Doctor of Physical Therapy (DPT)

In-depth study of human anatomy as it applies to the practice of physical therapy. Lectures are complemented by student-performed regional dissection of human cadavers, instructor-prepared prosections, and computer-assisted instruction. Emphasis is placed on examining the relationship between the musculoskeletal, neuromuscular, and vascular systems of the body.

Introduces resources valuable to becoming an effective graduate student and adult learner. Focus on preparing for successful completion of clinical education experiences and use of available resources.

This course will explore the nature and cause of disease, as well as the current medical management and role of the therapist in the treatment of human disease. Specifically, we will identify the structural and physiologic changes caused by a variety of human diseases. Emphasis will be placed on clinical presentation, etiology, pathophysiology, and current medical management of each disease discussed. The role of the physical therapist in the management of these diseases will be presented. Diseases will be discussed in relation to organ systems after discussion of basic pathologic principles. These include: immune, infectious, endocrine, cardiovascular, hematological, lymphatic, gastrointestinal, respiratory, pediatric, musculoskeletal and neurological.

This course is the second in a two-course sequence that builds on the DPT 520 course. Consistent themes of clinical presentation, etiology, pathophysiology, and current medical management of each disease, as well as the role of the physical therapist, continue to be emphasized. This course requires utilization of all knowledge and skills developed in DPT 520. DPT 525 adds medical management of additional diseases in the integumentary, hepatic and biliary, reproductive and renal systems.

An introduction to factors influencing human normal and pathological motion directed toward rehabilitation. Scientific, biomechanical, structural, physiological, and anatomical principles underlying human tissues and their influence on motion will be studied. Techniques and applicability of analysis to normal and pathological motion will be explored. This course is designed so that the content and sequence parallel with DPT 500 and DPT 560. It also runs simultaneous to DPT 531.

Provide students with the knowledge and psychomotor skills necessary to successfully use and document these basic forms of assessment - visual observation and manual palpation of anatomical landmarks, examination of joint mobility and range of motion, and testing of the muscular strength and performance - in clinical practice.

This course provides an in-depth overview of neuroanatomy and neurophysiology with special emphasis on relationships to both normal human function and dysfunction resulting from maldevelopment or injury to the nervous system. These relationships are fundamental to understanding the signs and symptoms that clients will present in the clinic initially, as well as the progression or regression of the patient during therapy. Correlated laboratories will introduce procedures used for the clinical examination of sensory and motor systems.

Introduction to physical therapy as a health profession, including its history, current issues, and projections for the future. The importance of professional socialization and development will be introduced. Ethical standards for professional conduct, medical-legal aspects, regulation, legislation, and the scope of professional practice will be highlighted. Effective documentation, learning strategies, teaching strategies, and professional relations will be emphasized. Examine select professional issues and societal needs for their impact upon physical therapy and society.

In this course students will gain skills necessary to perform an evaluation of a patient/person, and begin to develop a treatment plan. Skills that will be developed include: the basics of a subjective evaluation, tests/measures/screens for mental status, vitals (blood pressure, respiratory rate and pulse rate), skin integrity, basic sensation/coordination/balance, general joint range of motion/ muscular strength screening, bed mobility, transfers, assistive devices related to gait, wheelchair mobility, and gait training. Students will also develop skills in the design and implementation of the following therapeutic exercise programs using a problem based approach; balance/coordination, muscle strength, power and endurance, flexibility, agility, and stabilization training. Emphasis will be placed on rationale for exercise prescription, physiological systems trained, proper performance of techniques, appropriate monitoring of response to exercise, and adjustment of training dosage.

This course focuses on the physical and physiological basis for safe, effective use of therapeutic biophysical agents, including massage, mechanical compression, heat and cold, laser, biofeedback, and electricity. Theoretical models for understanding the basis for pain are introduced. Emphasis is placed on development of clinical rationale/decision-making, and problem solving.

This is the first in a series of six clinical education experiences during which the student is to integrate academic materials and practice psychomotor skills including patient examination, assessment, interventions, and documentation which have been presented to date in the curriculum. (See Skills List DPT 580). The student is also expected to observe, discuss and assist the Clinical Instructor with examinations and interventions that have not yet been presented in class. During this fulltime three-week experience, the student will be supervised by his/her Clinical Instructor (a licensed Physical Therapist with at least one year of experience, whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences). The classroom portion emphasizes utilizing clinical education resources in preparation for selecting future clinical education experiences, as well as application of communication, leadership, and clinical reasoning in the clinical setting.

