Graduate Studies in Physical Therapy
Debra B. Wollaber, Dean, College of Health Sciences
David G. Greathouse, Associate Dean, School of Physical Therapy

David G. Greathouse (associate dean), Gail Bursch, Nancy S. Darr, John S. Halle, Cathy Hinton, Kevin Robinson, Michael L. Voight, Kathleen A. Westphal

Vision:

The vision of the Belmont University Doctorate of Physical Therapy program is to prepare a graduate who possesses the knowledge, skills, values and behaviors needed by today's health care practitioner to provide a foundation for adapting to future changes in the health care environment and who is committed to lifelong professional learning.

Purpose:

The school's purpose conveys the faculty's belief that graduates should be prepared to function as primary health care providers for persons with movement disorders, and to maximize the physical and psychological potential of individuals or groups through the demonstration and instruction of health promotion strategies. In order to competently assess and provide intervention for patients, graduates require an in-depth knowledge of the basic and applied sciences, need to possess critical-thinking skills, and must be able to intellectually bridge theory with practice. Integration of the psychosocial, cultural and ethical elements of patient care is also essential. The faculty believes in the importance of creating an environment that is intellectually challenging, as well as one which offers unique opportunities for learning and collaboration.

The goals and objectives of the school directly relate to the mission and philosophy of the College of Health Sciences. Individual courses have been designed to include learning experiences that allow graduates to meet the stated objectives. Learning experiences are presented in each course syllabus. Additional opportunities may be available for the student to be involved in independent and collaborative study in specialized areas, collaborative work in research, and multiple occasions for the development and practice of teaching skills.

Goals and Objectives:

The goals and objectives of the program directly relate to the vision and purpose of the school. Individual courses have been designed to include learning experiences that allow graduates to meet the stated objectives. Learning experiences are presented in each course syllabus. Additional opportunities that will be available to the student will include independent and collaborative study in specialized areas, collaborative work in research, and multiple occasions for the development and practice of teaching skills.

The goals of the Belmont University Doctorate of Physical Therapy program are to prepare physical therapists to:

The objectives of the Doctorate of Physical Therapy program will enable graduates to:

Physical Therapy Curriculum and Teaching Philosophy

The faculty of the School of Physical Therapy has identified critical thinking, inquiry, and decision making as essential skills necessary for life-long professional practice. Many of the program objectives, course objectives, and learning experiences are designed to develop these essential skills. It is also the opinion of the faculty that the best initial building block for development of these skills is a strong foundational knowledge of the basic sciences, coupled with an understanding of the theoretical concepts underlying physical therapy practice.

The curriculum is designed to teach the student that the achievement and maintenance of health is best promoted by the health care practitioner who possesses a thorough understanding of how the human body is designed and functions, and who is then also able to communicate this information to diverse populations in a variety of settings. Acquisition of this knowledge and these skills is supported by a learning environment that is intellectually challenging, open to collective and independent learning opportunities, and experientially broad enough to encourage collaboration with peers, clients, family members and anyone else deemed appropriate within and external to the discipline of physical therapy. Students are taught that success in the skills of communication and collaboration requires not only factual knowledge, but also the awareness and appreciation of various learning styles coupled with an understanding of individual and population-specific social concepts, values and ethical behaviors.

Additionally, each student is involved in a small group research project that culminates in a professional presentation of the scientific finding or scholarly work.

The curriculum design reflects a "building block design" where a foundation of basic science and applied clinical science (the "cornerstone") serves as the basis for further development of the clinical, social, and behavioral sciences.

Professional Entry-Level Doctorate of Physical Therapy

The mission of the Belmont University Physical Therapy program is to prepare a graduate who possesses the knowledge, skills, values, and behaviors needed by today's health care practitioner to provide a foundation for adapting to the future changes in the health care environment and who is committed to lifelong professional learning. The three-year professional education curriculum culminates in the Doctorate of Physical Therapy. The physical therapy curriculum at Belmont University has been developed to provide physical therapists with a strong foundation in basic health sciences and an understanding of the theoretical basis for physical therapy practice. The goal of this program is to prepare a generalist physical therapy practitioner with critical thinking abilities who can bridge theory and practice and demonstrate excellence in the performance of general clinical skills.

