHYT 810 (2-credits, letter graded)

Clinical Management and Administration

₪

All prior required graduate-

level core PT courses

N/A

PHYT 808 (4-credits, letter graded)

Spine Management

₪

All prior required graduate-

level core PT courses

N/A

PHYT 621 Elective (3-credits, letter

graded)

Musculoskeletal Ultrasound Imaging in

Clinical Practice & Research

PHYT622

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

Page | 60

Course

Enrollment

Pre-Requisite(s)

Co-Requisite(s)

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

WINTER DPT 2

PHYT 632 (3-credits, letter graded)

Applied Physiology I

₪, ∞

PHYT 622

PHYT 631

PHYT 801

PHYT 620

PHYT 807 (4 credits though variable-credits

between 3-5, consistent per cohort, letter

graded, begins Summer 2)

Emergency Responder and Advanced

Seminar

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SPRING DPT 2

PHYT 803 (3 credits though variable-credits

between 2-3, consistent per cohort, letter

graded)

Medical Science III – Neurology

₪

PHYT 622

PHYT 623

PHYT 624

PHYT 801

PHYT 804

PHYT 805

PHYT 804 (4-credits, letter graded)

Neurophysiologic Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 805

PHYT 805 (4-credits, letter graded)

Rehabilitation

₪

PHYT 600

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 620

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 804

Page | 61

PHYT 811 (4-credits, letter graded)

Pediatrics

All prior required graduate-

level core PT courses

N/A

PHYT 614 (Elective) (variable credits

between1-3, student option)

Sports and Orthopaedics

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 608

PHYT 802

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER DPT 2

(Summer Session I)

PHYT 806 (3-credits, letter graded)

Geriatrics

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER SESSION 2 / FALL / WINTER DPT3

PHYT 831 (4-credits, letter graded)

Full-time Clinical Education Experience

– Inpatient

₪

All prior required graduate-

level core PT courses

N/A

Page | 62

PHYT 833 (4-credits, letter graded)

Full-time Clinical Education Experience

– Outpatient

₪

All prior required graduate-

level core PT courses

N/A

PHYT 834 (4-credits, letter graded)

Full-time Clinical Education Experience

– Elective

₪

All prior required graduate-

level core PT courses

N/A

Page | 63

CURRICULUM – CLASS of 2023B

PRE-REQUISITE AND CO-REQUISITE CURRICULAR TABLE

*Faculty reserve the right to modify and/or alter this table to maximize educational outcomes.

KEY:

₪ Enrollment restricted to DPT students.

Ϫ Enrollment open to graduate students from other programs with permission of course instructor and

agreement of DPT Program Director (student must submit petition for enrollment).

Course

Enrollment

Pre-Requisite(s)

Co-

Requisite(s)

SUMMER DPT 1

(second summer session)

PHYT 600 (1-credit, pass/fail)

PT as a Profession

₪

N/A

PHYT 622 (6-credits, letter graded)

Clinical Gross Anatomy

₪

N/A

FALL DPT 1

PHYT 641 (1-credit, pass/fail)

Rounds I

N/A

PHYT 604 (4-credits, letter graded)

Functional Anatomy and Biomechanics

PHYT 622

N/A

PHYT 624 (2-credits, letter graded)

Basic Evaluation Techniques

₪

PHYT 622

PHYT 604

PHYT 635

PHYT 631 (4-credits, letter graded)

Physical Therapy in the Acute Care

Environment

₪

PHYT 622

PHYT 801

PHYT 624

PHYT 635 (2-credits, letter graded)

Thermal Agents and Soft Tissue

Techniques

₪

PHYT 622

PHYT 624

PHYT 604

PHYT 801 (3-credits, letter graded)

Medical Science I – General Medicine

₪

PHYT 622

PHYT 631

WINTER DPT 1

PHYT 620 (1-credit, letter graded)

Educational Process in Community

Health

₪

All prior required graduate-

level core PT courses

PHYT 830

PHYT 632 (3-credits, letter graded)

Applied Physiology I

₪

PHYT 622

PHYT 631

PHYT 801

N/A

PHYT 830 (2-credits, pass/fail)