This course examines psycho/social/emotional issues that have impact the quality of person-centered care. Influences on effective communication, motivation and adherence, and goal attainment will be assessed. Roles of physical therapists as collaborators, consultants, teachers and care supervisors for persons with a range of psycho/social/emotional needs will be discussed. Specific psychosocial concerns pertaining to mental healthcare will be explored. Strategies for identification/prevention of professional/care giver burnout will be presented. Current events and healthcare hot topics will also be explored through a person-centered care lens.

This course is an elective offered to physical therapy students desiring to gain experience in academic teaching. It consists of seminars and supervised academic teaching experiences. The seminars will be concerned with issues related to the development of effective teaching skills. The student will be concerned with issues related to the development of effective teaching skills. The student will assist the instructor in the design, set-up and presentation academic of lectures and laboratories to underclassmen within the physical therapy program.

This is the first in a two-course sequence, addresses patients with musculoskeletal conditions. A quadrant (upper and lower) approach to instruction and testing is utilized in this course. Differentiation is a key theme for the musculoskeletal sequence with emphasis on clinical reasoning (signs and symptoms approach). Interventions include patient education, appropriate modalities and therapeutic exercise for the entire musculoskeletal system and manual therapy for the extremity joints. The desired outcome is return to patient's highest level of function with consideration of lifespan, cultural, and the patient's individual goals. This course is integrated with the Cardiopulmonary and Neuromuscular Therapeutics courses.

Focus on the physical therapy management of adult patients with neuromuscular disorders related to injury (e.g., cerebral vascular accident, traumatic brain injury, spinal cord injury) or degeneration (e.g., Parkinson's disease, multiple sclerosis) of central and peripheral components of the neuromuscular system. Elements related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes will be highlighted. Concepts related to motor control and motor learning will be incorporated throughout the course. Related research will be used to support interventions and assessment of outcomes.

This course focuses on the principles of health promotion, wellness, population health, and adult fitness applied to physical therapy management. The course incorporates national and international guidelines on wellness and disease prevention, assessment of cardiovascular and pulmonary disease risk factors, behavioral interventions, anatomy & physiology, and exercise testing and prescription. The application of cardiovascular and pulmonary anatomy and physiology and electrocardiography to human movement and physical therapy management is stressed. This course serves as preparation for content in DPT 640.

This course prepares students for the physical therapy patient/client management of individuals with primary and secondary cardiovascular and pulmonary disease across practice settings and the lifespan. This class builds upon students' current knowledge in prevention of chronic disease, health promotion, anatomy and physiology, exercise physiology, electrocardiography, pharmacology, and pathophysiology. The connection of the cardiovascular and pulmonary systems to the movement system is stressed. Emphasis is placed on clinical reasoning, evidence-based practice, and professional behaviors.

The focus of this course is developing the foundational skills of pediatric physical therapy. Concepts related to human development, movement skills across the lifespan, reflexes and motor learning are incorporated. Management of pediatric patients with disorders related to injury (e.g., cerebral palsy, myelomeningocele, brachial plexus injury, congenital muscular torticollis), genetic disorders (e.g., Down syndrome, muscular Dystrophy), or other developmental disorders (e.g., Developmental coordination disorder, autism) affecting central and peripheral components of the neuromuscular system are addressed. Elements related to examination, evaluation, diagnosis, prognosis, intervention and outcomes are highlighted. Emphasis is placed on an understanding of the child within the context of their family, community, culture and larger social systems. Frameworks for clinical decision-making are identified and used to guide learning and problem solving throughout the course. Related research is used to support interventions and assessment of outcomes, as well as incorporate evidence-based practice into pediatric treatment interventions.

This course is the first in a four-course series that covers topics relevant to clinical research and the principles of evidence-based practice. This course focuses on developing clinical questions and searching for intervention, diagnostic, and prognostic studies. For each study type, emphasis will be placed on research design, sound measurement principles, statistical tests and how to use the studies to answer clinical questions. A major portion of the course will emphasize the critical appraisal and synthesis of the findings of clinical research.

Last in a series of courses about contemporary issues in health care. The course focuses on the development, administration and management of physical therapy services within current and emerging health care systems. Approaches to optimize the professional effectiveness of practitioners will be emphasized.

Introduction to concepts of orthotic and prosthetic management of patient conditions. Themes include lifespan, cultural, financial issues and patients own individual goals in helping the patient achieve their highest level of function. Learn psychomotor skills in laboratory such as taping, total contact casting, residual limb wrapping, and therapeutic exercise.