Initial course work emphasizes foundational sciences: anatomy, physiology, pathology, kinesiology, and movement theory. Subsequent course work stresses physical therapy clinical science – the body of knowledge which comprises the profession of physical therapy. Professional socialization issues – ethical, social, legal, communication, management, education, diversity, lifespan perspective and scientific inquiry – are carefully woven through each course in the curriculum. Courses in management, education, sociology of health care, and critical inquiry prepare students for the multiple roles of the physical therapist.

Four learning activities occur each semester with close coordination of these activities within and across individual courses: knowledge acquisition, skills laboratories, integration seminars, and experiences in clinical settings. Additionally, each student is involved in a small group research activity that spans the three-year curriculum and culminates in a professional presentation of the scientific finding during the final semester of the program. Part-time clinical experiences, incorporated into specific clinical science courses, occur in local physical therapy clinics. Four full-time clinical experiences, each eight weeks in length, occur in clinics nationwide.

Academic Policies

Admission to the professional entry-level Doctorate of Physical Therapy degree program is based on qualifications and space availability. Admission is awarded without regard to gender, race, color, age, religion, national origin, or handicap.

A. Requirements for Admission to Graduate Program

Applicants to the professional entry-level doctoral program in physical therapy must have completed or shown evidence of substantial work toward the following in order to be considered for admission:

Based on consideration of the complete set of application materials, the evaluation from the admission interview, and the writing sample, the Physical Therapy Program Admissions Committee will select the applicants to be admitted to the program. Notification of admission decisions will occur in a timely manner following the completion of all admission interviews. A bachelor's degree must be completed prior to beginning study in the Physical Therapy program. All students admitted to the program who are still completing bachelor's degree programs and/or prerequisite course work at the time of the application, must submit final transcripts for such pre-physical therapy studies prior to the start of the first semester of study in the Physical Therapy program.

B. Limitation on Completion of Requirements

A graduate student in the Doctorate of Physical Therapy program must complete all degree requirements within a six-year period. Time limits shall be computed from and will include the first semester of credit applied to the degree program.

C. Probation and Suspension

It is essential that students make satisfactory progress toward their degree in terms of consistency and performance. Unsatisfactory progress will result in the following actions:

Students on probation must raise their cumulative GPA to 3.0 or better within the next two semesters. Students must have a 3.0 GPA before starting any full-time (8-week) clinical. If a student fails to meet this criterion, the student is automatically dismissed from the program. Any student who is dismissed may apply for readmission.

D. Repeating Courses

If a student wishes to repeat a course, the student will state this request in writing the rationale and foundations for this request. The request will be forwarded to the Associate Dean, School of Physical Therapy. The Associate Dean will forward this request to the Physical Therapy faculty for review, discussion and decision. The Associate Dean will then make a decision on the request. If the request is approved, the course must be repeated the next semester the course is offered. The last grade will be the permanent grade recorded, and the student's GPA will be recomputed accordingly. No course may be repeated more than once.

E. Readmission

Students who fail to register for courses during a given semester are required to apply for readmission to the Chair.

Physical Therapy Courses (PHT)

PHT 500. Histology (3). This course involves the study of the structure of cells, tissues and organs on a microscopic level, with linkages to function. Additional emphasis is placed on connective, contractile and neural tissue.

PHT 501. Kinesiology/Biomechanics (6). This course examines selected anatomical, structural and functional properties of human connective, muscular, and nervous tissues, as well as skeletal structures. Emphasis is placed on the mechanical, neuroregulatory, and muscular events that influence normal and pathological motion. The fundamental patient assessment skills of muscle testing and goniometry are presented.

PHT 502. Human Physiology (7). This course involves the study of human physiological systems with special emphasis placed upon acute and chronic responses, and intercommunication of these systems, when confronted with changes in environment, activity, and/or age.

PHT 503. Critical Inquiry I (2). The focus of the course is on the practical use of research. Commonly accepted research principles, ethics associated with research, concepts of measurement, and research designs most pertinent to the clinical practice of physical therapy are addressed. Areas of emphasis include reading and interpreting professional literature, identifying independent, dependent and control variables within research studies, conducting literature reviews, and critically analyzing new concepts and findings.

