SHS: Physical Therapy

ENTRY LEVEL DOCTORATE OF PHYSICAL THERAPY
PROGRAM COURSE DESCRIPTIONS

SEMESTER I

This course is designed for the physical therapy curriculum as an introduction to the structure and function of the human body and is a prerequisite for most of the other courses. The entire human body is covered in lecture. The cardiopulmonary, neuromuscular and integumentary systems are studied as they relate to their anatomic structures. Palpation laboratories introduce the student to the practical application of surface anatomy. On the Bay Shore campus the laboratory involves cadaver dissection and prosection. On the Manhattan campus there is computer-assisted learning.

The initial presentations are systemic. Basic anatomic terminology, osteology, arthrology, angiology and neurology are covered to provide a background for the subsequent regional lectures.

In this course the PT student will learn the physiological processes of the body systems and their dynamic inter-relationships. Correlation between didactic information and clinical examples will be incorporated to promote critical thinking and prepare students for medical conditions encountered in the clinic. HS 403 provides the necessary prerequisites for other basic science courses that follow in the program. Students are encouraged to deal with the body as a series of interrelated systems that constantly impact one another. Bioinformatics are introduced to prepare the student for future courses in which literature reviews and research are required.

This course is a preparation for clinical education and a basis for one's growth as a physical therapist. The course will consist of various units of relevance to clinical education and physical therapy practice.

The course design is aimed at introducing physical therapy students to the essential aspects of their role as healthcare practitioners. Some areas included for discussion are definition of roles, patient/client and therapist communication, patient/client rights, accessibility issues, physical therapy practice settings, legislative issues in physical therapy, the APTA, and documentation formats, the disablement model, the Guide to Physical Therapist Practice, professional practice expectations, the healthcare system.

Physical Therapy Interventions I, is a clinical course designed to introduce the Physical Therapy student to common Physical Therapy Interventions. The student will participate in interactive learning activities that will guide the development of proficiency in basic physical therapy interventions. The student will participate in interactive learning activities that will guide the development of proficiency in basic physical therapy interventions. Through lecture, laboratory, role playing and group problem solving the student will learn to use critical thinking to analyze the situation, identify the problem, synthesize the solution and communicate this sequence with other health care professionals and patients / clients. Problems introduced are representative of those the first year student will encounter in clinic. Interventions learned will be useful for situations both simple and complex.

This is the first course in a three-semester sequence. This course provides an overview of human development and an introduction to the principles of normal growth and development through childhood. The second half of this sequence, Lifespan II, will explore development from adolescence through maturity. This first course is designed for physical therapy students to examine various developmental theories and the multitude of factors influencing the normal development process: the student will integrate developmental norms and sequences in the cognitive, psychosocial, motor, speech and language, play and moral development domains, both longitudinally and horizontally. The student will observe children’s development. The student will plan and problem solve age appropriate activities for the typically developing child. The student will also be able to summarize the effects of environmental and cultural factors on normal development and will be given the opportunity to individually explore development across the lifespan from a variety of perspectives (personal, cultural, ethnic, historical) through readings, observations, interviews and reflective assignments.

SEMESTER II

The discipline of exercise physiology provides a frame of reference for the scientific evaluation of the limits of human performance across a wide spectrum of individual differences. The principle of specificity and its effects on the physiological response to exercise, conditioning and training programs is assessed in individuals with reference to age, gender and level of physical fitness. Exercising for general fitness to improve health and wellness is differentiated from training for physiological capabilities to improve physical performance in specific sports or activities. Special attention is given to exercise and sports related injuries, and the assessment of the physiological response to rehabilitation exercise. In addition, the physiological consequences of inactivity, detraining, and immobilization are evaluated. Emphasis is placed on the evaluation of health related fitness goals, especially the effects of aerobic training and conditioning on endurance performance and cardiovascular health.