This course focuses on elements of person/patient/client management for individuals who have integumentary issues or diagnoses. These elements include: examination (tests and measures), evaluation, diagnosis, prognosis/plan of care and interventions. Emphasis is placed on development of clinical rationales/decision making/problem solving. Other issues and roles for the physical therapist in integumentary management will also be presented: prevention, promotion of health/wellness/fitness, consultation, education, critical inquiry, administration and appropriate use of support staff. Specific areas of wound/skin management that will be covered are: the normal healing process, various types of wounds, factors that impede healing, wound/patient evaluation, debridement/ irrigation, dressings, modalities/physical agents and documentation and reimbursement.

This is the second in a series of six clinical education experiences during which the student is to integrate academic materials and practice psychomotor skills including patient examination, assessment, interventions, and documentation which have been presented to date in the curriculum (see Skills List DPT 680). The student is also expected to observe, discuss and assist the Clinical Instructor with examinations and interventions that have not yet been presented in class. During this full-time, three-week experience, the student will be supervised by his/her Clinical Instructor who is a licensed Physical Therapist whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences.

This course is the second in a four course series that covers topics relevant to evidence-based practice and to the research process. This course focuses on systematic reviews, clinical practice guidelines, outcome measures and qualitative research. Emphasis will be placed on research design, sound measurement principles, statistical tests and how to answer clinical questions. Students will apply this knowledge to examples from physical therapy literature to become good consumers of research, fostering critical evaluation of theories and techniques used in clinical practice.

This is the third of a four-part course series designed to progress students' abilities to use evidence-based practice (EBP) for use throughout their careers as physical therapists. Students will apply the knowledge and skills learned from DPT 650, DPT 700 and the movement system, with other sources of evidence, patient preferences/circumstances, and clinical expertise. This course will focus on developing students' skills in the application of various forms of evidence to clinical questions and situations. Specific topics include appraisal, interpretation and application of research evidence regarding diagnosis, prognosis, outcome measures, intervention, qualitative, and cost effectiveness. Students will also develop their skills for synthesizing and communicating research evidence to patients, caregivers, and others through written and verbal communication. An evidence-based practice written assignment will be completed for a real-world patient case.

This is the final course of a four-part course series designed to develop physical therapists who use evidence-based practice (EBP) throughout their careers. This course will develop advanced skills for EBP as it applies to complex patient presentations. Students will also develop and present evidence of their knowledge, skills, and abilities in applying evidence-based practice to patient management in a clinical setting. Specific topics include interpretation and critical appraisal of research evidence about diagnosis, prognosis, outcome measures, intervention, the patient experience (qualitative studies), and cost effectiveness. Additional topics include knowledge translation and shared decision making as it relates to evidence-based practice. Students will also develop their skills for synthesizing and communicating research evidence to patients, colleagues and other entities including case-based application of evidence-based practice during a presentation at the EBP Symposium. Complex patient situations across the movement system will be incorporated in the course.

This is the second of a two-course sequence that builds on the DPT 620 course. Key themes, including the quadrant approach, clinical reasoning, lifespan considerations, cultural humility, and patient-first approach continue to be emphasized throughout the course. This course builds upon the knowledge and skills developed in DPT 620 with a more in-depth focus on the spine and introduction of the temporomandibular joint. Manual therapy, to include thrust manipulation (thoracic and lumbar spine), is taught in this course. This course is cross curricular in nature, primarily focused on patients with musculoskeletal conditions but considering impairments from other systems.

This course presents current evaluation experiences and intervention topics applicable to selected patient populations and areas of specialty practice in physical therapy. Topics related to the pediatric population include neonatal intensive care unit, pediatric pelvic health, serial casting, educational setting, Early Intervention setting, and orthotic devices specific for pediatric clients. Topics related to geriatrics include psychosocial considerations for older adults and caregivers, functional assessments, exercise prescription, pain management, fall prevention, nutrition, communication, community resources, and treating clients with dementia. Topics related to other specialty practices in physical therapy include industrial rehabilitation, workstation assessment, aquatics, pelvic health, emergency department, home health, assistive technology, and alternative/integrative therapies. It is anticipated that this course will increase students' exposure to a greater variety of topics, skills, and techniques, and facilitate their interest in pursuing future areas of specialized clinical practice.