PHT 504. Therapeutic Exercise (1). This course involves the study of fundamental therapeutic exercise principles and techniques that are incorporated into all physical therapy courses. Principles of exercise are introduced for flexibility, strengthening, isokinetics, plyometrics, balance and coordination training, and aerobic exercise. Basic clinical skills presented include vital signs, positioning, draping, range-of-motion exercises, proprioceptive neuromuscular facilitation, transfer techniques, use of assistive devices and gait training. Designing rehabilitation home exercise programs is integrated throughout the course.

PHT 510. Human Anatomy (7). The focus of this course is an in-depth study and analysis of the regional and systemic organization of the body. Emphasis is placed upon structure and function of human movement.

PHT 511. Pathophysiology (3). This course presents the fundamental vocabulary and concepts of disease to include their causes, lesions, and mechanisms. The diseases are approached by organ system, with a review of the anatomy and physiology involved, epidemiology of each disease, pathologic and clinical manifestations and diagnostic techniques.

PHT 512. Physical Therapy Foundations I (3). This course covers fundamental patient care skills and serves as an introduction to performing and documenting examination techniques that are a component of patient evaluation, basic physical therapy interventions and concepts of prevention. Case scenario laboratory sessions emphasize:

1. skills such as draping, positioning, and good body mechanics which are consistently reevaluated with particular emphasis placed upon issues of safety and dignity;
2. basic examination techniques such as assessment of vital signs;
3. treatment techniques that involve therapeutic modalities and massage;
4. the practice of the art of time management; and
5. an introduction to the CPT code system as it pertains to the use of therapeutic modalities.

PHT 513. Critical Inquiry II (3). This course deals with the study of the statistical methods most pertinent to physical therapists in clinical practice. Management and synthesis of data are emphasized, and data interpretations are related to relevance for clinical practice. A computer laboratory is used to provide the students with an opportunity to use both Windows-based spreadsheet and specialized statistical software.

PHT 514. Theory and Evaluation Principles (2). The course provides a general overview of the fundamental concepts and principles central to the development of physical therapy as a clinical science. Areas addressed include introduction to formulation and use of theory and differing sources of knowledge, specific professional issues central to clinical practice, role of conceptual models of evaluation, introduction to the concept of a scanning examination, development of clinical reasoning/judgment/decision making skills, the APTA Guide to Clinical Practice, and simple analysis of clinical cases and case reports.

PHT 515. Clinical Experience I (1). This course introduces the student to the clinical environment and helps to develop interpersonal skills needed to successfully interact with patients, families, health care professionals and the community. The development of writing skills for clear, concise and accurate medical record documentation is emphasized. Patient cases guide the learning activities to enhance the clinical experience gained one morning each week at local facilities.

PHT 520. Neuroscience (6). The focus of this course involves a study of the development, structure and function of the human nervous system. Emphasis is placed on applied anatomy and the clinical consequences of injury and pathology within the central, peripheral and autonomic nervous systems. Additionally, the course makes reference to theories of motor control and motor learning, muscle tone, posture, balance, sensory perceptions, and both normal and abnormal movement.

PHT 521. Physical Therapy Foundations II (3). This course presents a study of the physical therapy and medical management of selected patient populations including patients whose impairments or disabilities require prostheses, orthoses, wound care, or electromyography studies.

PHT 522. Musculoskeletal Physical Therapy I (6). This course is the first in a sequence of two that provides an in-depth exploration of the evaluation, differential diagnosis, prognosis, and intervention of various musculoskeletal dysfunctions of the extremities. Physical therapy evaluation, assessment, intervention and prevention of soft tissue, bony, and post-surgical problems of the upper and lower extremities is discussed from the orthopedic perspective. This course includes planning and implementing treatment programs including exercise, mobilization, and other orthopedic physical therapy concepts. Clinical competence in the evaluation and treatment of extremity dysfunction is developed.

PHT 523. Psycho-Social-Cultural Implications in Human Development (3). This course presents the study of normal sequences of neuromuscular, perceptual, psycho-socio-cultural development, diversity and their relationship from infancy through old age. Human interaction and communication, strategies for understanding adaptations to disease and disability, and development of cultural sensitivity and competent skills for practice are included.

PHT 524. Critical Inquiry III (1). This course applies research design and evaluation principles to answer clinical science questions. This is the first phase of a group scholarly project in which the research question is formulated, researched, and a proposal is written for submission to the Belmont University Institutional Review Board. Elements of this process may include pilot work, biomedical instrumentation, survey and questionnaire development, and other procedures necessary to address the variety of questions posed. The group project is supervised and mentored by a minimum of two physical therapy faculty members, with additional outside coordination when applicable.