The laboratory sessions provide in-depth, hands-on experience to analyze and evaluate the physiological response of young men and women to various forms of work and exercise. The laboratory also provides opportunity to evaluate tests that measure strength, muscular power and endurance, maximum anaerobic power, maximal aerobic capacity, maximum physical work capacity, and cardiovascular fitness.

Kinesiology is the study of normal human motion. The ability to examine, evaluate and design a plan of care is dependent upon a therapist’s thorough understanding of kinesiology. This course will emphasize the analysis and examination of normal motion and muscle function to prepare the student for understanding pathologic function as well as providing a foundation for understanding current trends in rehabilitation. The student will be able to examine joint range of motion and muscle strength. The student will participate in human movement analysis and activity analysis. This course will provide a comprehensive overview of the principles needed to understand human function and dysfunction.

This course is designed to introduce the physical therapy student to the use of modalities, including both physical agents and electrotherapy, as interventions in clinical practice. This course will provide the student the guidance to evaluate literature regarding thermal and physical modalities. Through collaborative efforts, students will review literature and apply information found to relative case studies and present to fellow classmates and course instructors. Students will participate in role-play with therapeutic modalities. This will provide the experience needed to develop proficiency in the practical use of modalities as a physical therapy direct intervention. The Physics, Chemistry, physiological effects, indications and contraindications along with the application of each modality will be studied:

This course, the second in the Lifespan series, is designed for first year students in Physical Therapy. It reflects the perspective of the individual's development within the framework of one's family, community and the world at large that was established in Lifespan I. The emphasis of Lifespan II is the continuum of adult development from adolescence through old age and end-of-life issues. Particular focus is given to the relationship between accomplishing the developmental tasks of adulthood and responding to impairments/functional limitations. Factors associated with healthy life styles and wellness will be emphasized as students continue their analysis of "Healthy People 2010" goals and their application in physical therapy practice.

This required course is the first of a 3-part education sequence designed specifically for the physical therapy curriculum. Teaching patients, family members and/or caregivers about impairments, physical therapy interventions, home exercises, wellness, and injury prevention is an important skill for physical therapists. Using appropriate, culturally sensitive communication strategies allows the physical therapist to work effectively with individuals across the lifespan. Utilizing principles of learning and developing varied teaching strategies prepare the student to interact successfully with others. Motivational techniques and conflict resolution approaches provide the student with additional strategies for behavior change.

This course is designed to introduce the Physical Therapy students to the field of clinical sciences. It uses a systems approach to describe the material needed to understand diseases that require direct intervention of a physical therapist and analyze pharmacological management. This course is an integrated approach to clinical problem solving, and will utilize histology and pathology in the evolution of diseases that affect Physical therapy practice.

This course will first focus on basic histology and pathology so the student can build on this knowledge in understanding the pathophysiology of different diseases.

There will be 15 hours of basic histology and pathology. The rest of the 80 hours of the course will be taught using the systems approach, where in for every disease we will focus on the pathophysiology, etiology, signs and symptoms, diagnosis, prognosis, and pharmacological management of common medical disorders encountered in both hospital and patient setting. The pharmacological aspect of the lectures will address the mechanisms of action, therapeutic uses, side effects and drug interactions. This course is designed as an integrated approach of histology pathophysiology, medicine and pharmacology with special attention to situations encountered in Physical therapy practice.

SEMESTER III

This course is designed to introduce the student to the basic and clinical aspects of neuroscience. The basic component, the anatomy of the spinal cord, peripheral nerves and all levels of the brain, prepares the student to assess neurological problems seen in the clinic. The clinical component, which meshes with the basic component of the course, prepares the student for the therapeutic interventions of the physical therapist.

Physical Therapy Interventions III is a clinical course designed to provide the student with guidance and direction in comprehending Therapeutic Exercise and designing exercise programs for a variety of patients. Students will develop the ability to utilize therapeutic exercise as an intervention designed to eliminate or reduce the severity of impairments, functional limitations and disabilities and prevent or minimize future impairments, functional limitations and disabilities for the patient / client. The course is designed to guide the student through the cognitive process in the selection of and the use of goal oriented exercises in the intervention plan. The sequence of intervention planning and progression of exercise programs from simple to more complex will be analyzed throughout the course. Various types of symptom clusters will be presented and students will develop exercise programs accordingly.