Introduction to Clinical Education

₪

All prior required graduate-

level core PT courses

PHYT 620

PHYT 626 (Elective) (3-credits, letter-

graded)

Advanced Regional Anatomy

PHYT 622

N/A

SPRING DPT 1

PHYT 606 (3-credits, letter graded)

Research

Satisfied via DPT

admission pre-requisites

N/A

PHYT 623 (4-credits, letter graded)

Clinical Neuroscience

PHYT 622

PHYT 624

PHYT 631

PHYT 635

PHYT 801

PHYT 632

PHYT 633

PHYT 634

Page | 64

Course

Enrollment

Pre-Requisite(s)

Co-

Requisite(s)

PHYT 633 (3-credits, letter graded)

Applied Physiology II

All prior required graduate-

level core PT courses

PHYT 623

PHYT 634

PHYT 634 (4 credits though variable-credits

between 3-4, consistent per cohort, letter

graded)

Electrotherapy

All prior required graduate-

level core PT courses

PHYT 623

PHYT 633

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER DPT 2

PHYT 608 (5 credits though variable-credits

between 4-6, consistent per cohort, letter

graded)

Musculoskeletal Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 632

PHYT 633

PHYT 634

PHYT 802

PHYT 802 (4-credits, letter graded)

Medical Science II – Orthopaedics and

Musculoskeletal Imaging

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 632

PHYT 633

PHYT 634

PHYT 608 (for

DPT-degree

seeking

students only)

PHYT 807 (4 credits though variable-credits

between 3-5, consistent per cohort, letter

graded)

Emergency Responder and Advanced

Seminar

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

FALL DPT 2

Page | 65

PHYT 643 (1-credit, pass/fail)

Rounds III

N/A

PHYT 803 (3 credits though variable-credits

between 2-3, consistent per cohort, letter

graded)

Medical Science III – Neurology

₪

PHYT 622

PHYT 623

PHYT 624

PHYT 801

PHYT 804

PHYT 805

PHYT 804 (4-credits, letter graded)

Neurophysiologic Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 805

PHYT 805 (4-credits, letter graded)

Rehabilitation

₪

PHYT 600

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 620

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 804

PHYT 808 (4 credits though variable-credits

between 4-6, consistent per cohort, letter

graded)

Spine Management

₪

All prior required graduate-

level core PT courses

N/A

PHYT 614 (Elective) (variable credits

between1-3, student option)

Sports and Orthopaedics

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 608

PHYT 802

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

WINTER DPT 2

PHYT 809 (3-credits, letter graded)

₪

All prior required graduate-

level core PT courses

N/A

Page | 66

SPRING DPT 2

PHYT 621 Elective (3-credits, letter

graded)

Musculoskeletal Ultrasound Imaging in

Clinical Practice & Research

PHYT622

N/A

PHYT 806 (3-credits, letter graded)

Geriatrics

₪

All prior required graduate-

level core PT courses

N/A

PHYT 811 (4-credits, letter graded)

Pediatrics

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER / FALL DPT 3

PHYT 831 (4-credits, letter graded)

Full-time Clinical Education Experience -

Inpatient

₪

All prior required graduate-

level core PT courses

N/A

PHYT 833 (4-credits, letter graded)

Full-time Clinical Education Experience -

Outpatient

₪

All prior required graduate-

level core PT courses

N/A

PHYT 834 (4-credits, letter graded)

Full-time Clinical Education Experience

– Elective

₪

All prior required graduate-

level core PT courses

N/A

Psychosocial Aspects of Health and

Disease

Course

Enrollment

Pre-Requisite(s)

Co-

Requisite(s)

PHYT 810 (2-credits, letter graded)

Clinical Management and Administration

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in PHYT 812

₪

All prior required graduate-

level core PT courses

N/A

PHYT 626 (Elective) (3-credits, pass/fail)

Advanced Regional Anatomy

₪

PHYT 622

N/A

Page | 67

CURRICULUM – CLASS of 2024

PRE-REQUISITE AND CO-REQUISITE CURRICULAR TABLE

*Faculty reserve the right to modify and/or alter this table to maximize educational outcomes.

KEY:

₪ Enrollment restricted to DPT students.