This is the third in a series of six clinical education experiences during which the student is to integrate academic materials and practice psychomotor skills including patient examination, assessment interventions and documentations which have been presented to date in the curriculum. The student is also expected to observe, discuss and assist the Clinical Instructor with examinations and interventions that have not yet been presented in class. During this full-time, three-week experience, the student will be supervised by his/her Clinical Instructor, a licensed Physical Therapist whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences. The classroom portion of this course focuses on preparing the student for clinical education internships and their future role as a clinical instructor.

Fourth in a series of six clinical education experiences and notably, the first extended affiliation during which the student is to deliver the continuum of patient care. By the completion of this full-time eight-week clinical experience, the student is to demonstrate entry-level competency in the delivery of patient care in the designated area of clinical practice (acute care, neurological rehabilitation, or orthopedics). The student will be supervised by his/her Clinical Instructor (a licensed Physical Therapist whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences).

Fifth of six clinical education experiences. By the completion of this full-time eight-week clinical experience, the student is to demonstrate entry-level competency in the delivery of patient care in the designated area of clinical practice (acute care, neurological rehabilitation, or orthopedics). The student will be supervised by his/her Clinical Instructor (a licensed Physical Therapist whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences).

The last clinical education experience. By the completion of this full-time ten-week clinical experience, the student is to demonstrate entry-level competency in the delivery of patient care in the designated area of clinical practice (acute care, neurological rehabilitation, or orthopedics). The student will be supervised by his/her Clinical Instructor (a licensed Physical Therapist whose facility contracts with St. Ambrose University for the purpose of providing clinical education experiences).

This course is concerned with evidence-based practice (EBP) as a framework for clinical decision-making by physical therapists. A historical overview of EBP and discussion of the evidence-based approach to clinical decision- making will be presented. Students will gain hands on experience in utilizing both filtered and unfiltered databases of the professional literature to answer specific clinical questions. Ultimately, the strength & quality of evidence supporting the use of select physical therapy tests, measures and interventions will be critically appraised. Prerequisites include a working knowledge of statistics & research methods -design.

This course is based on the disablement model and will focus on examination and interventions used in the four physical therapy practice pattern areas (musculoskeletal, neuromuscular, cardio- pulmonary and integumentary) across the lifespan. Emphasis will be placed on examination of patients and on modes of intervention that are applicable for specific diagnostic categories. Measurement properties and the scientific evidence supporting various tests, measures and direct interventions will be emphasized through lecture and demonstration. This course will enable the practitioner to utilize and understand the Guide to Physical Therapist Practice.

This course is designed to help students understand and apply anatomical and physiological principles that influence physical therapy practice. Information will build upon prior basic and clinical science course work. An emphasis will be placed on understanding how systemic and cellular adaptations that result from both intrinsic (e.g.: disease, aging) and extrinsic factors (e.g.: injury, training, and pharmacologic intervention) influence rehabilitation. Examples will cross all major practice pattern categories (musculoskeletal, neuromuscular, cardiopulmonary, and integumentary) and the life-span. Students will integrate this knowledge into examination, evaluation, and the development of care plans.

This course examines diagnostic testing procedures used in the evaluation of patients. This course will focus on the type of information gained through imaging procedures.

This course is designed to enhance the student's ability to develop pattern recognition skills for conditions or diseases across the human body systems. Hypothesis development and testing as it pertains to the physical therapy differential diagnosis will be emphasized. This course also addresses appropriate physical therapist interventions, to include referral for conditions or diseases that are not within a physical therapist's scope of practice. Cases of patients having multiple conditions will be used so that students must determine which condition or disease drives the intervention.

This course is designed to help students develop their clinical reasoning, perform thorough physical therapy examinations and develop effective care plans for medically complex patients. Building upon an understanding of the relevant pathophysiology, the learner will be challenged to integrate the findings of laboratory tests, diagnostic testing, medical treatment and procedures, as well as information gained from the patient, their families, other members of the health care team, and current evidence into the decision making process. A case study format, examination/treatment of mock patients, and group work with faculty mentorship will be used to address multiple system impairments across the lifespan and continuum of care.

The purpose of the Portfolio Project is for students to capture and reflect upon their growth into highly competent physical therapists ready for contemporary practice. The Portfolio Project will provide a mechanism for students to collect artifacts that demonstrate their growth, self-reflect and discuss their development, and use the peer review process to mentor others in their growth. The project will focus on the Department of Physical Therapy Core Values: (1) Clinical Practice and Patient Management (2) Interpersonal Skills (3) Professionalism, Professional Development and Leadership (4) Scholarship and (5) Service. Service learning is a learning experience that combines community service with preparation and reflection. Students will complete formative reflection activities throughout the curriculum. Students will share their portfolio for feedback at multiple time points beginning at the end of year 1. At the completion of the students will share their final product with faculty and create a summative digital presentation of their portfolio.