This course is specifically designed for the entry-level physical therapy student preparing for their first clinical affiliations. Comprehension and application of the techniques covered in this course are basic to the broad practice of physical therapy. The course will combine the knowledge gained from previous courses with the theory and practice of patient examinations. The theoretical foundations and practical applications of various tests and measures will provide the student with the tools to examine a wide range of patients. It is recognized that this course will provide a base upon which subsequent courses will build with more advanced evaluative techniques.

The purpose of this course is to introduce the Physical therapy student to a problem solving process when confronted with a patient. A case study will be presented to groups of students who will over the course of the term determine the appropriate evaluations, assessments, treatment interventions, and goals. The students will present their case to the rest of the class on the last day.

During this course, students will explore research methodologies including analytical, descriptive, experimental and qualitative. Methodological and evaluative research studies will be examined and ethical issues in research raised. Informed consent will be discussed along with the purpose and function of the IRB committee. Principles of measurement, populations and samples, probability and non-probability sampling techniques, experimental control and design, research hypotheses will be addressed. Students will read the research literature in order to identify areas of interest as well as significant and meaningful clinical problems that may serve as potential research topics for the research project. Student research study groups will formulate the initial phases of the comprehensive research proposal including the introduction and part of the methodology that includes subject selection and the elements of informed consent where human subjects are involved. Student research groups will select and/or be assigned a faculty research advisor who will work with them to refine research proposals, prepare documents for submission to the IRB Committee, and carry out research projects during the third year. Students will also examine and formulate the steps necessary to prepare research findings for presentation at conferences, and to prepare manuscripts for publication in professional journals.

This course is designed to integrate the physiology and pathophysiology of the cardiopulmonary system and to relate these foundation sciences to treatment and prevention strategies for cardiopulmonary impairments, limitations and disabilities. Emphasis will be placed on the examination and evaluation of the cardiopulmonary system, differential diagnosis of cardiopulmonary practice patterns, prognoses, and therapeutic interventions, wellness and prevention programs. Students will be able to plan and implement appropriate intervention strategies for well and compromised clients of all ages and all backgrounds. To facilitate this process a problem solving approach will be utilized throughout the course in addition to lecture and laboratory sessions.

This course is a clinical course designed to provide the Physical Therapy student with the knowledge, skills, and analytical abilities to examine, evaluate, diagnose, formulate a plan of care with prognosis, and manage patients with integument disorders such as impaired integument integrity, burns, edema, and restricted lymphatic drainage. A thorough exploration of connective tissue layers, connective tissue repair, and wound healing will precede discussion of the principles and techniques of massage, myofascial release, wound care intervention, and ulcer prevention.

This is the second course of the Professional Development Sequence series. The course will address various topics that will enable the students to mature in their future roles as Doctors of Physical Therapy. In anticipation of their first clinical experience, the students will perform self-assessment using May’s criteria of professional behaviors and examine the works of various theorists on the subject of reflective practices. The students will use various case scenarios in order to integrate information about their own learning styles and select suitable communication styles befitting interactions with patients/clients and caregivers and clinical supervisors of physical therapy. Emphasis on the use of culturally appropriate communication styles will be addressed. To further foster professionalism within the students, additional topics such as, the rights of people with disabilities, the creation of a professional portfolio and the benefits of peer interaction with students of the senior class will be investigated. Students will also analyze the profession’s path towards Vision 2020, the importance of providing excellent care for their patients/clients and the need to abide by The APTA Code of Ethics.

This is the first affiliation for Physical Therapy students following one and one half years of academic training. It is a six-week, full time affiliation in selected health care settings that will enable the student to perform clinically with behaviors that meet standards of safety, professionalism, legal and ethical practice. Students will apply the knowledge and skills acquired during the previous three academic semesters and will use problem-solving abilities when encountering straightforward clinical scenarios.