Ϫ Enrollment open to graduate students from other programs with permission of course instructor and

agreement of DPT Program Director (student must submit petition for enrollment).

Course

Enrollment

Pre-Requisite(s)

Co-

Requisite(s)

SUMMER DPT 1

(second summer session)

PHYT 600 (1-credit, pass/fail)

PT as a Profession

₪

N/A

PHYT 622 (6-credits, letter graded)

Clinical Gross Anatomy

₪

N/A

FALL DPT 1

PHYT 641 (1-credit, pass/fail)

Rounds I

N/A

PHYT 604 (4-credits, letter graded)

Functional Anatomy and Biomechanics

PHYT 622

N/A

PHYT 624 (2-credits, letter graded)

Basic Evaluation Techniques

₪

PHYT 622

PHYT 604

PHYT 635

PHYT 631 (5-credits, letter graded)

Physical Therapy in the Acute Care

Environment

₪

PHYT 622

PHYT 801

PHYT 624

PHYT 635 (2-credits, letter graded)

Thermal Agents and Soft Tissue

Techniques

₪

PHYT 622

PHYT 624

PHYT 604

PHYT 801 (3-credits, letter graded)

Medical Science I – General Medicine

₪

PHYT 622

PHYT 631

WINTER DPT 1

PHYT 620 (1-credit, letter graded)

Educational Process in Community

Health

₪

All prior required graduate-

level core PT courses

PHYT 830

PHYT 632 (3-credits, letter graded)

Applied Physiology I

₪

PHYT 622

PHYT 631

PHYT 801

N/A

PHYT 830 (2-credits, pass/fail)

Introduction to Clinical Education

₪

All prior required graduate-

level core PT courses

PHYT 620

PHYT 626 (Elective) (3-credits, letter-

graded)

Advanced Regional Anatomy

PHYT 622

N/A

SPRING DPT 1

PHYT 606 (3-credits, letter graded)

Research

Satisfied via DPT

admission pre-requisites

N/A

PHYT 623 (4-credits, letter graded)

Clinical Neuroscience

PHYT 622

PHYT 624

PHYT 631

PHYT 635

PHYT 801

PHYT 632

PHYT 633

PHYT 634

Page | 68

Course

Enrollment

Pre-Requisite(s)

Co-

Requisite(s)

PHYT 633 (2-credits, letter graded)

Applied Physiology II

All prior required graduate-

level core PT courses

PHYT 634

PHYT 634 (4 credits though variable-credits

between 3-4, consistent per cohort, letter

graded)

Electrotherapy

All prior required graduate-

level core PT courses

PHYT 623

PHYT 633

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER DPT 2

PHYT 608 (5 credits though variable-credits

between 4-6, consistent per cohort, letter

graded)

Musculoskeletal Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 632

PHYT 633

PHYT 634

PHYT 802

PHYT 802 (3-credits, letter graded)

Medical Science II – Orthopaedics and

Musculoskeletal Imaging

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 632

PHYT 633

PHYT 634

PHYT 608 (for

DPT-degree

seeking

students only)

PHYT 807 (4 credits though variable-credits

between 3-5, consistent per cohort, letter

graded)

Advanced Seminar

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 821 or PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

FALL DPT 2

PHYT 643 (1-credit, pass/fail)

N/A

Page | 69

Rounds III

PHYT 803 (3 credits though variable-credits

between 2-3, consistent per cohort, letter

graded)

Medical Science III – Neurology

₪

PHYT 622

PHYT 623

PHYT 624

PHYT 801

PHYT 804

PHYT 805

PHYT 804 (4-credits, letter graded)

Neurophysiologic Evaluation and

Treatment

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 805

PHYT 805 (4-credits, letter graded)

Rehabilitation

₪

PHYT 600

PHYT 622

PHYT 604

PHYT 624

PHYT 631

PHYT 801

PHYT 620

PHYT 632

PHYT 623

PHYT 633

PHYT 803

PHYT 804

PHYT 808 (5 credits though variable-credits

between 4-6, consistent per cohort, letter

graded)

Spine Management

₪

All prior required graduate-

level core PT courses

N/A

PHYT 621 Elective (3-credits, letter

graded)

