proposal doctor of physical therapy (dpt) · 2012. 4. 18. · credit laboratory; and, merging of...

HEGIS 1212.00

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Proposal

Doctor of Physical Therapy (DPT)

Hunter College

Of the City University of New York

Dates of Approval: School of Health Sciences Curriculum Committee: April 18, 2012 School of Health Sciences Faculty: April 18, 2012 Health Professions Divisional Curriculum Committee: April 23, 2012 Graduate Course of Study Committee, Hunter College Senate: May 2, 2012 Hunter College Faculty Senate: May 9, 2012

Anticipated dates for implementation: June 2013

Table of Contents

HEGIS 1212.00 File: DPT Proposal 4-23-2012

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Abstract.......................................................................................................................................................................... 3 1. PURPOSE AND GOALS ......................................................................................................................................... 4 2. NEED ....................................................................................................................................................................... 5

A. National Standards ......................................................................................................................................... 5 B. Student Needs ................................................................................................................................................. 5 C. Community Needs .......................................................................................................................................... 6 D. Needs of the University and the College ....................................................................................................... 6

3. STUDENTS .............................................................................................................................................................. 7 A. Projected Enrollment ......................................................................................................................................... 7 B. Admission Requirements .................................................................................................................................... 8

4. CURRICULUM........................................................................................................................................................ 9 A. Credit Requirements and Program Outline ..................................................................................................... 9 B. Academic Progress through the DPT Program .............................................................................................. 14

1. Academic Courses ........................................................................................................................................... 14 2. Clinical Education Courses .............................................................................................................................. 14 3. Professional Development I and II .................................................................................................................. 14

5. FACULTY ............................................................................................................................................................... 15 A. Full-Time Faculty ............................................................................................................................................. 15 B. Adjunct Faculty ................................................................................................................................................. 16 C. Clinical Faculty ................................................................................................................................................. 16

6. COST ASSESSMENT ........................................................................................................................................... 16 A. Facilities ............................................................................................................................................................. 17 B. Library and Instructional Materials ............................................................................................................... 17

7. EVALUATION ....................................................................................................................................................... 20 A. Internal evaluation ........................................................................................................................................... 20 B. Outcome Measures ........................................................................................................................................... 21 C. External Evaluation ......................................................................................................................................... 21

REFERENCES ............................................................................................................................................................ 22 Appendix 1 .................................................................................................................................................................. 23 Appendix 2 .................................................................................................................................................................. 24 Appendix 3 .................................................................................................................................................................. 25 Appendix 4 .................................................................................................................................................................. 29 Appendix 5 .................................................................................................................................................................. 34 Appendix 6 .................................................................................................................................................................. 38 Appendix 7 .................................................................................................................................................................. 44 Attachment Form A1 Program Content and Requirement ........................................................................................... 53 Attachment Form B2 Program Scheduling .................................................................................................................. 55 Attachment Form D Faculty ...................................................................................................................................... 58 List of Tables Table 1 Projected Graduate Center and Hunter College Enrollments to 2017 .............................................................. 8 Table 2 Doctor of Physical Therapy Curriculum and Schedule by Year ..................................................................... 11 Table 3 Graduate Center and Hunter College Tuition Estimates During Transition ................................................... 18 Table 4 Projected Capital Expenditures for the Hunter College DPT Program ........................................................... 19


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Abstract This proposal seeks approval to transfer the degree-granting authority for a Doctor of Physical

Therapy (DPT) from the Graduate Center of CUNY to Hunter College and the College of Staten

Island. These two independent degree registrations will replace the existing Doctor of Physical

Therapy (DPT) jointly offered by the Graduate Center of the City University of New York (the

degree-granting institution) and College of Staten Island and Hunter College. The mandate of

the American Physical Therapy Association (APTA) requires the DPT as the entry-level degree

for the profession. The DPT curriculum prepares the graduate to examine, evaluate, diagnose,

and intervene in the management of impairments, functional limitations and disabilities of the

cardiopulmonary, musculoskeletal, neuromuscular and integumentary systems. The duration of

the clinical internships which complement the curriculum will remain 34 weeks. The research

component will require a publishable research project utilizing evidenced-based practice. The

program will meet changing national standards as well as community needs allowing graduating

physical therapists to work in a multitude of settings. Expected enrollment at Hunter College

will be twenty-eight students for each year of the three-year program. Hunter College will accept

students to begin courses in the summer semester. Applicants must have an earned baccalaureate

degree along with specified course prerequisites. The three-year curriculum requires 105 credits

of graduate course work. The current facilities at Hunter College provide appropriate space and

the necessary equipment for the program. Tuition rates and student fees are based on current

tuition for Masters of Social Work and Doctor of Nursing Practice which include a tuition

differential. Monies collected from the tuition differential will be provided to the department to

strengthen the services to the students and the academic DPT curriculum.


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1. PURPOSE AND GOALS Hunter College proposes to offer a clinical doctoral program in physical therapy leading to the Doctor of Physical Therapy (DPT) degree. This new program will replace the current Doctor of Physical Therapy Degree administered jointly through the Graduate Center of the City University of New York (the degree-granting institution), Hunter College and the College of Staten Island. The transfer of degree authority to Hunter College (and the College of Staten Island) will bring students and faculty under the same administrative structure. Students presently enrolled in these programs will be able to graduate under the current Graduate Center administration, but no new students will be admitted to the joint program. Potential students will apply separately to either Hunter College or the College of Staten Island. The DPT program follows the American Physical Therapy Association (APTA) mandate that physical therapists be credentialed with a doctoral degree, and conforms to curriculum guidelines set by the Commission on Accreditation in Physical Therapy Education (CAPTE)1. Conforming to CAPTE guidelines, each program site was separately accredited (see Appendix 1). Graduates will be eligible to apply for licensure after successful completion of the National Physical Therapy Examination in New York and all other states. The strong applicant pool in the past few years assures that the Hunter College DPT program will be fully enrolled in the coming years.

The DPT curriculum prepares students to become clinician-scientists who can competently apply research to clinical practice, perform all aspects of physical therapy (PT) practice, and perform clinical research. Graduates of the DPT program administered through the Graduate Center of CUNY, Hunter College and College of Staten Island have been prepared to accept entry-level physical therapist positions throughout the country. The proposed Hunter College DPT curriculum will maintain the same core curriculum previously accredited by CAPTE and followed over the past 4 years with the following exceptions which occur in the Fall semester of Year 1: Human Physiology and Exercise Physiology (PHT 720) will be expanded to include a 1-credit laboratory; and, merging of Introduction to Physical Therapy Practice & Ethics (PHT 70400, 2 credits) and Psychosocial Aspects of Clinical Practice (PHT 70600, 2 credits) into a new course entitled Ethical and Psychosocial Dimensions of PT Practice (3 credits). The core curriculum will continue its inclusion of adult and pediatric musculoskeletal, neuromuscular, cardiopulmonary, and integumentary examination and intervention with an emphasis on high level differential diagnosis, clinical decision making, research, radiology/ imaging, health care management, evidence-based practice, prevention/ wellness/ health promotion, and pathology. The clinical education experiences will continue to have the same distribution throughout the curriculum as they have had in the past. The research requirement will include a publishable research project which exemplifies evidence-based practice. The faculty has a strong commitment to educate students about safe, ethical, and effective practice based upon sound clinical rationale. There is a strong emphasis on developing a foundation in the basic and clinical sciences. Courses dealing with patient management emphasize a problem-solving approach to the examination of the patient and appropriate intervention. Educational emphasis is placed on a thorough examination with ongoing re-examination to ensure that patients receive the most effective and cost-efficient care. In summary, this curriculum offers a sound educational background that will better equip the graduate to examine, evaluate, diagnose, and intervene in the management of impairments, functional limitations, and disabilities of the cardiopulmonary, musculoskeletal, neuromuscular, and integumentary systems (See Appendix 2. Physical Therapy Scope of Practice).


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2. NEED This program is designed to provide students with professional skills at the level of the clinical doctorate. They will obtain this education while meeting professional, accreditation, and licensure requirements to practice physical therapy. With the emphasis on autonomous practice and the critical need to provide evidence-based practice, physical therapy clinicians need doctoral-level education in differential diagnosis, clinical decision-making, implementation of innovative models of care and business practices, and government regulations. In response to these changes, APTA resolved that the DPT is the appropriate degree for the profession. This proposed DPT complies with this resolution.

A. National Standards

In June 2000, APTA adopted the position that the DPT is the appropriate degree for the profession. According to the APTA Vision Statement, “By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other health care professionals as practitioners of choice to whom consumers have direct access for the prevention, diagnosis, and appropriate interventions for impairments, functional limitations, and disabilities related to movement, function and health" (2000 House of Delegates Meeting of APTA).

The Hunter College DPT program as an affiliate of the Graduate Center program, was designed to meet the changing national standards for accredited physical therapy programs. The program received full accreditation for the maximum of 10 years from CAPTE through 2016. By achieving accreditation, the program demonstrated that it met national standards. All accredited physical therapy educational programs are required to complete an annual accreditation report. Compliance with these requirements will insure that the program continues to meet national standards. See letter from CAPTE that supports the fact that the program and not the institution is accredited (see Appendix 1).

B. Student Needs The clinical Doctor of Physical Therapy program provides students with knowledge, skills, and qualifications to enter independent practice and perform clinical research. Graduates will have the skills to play an important role in the delivery of health care services within a dynamic health care system. They will have the ability to provide excellent clinical services, assume administrative positions, and conduct clinical research with the purpose of improving services and treatment approaches. Graduates will complete a curriculum that prepares them for passing the National Physical Therapy Examination (administered by the Federation of State Board of Physical Therapy Examiners (FSBPTE), which is a requirement for being hired and provides a final outcome measure for the DPT program. We have observed regionally and nationally a significant increase in the number of employment opportunities available to new graduates. The proposed DPT curriculum and doctoral degree will increase competitiveness for the best job opportunities available. The goals of the Physical Therapy Program are to select and prepare promising candidates with the skills and knowledge necessary to adapt to the changing needs of the health care delivery system, to diagnose and define essential clinical problems, and to formulate interventions that


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result in outcomes that enhance the patient’s quality of life. A graduate from this program will have the confidence and competencies that are necessary to demonstrate leadership in meeting society’s health care needs. The graduate will contribute to the body of knowledge of care of physical and movement disorders through systematic clinical inquiry to optimize recovery of people entrusted to their care. With their students, the physical therapy faculty seeks to explore the frontiers of knowledge relating to the prevention and elimination of movement disorders and physical pathologies. When these pathologies cannot be reversed, faculty and students will define and monitor the principles of rehabilitation that ensure outcomes resulting in an optimal quality of life outcome for recipients. Using an evidence-based practice model, the physical therapy faculty seeks effective and innovative interventions to teach students how to the prevent and eliminate pain and movement disorders, assist recovery of function and provide compassionate, culturally sensitive care within an urban health care environment.

C. Community Needs Physical Therapy is a profession that is vital for society. As our population ages, the number of people requiring rehabilitation for acute and chronic conditions will increase. Physical therapists work in a multitude of clinical and recreational settings, and their contribution to health promotion has rapidly expanded.