SEMESTER IV

This course will emphasize examination, evaluation and intervention for dysfunction in the musculoskeletal system. Emphasis will be placed on an understanding of the pathophysiological basis for musculoskeletal dysfunction and the integration of the therapeutic process for the restoration of function of the patient with dysfunction of the musculoskeletal system. This class presents the physical therapy student with the fundamental principles and concepts as they relate to musculoskeletal clinical practice and will progress to exposure to, and integration of, accepted intervention and advanced therapeutic techniques. The role of joint mobilization as a type of intervention is introduced. Through lecture, laboratory, and problem solving sessions we will investigate all musculoskeletal practice patterns.

When given the responsibility of being part of the rehabilitation team working with a patient with a neurological dysfunction, the physical therapist performs an examination, evaluates the result of the examination, formulates a physical therapy diagnosis, determines the prognosis, develops a plan of care and performs interventions that lead to enhancement of function. Via lecture, group activity, literature search and laboratory practice, the student will learn the theories and applications of these processes.

Students study a broad spectrum of research methodologies including analytical, descriptive, experimental, qualitative, methodological and evaluative research studies as well as ethical issues in research, informed consent and the purpose and function of the IRB committee. Principles of measurement, populations and samples (probability and non-probability sampling techniques), experimental control and design, and research hypotheses will be emphasized. In DPT 605 students will read the research literature in order to identify areas of interest as well as significant and meaningful clinical problems that may serve as potential research topics for the research project. Student research study groups will formulate the initial pahases of the comprehensive research proposal including the introduction and part of the methodology that includes subject selection and the elements of informed consent where human subjects are involved.

‘PT Interventions IV’ is a course that presents information on artificial limb and braces. This information allows the Physical Therapist to help in the selection of the proper device for their patients and to train them in the uses of these devices. The course presents information on the design, biomechanical principles, fit and function of prostheses. In addition, patient/client intervention and prosthetic/orthotic care is included.

Every student in the Touro College’s School of Health Science is required to devote twenty-five (25) hours to community service as a graduation requirement. The purpose of this requirement is to provide students in the Physical Therapy Department with an opportunity to learn from, and give back to, the larger community. Through this experience students may interact with people from different cultural and socioeconomic backgrounds. Students also will be exposed to their families, friends, caregivers, health care and/or other community agencies. Students may work with individuals who have impairments, leading to functional limitations in the physical, cognitive, and /or social-emotional domains. Students also may elect to volunteer in agencies/programs designed to help people who struggle with issues related to poverty, homelessness and/or hunger. Students may complete this requirement at any time in their second or third year in the program.

These seminar series will expose the students to the breadth of the physical therapy profession and the scope of practice for PTs. The students will evaluate current APTA Core Values in professionalism, legal and legislative issues facing PTs and PTAs and will apply the Code of Ethics of the APTA in matters of professional conduct. Within these series, the students will assess their skills as reflective practitioners and identify ways to collaborate with other health care professionals so as to promote proper utilization of services in the patient/client management model of care. Students will participate in a PT/PTA forum so as to test their future supervisory roles of the PTA. Students will formulate a mentoring system using e-mail to communicate with students who will be on their first affiliation.

This is the second affiliation for Physical Therapy students following two years of didactic and clinical training. The student will have completed coursework, which allows them to treat most patients from the four basic system areas, i.e., cardiopulmonary, itegumentary, musculoskeletal, and neuromuscular. The affiliation provides students with the opportunity to enhance their clinical decision making skills in the application of the patient client management model. Application and practice allow the student to build confidence in all aspects of patient care. Students are encouraged to explore their role as well as the role of various members of the health care team as they design and implement the plan of care for their patients.