PHT 525. Clinical Experience II (1). This course promotes further development of interpersonal, communication, and patient care skills. Patient cases guide the learning activities to enhance the clinical experience gained one day each week at local facilities. Students are also introduced to the concept of developing an individual plan for physical therapy practice affiliations.

PHT 530. Musculoskeletal Physical Therapy II (6). This is the second in the sequence of two courses that provides for the continuation of the in-depth exploration of the evaluation, differential diagnosis, prognosis, and intervention of various musculoskeletal dysfunctions of the extremities and the spine. Physical therapy evaluation, assessment, intervention and prevention of soft tissue, bony, and post-surgical problems is refined for the upper and lower extremities. In addition, dysfunction of the axial region (spine, pelvis, and temporomandibular joints) from an orthopedic perspective is emphasized. This course includes planning and implementing treatment programs including exercise, mobilization, and other orthopedic physical therapy concepts. Clinical competence in the evaluation and treatment of both extremity and spine dysfunction is developed.

PHT 531. Neuromuscular Physical Therapy I (6). This course is the first in a sequence of two courses that provides an in-depth exploration of the assessment and intervention procedures used with persons with various neurological pathologies. The focus of this course is on neurological problems acquired in adulthood. Theories of motor control and motor learning are studied and applied to assessment and treatment. Laboratories (which include some contact with persons with neurological dysfunction) are used to strengthen evaluation and intervention skills, especially the analysis of movement, as well as planning, practicing, and modifying treatment. Clinical competence in the evaluation and treatment of persons with neurological pathologies is developed.

PHT 532. Ethics in Health Care (3). This course prepares the student to approach ethical dilemmas objectively with a thorough understanding of professional moral responsibility. Information presented in the course assists students to: distinguish ethical from other kinds of issues in health care; identify the morally relevant features of a case; identify the options open to a therapist faced with a moral problem; provide justification for the best options; consider counter arguments for one's position(s); and enhance commitment to promoting the dignity of others.

PHT 533. Clinical Medicine (2). Introduction to the pathophysiologic mechanisms of human diseases seen in current health care practice, with a focus on those encountered by physical therapists. Study and recognition of signs and symptoms that may cause movement impairment or dysfunction is included. The recognition of patient problems that are non-movement related and may require referral to other health care professionals is emphasized. The format of the course includes lectures, discussions and problem-based, patient-centered study learning activities.

PHT 534. Health and Wellness (2). Contemporary issues related to wellness and health promotion are the focal points of this course.

PHT 535. Clinical Experience III (1). Further development of interpersonal, communication, and patient care skills is the focus of this course. Patient cases guide the learning activities to enhance the clinical experience gained one day each week at local facilities.

PHT 536. Critical Inquiry IV (1). This course is the second phase of a group scholarly research project that was begun in Critical Inquiry III (PHT 524). The primary focus of this seminar class is on data collection. Students are responsible for all the elements associated with the data collection process, to include, but not limited to: recruiting subjects, coordinating laboratory space and equipment, calibrating equipment, completing data and informed consent forms, collecting data, and entering and securing data. The faculty mentors from PHT 524 continue to provide mentorship and assistance with this phase of the project.

PHT 537. Physical Therapy Practice I (8). This course consists of an eight (8) week full-time clinical experience.

PHT 540. Neuromuscular Physical Therapy II (6). This course is the second in a sequence of two courses that provides an in-depth exploration of the assessment and intervention procedures used with persons with various neurological pathologies. The focus of this course is on neurological problems present from birth or acquired in childhood. Emphasis is placed on motor control and learning, motor development and developmental disabilities. Family and environmental contexts are stressed. Laboratories (which include some contact with children with neurological dysfunction) are used to strengthen evaluation and intervention skills, especially the analysis of movement, as well as planning, practicing, and modifying treatment. Clinical competence in the evaluation and treatment of children with neurological and developmental pathologies is developed.

PHT 541. Cardiopulmonary Physical Therapy (4). Physical therapy evaluation, assessment, intervention and prevention in patients with primary and secondary disorders of the cardiopulmonary systems are the focus of this course. Principles of exercise testing and training for both healthy adults and for patients are included. The emphasis is on designing comprehensive programs that include patient education, assistance with life-style changes and activity prescriptions.