Based on current 2011 U.S. Department of Labor Statistics2, employment for physical therapists through 2018 is expected to grow by 30 percent and much faster than the average for all occupations. The increased need for physical therapists is a result of the rapid growth in the number of middle-aged and elderly individuals who require therapeutic and rehabilitation services. The rapidly growing elderly population is particularly vulnerable to chronic and debilitating conditions that require therapeutic services. Also, the baby-boom generation is entering the prime age for heart attacks and strokes, increasing the demand for cardiac and physical rehabilitation. In addition, younger people will need physical therapy as technological advances save the lives of a larger proportion of newborns with severe birth defects. Future medical developments will permit higher survival rates of trauma victims, creating yet another service demand for rehabilitative care. Widespread interest in health promotion will also increase demand for physical therapy services. A growing number of employers are using physical therapists to evaluate worksites, develop exercise programs, and teach safe work habits to employees in the hope of reducing injuries. Based on current New York State Occupational Outlook to 20123, the projected growth of new jobs for physical therapists is 20 percent in New York City area, similar to state-wide projections.

D. Needs of the University and the College The mission, vision, and values of CUNY and Hunter College address students’ accessibility to competitive and rigorous professional programs and excellence in teaching and research. Equity in availability of this education has been a long-standing CUNY tradition. In addition, institutional directions include achievement of regional, national, and international recognition. The mission of Hunter College is best reflected in the statement that:

While preparation for specific careers is an important objective of many programs, the fundamental aim of the college experience as a whole is to develop a student’s rational, critical and creative powers. Such development involves the abilities to conceptualize and


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analyze, to relate the concrete and particular to the abstract and general, and to think and write logically and coherently. It also includes a broadening and deepening of outlook: an awareness of one’s own and other cultures as well as of the enduring questions and answers concerning being, purpose, and value that confront humanity. (Hunter College. Hunter College Mission, on the Internet at http://www.hunter.cuny.edu/abouthunter/hunter-college-mission (visited March 17, 2012).

Likewise, the Statewide Plan (2004-2012) of New York State Education Department’s Office of Higher Education4 notes that “New York's higher education system continues to need high research capabilities across a full range of disciplines.” The DPT program at Hunter College allows for access of underrepresented groups in keeping with the CUNY tradition. The program will prepare students to take on leadership roles within their health care communities. The faculty hopes to continue inter-disciplinary research that will be in keeping with the needs of the urban communities that CUNY serves. Because the DPT degree will produce clinicians prepared for independent practice who contribute to the research development of the profession, the objectives of this curriculum are consistent with the mission of the Hunter College, CUNY and the state Office of Higher Education. The DPT program embodies the mission of CUNY and Hunter College as exemplified in the following statements taken from the mission and philosophy statements of the DPT program: “…selecting and preparing promising candidates with the skills and knowledge necessary to adapt to the changing needs of the healthcare delivery system and society. This includes performing differential diagnosis, determining appropriateness of physical therapy interventions and/or referral to other health care providers, and formulating interventions that result in outcomes that enhance the patient’s quality of life.”

“Graduates will be prepared to become clinician-scientists who can competently apply research to clinical practice, perform all aspects of physical therapy practice and perform clinical research.”

“The DPT program offers a sound educational background that will equip the graduate to examine, evaluate, diagnose and intervene in the management of impairments, functional limitations and disabilities of the cardiopulmonary, musculoskeletal, neuromuscular and integumentary systems.’

3. STUDENTS A. Projected Enrollment

To estimate projected enrollment, we utilized current and past enrollment patterns in the doctoral degree program based at Hunter College. Students are currently attracted to the Hunter College Physical Therapy programs for several reasons: (a) the current program and faculty have excellent professional reputations; (b) tuition is affordable as compared to many private institutions in the New York City metropolitan area; (c) the campus locations are ideal for commuting; (d) the student body is diverse; (e) classrooms and equipment are modern; and (f) the clinical affiliation sites are committed to quality care and student education.

http://www.hunter.cuny.edu/abouthunter/hunter-college-mission

http://www.hunter.cuny.edu/abouthunter/hunter-college-mission


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The anticipated enrollment in the DPT program will remain at 28 students admitted each June. Because the proposed DPT degree curriculum requires three years, the overall maximum number of students enrolled at Hunter would be 84 FTE for the academic year.

Table 1 Projected Graduate Center (GC) (shaded) and Hunter College DPT (unshaded)

enrollments1

ACADEMIC YEAR

ENROLLMENT

TOTAL FULL-TIME ENROLLMENT

GRADS2

1st year 2nd year 3rd year 2012-2013 28 28 28 84 28

2013-20143 28 28 28 56 GC/ 28 HC 28

2014-2015 28 28 28 28 GC/56 HC 28 2015-2016 28 28 28 84 283

2016-2017 28 28 28 84 28 2017-2018 28 28 28 84 28

1 Unshaded section indicates enrollment in the Hunter College DPT curriculum. All students are enrolled full time. 2 Actual or projected graduation rates. 3 First-year students enrolled at Hunter College who will graduate at Hunter College in June 2016 B. Admission Requirements The proposed admission prerequisite courses are similar to those required of most other Physical Therapy programs. They are based on the proved requirements in our present curriculum and are intended to meet the qualifications for acceptance into the CUNY and other private and public doctoral physical therapy programs. 1. Students must have completed a baccalaureate degree from a regionally accredited four-year institution by the end of the semester prior to entry. 2. Two semesters of Anatomy and Physiology for science majors, with labs. 3. Two semesters of Physics for science majors, with lab. 4. Two semesters of Chemistry for science majors, with lab. 5. Two semesters of Psychology (recommending one semester of Developmental Psychology or Child Psychology). 6. One semester of Mathematics (Precalculus or college Algebra and Trigonometry). 7. One semester of Statistics (we recommend a course that includes computer applications). 8. One semester of English composition (e.g., Expository Writing). 9. CPR Certification by the American Heart Association or the Red Cross. 10. For applicants who have not studied in English-speaking countries, a score of at least

550 on the TOEFL examination. 11. Documented clinical experience of at least 100 hours in the United States under the

supervision of a licensed Physical Therapist, with a minimum of fifty hours in a hospital-based setting (acute care or rehabilitation) and a total of fifty hours in one or more different practice settings (e.g., private practice, nursing home, pediatric or school setting,


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outpatient setting). The potential applicant may inquire at any hospital or other facility about volunteering in its Physical Therapy department as a means of gaining access to clinical experience. A Clinical Experience Form will be provided by the Physical Therapy program. The completed documentation should be provided by the supervising Physical Therapist by the deadline of November 1st.

12. All prerequisite requirements must be met prior to the starting date of the program in which the applicant is seeking admission.

13. An undergraduate grade point average (GPA) 3.0 or above as calculated from all college courses is required.

14. Satisfactory completion of the Graduate Record Examination (GRE) 15. Filing of a Hunter College Application for Graduate Admission on or before posted deadline. 4. CURRICULUM The design of this curriculum is based on a strong, proven record of educating competent clinicians who practice within the widely diverse scope of Physical Therapy practice. The proposed three-year DPT program will require 105 credits of graduate course work within the Physical Therapy curriculum. The breakdown of credits is 39 credits during the first year, 34 credits during the second year, and 32 credits during the final year of the program. Thirty-four weeks of full-time clinical internships are included within the curriculum. The formula for allocation of credits is one credit for each hour of lecture and one credit for every three hours of laboratory time. For example, a course that is six hours a week, three hours lecture and three hours laboratory, is allocated four credits. The formula for external clinical practicum is one credit for every two weeks of full-time clinical education experience. A. Credit Requirements and Program Outline

Table 2 illustrates the course credit/hour sequence of the proposed DPT degree curriculum and schedule at Hunter College. Following a recent review of the curriculum with alumni and clinical instructors, the following changes of the curriculum will enhance student learning objectives in the Fall semester of Year 1: Human Physiology and Exercise Physiology (PHT 720) will be expanded to include a 1-credit laboratory; and, merging of Introduction to Physical Therapy Practice & Ethics (PHT 70400, 2 credits) and Psychosocial Aspects of Clinical Practice (PHT 70600, 2 credits) into a new course entitled Ethical and Psychosocial Dimensions of PT Practice (3 credits). All other courses are part of the current DPT curriculum and are listed in the attached Form A1. Clinical affiliations, which are scheduled after major didactic blocks, enable students to obtain supervised clinical practice and integrate academic knowledge into the practice setting under the supervision of licensed clinicians in a model similar to resident training programs in other professional disciplines. At Hunter College during the fall semester, the first-, second-, and third-year students will be on campus; second-year students have a nine-week classroom schedule, followed by a six-week external clinical practicum. During the spring semester, only first-year and second-year students will be on campus. During the summer immediately following the second academic year, students will be placed for clinical education experiences over a 10-week period. The students enrolled in the final spring semester of the third year of the program will have external clinical practicum from January through May (two 9-week experiences). Students will graduate in May of their 3rd year, allowing them to enter the workforce before the summer. Assistance with job placement is often provided through clinical


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affiliation sites. From past experience, many students are offered job positions from one of their clinical affiliations. The quality of our clinical education program is one attraction often mentioned by applicants. The entry point for the Hunter College DPT Program is Summer while that of CSI is Fall, thus allowing two CUNY options for potential students. Each program will have its own application and admission process. Form A2 (attached) lists the sequence of the courses at Hunter College. Research has been greatly expanded and is threaded throughout the curriculum, potentially culminating with a manuscript submission of a completed research project to a professional refereed journal. To achieve this goal, courses are designed to provide the student with the tools necessary to plan, conduct, and complete a group research project that will contribute to the professional literature. The model of small group (4–5 students) projects has been successful in our present curriculum. This research pathway is equivalent to doctoral-level work in other clinical doctorate programs, and is greater than the requirements in most DPT programs. (Please refer to Appendix 3 for a comparison of the research requirements for other DPT programs.) Research training will be provided in a series of directed research courses. Directed Research I, II, and III will focus on research methodologies, statistical review, planning and designing research, and critiquing research. They will also emphasize the importance of clinical research and developing a research proposal. Directed Research IV is the final data collection and preparation stage for the research. Directed Research V serves for final project advisement and student presentations. According to the Evaluative Criteria for Accreditation of Physical Therapy Educational Programs1, graduates of the program must be prepared to “Adhere to legal practice standards, including all federal, state, and institutional regulations related to patient/client care and fiscal management (CC-5.1)” and “Practice in a manner consistent with the professional [APTA] Code of Ethics (CC-5.3)”. The APTA Code of Ethics is distributed to all students, displayed in front of the Physical Therapy office, and discussed at length. Providing patient care and performing research (with human subjects) ethically and legally are included in many courses threaded throughout the curriculum. Courses that will cover these areas in greater detail include: Foundations in Physical Therapy Practice, Introduction to Physical Therapy Practice, Research Design, Clinical Education, and Seminar in Departmental Organization and Management. In summary, ethical and legal practice will be thoroughly covered in the proposed program. Appendix 3 compares this proposed curriculum with those of many other highly rated DPT programs. The number of credits and semesters of this proposed curriculum is well within the range of these comparative programs. The research requirements of the majority of these programs do not include individual or group projects as capstone projects. They do require major, multi-semester literature review projects which are course requirements rather than graduation requirements. The Hunter College DPT program will hold a unique niche in physical therapy education whereby research techniques will be taught in a series of courses that guide the students through the research process with the objective of a publishable manuscript for either a case study report, a systematic review of the literature or a research report. The works will be presented formally to faculty and students and, hopefully, at a state and national level via poster or platform presentations at conferences.