As students progress through the Clinical Education sequence they develop an understanding of the PT’s role as a consultant and as a team member working with PTAs and other supportive personnel. Students should demonstrate the initial ability to function professionally in these roles.

SEMESTER V

This final course in the Lifespan series is intended to inform the student about the particular physical issues associated with aging. Information provided in this course about how the aging process affects the systems of the body will prepare the student to evaluate and manage the physical therapy related issues and movement dysfunctions found in the aging population. As this population is expected to increase at an extremely fast rate over the next decade, it is of great importance that graduating Physical Therapists develop an understanding of the specific conditions that face the aging individual, as well as learn to utilize the appropriate evaluative, assessment, and intervention skills.

The purpose of this course is to continue the training of the physical therapy student to a problem solving process when confronted with a patient. A case study will be presented to groups of students who will over the course of the term to determine the appropriate evaluations, assessments, treatment interventions, and goals. The problems that the student is expected to solve in this case study will be more complex, reflecting the additional coursework and clinical experiences that they have received since DPT 604. The students will present their case to the rest of the class on the last day.

This course will cover the examination, evaluation, diagnosis and prognosis of disorders of the vertebral column; including cervical, thoracic, and lumbar spine, the sacrum and the sacroiliac joints. Students will spinal mobilization techniques and other interventions such as postural re-education. Body mechanics and industrial rehabilitation will be covered as well as rehabilitation of temperomandibular disorders.

This is an advanced hands-on course in the physical therapy curriculum designed to help the student synthesize information on normal and abnormal development, anatomy and pathophysiology as it relates to the pediatric patient. This course is designed to foster an understanding of pediatric disorders affecting the neuromuscular, cardiopulmonary and musculoskeletal systems. Students will explore the various physical therapy examination, evaluation and intervention approaches to be able to determine appropriate physical therapy diagnoses and prognoses and ultimately prepare a plan of care for the pediatric patient. Various intervention methodologies will be analyzed and appropriate plans designed for the pediatric patient population. After completing this course it is expected that students will be able to integrate information from this course and its pre-requisite courses in examining and evaluating the pediatric patient to provide a diagnosis and prognosis as well as plan and implement appropriate treatment interventions for children with specific diagnoses and impairments. Students will be able to prescribe assistive devices and adaptive equipment when necessary. Finally, students will understand and value the role of each team member, including the parent or caregiver, in the multidisciplinary treatment of the pediatric patient.

Peer research study groups complete research projects under the supervision of their faculty advisors including data collection data analysis and preparation of the written research report. Student research groups will schedule regular meetings with their faculty advisors during each phase of the research project in order to insure reasonable progress towards successful completion of the study. In addition, periodic seminar meetings will be scheduled with the entire class to provide a forum for students to share their research experiences, both positive and negative, with each other. As opposed to atypical thesis, the written research report will take the form of a journal article prepared for submission for presentation at a professional conference.

This course is designed to promote the importance of professional participation and service. Through participation in professional activities, students will understand the organization of the physical therapy profession and how the governance of physical therapy practice and education affects physical therapists and the care of their patients. Students will have an opportunity to become advocates of the profession at the local, state, and national level; witness and participate in the governance of the profession; take part in discussions of professional issues such as ethics and direct access; and interact with physical therapy professionals at different career levels and in varied clinical specialties.

The student and their faculty advisor will customize and conduct the student experience as an independent study, following the guidelines established here. Every student in the Touro College Physical Therapy Program is required to be a member in good standing of the American Physical Therapy Association (or other professional PT association) as well as attend three professional physical therapy meetings

This required course is the second of a 3-part education sequence designed specifically for the physical therapy curriculum. Utilizing a variety of educational strategies which appeal to varied learning styles allows the physical therapist to share information about health, wellness and injury prevention to a variety of audiences. The principles of adult and collaborative learning support the development, evaluation and modification of educational programs. Reflection and feedback foster refinement of the physical therapist’s expertise both as a practitioner as well as a clinical educator.

