Domains of Learning
The conceptual organization of the curriculum around the seven domains of learning is as follows:
Curricular Role: These courses in the basic sciences provide fundamental knowledge related to normal and abnormal human structure, function, and response to injury and disease.
They enhance the student’s ability to make quantitative and qualitative observations and facilitate understanding of the clinical sciences.
Kinesiology & Biomechanics I, II
Curricular Role: These courses provide laboratory and practical learning experiences, which build on the scientific foundations.
Students acquire skills to examine, evaluate, and prepare a plan of care for individuals served. Students develop the knowledge necessary for understanding, presenting rationale for, and applying intervention strategies. Critical decision-making and the principles of evidence-based practice are integrated throughout these courses and are built upon with reflective practice concepts in the Clinical Case Management Seminar.
The advanced topics courses allow students to gain greater knowledge and skill in a clinical area of interest. Course formats include lecture, laboratory, small-group interactions, self-directed learning, case studies, problem-solving sessions, and patient demonstrations in the clinical setting.
Examination & Evaluation
Concepts in Therapeutic Exercise
Soft Tissue Mobilization
Management of Integumentary Impairments
PT Management of Cardiopulmonary Conditions I, II
PT Management of the Adult with Neurological Conditions I, II
PT Management of Orthopedic Conditions I, II, III
PT Management of Pediatric Conditions
Clinical Case Management Seminar
Medical Screening I, II
Advanced Topics in Adult Neurorehabilitation
Advanced Topics in Orthopedics
Advanced Topics in Pediatrics
These courses are designed to develop skills necessary for evidence-based practice and assist the students to analyze interventions within a disablement framework from multiple perspectives.
A systemic review is completed as the culminating requirement of Evidence-Based Practice III under the tutelage of a faculty member. Students develop an evidence-based case study in the Clinical Case Management Seminar. Students who seek a more intensive research experience work with faculty in the completion of a research practicum.
This experience provides an opportunity to implement a research project.
Evidence-Based Practice I, II III
Research Practicum Elective I, II, III
Courses are designed to educate students in the multiple dimensions of professional practice. Professional roles of the physical therapist as a clinician, administrator, educator, and consultant are explored. The history, advancements, and future of physical therapy practice are discussed. Professionalism, ethical/legal standards, psychosocial factors in patient/client management, therapeutic communication, and teaching-learning principles are covered.
Professional Practice I, II, III
Students are provided with knowledge of health-care systems and the role of physical therapy in the provision of health care and services in various practice settings
Issues & Approaches in Health Policy
Marketing & Business Management in PT
Health Education & Promotion in PT Practice
Designed to supplement the clinical sciences, these courses afford students the opportunity to study specialized areas of clinical practice with faculty or clinician mentors. Opportunities also exist for developing competency in research, beyond the entry-level requirement and in teaching.
Taken for Credit:
Teaching Practicums in either Anatomy or Kinesiology & Biomechanics I
Research Practicum (3 part series)
Integrated Therapies in Physical Therapy
Women’s Health Issues
Performing Arts PT
Craniofacial Pain of Cervicogenic Origin (Headaches & Temporomandibular Disorders)
Continuing Education Format:
Laboratory Teaching Practicum in Anatomy
Foot & Ankle Rehabilitation
Hand & Upper Extremity Rehabilitation
Vestibular Rehabilitation (Required elective for advanced track courses in Adult Neurorehabilitation & Pediatrics)
Provide opportunities in direct patient care, teaching, and administration under the supervision of a licensed physical therapist. Students integrate clinical skills developed in the curriculum with various patient populations.
Clinical education seminars prepare students for their clinical experiences by providing a thorough understanding of roles and responsibilities, including integration into the workplace and expectations of a licensed clinician.
Integrated clinical experiences (ICE) in conjunction with the clinical science courses integrate academic information and clinical skills and precede Clinical Education I and II.
Clinical Education Seminars I, II, III, IV
Integrated Clinical Experience (ICE)
Clinical Education I, II
Domain of Learning
The curriculum components are sequenced in the curriculum as follows:
Years: I F, I S, III F
Years: I F, I S, I Sm, II FA, II FB, II Sm, III F, III S
Critical Exploration (Research Elective Option)
Years: I F, I S, I Sm, II FA*, II FB*, III F*
Years: I F, II S, III F
Health-Care Systems and Management
Years: III F
Years: III F
Years: II FB, II SM, III S