Musculoskeletal Ultrasound Imaging in

Clinical Practice & Research

PHYT622

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

WINTER DPT 2

PHYT 809 (3-credits, letter graded)

Psychosocial Aspects of Health and

Disease

₪

All prior required graduate-

level core PT courses

N/A

Page | 70

SPRING DPT 2

PHYT 614 (Elective) (variable credits

between1-3, student option)

Sports and Orthopaedics

₪

PHYT 622

PHYT 604

PHYT 624

PHYT 608

PHYT 802

N/A

PHYT 806 (3-credits, letter graded)

Geriatrics

₪

All prior required graduate-

level core PT courses

N/A

PHYT 811 (4-credits, letter graded)

Pediatrics

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 821 (3-credits, letter graded)

Orthopaedic Integrated Clinical

Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

PHYT 822 (3-credits, letter graded)

Neurologic / Older Adult Integrated

Clinical Experience

*if enrolled in an ICE this semester, student

placed in either PHYT 812, PHYT 821 or

PHYT 822

₪

All prior required graduate-

level core PT courses

N/A

SUMMER / FALL DPT 3

PHYT 831 (4-credits, letter graded)

Full-time Clinical Education Experience -

Inpatient

₪

All prior required graduate-

level core PT courses

N/A

PHYT 833 (4-credits, letter graded)

Full-time Clinical Education Experience -

Outpatient

₪

All prior required graduate-

level core PT courses

N/A

PHYT 834 (4-credits, letter graded)

Full-time Clinical Education Experience

– Elective

₪

All prior required graduate-

level core PT courses

N/A

PHYT 810 (2-credits, letter graded)

Clinical Management and Administration

₪

All prior required graduate-

level core PT courses

N/A

PHYT 812 (1-credit, letter graded)

Pediatrics Integrated Clinical Experience

*if enrolled in an ICE this semester, student

placed in PHYT 812

₪

All prior required graduate-

level core PT courses

N/A

PHYT 626 (Elective) (3-credits, pass/fail)

Advanced Regional Anatomy

₪

PHYT 622

N/A

Page | 71

UNIVERSITY OF DELAWARE

PHYSICAL THERAPY PROGRAM COURSE DESCRIPTIONS

PHYT 600: PT as a Profession (1 credit pass/fail)

The practice of physical therapy will be explored through the use of guiding documents from the professional

association and law and regulations governing practice. The concepts embedded within the Code of Ethics,

Standards of Practice, and Core Values will be analyzed, toward a conceptualization of the profession’s direction

and needs. Formal and informal activities will guide the student’s learning in the area of professional development

throughout the duration of the academic program, including simulations, career fairs, interprofessional work,

service learning, and reflective writing.

PHYT 622: Clinical Gross Anatomy (6 credits)

Structural and functional aspects of regions of body under study are emphasized by means of human cadaver,

lectures, and demonstrations. Clinical significance of anatomical structure is stressed.

Rounds Series

PHYT 641: Rounds I – Year 1 (1 credit)

PHYT 643: Rounds III – Year 2 (1 credit)

Clinical cases presented by faculty, clinical faculty, doctoral students, PT residents and DPT students in Grand

Rounds format for discussion by all students in the physical therapy graduate program.

PHYT 604: Functional Anatomy and Biomechanics (4 credits)

Gives a description of normal and abnormal human movement. Emphasis on joint structure and function and gait

using arthrokinematic and osteokinematic analysis. Evaluation procedures such as EMG, cinematography and

computer simulations utilized.

PHYT 624: Basic Evaluation Techniques (2 credits)

Provides an understanding of the philosophy and practice of patient evaluation and physical therapy diagnosis.

Muscle performance testing and measurement of joint motion will be emphasized.

PHYT 631: Physical Therapy in the Acute Care Environment (4 credits for Class of 2023A and Class of

2023B; 5 credits for Class of 2024)

Presents diagnoses commonly seen in the acute care environment. The pathological, anatomical, evaluation,

documentation and treatment considerations in managing these diagnoses are discussed.