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Table 2 DPT CURRICULUM AND SCHEDULE BY YEAR

YEAR # 1 COURSE NAME CREDITS CLASS

HOURS SEMESTER SCHEDULED

Clinical Anatomy 4 11 Summer, 1 Medical Terminology 1 Online Summer, 1 Total 5 11+online

Foundations of Patient Care 2 4 Fall, 1 Physical Modalities: Clinical Decision Making & Application

3 5 Fall,1

Ethical and Psychosocial Dimensions of PT Practice

3 3 Fall, 1

Upper Extremity Kinesiology & Assessment

2 3 Fall, 1

Human Physiology & Exercise Physiology with Lab

5 5 Fall, 1

Research Design and Methods 3 3 Fall, 1 Total 18 23

Structure & Function of the Nervous System

3 3 Spring, 1

PT Prevention & Intervention 4 6 Spring, 1 Lower Extremity Kinesiology & Assessment

2 4 Spring, 1

Directed Research I: Critical Inquiry 1 3 Spring, 1 Clinical Medicine for PT 3 3 Spring, 1 Pulmonary PT 2 3 Spring, 1 Integumentary System: Assessment & Intervention

1 2 Spring, 1

Total 16 24 YEAR # 2 COURSE NAME CREDITS CLASS


Directed Research II: Practicum 1 3 hrs/wk Summer , 2 Total 1 Hr. Arr


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YEAR # 2 COURSE NAME *Course occurs in the first 9 weeks of the semester

CREDITS CLASS HOURS

SEMESTER SCHEDULED

Cardiac Rehabilitation*

2 5 Fall, 2

Clinical Education: Clinical Issues in the Continuum of Care*

2 3 Fall, 2

Differential Diagnosis & Intervention in Clinical Orthopedics I*

2 3 Fall, 2

Differential Diagnosis in Neurological Evaluation*

1 3 Fall, 2

Introduction to Neurological PT*

2 5 Fall, 2

Musculoskeletal Examination & Intervention I*

3 6 Fall, 2

Directed Research II (Continued from Summer)*

0 3 hrs/wk Fall, 2

Clinical Affiliation I (Last 6 weeks of semester) 3 6 weeks Fall, 2 Total

15 28 + 6 wks

Neurological Interventions I 3 5 Spring, 2

Differential Diagnosis & Intervention in Clinical Orthopedics II/Radiology & Imaging

3 3 Spring, 2

Orthotics & Prosthetics

2 2 Spring, 2

Differential Diagnosis & Intervention in Clinical Neurology

3 3 Spring, 2

Musculoskeletal Examination & Intervention II

3 5 Spring, 2

Pediatric Development & Assessment

2 2 Spring, 2

Proprioceptive Neuromuscular Facilitation

1 3 Spring, 2

Directed Research III: Manuscript Preparation

1 3 Spring, 2

Total

18 26


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YEAR # 3 COURSE NAME CREDITS CLASS


Clinical Affiliation II

5 10 weeks Summer, 3

Clinical Decision Making

1 Online Summer, 3

Total 6 10 weeks + online

Neurological Interventions II

2 4 Fall, 3

Seminar in Departmental Organization & Management

3 3 Fall, 3

Systems Review & Pharmacology

3 3 Fall, 3

Musculoskeletal Examination & Intervention III

3 5 Fall, 3

Electroneuromyography & Motion Analysis

2 2 Fall, 3

Health Promotion through the Lifespan

2 2 Fall, 3

Directed Research IV: Presentation Tactics

1 3 hrs/wk Fall, 3

Topics in Physical Therapy

1 2 Fall, 3

Total

17 24

Clinical Affiliation III

4.5 9 Spring, 3

Clinical Affiliation IV

4.5 9 Spring, 3

Total

9 Hrs Arr

Total Credits: 105 2 Professional Development Experiences (no credit) are required. This requirement can be fulfilled through participation in continuing education courses, attending American Physical Therapy Association state and national conferences, presentation of research at state and national conferences, completion of faculty-approved independent study, etc. Courses in different concentrations of PT are recommended. Appendix 5 shows NYS Approval to offer the degree through Hunter College.


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B. Academic Progress through the DPT Program 1. Academic Courses Students are required to comply with all Department of Physical Therapy program policies and procedures as well as those of Hunter College. Students are required to maintain an overall grade point average (GPA) of 3.0 or above to remain in good academic standing. If a student’s cumulative GPA falls below 3.0, the student is placed on academic probation. Students earning a grade below “C” in any required course in the DPT program will not be permitted to continue in the sequence of physical therapy courses. A meeting with the faculty will be scheduled to discuss whether the student should retake the course and re-enter the program in the following academic year. If a student repeats a failed course, it is required that a grade of “C” will be earned in the repeated course and that the student’s GPA must remain above 3.0. If the student earns below a “C” grade in the repeated course, the student will be offered counseling toward another area of study. Students are permitted to repeat a failed course one time only. Students may repeat a maximum of one course while enrolled in the DPT Program. If a student withdraws from any course, permission to repeat the course and re-enter the Program is based upon the criteria described above. The grading policy in courses that include a practical (laboratory) examination or checkout as part of their grades is determined by the faculty member instructing the course. In all courses, the syllabus states that students must pass all practical examinations. Appendix 7 shows the Proposals for New Courses. All other courses are already in place for the Doctor of Physical Therapy. 2. Clinical Education Courses Clinical Affiliation I though IV constitute courses where only one attempt to re-take a course is permitted. A student is limited to failing one clinical affiliation throughout the entire curriculum sequence. If a clinical affiliation is failed, the student is placed in one make-up clinical affiliation, based on availability of a clinical site able to take the student out of the typical sequence for clinical education. This make-up clinical affiliation, and any and all remaining clinical affiliations, must be passed for successful continuation and graduation from the program. 3. Professional Development I and II Students are required to complete two continued educational experiences or comparable professional development activities. Continued education courses must be approved by the faculty. They can be offered through a professional organization, such as the American Physical Therapy Association or other nationally recognized educational organizations. Students are not charged tuition for Professional Development I or II. Students will be required to pay for attending the continued educational course. To receive credit for attending each course, students must provide evidence to the Department Chair that they successfully completed the continued education course. The student’s transcript will indicate that the student has attended and completed each of the two required courses. Professional Development I must be completed by


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the end of year one in the curriculum and Professional Development II must be completed by the end of year two of the curriculum. Examples of organizations that we recommend to meet this requirement include: American Physical Therapy Association Institute for Physical Art Maitland Australian Physiotherapy Seminars

Presentations at national and state-level conferences, faculty-approved independent study or additional on-line courses may also fulfill the Professional Development I or II requirements. These activities must first be approved by consensus of the faculty. 5. FACULTY A. Full-Time Faculty

The following are full-time faculty members for Hunter College DPT Program, in alphabetical order, with their areas of teaching expertise.

Suzanne R. Babyar Rothbart, Associate Professor, Hunter College, PT, PhD, NYU; Musculoskeletal Examination and Treatment, Introduction to Neurological Physical Therapy, Neurological Interventions II, Proprioceptive Neuromuscular Facilitation, Electroneuromyography and Motion Analysis, and Directed Research.

Tom Holland, Assistant Professor, Hunter College, PT, PhD, NYU; Kinesiology, Physical Modalities, Introduction to Physical Therapy Principles, Orthotics and Prosthetics, and Directed Research.

Herb Karpatkin, Assistant Professor, Hunter College, PT, DHSc, NCS, MSCS, Rocky Mountain University. Differential Diagnosis in Neurology, Neurological Interventions I, Ethical and Psychosocial Dimensions of PT Practice, and Directed Research.

Gary Krasilovsky, Associate Professor and Director, Hunter College, PT, PhD, NYU; Introduction to Neurological Physical Therapy, Neurological Interventions II, PT Prevention and Intervention, Differential Diagnosis in Clinical Neurology, Electroneuromyography and Motion Analysis, and Directed Research.

Milo Lipovac, Associate Professor, Hunter College, MD, PhD, University of Belgrade; Human Physiology and Exercise Science, Pharmacology, Clinical Medicine, Physiology of the Nervous System, Research Design, and Directed Research.

Susan Pivko, Assistant Professor, Hunter College, BPT, Cert.MDT, DPT., UMDNJ; Director of Clinical Education, Clinical Education Theories, Musculoskeletal Examination and Intervention I, and Directed Research.

Elaine Rosen, Professor, Hunter College, PT, DHSc, OCS, FAAOMPT, University of St. Augustine for the Health Sciences, Musculoskeletal Examination and Treatment I, II, III, Clinical Orthopedics, Neurological Interventions I, and Directed Research.


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B. Adjunct Faculty

The Hunter College DPT Program works with several outstanding adjunct faculty to add to the breadth of the educational experiences for our students. These licensed physical therapists primarily work in specialty physical therapy practices and they bring a wealth of practical knowledge and expertise to the courses to which they are assigned. Several are primary course instructors while others assist in laboratory activities and testing of our students. Many are alumni of the DPT or prior programs offered by Hunter College. C. Clinical Faculty The Clinical Education portion of the curriculum provides 34 weeks of clinical experience. Students complete four different full-time clinical internships under the supervision of licensed physical therapists. The clinical education component of the Physical Therapy curriculum maintains the philosophy of graduating competent physical therapists with high professional and ethical standards. The Director of Clinical Education (DCE) at Hunter College encourages all clinical sites to follow the APTA Clinical Education Guidelines and Self Assessments. The list of clinical sites is extensive and represents the most prestigious facilities in the New York metropolitan area. A template for the Clinical Education Contract is presented (Appendix 6). Each student graduates with a minimum of one full-time experience in an acute care setting and one experience in a rehabilitation setting. The remaining clinical education experiences are selected based on site availability and student needs or interests and to create balance between the students’ interests and their exposure to varied patient diagnoses and age groups. The clinical education experiences are provided in a variety of clinical settings including: large teaching institutions, small community hospitals, rehabilitation hospitals, outpatient hospital-run clinics, private practices, short- and long-term care facilities, health club practice settings, pediatric clinics and school settings, home care, and industrial medicine settings. 6. COST ASSESSMENT Faculty and facilities at Hunter College are adequate to implement this proposed curriculum. Table 3 provides the projected tuition revenue generated by DPT students at Hunter College. The tuition will be collected by Hunter College, following the transition period. Tuition at Hunter College for three years will cost in-state students approximately $38,885 which includes a tuition differential approved by the Board of Trustees in 2012. During the transition, students who will earn their degrees from the Graduate Center of CUNY will have tuition based on 2012-13 Graduate Center tuition rates for doctoral students and includes the decrease in tuition that becomes effective the second year when the student has passed a comprehensive examination and has successfully completed the first clinical education experience (Fall Year 2). Table 4 provides the projected expenditures for the Hunter College DPT program. This cost assessment is based on the present needs of the physical therapy program and the necessary increases in equipment, OTPS, and support staff. Clinical physical therapists will help provide supervision in laboratory courses. Availability of state-of-the-art equipment will also be enhanced. The tuition differential will support the additional funding required to cover the added costs associated with this program.