PHT 542. Pharmacotherapeutics (2). This course teaches the student to utilize knowledge of physiology and neuroanatomy to develop an understanding of the effects of medication on human performance throughout the life span within the context of various dysfunctions. It is designed to develop an understanding of substance abuse, drug interactions, drug compliance, age and dosage recommendations.

PHT 543. Health Care Systems (3). This course will cover such topics as managed care, risk-sharing (capitation), provider and payor-sponsored delivery models, market analysis and healthcare product design. Through case studies, panels, and lectures, the course will not only provide instruction in the basic strategies of managed healthcare; but will also expose the student to real-time market dynamics.

PHT 544. Physical Therapy Management (3). This course focuses on the skills and knowledge needed by the physical therapist to effectively fulfill supervisory and management roles in the health care setting. Concepts of management theory, organizational behavior, time management, quality and outcomes, medical malpractice, resource needs analysis, fiscal management, risk management, personnel management, and supervisory skills are included.

PHT 545. Industrial Physical Therapy (2). The main focus of this course is related to the understanding of the role that physical therapists in both the industrial continuum and sports physical therapy with an emphasis on acute management of traumatic injuries and/or sudden illness. Injury prevention with an emphasis on ergonomics, functional capacity assessment for a safe return to work, and work reconditioning will also be covered. The format of the course includes lectures, discussions, laboratory experience, and problem based, patient-centered case study learning activities. Students who successfully complete this course will also receive American Red Cross certification in professional rescuer CPR and First Responder certification.

PHT 546. Critical Inquiry V (1). This is the final phase of the group scholarly project begun in Critical Inquiry III (PHT 524). All elements of the research process are brought together to generate a scholarly manuscript suitable for publication in a professional, peer reviewed, physical therapy journal. The majority of the semester will be dedicated to data analysis, interpretation, and generation of the scholarly manuscript. As has been the case with the previous courses associated with this group research requirement (PHT 524 and PHT 536), faculty mentors will assist the students in developing their project into a professional manuscript.

PHT 547. Collaborative Teaching (1). The intent of this class is for the student to develop accountability for integrating clinical information with classroom instruction by taking on roles as prospective faculty members addressing the pedagogy of their discipline. The design of this class is an instructional strategy in which small groups work together toward a common goal of providing accountable instruction with plans, objectives, appropriate implementation, and outcomes assessment in terms of student learning. This course is an introduction to the treatment of teaching as a scholarly activity, and encourages a variety of techniques that represent the transformation of ideas for particular students in particular contexts.

PHT 550. Physical Therapy Practice II (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 551. Physical Therapy Practice III (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 552. Physical Therapy Practice IV (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 553. Clinical Correlates (1). Students discuss complex cases from their clinical education experiences and review pertinent literature. The course incorporates credit for previous presentations (oral and written) of scholarly projects.

PHT 554. Strategic and Financial Planning in Healthcare (3). This course serves as a capstone course to prepare graduating students on the financial and strategic planning issues in healthcare services delivery.

Doctorate of Physical Therapy/Master of Business Administration (DPT/MBA)

Graduates of the Belmont University Doctorate of Physical Therapy (DPT) degree program, in a cooperative agreement with Belmont University Massey Graduate School of Business, have the opportunity to transfer credit for some of their DPT coursework into the Master of Business Administration (MBA) program.

Belmont University DPT graduates may apply to the Massey Graduate School of Business for the Master of Business Administration (MBA) program. All prerequisites for admittance into the MBA program (including two quantitative courses) must be satisfied. The DPT/MBA students are required to complete all core business courses (24 hours) are required for the MBA degree. In lieu of the 10 health care elective hours required for the MBA degree, the DPT graduates may substitute the following DPT courses:

1. PHT 532 3 hours Health Care Ethics
2. PHT 543 3 hours Health Care Systems
3. PHT 544 3 hours Physical Therapy Management
4. PHT 554 3 hours Strategic and Financial Planning in Health Care

Further information on this DPT/MBA program may be obtained from the Jack C. Massey Graduate School of Business – The Massey School of Business, (615) 460-6660, or the School of Physical Therapy – Lucy Baltimore, Program Assistant, School of Physical Therapy, (615) 460-6726, budpt@mail.belmont.edu.