PHYT 635: Thermal Agents and Soft Tissue Techniques (2 credits)

An introduction to evidence-supported thermal modalities and soft tissue mobilization techniques commonly used

in physical therapy practice. Teachings will further highlight the complexities of pain and the associated role of the

physical therapist.

PHYT 801: Medical Science I - General Medicine (3 credits)

Lectures in pathology, clinical medicine, pharmacology, and differential diagnosis across the lifespan. Implications

for physical therapy are emphasized.

PHYT 620: Educational Process in Community Health (1 credit)

The learning/teaching process as defined in the Guide to Physical Therapy Practice is the focus of this course.

Topics covered include principles of adult learning, basic learning theory, communication, culturally sensitive care

and motivational techniques to promote learning and carryover.

PHYT 632: Applied Physiology I (3 credits)

Lectures provide in-depth analysis of the physiological mechanisms of the cardio-pulmonary system, with specific

Page | 72

emphasis on abnormal function given various pathologies. Evaluative tests and measures, treatment

interventions, and documentation are discussed and practiced through comprehensive case studies.

PHYT 830: Introduction to Clinical Education (2 credits, pass / fail)

This course is designed to prepare students for academic progression into their clinical affiliations. Prior to a

student starting a clinical affiliation, he/she is required to cover a number of clinically relevant topics. Upon

completing this course, students will be given the knowledge and skills necessary to prevent, recognize, and

provide care for sudden cardiac or respiratory distress. They will learn the current federal laws in place to protect

an individual’s privacy in the medical setting. Other topics of interest include understanding how to handle

infectious and hazardous materials, and understanding the process of state required background checks to

protect the public in positions of sensitivity. The class will consist of lectures and labs to complete the objectives

of the course.

PHYT 626: Advanced Regional Anatomy (Elective, 3 credits)

Structural and functional aspects of regions of the body under study are emphasized by means of a dissection of

a specific region of the human body.

PHYT 606: Research (3 credits)

An overview of methodological issues in the conduct of physical therapy research to prepare students to become

consumers of clinical literature. Topics include ethics in human subject research, scientific method, experimental

design, statistical procedures and use of social media to help follow the literature. Students successfully

completing the class will have the ability to critically appraise the clinical research literature and appropriately use

study findings to refine and improve their clinical practice.

PHYT 623: Clinical Neuroscience (4 credits)

A study of the structure and function of the human nervous system with major emphasis on the cause-effect

relationships between lesions and their symptoms. Emphasis on the neural mechanisms controlling movement.

PHYT 633: Applied Physiology II (3 credits for Class of 2023A and Class of 2023B; 2 credits for Class of

2024)

Discusses the research on the effects of exercise on the various patient populations (not including

cardiopulmonary). Emphasis placed on the musculoskeletal system and on exercise prescription and progression.

PHYT 634: Electrotherapy (3-4 credits)

Provides an understanding of the physiological basis for the use of physical agents and electrotherapy. Emphasis

placed on patient evaluation and clinical applications of modalities used in physical therapy clinics.

PHYT 608: Musculoskeletal Evaluation (4-6 credits)

Evaluation and treatment of musculoskeletal conditions of the extremities. Emphasizes research on the

physiological basis of immobilization and remobilization. The diagnoses, prognosis, treatment, consultation and

basis for referral of orthopedic and musculoskeletal disorders is examined. Includes joint mobilization and thrust

manipulation.

PHYT 802: Medical Sciences II – Orthopedics & Musculoskeletal Imaging (4 credits for Class of 2023A and

Class of 2023B; 3 credits for Class of 2024)

Orthopedic pathology, medical and surgical management of musculoskeletal conditions across the lifespan with

implications for physical therapy intervention. Includes musculoskeletal imaging and pharmacology.

PHYT 803: Medical Science III - Neurology (2-3 credits)

Lectures of basic principles of neurology throughout the lifespan. Emphasis placed on medical principles related

to diseases most frequently encountered in physical therapy practice.

Page | 73

PHYT 804: Neurophysiologic Evaluation & Treatment (4 credits)

Basic evaluation and treatment methods for managing patients with neurological dysfunctions. Analysis of these

methods in light of current issues and theories of motor control, motor learning and neurobehavioral plasticity.