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One new, full-time position is needed at the level of HEO or the advancement of current administrative assistant. At the Graduate Center a HEO managed the clinical contracts, admissions process, filing of doctoral research and other requirements. In addition, management of the monies collected and utilized through the tuition differential will be included in the job description for the HEO. This position will now be required at Hunter College. A. Facilities All the courses offered by the Hunter College program in Physical Therapy are conducted at the Brookdale Health Science Center, except for the orthopedics course, held at the Hospital for Special Surgery. The area assigned to the program consists of four main classrooms in the lower level of the East Building. These classrooms are used for teaching, demonstration, and laboratory practice purposes (Rooms E001, E002, E003, E005, E110). The classrooms provide adequate space to allow simultaneous scheduling of all classes except during the fall semester when 3 cohorts of students are on campus and an additional lecture room is needed. The entire Physical Therapy complex was renovated in the summer of 1998, providing one additional classroom, two additional faculty offices, and additional storage. Students have access to classrooms for laboratory practice outside of class time. The two lecture/laboratory rooms are equipped with desks and treatment tables for students to practice laboratory and patient care skills. Large storage areas are available in two classrooms for course-related equipment and teaching aids. The large anatomy laboratory (E005) is equipped with eight portable stainless steel tables for cadaver dissection when the anatomy course is offered. A refrigerated room in the anatomy laboratory can accommodate all the cadavers simultaneously. Various anatomical models and other equipment are stored in an additional storage closet in the anatomy laboratory. A new exercise lab (E110) houses various exercise machines for resistive and cardiovascular training. Additional classrooms, lecture halls, and auditorium space on the Brookdale campus can be reserved for teaching purposes. Teaching aids and other course-related materials are conveniently stored in locked areas within the Physical Therapy area. Dressing areas, lockers, and rest rooms are adjacent to all teaching areas. The program chairperson, each faculty member, and secretarial support staff have their own offices. The assigned faculty office spaces are accessible for all students requiring counseling throughout the school year. The program has space allocated for research purposes (Room E001). Faculty have collaborative teaching and research arrangements with the departments of Radiology and Rehabilitation at the New York University, Bellevue Hospital, Kessler Institute for Rehabilitation, Burke Rehabilitation Hospital and Hospital for Special Surgery, New York Presbyterian/Weil Cornell Medical College, Herb Karpatkin Physical Therapy, Premier Physical Therapy, Institute for Physical Art, and New York Simulation Laboratory for Health Sciences. B. Library and Instructional Materials The Health Sciences Library located at the Brookdale Health Sciences Center of Hunter College, and the Helene Fuld Media Resource Center meet the current and future learning needs of Hunter College Physical Therapy students. Library acquisitions and instructional materials (e.g. interactive software and videotapes), are adequate and have been expanded every year. Additional resources are available through inter-library loan; faculty and students have access to all CUNY libraries through CUNY + and other New York metropolitan area hospital and academic libraries through the METRO network. No additional funding will be required due to implementation of this curriculum.

HEGIS 1212.00

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Table 3 Graduate Center (GC) and Hunter College (HC) Tuition Prediction During Transition of

Doctor of Physical Therapy Program

NYS Enrolled

Non-Resident Enrolled

NYS Revenue

Non-Resident Revenue Total

2013-2014 50 6 $453,375 $115,260 $568,635

Graduate Center

2014-2015 25 3 $242,250 $55,845 $298,095

2015-2016 0 0 0 0 0

2013-2014 25 3 $347,625a $90,675d $438,300

Hunter College*

2014-2015 50 6 $646,750a,b $169,725d,e $816,475

2015-2016 75 9 $972,125a,b,c $244,125d,e,f $1,216,250

2016-2017 75 9 $972,125a,b,c $244,125d,e,f $1,216,250

* Tuition Differential is incorporated in tuition. Using 2012-2013 Hunter College Tuition Table, The Doctor of Physical Therapy Program will be considered "Level-Neutral" as is the Doctor of Nursing Practice already in place at Hunter College. NYS State Residents: (21 credits x $485) + (5 semesters x $5740) = $38,885 total tuition Non-Residents: $775 per credit x 105 credits = $81,375 total tuition. Hunter College Figures Based on: Year 1: aNYS Residents 2 semesters plus 5 summer credits; dNon-residents 39 credits Year 2: bNYS Residents 2 semesters plus 1 summer credit; eNon-residents 34 credits Year 3: cNYS Residents 1 semester plus 15 summer and clinic credits; fNon-residents 32 credits


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Table 4

PROJECTED CAPITAL EXPENDITURES FOR THE HUNTER COLLEGE DPT

PROGRAM Expenditures

First year 2013-14

Second year 2014-15

Third year 2015-16

Fourth year 2016-17

Fifth year 2017-18

1. Capital Facilities

$0.00 $0.00 $0.00 $0.00 $0.00

2. Equipment (Capital Expenditures only)

$0.00

$0.00

$0.00

$0.00

$0.00

3. TOTAL Capital Expenditures

$0.00

$0.00

$0.00

$0.00

$0.00

PROJECTED EXPENDITURES FOR THE HUNTER COLLEGE DPT PROGRAM

Expenditures

First year 2013-14

Second year 2014-15

Third year 2015-16

Fourth year 2016-17

Fifth year 2017-18

Full time faculty1

New Resources

$607,702

$607,702

$607,702

$607,702

$607,702

Current staff2

$28,876

$28,876 $28,876 $28,876 $28,876

Higher Education

Officer3

Adjunct Expenses

$75,000 $120,000

$75,000 $120,000

$75,000 $120,000

$75,000 $120,000

$75,000 $120,000

Total Expenses $831,578

$831,578

$831,578

$831,578

$831,578

1. Salary for 7 FTE. 2. Current staff salary 3. Hire HEO to coordinate Clinical Education Contracts, Admissions, manage collecting and disbursement of monies collected from student tuition differential, as well as other responsibilities. Note: OTPS for accreditation fees, lab supplies, and office supplies for faculty and secretary will be taken from collection from tuition differential.


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7. EVALUATION A. Internal evaluation The evaluation of the DPT program will occur through various mechanisms. The performance of each faculty member is evaluated in each course by the students and through peer faculty teaching observations in one course per semester. These required performance evaluations have helped monitor the quality of teaching in the past. In addition to these formal evaluations, students will be surveyed at the end of each course to self-assess their knowledge in the topic areas listed as course objectives. These self-assessments will be reviewed by the faculty member teaching that particular course and shared with the entire faculty. Faculty will also be asked to look for trends in deficiencies of student performance on written and practical examinations.

Each year, faculty will review the curriculum on a course by course basis. The review will include pass rates on course examinations and written assignments, possible redundancy in topic areas, and appropriate coverage of topic areas included in the CAPTE criteria and the Guide to Physical Therapist Practice5. All courses in the first two years of the curriculum include material that sets a foundation for courses that follow in sequence within the curriculum. Faculty teaching higher level courses will be able to determine the foundation knowledge that the students have attained. If deficits are present, the students will be immediately questioned about the coverage of this foundation information in prior course(s). If necessary, there will be on-going dialogue with the faculty member teaching the previous course regarding course content. This form of open discussion has been used by faculty in the present program when a new adjunct faculty member is teaching to insure adequate coverage of all course content. Graduates will be surveyed about their level of preparedness for the National Physical Therapy Licensure Examination. Areas of deficiency will be addressed in curricular change. Every two years, alumni will be invited to assess the curriculum either through an on-line survey or via a focus group meeting with faculty. The focus group will also include clinical faculty. The purpose of the focus group meeting will be to identify strengths and weaknesses of the curriculum as they relate to the clinical preparedness of our students and graduates. Another mechanism of review occurs when students participate in external clinical affiliations. All students are evaluated by their clinical instructors using a competency-based form Clinical Performance Instrument. These written evaluations are reviewed by the Director of Clinical Education (DCE). The DCE also performs personal visits and telephone follow-up when the student is on-site. On-site visits are scheduled to meet with the student and their clinical instructor. Each student is visited on-site at least twice during their four clinical internships. All faculty meet after these site visits to discuss trends in the student performance. These reviews have resulted in revisions of the present curriculum. The site visits, reviews of the written evaluations of all student internships, and follow-up discussions by all faculty have been an excellent means to determine any weaknesses within the curriculum.


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B. Outcome Measures

Students participating in the Doctor of Physical Therapy Program are rated during their clinical education experiences with the national Clinical Performance Instrument (CPI). This analysis tool allows the clinical instructor to rate student progress toward entry-level competency on 24 performance criteria. Five areas are highlighted with ‘red flags’ because they represent fundamental safety and ethical issues for which all students should be competent by completion of the clinical education experience. Students are expected to progress in each of the 24 performance criteria throughout their clinical internships. Each internship site requires the student to master designated performance criteria or achieve a percentage of the criteria consistent with academic preparation. Students are expected to meet entry-level competency in all 24 performance criteria by the completion of the program. The CPI was developed to be consistent with the Guide to Physical Therapy Practice5 and CAPTE1 guidelines. Clinical Instructors and Center Coordinators of Clinical Practice will be asked to evaluate student preparedness as it relates to this curriculum in a separate survey.

Graduates of the DPT Program will be surveyed after working 6-9 months. The survey will ask graduates to rank their level of preparedness for clinical skills. Guide to Physical Therapy Practice5 will serve as a model for this survey. In addition, employers of graduates will be asked to complete a similar survey. Lastly, retention and graduation rates, passing rates on the National Physical Therapy Examination will be monitored. We expect above a 95% retention and graduation rate, and eighty percent annual pass rate on the licensure examination. C. External Evaluation The DPT Program elected to use two external evaluations of the proposed curriculum when it was created as a joint venture by the Graduate Center of CUNY, Hunter College, and the College of Staten Island. The first consultant was Susan Bennett, Ph.D., P.T. Dr. Bennett is an Associate Professor, Department of Physical Therapy, SUNY Buffalo. She is highly regarded within the physical therapy community as a clinician and academician. Dr. Bennett has served as a director of an education program and also as a past president of the New York Chapter of the APTA. Her support letter (March, 2005) is included as Appendix 4. She indicates in her summary letter that “The curriculum integrates the key concepts that have embodied the clinical doctorate; differential diagnosis incorporating imaging and laboratory analysis, pathology, and evidence based practice to enable the graduate to be proficient in examination, evaluation and diagnosis for varied patient populations.” No areas of PT practice were noted to be deficient or in excess, and Dr. Bennett recommended that the overall curricular content be reviewed holistically by the entire faculty to assure adequate time allocation across the many parameters of PT education. The faculty have individually and together reviewed all courses and the total curriculum using the Guide to Physical Therapist Practice5 and The Normative Model of PT Professional Education6. Modifications have been made as deemed necessary.