The purpose of this course is to enhance the physical therapist's knowledge of the procedures, and interpretation of selected diagnostic imaging techniques, within the context of orthopaedic physical therapy practice. Students will develop skills necessary to recognize common normal and abnormal radiographic findings emphasizing the relevance and integration of the results into the clinical decision-making process as they impact orthopaedic physical therapy. Students will not be expected to be able to interpret the specific tests for diagnostic purposes.

This course is the first of two that will further explore patient examination, evaluation, intervention, prognosis and physical therapy diagnosis for a patient with upper and lower quadrant musculoskeletal disorders. Didactic and laboratory instruction will include some review of professional DPT musculoskeletal material, with emphasis placed on enhancing skills, particularly clinical reasoning skills, from that level. The resident will be expected to prepare and present current patient cases. Lab sessions will involve specific hands-on techniques related to the upper quadrant. The resident will attend learning opportunities (weekend learning series Manual Therapy I & II and weekly video chats).

This course is the second of two that will further explore patient examination, evaluation, intervention, prognosis and physical therapy diagnosis for a patient with upper and lower quadrant musculoskeletal disorders. Didactic and laboratory instruction will include some review of professional DPT musculoskeletal material, with emphasis placed on enhancing skills, particularly clinical reasoning skills, from that level. The resident will be expected to prepare and present current patient cases. Lab sessions will involve specific hands-on techniques related to the lower quadrant. The resident will attend learning opportunities (weekend learning series Manual Therapy I & II and weekly video chats).

This 30-hour course is designed to update students on the latest evidence and clinical application of pain neuroscience education for patients in pain. Current best-evidence has shown that neuroscience educational strategies utilizing neurobiology and neurophysiology are able to reduce pain, increase function, reduce fear and catastrophization, improve movement and also change cognitions and brain activation during pain experiences. This class will systematically discuss the evolution of pain neuroscience education, why neuroscience education is needed in physical therapy and more importantly discuss the clinical application and implementation of pain neuroscience education for patients with acute, sub-acute and chronic pain. This course will incorporate various metaphors, images, examples and case studies on explaining neuroscience to patients in pain, as well as clinical issues such as compliance, pacing exercise and activity, incorporation of pain neuroscience education with traditional movement-based therapy, billing and insurance reimbursement concerns and delivering education in busy clinical environments.

This course is the first in a two part course series. The purpose of this course is to enhance the physical therapist's knowledge of administration and interpretation of outcome measures utilized with the pediatric population, as well as advanced handling skills utilized in pediatric physical therapy practice. Residents will develop the reasoning skills needed to select and administer outcome measures to interpret and apply during the clinical decision-making process as part of pediatric physical therapy. Didactic and laboratory instruction will include some review of professional DPT pediatric therapeutics material, with emphasis placed on enhancing skills, particularly clinical reasoning skills, from that level. The resident will be expected to prepare and present current patient cases. Lab sessions will involve specific hands-on techniques related to the outcome measures currently being covered.

This course is the second in a two part course series. This course will continue to build upon the physical therapist's knowledge of administration and interpretation of outcome measures utilized with the pediatric population, as well as advanced handling skills utilized in pediatric physical therapy practice. Residents will develop the reasoning skills needed to select and administer outcome measures to interpret and apply during the clinical decision-making process as part of pediatric physical therapy. Additionally, this course will enhance the physical therapist's clinical decision-making process when selecting, utilizing and monitoring the use of pediatric orthotics and durable medical equipment. Didactic and laboratory instruction will include some review of professional DPT pediatric therapeutics material, with emphasis placed on enhancing skills, particularly clinical reasoning skills, from that level. The resident will be expected to prepare and present current patient cases. Lab sessions will involve specific hands-on techniques related to the outcome measures currently being covered.

This course is the first of four, three-month clinical residency internships mentored by an individual with specialization credentials in orthopaedic physical therapy. During this block the resident will be involved in outpatient orthopaedic patient care for 40 hours/week. The resident will receive at least 4 hours/week of mentoring with direct one-to-one supervision from an experienced therapist who specializes in orthopaedics. Assessment will include the development and presentation of one case study with emphasis on evidence-based practice patient care performance.

Continuation of DPT-981.

Continuation of DPT-982.

Continuation of DPT-983.