Emphasis on learning strategies for treatment rather than through details of specific approaches.

PHYT 805: Rehabilitation (4 credits)

Rehab 805 presents the theory and skills needed for the management of patients commonly seen in inpatient and

outpatient rehabilitation settings. Instructors and guest lecturers are experts in the evaluation and program

planning of patients in their area of interest. This course involves lecture and lab components. Site visits and

direct interaction with patients is included.

This is a team taught course. As such, instructors and lecturers have freedom to organize their sections to best fit

their expertise and the clinical environment as they view it. Students should anticipate different teaching styles

and slightly different levels of expectations from each section. Students are highly encouraged to ask questions

and engage in discussion.

PHYT 808: Spine Management (4-5 credits; 4 credits for Class of 2023A and Class of 2023B; 5 credits for

Class of 2024)

Discusses the biomechanics, pathophysiology and disability associated with spine pain and dysfunction. Includes

an understanding of the role of physical therapy evaluation in the determination and implementation of physical

therapy interventions.

PHYT 621: Musculoskeletal Ultrasound Imaging in Clinical Practice & Research (Elective, 3 credits)

The course covers musculoskeletal ultrasound imaging physics, principles, patient safety, indications, knobology,

and artifact identification. Fundamentals of musculoskeletal ultrasound imaging of the trunk (e.g. low back, anterior

trunk, pelvic floor) and major peripheral joints (e.g. hip, knee, ankle, foot, shoulder, elbow, wrist, hand) are

demonstrated and practiced. Applications of ultrasound imaging in healthcare practice and research are discussed

and demonstrated.

PHYT 809: Psychosocial Aspects of Health and Disease (3 credits)

Discusses the psychosocial characteristics of patient populations and therapists that impact on the rehabilitation

process. Death and dying, social implications of illness diagnosis and other topics are discussed.

PHYT 810: Clinical Management and Administration (2 credits)

Discusses concepts of administration and issues in the management of hospital clinics, private practice and

consultative ventures. Students introduced to current trends in billing and reimbursement strategies being used by

clinicians.

PHYT 614: Sports and Orthopaedics (Elective, 1-3 credits)

This course is an advanced orthopedics course with emphasis in sports related injuries. We will discuss

evaluation and intervention of the athlete in the various major joints of the body, as well as, other related topics in

sports and orthopedics.

PHYT 806: Geriatrics (3 credits)

A comprehensive view of the geriatric physical therapy patient will be presented. To that end this course has two

basic components: a psychosocial component and a physical therapy practice component.

The psychosocial component will provide an in depth discussion of the demographics of the elderly in the United

States, theories of aging, transition to old age, dementia, sexuality, and falls. It will also address the perceptions

clinicians and society has on aging and the elderly. Ageism will also be addressed in some depth.

The physical therapy practice component of the course will address those medical conditions commonly found in

the elderly that require physical therapy intervention. At the conclusion of the course, the student will be expected

Page | 74

to be able to discuss the necessary current practice management strategies for geriatric physical therapy patients,

taking into account the psychosocial and physical aspects of their geriatric patient.

PHYT 811: Pediatrics (4 credits)

Instruction in the theory, research and clinical skills necessary for the comprehensive management of pediatric

clients and their families. Emphasis on the incorporation of modern developmental science into evidenced-based

program plans.

PHYT 807: Emergency Responder & Advanced Seminar (Adanced Topics in Physical Therapy for Class of

2024) (4 credits)

Lecture and laboratory opportunities build knowledge and skill in diverse specialty areas of physical therapy

(including wound care and women’s health). Students also receive practical training in managing emergency

situations as a first responder and further develop competencies required for interprofessional practice.

Part-time Integrated Clinical Experiences

PHYT 821: Orthopaedic Integrated Clinical Experience (3 credits)

This is one of three part-time clinical experiences which will integrate course content taught in the DPT

curriculum. PHYT 821 is a semester long, part-time clinical experience conducted under the supervision of

qualified physical therapists in the University of Delaware Physical Therapy Sports and Orthopedic Clinic to

provide a wide range of professional learning opportunities and clinical training.