The second reviewer of DPT proposal was Dr Roger Nelson, Professor and Department Chair of the Physical Therapy Program at Lebanon Valley College. Dr Nelson’s summary letter of support is included in Appendix 4. Dr Nelson has decades of academic experience along with extensive


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experience in research. His impressive background and experience includes positions as former Professor and Chair of the Department of Physical Therapy at Thomas Jefferson University and research physical therapist at the National Institute for Occupational Safety and Health, Centers for Disease Control and Prevention Division of Safety Research. Dr Nelson has a national and international recognition for his contributions for physical therapy and has served on the American Physical Therapy Association, Board of Directors, where he was elected to serve two terms of service.

Dr. Nelson reviewed the Letter of Intent along with all supportive information. Dr. Nelson’ letter clearly supported our proposal. He identified a number of strengths of the proposal, which included the research requirement, curriculum sequence and progression, clinical internship model and the resources available to support the program. No weaknesses were identified. He fully supported the proposal and commended the faculty of Hunter College, the College of Staten and the Graduate Center for the planning efforts to offer the Doctor of Physical Therapy degree.

A third and ongoing mechanism of external evaluation is our accrediting organization. The Doctor of Physical Therapy Program is presently accredited by the Commission on Accreditation in Physical Therapy Education. This accreditation process will continue with the proposed curriculum. The present curriculum at Hunter College is fully accredited.

REFERENCES

1. Commission on Accreditation in Physical Therapy Education (2011). EVALUATIVE

CRITERIA FOR ACCREDITATION OF EDUCATION PROGRAMS FOR THE PREPARATION OF PHYSICAL THERAPISTS. Alexandria: American Physical Therapy Association.

2. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Physical Therapists, on the Internet at http://www.bls.gov/oco/ocos080.htm (visited March 17, 2012).

3. New York State, Department of Labor, Employment Prospects to 2018: Physical Therapists, New York City Region, on the Internet at http://www.labor.ny.gov/stats/opens_for_desc.asp?reg=nyc&soccode=291123 (visited March 22, 2012).

4. New York State Education Department, Office of Higher Education, Statewide Plan for Higher Education (2004-2012), on the Internet at http://www.highered.nysed.gov/swp/page3.htm#research (visited March 17, 2012).

5. American Physical Therapy Association (2003). The Guide to Physical Therapist Practice. Physical Therapy. Revised 2nd Ed., Alexandria, VA: American Physical Therapy Association.

6. American Physical Therapy Association. (2004). A Normative Model of Physical Therapist Professional Education: Version 2004. Alexandria, VA: American Physical Therapy Association.

http://www.bls.gov/oco/ocos080.htm

http://www.labor.ny.gov/stats/opens_for_desc.asp?reg=nyc&soccode=291123

http://www.highered.nysed.gov/swp/page3.htm#research


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Appendix 1


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Appendix 2

Physical Therapy Scope of Practice

1. Acute Care

2. Aquatics

3. Cardiovascular and Pulmonary

4. Clinical Electrotherapy

5. Electroneuromyography

6. Education

7. Geriatrics

8. Hand Rehabilitation

9. Health Policy and Administration

10. Home Health Care

11. Neurology

12. Oncology

13. Orthopedics

14. Pediatrics

15. Private Practice

16. Research

17. Sports

18. Veterans’ Affairs

19. Women’s Health

20. Wound Care


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Appendix 3

Examples of credit requirements for various DPT programs Updated 3/19/12.

School

Entry credits (or BS) & PT course credits

required

Duration in

Years & (# of semesters)

Mission/Goal Re: Research

Terminal Project;

Group or Individual

The Graduate Center, CUNY

BS; 105

3 years (9 semesters)

Prepare clinician-researchers who can provide evidence-based practice as independent practitioners.

Research project resulting in a capstone written project and oral presentation.

Arcadia Univ. (patient centered curriculum – Problem-Based)

BS; 111

3 yrs (8 semesters)

Critical inquiry throughout all courses Optional student participation in faculty research 2nd and 3rd years – 50% of students elect to participate

Culminating Event is a case report presented as a poster or a platform presentation by students participating in research.

Creighton Univ.

BS or 90 semester hrs of prereq in a major incl 3 upper level courses; 135

3 years +summers; (8 semesters)

Interpret research. Critical inquiry I and II courses

[Tablet computer leased to each student – goal of being “well-versed on information technology and networked information sources”] No research requirement listed

Duke

BS; 122


Leaders in clinical and research settings; critical thinkers and global citizens. Team-based learning model.

”Trans-curricular EBP Capstone project, a faculty mentored, team-based project to identify the best physical therapy practice for specific patient impairments or functional losses…”. Poster presentation.

Finch Univ., Chicago Med. School

BS; 161 quarter hours

3 years; 12 quarters

“Make clinical decisions based on sound, theoretical, practical and empirical evidence as an evidence-based practitioner”

Portfolio of competency in basic tenets of research including data college. Practicum project (not limited to research).

Loma Linda

92 to enter; 186 to grad.

3years; 4 quarters per yr

Critical thinking using EBP; Biostatistics I and II; Scientific Inquiry I and II; Year 3 Advanced Ortho, Neuro or General Med Studies (9wk courses)

Directed Study (1-4) – lecture writing papers and/or doing research. Wholeness Portfolio I and II

MGH Institute of Health Prof.

BS; 100

3 yrs + 2 summers; (10 semesters); FT year-long paid internship

Critical Inquiry I and II. Critical thinking and principles of EBP incorporated into patient care

Comprehensive formal case study to demonstrate critical thinking and integrated EBP


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School


required

Duration in



Terminal Project;

Group or Individual

Northeastern University

6-yr entry-level program; post-bacc. Program

4 years (10 semesters + 3 summers) for post-bacc program

PT Project I and II Not on website, requested info

Northwestern University

B.S.;

2 yrs + 2 trimesters; (8 trimesters)

Dissemination of research that enhances the practice of physical therapy or improves human function and movement . Synthesis Project I-VI

The Synthesis Project throughout the curriculum with faculty mentor and small groups to investigate emerging topic through quantitative or qualitative research techniques, data collection; formal public presentation .

NYU

BS; 133

3 years & 4 summers; (10 semesters)

Utilize research to support practice. Curriculum based upon APTA guidelines.

Critical Inquiry and Clinical Decision Making I-III No project required; website advertises their PhD program!

Sargent College Boston University [still has BS/DPT and ATC/DPT 6 yr programs in addition to DPT]

BS; 91

3 years & summers; (9 semesters)

Evaluate and participate in clinical research and use research findings to enhance knowledge and clinical practice.

2-semester community service project with presentation.

Simmons College [enter as freshman or transfer student – 6 year program]

3 yrs undergrad at Simmons or BS ; 99

3 years; 3 summers (10 semesters)

Utilize new knowledge for evidence-based practice. Contribute to the body of knowledge in the profession and participate in the clinical research process. [Service Learning]

Collaborate with faculty to complete research project, implement a systematic review, a comprehensive critical analysis of evidence on a topic of their choice.

Columbia U.

B.S. 130 credits

3 years full time, 2 summers (10 semesters)

Development of critical analysis and decision-making skill and the ability to integrate academic course work and clinical experience within an evidence-based framework.

Capstone project all students; 10-15 students per year do a research elective. Faculty and 2nd and 3rd yr students mentor 1st yr students


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School


required

Duration in



Terminal Project;

Group or Individual

Slippery Rock

BS; 118

3 years; (8 semesters)

Capability to critically evaluate the professional literature to become evidence-based practitioners and demonstrate basic research competence.

Evidence-based practice course series which includes research content but not full projects. Students all contribute to APTA’s Hooked on Evidence program and students do a portfolio on evidence-based practice related to cases they see on their clinical rotations. Week-long seminar prior to graduation but no capstone project.

Stony Brook

BS; 140

3 years +3 summers; (9 semesters)

Critical inquiry.

Options for individual projects: various non-research activities or develop a clinical evidence-based library or case study project.

Temple [has 3 + 3 accelerated Pre-Bacc Admission option]

BS or 3+3 program from Temple 130

3 years; (6-8 semesters)

Understand research. Carry out formal project in area of faculty expertise. Evidence Based Practice I and II; Critical Inquiry I and II

Unable to locate on website, requested info

U. of Illinois @ Chicago

BS; 122

33 months (8 terms)

Case study.

Write and present a publishable PT case report.

U. of Buffalo [entre via the Exercise Science program first ]

BS or 3+3; 109

3 yrs incl. four summers; (10 semesters)

Development of critical inquiry. No specific research mission.

Unable to find on website, requested information

Indiana University

BS or BA; 103


Locate and interpret research. Evidence Based Inquiry I and II

Capstone Seminar. Generate a proposal for the review of literature. Presentation of literature review; students invited to assist faculty projects

U. of Miami

BS; 108

3 yrs + 2 summers; (10 semesters)

Competent in interpretation and implementation of research leading to EBP

Group project based upon current faculty research.

UMDNJ/ Newark

BS; 110

3 yrs + summer; (8 or 9 semesters)

Understand research and apply to clinical decision making.

Clinical Inquiry I-IV – Group project: critical review of literature presented formally as a poster.

U. of Minnesota

BS; 141

3 yrs + 3 summers; (8 semesters)

Understand and perform research.

Thesis is required. Students work with faculty research


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School


required

Duration in



Terminal Project;

Group or Individual

U. of North Carolina

BS; 114


Critically evaluate sources of information [Research Experience, Advanced Ortho, Neuromuscular, Geriatric and Child and Family Intervention, Interdisciplinary Service Learning Trip as electives Spring of Year III with 12 weeks Clin. Ed following Summer]

Evidence Based Practice I and II; Capstone Project – develop extensive education module about a clinical problem

University of Puget Sound

BS (calc in units)

3 years, including one summer; (7 semester)

Development of Critical Inquiry.

Comprehensive examinations. Systematic Review of the literature. Students encouraged to participate in faculty research.

U. of Southern Calif.

BS; 117-121

3 yrs + 2 summers

Critical evaluation of research.

5 course series on Evidence Based Practice that crosses the first two years. The students participate in multiple group projects where they are expected to use the best research evidence to support the project. These are individual course requirements rather than graduation requirements.

U. of South Carolina

BS 123

4 years; (10-12 semesters)

Conduct Research.

Individual research project and oral defense; can be case report, research report, technical report or perspective.

Ithaca College [BS/DPT]

BS 4 years matric and graduate student

Conduct Research Research I-III – faculty mentored group project, complete data collection and write and present summary

SUNY-Upstate [3+3 available]

BS; 121


Actively engage in critical thinking and problem solving activities

2-course sequence and seminar to ask/answer a researchable clinical question with a formal presentation and then seminar-style discussion with class.