This is an eight-week full-time affiliation scheduled in the middle of third (and final) year of Physical Therapy curriculum. DPT 650 is the third out of four full-time clinical affiliations; students previously had a six-week and an eight-week affiliation. Students should progressively assume a caseload and develop flexibility as they progress their patients through the patient/client management model. The students should be given responsibilities in terms of administrative Physical Therapy skills. The class has now the academic background dealing with all four preferred practice patterns. They have completed coursework relating to education of the patient, family, caregivers, colleagues and the community. During the final semester in the program the students will be taking courses related to the management of complex clinical situations, administration and research. The final eight-week affiliation is scheduled at the end of the third year.

SEMESTER VI

This basic course for the evaluation and treatment of the cardiovascular and pulonary patient will encompass a review of anatomy and physiology of the cardiovascular and respiratory systems, pathophysiology and PT implications of ischemic cardiac conditions, cardiac muscle dysfunctions, COPD and restrictive lung dysfunctions. The course will also include, basic ECG interpretation, basic understanding of acute care cardiovascular and pulmonary medications, cardiovascular and pulmonary diagnostic testing in reference to interpretation and PT implications, evaluation and treatment of the acute care cardiovascular, pulmonary and general acute care patients, treatment and management of post operative patients, creating Phase I cardiac and pulmonary rehabilitation treatment programs, ICU and CVICU management, and acute care discharge planning.

This course will focus on the consideration of multiple systems when examining and designing a plan of care for complex multi-symptom patients across the life span. Guided self/group study, research of the literature that forms the relevant evidence base, and discussion with expert and novice clinicians will lead to professional demonstrations and presentations. Self-reflection, constructive criticism, and new or emerging information will be incorporated to allow a global approach to the individual and complex patient. Groups will meet with faculty mentors on a scheduled basis to discuss each week’s independent work. (Pre-requisites: Successful completion of coursework from all previous semesters) (2 credits)

Student research study groups present the results of their research projects. While students have the major responsibility for research presentations, faculty advisors may assist in the presentations. All presentations in the research seminar will follow a format similar to professional conferences, and students are expected to make use of audio-visual materials (e.g. slides, overheads, power-point, handouts, etc.), and be subject to the usual time constraints of approximately 15-20 minutes per presentation including questions, comments and discussion. Students engage in a comprehensive evaluation of the entire research experience. Students will be asked to reflect on and share their individual and group experiences in all phases of the research project. Self, peer and faculty assessments will be required in this course.

This course is designed to provide the student with health care administration, management principles. During the course, the students will identify and analyze current issues in the health care setting. The students will compare and contrast different practice settings and will problem solve situations from rehabilitation environments. The focus will be on contemporary, relevant managerial and leadership issues with "real life" examples, in the rehabilitation environment. Critical topics to be explored will include managerial principles and functions; leadership and decision making; quality assurance and accountability; organizational structure, financial and reimbursement concerns; marketing and customer relations; and the regulatory and external environment.

This final seminar series will help prepare the graduating Doctor of Physical Therapy to contribute to the field of physical therapy in any area of professional practice, including clinical practice, education, administration, professional service, and research. Students will reflect and analyze the role these areas of practice play in shaping clinical education and the profession of physical therapy. Students will also explore current professional issues such as ethics, evidence based practice, and generic professional abilities as well as prepare for entry into the professional job market. The seminars will provide a rich source of ideas for the development of a culminating clinical education project to be implemented during Stage II of the final affiliation and for the development of their future careers as potential leaders in the profession.

DPT 660 represents the fourth and final clinical rotation for the graduating entry-level doctor of physical therapy student. Scheduled after the completion of academic coursework, this full-time supervised clinical experience in selected health care settings takes place in two stages spread over 20 weeks: Stage I occurs during the initial 8 weeks and Stage II is completed after the last 12 weeks. The affiliation will culminate with a clinical education doctoral project that explores in depth one aspect of the physical therapy profession and addresses the needs of the Clinical Affiliation Site.

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