PHYT 822: Neurologic/Older Adult Integrated Clinical Experience (3 credits)

This is one of three part-time clinical experiences which will integrate course content taught in the DPT

curriculum. PHYT 822 is conducted under the supervision of qualified physical therapists in the University of

Delaware Neurologic and Older Adult Physical Therapy Clinic to provide a wide range of professional learning

opportunities and clinical training.

PHYT 812: Pediatric Integrated Clinical Experience (1 credit)

Mentored clinical experience in pediatric healthcare facilities.

Full-time Clinical Education Experiences

PHYT 831: Full-time Clinical Education Experience - Inpatient (4 credits)

A ten-week, extended, full-time inpatient clinical experience wherein students participate in the physical therapy

management of patients with acute health and/or complex multisystem needs within an inter-professional and/or

team-based setting. Based upon fluctuant patient presentations, students will be challenged to develop a

comprehensive discharge disposition and modify treatments accordingly.

PHYT 833: Full-time Clinical Education Experience - Outpatient (4 credits)

A ten-week, extended, full-time outpatient clinical experience wherein students participate in the physical therapy

management of patients with musculoskeletal, neuromuscular, cardiopulmonary, and/or integumentary

impairments via implementation of evidence-based interventions, home exercise programs, and education to

maximize health, wellness, and return to function.

PHYT 834: Full-time Clinical Education Experience – Elective (4 credits)

A ten-week, extended, full-time clinical experience wherein students may participate in physical therapy research,

teaching, administration, and/or the provision of skilled physical therapy services. Students may choose from a

range of practice settings and patient populations.

Additional Courses Beyond DPT Degree Requirements

PHYT 866: Independent Study (Elective, credits variable, grading option requires Departmental consent)

Page | 75

BLOOD BORNE PATHOGEN EXPOSURE AND INJURY POLICY AND PROCEDURE POLICY

All blood borne pathogen (BBP) exposures and personal injuries are to be treated immediately. Further, all BBP

exposures and personal injuries are to be reported immediately. The following link

https://www1.udel.edu/ehs/research/biological/bbp-training.html

outlines the procedures governing:

1. Blood Borne Pathogen Exposure – Faculty, Staff, and Students

2. Faculty, Staff, and Student Injury (other than BBP exposure)

Rev. 9/27/2019

Page | 76

DEPARTMENT OF PHYSICAL THERAPY

UNIVERSITY OF DELAWARE

HANDBOOK ACKNOWLEDGEMENT

My signature and date below demonstrates that I have read, accept, and will abide by the policies and

standards as documented in the Student Handbook, including but not limited to the Technical Standards and

Professional Behaviors for the 21

Century documents. Further, I have knowledge of the implications resultant

from deviation from the academic and professional standards outlined within this Policy Document.

I recognize that it is my responsibility to review the Student Handbook on the UDPT website (Student

Resource page, https://sites.udel.edu/pt/student-resources/

) on a yearly basis to ascertain pertinent updates. I

also understand that policy and/or curricular changes may be instituted during my tenure as a student in this

program that might alter my plan of study.

Name (Print) __________________________________________________________

Student Signature ____________________________________Date _____________

Witness (Print) _________________________________________________________

Witness Signature ______________________________________________________

CONSENT TO LAB PARTICIPATION

My signature and date below provides my informed consent to serve as a subject during the instruction,

practice and examination of various physical therapy techniques and procedures.

I agree to be treated by my instructors, guest lecturers, and / or classmates during any or all lab, lecture or

testing sessions for the duration of my tenure in the Program. I understand that all efforts will occur to ensure

my modesty and safety. Should I feel uncomfortable with any draping, manner of touch, or treatment, I will

appropriately address the involved individual. If I fail to obtain satisfactory resolution, I will discuss the issue

with my instructor, Program Director, or Department Chair.

I will follow the dress code for lab as explained in the Program Policy Document and course syllabi and am

aware of the implications resultant from lack of compliance.

I will provide academic and clinical faculty with advance notice of any allergies, such as latex, nylon fibers, or

asthmatic conditions and will alert faculty of any precautions or contraindications I may have that may influence

my ability to safely participate in laboratory sessions.

Name (Print) __________________________________________________________

Student Signature ____________________________________Date _____________