Washington Univ.

BS; 113.5

3 years; (9 semesters)

Think critically using evidence- based practice.

Diagnosis and Evidence Analysis in PT I-III. Case reports integrated with evidence No project required.


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Appendix 4

External Evaluations


30


31

External Evaluation by Dr. Roger Nelson


32


33


34

Appendix 5 New York State Education Department

Registration Change Report


35


36


37


38

Appendix 6 Sample Clinical Education Agreement

AGREEMENT, by and between THE CITY UNIVERSITY OF NEW YORK (the “University”), a corporate body existing pursuant to Article 125 of the Education Law of the State of New York, having its principal place of business at 535 East 80th Street, New York, New York 10075, on behalf of: The Graduate Center of the City University of New York (the “College”), an educational unit of the University, having an address at 365 Fifth Avenue, New York, NY 10016 and (FACILITY’S NAME)________________________________________________________ , (the “Agency”), having its principal place of business at (FACILITY’S ADDRESS) ________________________________________________________ . WHEREAS, the College has a curriculum in Physical Therapy (DPT) (the “Program”); and WHEREAS, the College desires that its students and faculty members be permitted to utilize the facilities of the Agency in order to meet the objectives of the Program; and WHEREAS, the Agency has qualified professional and clinical facilities for student instruction and training, and is willing to make its facilities available for such purposes; NOW, THEREFORE, in consideration of the mutual promises contained herein, it is agreed as follows: ARTICLE I. RESPONSIBILITIES OF THE COLLEGE The College will: a. assume responsibility for the planning and execution of the Program, including administration of the Program, curriculum content, evaluation, faculty appointments and the requirements for matriculation, promotion and graduation; b. provide faculty for the instruction in the Program who shall collaborate with the appropriate Agency personnel in planning, selecting and evaluating clinical experiences at the Agency; c. designate one or more coordinators who shall confer at regular intervals with the liaison designated by the Agency and with other Agency personnel involved in the Program, to insure maintenance of the high educational level of the Program; d. prior to assignment of students, furnish to the Agency a list which will include the number of students and faculty to be assigned to the Agency and clinical areas and dates of assignment requested;


39

e. maintain records and reports on each student’s clinical education experience at the Agency; f. instruct students and faculty that they must abide by the rules and regulations of the Agency including those governing the use and disclosure of individually identifiable health information under federal law; g. instruct students and faculty that each patient’s condition and medical records are confidential and must be treated as such; and h. provide the Agency with a statement that the students and faculty participating in the Program have met the following health requirements: Each individual shall have presented documented evidence of physical examination within the past year, demonstrating good physical examination within the past year, demonstrating good health; adult diphtheria-tetanus immunization within the last ten (10) years; negative tuberculin (PPD of Mantoux) test within the year, or negative chest X-ray; positive rubella titer or rubella immunization after 1969; immunization against Hepatitis B, or a statement that the individual has declined vaccination; measles, and mumps. ARTICLE II. RESPONSIBILITIES OF THE AGENCY The Agency will: a. continue to be responsible for patient care in all instances; b. designate a liaison who shall be responsible for the coordination and implementation of the Program at the Agency; c. provide sufficient facilities, services, space, equipment and supplies in order for the Program to meet the requirements set by the College for clinical experience and instruction; d. permit the College’s students and faculty to use the Agency’s cafeteria and library; e. provide orientation to the College’s faculty and students, which orientation shall include familiarity with facilities, policies, procedures, and rules and regulations, as appropriate; and f. make emergency medical treatment available to students and faculty for injuries and illnesses which may occur at the Agency during the time of their participation in the Program. Any student or faculty member receiving such emergency services shall be financially responsible for the charges therefor. ARTICLE III. LACK OF MONETARY CONSIDERATION The Agency shall pay no stipend or other monetary consideration to the University, College, faculty or students, nor shall the University, College, faculty or students pay any monetary consideration to the Agency with respect to this Agreement. ARTICLE IV. NON-DISCRIMINATION


40

The parties shall comply in every respect with all applicable provisions of all City, State, and Federal statutes, rules and regulations which prohibit unlawful discrimination against any employee, applicant for employment, student or applicant for admission because of race, color, religion, sex, age, marital status, veteran status, handicap, disability, national origin or sexual orientation, genetic predisposition or carrier status. The Agency shall promptly notify the College of any complaint of discrimination made to it by any student or employee of the College. ARTICLE V. TERMINATION OF PARTICIPANTS a. The Agency may request the College to terminate the clinical experience of any student or terminate the participation of any faculty member, when the health status of that student or faculty member is detrimental to the services provided to the patients or staff of the Agency.

b. The Agency may request the College to terminate the clinical experience of any student whose conduct or behavior is detrimental to the operation of the Agency and/or patient care. No student’s clinical experience shall be terminated until the grievance against any such student has been discussed with the College’s Program Coordinator; provided, however, that immediate action may be taken in the event of an emergency and when same is required to protect patient care or welfare. ARTICLE VI. WORKERS’ COMPENSATION The University and the College shall assume any and all obligations imposed by the Workers’ Compensation Law of the State of New York insofar as an employee of the University or College may sustain injury or disability by reason of accident or occupational disease arising out of, or in the course of, the scope of his or her employment with the University or College, for activities occurring at the Agency and in the implementation of this Agreement. ARTICLE VII. NO EMPLOYEE/EMPLOYER RELATIONSHIP No employee of the University or College or any student participating in the Program shall be considered an employee or agent of the Agency. No employee or agent of the Agency shall be considered to be an employee or agent of the University or College. ARTICLE VIII. NOTICE All notices required or desired to be given hereunder shall be in writing and shall be sent by hand delivery or overnight courier to the following: a. If to the Agency: (FACILITY’S CONTACT FACILITY’S NAME FACILITY’S ADDRESS) b. If to the College: Robert Biondi, MSEd Coordinator of Affiliation Agreements & Campus Liaison The Graduate Center of CUNY 365 Fifth Avenue, Room 3317


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New York, NY 10016 With a copy to: Office of the General Counsel The City University of New York 535 East 80th Street New York, New York 10075 or to any such address(es) or addressee(s) as may be hereafter designated by notice. Any notice shall be deemed to have been given on the date of its actual receipt. ARTICLE IX. TERM, RENEWALS AND TERMINATION a. This agreement shall become effective as of (DATE) and shall continue in full force and effect until terminated by either party giving sixty (60) days written notice to the other party. b. Such termination shall not take effect with respect to students then currently enrolled in or scheduled to participate in the Program, and such students shall be allowed to complete their clinical experiences. ARTICLE X. MERGER, MODIFICATION AND WAIVER This Agreement constitutes the entire understanding between the parties, and may be modified only in a writing signed by an authorized representative of each party. If any provision of this Agreement is void or unenforceable, the remainder of this Agreement will remain in full force and effect and will not be terminated. ARTICLE XI. ASSIGNMENT Neither party shall assign, transfer, convey or otherwise dispose of this Agreement, or any right, title or interest herein, without the prior written consent of the other party and the University Office of the General Counsel. ARTICLE XII. GOVERNING LAW This Agreement shall be governed by and interpreted in accordance with the laws of the State of New York. ARTICLE XIII. WAIVER Waiver by either party of a breach of any provision of, or right under, this Agreement shall not operate or be construed as a waiver of any other or subsequent breach of the same provision or right, or of any other provision or right under this Agreement. ARTICLE XIV. HOLD HARMLESS


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The University agrees, to the extent authorized by law, to hold the Agency harmless from and indemnify it in the amount of any settlement or final judgment of a court of competent jurisdiction to the extent such settlement or judgment is based on the negligence of the University or the College, or any of their trustees, officers or employees when acting within the course and scope of their employment in connection with this Agreement, except insofar as the claim or action giving rise to such settlement or judgment arises out of the acts or omissions of the Agency, or any of its trustees, directors, officers, employees or agents. The University’s obligation under this Article XIV shall not arise where, or to the extent that, the injury or damage that is the basis for such claim or action resulted from intentional wrongdoing or reckless conduct on the part of any such trustee, officer or employee of the University or the College. The University’s obligation under this Article XIV shall be conditioned upon (a) delivery, within forty-eight (48) hours of service on the Agency, to the University Office of the General Counsel at the address set forth herein, of a copy of any summons, complaint, process, notice, demand or pleading against the University, the College or any of their trustees, officers or employees, or against the Agency when such claim or action arises out of or in connection with this Agreement, and (b) the full cooperation of the Agency in the defense of any such claim or action and the prosecution of any appeal. ARTICLE XV. INSURANCE a. The College will require that each student, prior to being permitted to commence a clinical experience, provide proof to the College (in the form of a copy of an insurance policy or a copy of the receipt for the paid premium therefor) that the student is covered by a policy of professional liability insurance in the amount of no less than two million ($2,000,000.00) dollars per occurrence and four million ($4,000,000.00) dollars in the aggregate. Said policies shall remain in full force and effect during the term of such student’s clinical experience. Neither the University nor the College shall have any further responsibility with respect to the insurance of students. b. The parties acknowledge that employees of the University and College are indemnified for liability pursuant to the provisions of Section 6205 of the New York State Education Law and Section 17 of the New York State Public Officers Law, subject to such limitations and conditions as are set forth therein.

THIS SPACE INTENTIONALLY LEFT BLANK


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IN WITNESS WHEREOF, each party has caused this Agreement to be executed by its duly authorized officer.

FOR THE AGENCY

___________________________________________________ Signature ___________________________________________________ Name (Print) ___________________________________________________ Title ___________________________________________________ Agency ___________________________________________________ Date FOR THE CITY UNIVERSITY OF NEW YORK ___________________________________________________ Signature Frederick P. Schaffer __________________________________ Name (Print) General Counsel ______________________________________ Title ____________________________________________________ Date APPROVED AS TO FORM

_________________________________ University Office of the General Counsel _________________________________ Date


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Appendix 7 New Course Proposals

Department: School of Health Professions Program: Doctor of Physical Therapy

PROPOSAL FOR A NEW COURSE 1. Course Number: Title: Hours: Credits:

PT 704 Ethical and Psychosocial Dimensions of PT Practice 3 3

Faculty: Herb Karpatkin, PT, DSc, NCS, MSCS 2. Prerequisites or corequisites: None 3. Course Descriptions A. College Catalogue Course Description: This course examines the multifaceted role of the physical therapist in the health care delivery system introducing student to PT practice, methodology and professionalism as well as the psychosocial aspects which mediate physical therapy interactions B. Expanded Description: Communication skills, written and oral, are reviewed and examined. Professionalism, Ethics and State Practice Acts are addressed and debated. Topics include Code of Ethics, Guide for PT Practice, Direct Access, Documentation and Reimbursement. Students are introduced to the purpose and process for evidenced-base practice. This course is designed to increase understanding of the profound ethical, psychological and social impact that illness and disability can have on an individual, the family and other social supports, as well as the role of the healthcare professional interacting in this milieu. The Biopsychosocial Model will be introduced as a foundation for individualized comprehensive healthcare. Psychosocial response to illness and disability will be explored across the life span including coping strategies, ethnocultural influences, socioeconomic factors and interpersonal dynamics. Students will be encouraged to reflect on their own and society's attitudes towards people with disabilities. The art of therapeutic communication and the role of the physical therapist in managing the psychosocial issues that arise in patient care will be a central point of focus. C. Writing Requirement: A paper discussing an ethical issue as presented by the APTA Board of Ethics. 4. Rationale:

The purpose of the Doctor of Physical Therapy Program is to prepare professionally competent practitioners capable of performing comprehensive physical therapy differential diagnosis, intervention and clinical research. Graduates of our DPT curriculum will provide competent


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and thorough physical therapy services to a diverse population of clients based on available evidence-based practice. This will include patients with musculoskeletal, neuromuscular, integumentary and/or cardiopulmonary conditions, as well as health promotional and wellness services to the general population. This course is an integral preliminary course focused on professional development and understanding the psychological and social needs of a physical therapy client.

5. Projected Enrollment:

The course will be offered each year. Enrollment will be twenty-eight students per year. This is a required course within the physical therapy curriculum.

6. Consultation Statement Is the proposed change likely to affect another Department or Program? [x] NO [ ] YES – If yes, list department/program: __________ Has the Department/Program been consulted? [ ] NO [ ] YES 7. Sample Syllabus:

A. Expected Learning Outcomes: At the conclusion of the course, the student will be able to: 1) Identify and describe the history of physical therapy, Code of Ethics, and Standards of Practice for physical therapy with particular reference to professional membership and participation in the APTA. 2) Discuss communication theories and current concepts in education Express self

clearly and concisely, either verbally or in written format, at a level appropriate to the listener.

3) Recognize the importance and impact of effective communication on treatment/action outcome. 4) Understand and be able to discuss and describe the purpose and utilization of the Guide for PT Practice 5) Discuss the role and importance of the Team Approach to rehabilitation, including supervision and direction of supportive personnel (PTA and Aides) 6) Demonstrate appropriate verbal and non-verbal communication in patient treatment, including effective teaching skills, when instructing a patient, family member, or aide.

7) Recognize the interrelatedness of physical, psychological, social, and environmental factors which may affect the rehabilitation program of

an individual.

8) Review ways in which physical therapy can contribute to preventive health care and consumer education.


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9) Apply ethical principles to resolve clinical questions.

10) Describe and discuss the importance of an effective therapeutic relationship to the evaluation and treatment process. 11) Recognize the process of self-appraisal and appraisal of fellow- learners, as a means of constructive feedback which furthers the learning process and treatment outcomes.

12) Identify the factors linked to successful psychosocial adaptation. 13) Analyze the psychosocial challenges faced by people who have particular

illnesses or disabilities 14) Examine the role of physical therapists to maximize psychosocial

adaptation in various populations B. Course Objectives and Content This course will use lectures and review sessions. New materials or equipment will not be needed to support this course.

1. Course Overview: Impact of, and Adjustment to, Chronic Illness and Disability

Biopsychosocial Model

2. The Family and Disability; Working with Children and Adolescents

3. Psychosocial Issues in progressive and nonprogressive conditions

4. Working with the Elderly: Cross-Cultural Rehabilitation

5. Counseling Skills for PT’s: Communication Styles Analysis; Empathy/Listening/Use of touch

6. Sexuality and disability

7. Death and Dying; Depression

8. Ethics, Code of Ethics & Standards of Practice; Introduction to Guide to PT Practice

9. State Practice Acts/Institutional Laws/ Informed Consent

1. Standards of Practice 2. Role of the PT Assistant and Aide

10. Generic Abilities / Effective communication; Use of verbal, non-verbal skills

11. Introduction to Documentation: SOAP & Patient-Centered; Ethics and Vision 20/20 issues

12-15. Group Project Presentations


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C. Required Readings Author: Davis, CM / Publisher: Slack, Thorofare, NJ, 4th Edition (2006)

Title: Patient Practitioner Interaction, An Experiential Manual for Developing the Art of Health Care.

ISBN-10: 1556429940. Price: 46.95 Author: APTA Title: Guide to Physical Therapy Practice, 2nd edition Physical Therapy. Volume 18 Number 1, January 2001. To order this text you may go to www.APTA.org. or the Book Store Author: APTA. Title: Code of Ethics and Guide to Professional Conduct / Standards of Practice available online at www.apta.org

Author: FSBPTPT and Office of the Professions

Title: Education Laws NY/ Regulations/Standards of Practice

D. Method of Evaluation APTA paper 30% Psychosocial Aspects of health care in arts and media 30% Group project 40%

100% E. Academic Integrity Statement: “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

http://www.apta.org/


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Department: School of Health Professions Program: Doctor of Physical Therapy

PROPOSAL FOR A NEW COURSE 1. Course Number: Title: Hours: Credits:

PT 720 Human Physiology & 5 5 Exercise Physiology

Faculty: Milo N. Lipovac, MD, Ph.D. 2. Prerequisites or corequisites: None 3. Course Description:

A. College Catalogue Course Description: This course provides an overview of cellular structures and functions which regulates body homeostasis from the point of cell division and genetic control of protein synthesis. B. Expanded Description: This course is designed to provide students with a full understanding of the function and regulation of the human body and physiological integration of the organ systems to maintain homeostasis. Course contents integrate the role of the cell membrane in the control of cellular events, particularly presence of membrane resting and action potential and their role in muscle contraction. Course content also includes neural and hormonal homeostatic mechanisms, as well as study of the musculoskeletal, circulatory, respiratory, urogenital , immune and endocrine organ systems under resting conditions and during exercises. Emphasis is placed on the effects of exercise on the neuromuscular, cardiovascular and respiratory systems and understanding of the normal physiological responses in the trained and untrained individual. Specific laboratory exercises provide the students with practical experience in implementing different methodologies in the measurement of important physiological parameters related to, cardiovascular, neuromuscular and respiratory function, energy production and expenditure at rest and during acute and chronic exercises. C. Writing Requirement: None 6. Rationale:

The purpose of the Doctor of Physical Therapy program is to prepare professionally competent practitioners capable of performing comprehensive physical therapy differential diagnosis, intervention and clinical research. Graduates of our DPT curriculum will provide competent and thorough physical therapy services to a diverse population of clients based on available evidence-based practice. This will include patients with musculoskeletal, neuromuscular, integumentary and/or cardiopulmonary conditions, as well as health promotional and wellness services to the general population. This course is major foundational, component of a sequential curriculum that is designed to instruct student on events at molecular, subcellular, and cellular level which creates changes within tissues, organs, and body systems under different level of activities. This course also serves as a prerequisite for other physical therapy courses: PT 750, PT 780. PT 795, PT 801, PT 811, and PT 883.


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7. Projected Enrollment:

The course will be offered each year. Enrollment will be twenty-eight students per year. This is a required course within the physical therapy curriculum.

6. Consultation Statement Is the proposed change likely to affect another Department or Program? [x] NO [ ] YES – If yes, list department/program: __________ Has the Department/Program been consulted? [ ] NO [ ] YES 7. Sample Syllabus:

E. Expected Learning Outcomes:

At the completion of the course students should be able to: 1. Define homeostasis and identify importance of negative and positive feed back

mechanisms. 2. Describe organization of the cell and discuss structure and function of principal cell

parts. 3. Describe structure of the cell membrane and discuss transmembrane transport of solutes

and water. 4. Describe the procedure of protein synthesis and discuss genetic control of this process. 5. Describe the resting membrane potential, and discuss the significance of ion pumps in

the generation and maintenance of this electrical phenomenon. 6. Discuss the ionic mechanisms and list the sequence of events involved in generation and

conduction of action potential. 7. Describe the physiological anatomy of skeletal, smooth and cardiac muscle and discuss

the mechanism of muscle contraction. 8. Discuss the physiology of the circulatory, respiratory, urogenital and endocrine systems

and identify effects of aging on these systems. 9. Identify organs and systems involved in fluid and electrolyte balance and discuss

importance of precise maintenance of this equilibrium. 10. Discuss energy metabolism and generation and regulation of body temperature. 11. Discuss energy resources available for cells and identify most of the processes that ATP

energy is required for. 12. Discuss importance of phosphocreatinine as an “ATP buffer.” 13. Define differences between anaerobic and aerobic energy. 14. Discuss metabolic rate and identify procedures for its measurement and factors that can

influence it. 15. Discuss basal metabolic rate and identify basal conditions. 16. Define main physiologic changes in body during exercises and identify differences

between female and male athletes. 17. Discuss physiological characteristics in muscles during exercises. 18. Discuss physiological characteristics in respiratory system during exercises. 19. Discuss physiological characteristics in cardiovascular system during exercises. 20. Discuss process of heat generation and release during resting and during exercises.


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B. Course Objectives and Content

1) Overview of functional organization of the human body a) The cell and its function b) Genetic control of protein synthesis c) Transmembrane transport of solutes and water d) Membrane potentials e) Neuromuscular transmission f) Contraction of skeletal muscle and smooth muscle

2) Exam #1

3) Cardiovascular system: a) The heart as pump b) Rhythmical excitation of the heart c) Circulation, local, humoral and nervous regulation of the circulation d) Specific laboratory activities related to assessment of different cardiovascular parameters

during the rest and during exercises.

4) Respiratory system: a) Pulmonary ventilation b) Pulmonary circulation c) Diffusion of gases through the respiratory membrane d) Distribution of gases through the blood and body fluids and tissues e) Regulation of respiration f) Specific laboratory activities related to assessment of different respiratory parameters


5) Urinary system: a) Body fluid compartments b) Urine formation by the kidney c) Regulation of extracellular osmolarity d) Renal regulation of blood volume and different ions concentrations e) Regulation of acid-base balance

6) Exam #2 7) Endocrinology system:

a) Pituitary hormones b) Thyroid and parathyroid hormones c) Adenocortical hormones d) Pancreatic hormones e) Progesterone, Estrogen and Testosterone

8) Metabolism and temperature regulation:

a) Metabolism of carbohydrates b) Lipid metabolism c) Protein metabolism


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d) Temperature regulation

9) Adenosine triphosphate functions as and “energy currency” in metabolism a) ATP energizes the synthesis of most important cellular components b) ATP energizes muscle contractions c) ATP energizes active transport across membrane d) Phosphocreatine as an accessory energy storage

10) Metabolic rate

a) Basal metabolic rate i) Basal conditions ii) Technique for determining the basal metabolic rate iii) Expressing basal metabolic rate in terms of surface area

b) Measurement of the whole body metabolic rate i) Direct calorimetry ii) Indirect calorimetry

11) Anaerobic versus aerobic energy

a) Phosphagen system b) Glycogen – lactic acid system c) Aerobic system d) Anaerobic energy during hypoxia e) Anaerobic energy during strenuous burst of activity f) Oxygen debt g) Specific laboratory activities related to assessment of different metabolic parameters


12) Factors that affect metabolic rate a) Exercise b) Specific dynamic action of proteins c) Age d) Thyroid hormone e) Sympathetic stimulation f) Male sex hormone and Growth hormone g) Sleep h) Specific laboratory activities related to assessment of different metabolic parameters


13) Normal body temperatures a) Heat production b) Heat loss

i) Radiation, conduction, convection, sweat c) Role of autonomic nervous system and hypothalamus in regulation of body temperature -

Concept of “set point” for temperature control


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14) Sports physiology

a) Female and the male athlete and their functional limits in exercise b) Neuromuscular system and its functional limits in exercise c) Respiratory system and its functional limits in exercise in exercise d) Cardiovascular system and its functional limits in exercise e) Nutrition pre/post and during muscle activity

15) Comprehensive final exam

This course will use lectures, laboratory activities and review sessions. New materials and equipment will be needed to support this course.

C. Required Readings

Hall, J.E. & Guyton, A. C. (2011). Guyton and Hall Textbook of Medical Physiology. 12th ED. Philadelphia: Saunders Elsevier. ISBN: 978-1-4160-4574-8. $125.

D. Recommended Readings

E. Method of Evaluation

Exam 1 30% Exam 2 30% Comprehensive Final 40%

100% F. Academic Integrity Statement:

“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”


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Attachment Form A 1 Program Content and Requirements

Course Number and Course Title No. of

Credits Is this a

new course?

Is this a current

course? PT 701 Clinical Anatomy 4 X List each course required for the major (include any field experience, research, thesis, or capstone course

PT 702 Medical Terminology 1 X PT 703 Foundations of Patient Care 2 X PT 704 Ethics and Psychosocial Dimensions of PT Practice

3 X

PT 705 Upper Extremity Kinesiology & Assessment 2 X PT 710 Research Design & Methods 3 X

PT 720 Human Physiology & Exercise Physiology 5 X PT 730 Structure & Function of the Nervous System 3 X PT 740 PT Prevention & Intervention 4 X PT 750 Physical Modalities: Clinical Decision Making & Application

3 X

PT 760 Lower Extremity Kinesiology & Assessment 2 X PT 770 Directed Research I: Critical Inquiry 1 X PT 780 Clinical Medicine for PT 3 X PT 795 Integumentary System: Assessment & Intervention 1 X PT 801 Pulmonary PT 2 X PT 802 Clinical Education: Clinical Issues in the

Continuum of Care 2 X

PT 803 Differential Diagnosis & Intervention in Clinical Orthopedics

2 X

PT 804 Introduction to Neurological PT 2 X PT 805 Musculoskeletal Examination & Intervention I 3 X PT 806 Clinical Affiliation I 3 X PT 807 Proprioceptive Neuromuscular Facilitation 1 X PT 808 Differential Diagnosis in Neurological Evaluation 1 X PT 809 Directed Research II: Practicum 1 X PT 810 Neurological Interventions 1 3 X PT 811 Cardiac Rehabilitation 2 X PT 820 Clinical Orthopedics II/Radiology & Imaging 3 X PT 830 Orthotics & Prosthetics 2 X PT 840 Differential Diagnosis & Intervention in Clinical

Neurology 3 X

PT 850 Musculoskeletal Examination & Intervention II 3 X PT 860 Directed Research II: Practicum 0 X PT 870 Health Promotion Through the Lifespan 2 X PT 880 Neurological Interventions II 2 X PT 881 Seminar on Organization & Management 3 X


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PT 882 Pediatric Development & Assessment 2 X PT 883 Pharmacology for PT & Systems Review 3 X PT 884 Musculoskeletal Examination & Intervention III 3 X PT 885 Electroneuromyography & Motion Analysis 2 X PT 886 Clinical Affiliation II 5 X PT 887 Clinical Decision Making 1 X PT 888 Directed Research III: Manuscript Preparation 1 X PT 872 Topics in PT in Physical Therapy 1 X PT 889 Clinical Affiliation III 4.5 X PT 890 Clinical Affiliation IV 4.5 X PT 900 Directed Research V: Presentation Tactics 1 X TOTAL CREDITS 105


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Attachment Form B2

Program Scheduling HUNTER COLLEGE SITE Using the appropriate Table on this or the following page, show the sequencing and scheduling of courses and credits in the program, by semester or quarter/trimester, for the first full cycle of the program (for example, four semesters for a traditionally structured associate degree). Include additional semesters if offered on a part-time basis.

Table for Semester Programs YEAR 1

SUMMER FALL SPRING COURSE TITLE CREDITS COURSE TITLE CREDITS COURSE TITLE CREDITS

Clinical Anatomy 4 Foundations of Patient Care 2 Structure & Function of the Nervous System 3

Medical Terminology 1 Ethical and Psychosocial Dimensions of PT Practice

3 PT Prevention & Intervention 4

Physical Modalities: Clinical Decision Making & Application

3 Lower Extremity Kinesiology & Assessment

2


2 Directed Research I: Critical Inquiry 1

Human Physiology & Exercise Physiology

5 Clinical Medicine for PT 3

Research Design & Methods 3 Pulmonary PT 2

Integumentary System: Assessment & Intervention

1

Total Credits 5 Total Credits 18 Total Credits 16


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YEAR 2

SUMMER FALL SPRING

COURSE TITLE CREDITS COURSE TITLE CREDITS COURSE TITLE CREDITS Directed Research II: Practicum

1 Clinical Education: Clinical Issues in the Continuum of Care

2 Neurological Interventions I 3

Differential Diagnosis & Intervention in Clinical Orthopedics I

2 Differential Diagnosis & Intervention in Clinical Orthopedics II: Radiology & Imaging

3

Introduction to Neurological PT 2 Orthotics & Prosthetics 2

Musculoskeletal Examination & Intervention I 3 Differential Diagnosis & Intervention Clinical Neurology

3

Cardiac Rehabilitation 2 Musculoskeletal Examination & Intervention II 3

Differential Diagnosis in Neurological Evaluation

1 Pediatric Development & Assessment 2

Directed Research II: Practicum (cont’d) 0 Directed Research III: Manuscript Preparation 1

Proprioceptive Neuromuscular Facilitation 1

Clinical Affiliation I 3



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YEAR 3

SUMMER FALL SPRING COURSE TITLE CREDITS COURSE TITLE CREDITS COURSE TITLE CREDITS Clinical Affiliation II 5 Neurological Interventions II 2 Clinical Affiliations III (9 weeks) 4.5

Clinical Decision Making

1 Seminar in Organization & Management 3

Pharmacology & Systems Review 3 Clinical Affiliation IV (9 weeks) 4.5

Musculoskeletal Examination & Intervention III 3

Electroneuromyography & Motion Analysis 2

Health Promotion Through the Lifespan 2

Directed Research III: Presentation Tactics 1



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Attachment Form D Faculty – Hunter College CUNY

Course Title No. of credits

Faculty Assigned to each Course

Highest Earned Degree, Discipline, University

Clinical Anatomy 4 G. Gao K. Peterson

MD, Western Med., West China University: PT, Physical Therapy, Hunter College

Medical Terminology 1 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Foundations of Patient Care 2 T. Holland Ph.D., Physical Therapy, NYU.

Introduction to PT Practice & Ethics 2 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Physical Modalities: Clinical Decision Making & Application

3 T. Holland Ph.D., Physical Therapy, NYU.



Human Physiology & Exercise Physiology

5 M. Lipovac TBA

MD, Ph.D., Neuroscience, U. of Belgrade

Research Design & Methods 2 M. Lipovac MD, Ph.D., Neuroscience, U. of Belgrade

Ethical & Psychosocial Dimensions of PT Practice

3 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Structure & Function of the Nervous System

3 M. Lipovac MD, Ph.D., Neuroscience, U. of Belgrade

PT Prevention & Intervention 4 G. Krasilovsky Ph.D., Physical Therapy, NYU.

Lower Extremity Kinesiology & Assessment


Directed Research I: Critical Inquiry 1 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Clinical Medicine for PT 3 M. Lipovac MD, Ph.D., Neuroscience, U. of Belgrade

Pulmonary PT 2 A. Hess MS, PT, Physical Therapy, Columbia U.

Integumentary System: Assessment & Intervention



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Faculty Member Assigned to each Course


Directed Research II: Practicum 1 PT Faculty Clinical Education: Acute Care Essentials

2 S. Pivko DPT, Physical Therapy, UMDNJ

Differential Diagnosis & Intervention in Clinical Orthopedics I

2 J. Mosca MBA, PT, Marketing, Pace University

Introduction to Neurological PT 2 G. Krasilovsky S. Babyar

Ph.D., Physical Therapy, NYU Ph.D., Physical Therapy, NYU

Musculoskeletal Examination and Intervention I

3 E. Rosen S. Babyar

DHSc, Ortho. PT, U. of St. Augustine Ph.D., Physical Therapy, NYU

Differential Diagnosis in Neurological Evaluation

1 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Proprioceptive Neuromuscular Facilitation

1 S. Babyar Ph.D., Physical Therapy, NYU

Cardiac Rehabilitation 2 A. Hess MS, PT, Physical Therapy, Columbia U.

Clinical Affiliation I 3 S. Pivko DPT, Physical Therapy, UMDNJ

Neurological Interventions I 3 E. Rosen DHSc, Ortho. PT, U. of St. Augustine

Differential Diagnosis & Intervention in Clinical Orthopedics II (Radiology & Imaging)

2 J. Mosca MBA, PT, Marketing, Pace University

Orthotics & Prosthetics 2 T. Holland Ph.D., Physical Therapy, NYU

Differential Diagnosis & Intervention in Clinical Neurology

3 G. Krasilovsky Ph.D., Physical Therapy, NYU

Musculoskeletal Examination and Intervention II



Pediatric Development & Assessment

2 E. Durand PhD, Utica College


60


Faculty Member Assigned to each Course


Clinical Affiliation II 5 S. Pivko DPT, Physical Therapy, UMDNJ

Clinical Decision Making 1 H. Karpatkin PT, DSc, Physical Therapy, Rocky Mountain University.

Neurological Interventions II 2 S. Babyar E. Durand

PhD, Physical Therapy, NYU PhD, Utica College

Seminar in Organization & Management

3 M. Ingino MBA, Baruch College, CUNY

Pharmacology & Systems Review 3 M. Lipovac MD, Ph.D., Neurosci., U. of Belgrade

Musculoskeletal Examination and Intervention III



Electroneuromyography & Motion Analysis

2 G. Krasilovsky S. Babyar

Ph.D., Physical Therapy, NYU Ph.D., Physical Therapy, NYU

Health Promotion Through the Lifespan

2 M. Macht-Sliwinski Ph.D., Physical Therapy, NYU

Directed Research III: Manuscript Preparation

1 S. Babyar PhD, Physical Therapy, NYU

Directed Research IV: Presentation Tactics

1 PT Faculty

Clinical Affiliations III 5 S. Pivko DPT, Physical Therapy, UMDNJ

Clinical Affiliation IV 5 S. Pivko DPT, Physical Therapy, UMDNJ

proposal doctor of physical therapy (dpt) · 2012. 4. 18. · credit laboratory; and, merging of...

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