School of Rehabilitation Sciences

An overview of tissue response to injury and pain transmission provide the foundation from which students will learn about physical agents and specific conditions from a medical perspective. Pathology for specific injuries will be taught, and students will become familiar with the theoretical and practical application of physical agents as it relates to tissue response to injury and pain control. An introduction to the basic principles and underlying theories relating to examination and treatment techniques will also be presented.

This course is designed to provide information relative to the prevention, recognition, evaluation, treatment, rehabilitation, and return to function and/or activity of athletic injuries involving the spine or head.

This course is designed to provide information relative to the prevention, recognition, evaluation, treatment, rehabilitation, and return to function and/or activity of athletic injuries involving the lower extremity.

This course is designed to provide information relative to the prevention, recognition, evaluation, treatment, rehabilitation, and return to function and/or activity of athletic injuries involving the upper extremity.

Instruction and practice in advanced first aid, Emergency Cardiac Care techniques, and oxygen administration for the paramedical professional. A study of the knowledge and skills required to recognize, triage, refer, and treat, as appropriate, internal injuries, general medical conditions, and disabilities of patients involved in physical activity.

This course is designed to cover the anatomical and mechanical analysis of human musculoskeletal function. Principles of biomechanics, connective tissue behavior, and muscle physiology are integrated with joint structure and function to form the basis of understanding normal and pathological movement.

This course is designed to introduce the graduate student to research processes in the athletic training field. The focus is on understanding and recognizing principles of evidence-based practice in athletic training, understanding the elements of evidence, appraising the evidence, and considering the evidence for use in clinical practice.

Advanced management of acute conditions including wound management, phlebotomy, medication administration, dislocation reduction, and appropriate referral strategies. Advanced therapeutic techniques will also be incorporated.

Designed to provide an understanding of evidence-based practice to the sports medicine setting and the intricacies of performing evidence-based practice research projects.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to systematically guide professional athletic training students through the research process. Coursework will focus on development of an original research idea, building the theoretical background, and identifying the rationale for a research project. Based on the nature of this course, students will be required to meet with a research supervisor outside of the time permitted for class.

This course is designed for sports medicine clinicians and will focus on advanced topics in the study of orthopaedic evaluation, assessment, management, and rehabilitation of common athletic injuries. A combination of discussion, lecture, critical review of literature, laboratory activities, and student presentations will be employed throughout the course.

A course designed to provide information relative to the recognition, evaluation, and treatment of athletic injuries involving the spine.

This clinical experience entails interaction with healthcare providers associated with sports medicine specialties and general medical concerns.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This is a course designed to guide professional athletic training students through aspects of the research process. Coursework will focus on writing the Methods sections for a research manuscript, writing the results section for a research manuscript and proper data entry techniques for a research project. Based on the nature of this course, students will be required to meet with a research supervisor and collect data for their respective project outside of the time permitted for class.

This course will provide an overview of medical terminology, and best practices in medical documentation will be emphasized. Use of documentation strategies to analyze practice trends to identify and implement quality improvement strategies will be stressed.

This course introduces the healthcare student to the normal and abnormal physiology of different body systems as well as differential diagnoses in common medical conditions. Factors associated with those body systems that influence examination and intervention will be discussed. Also discussed is when referral to other practitioners is recommended and required. A case study approach is employed to enforce critical thinking and to mimic practical application.

This course will address health across the lifespan, as well as highlight strategies to mitigate the risk of long-term health complications. This course will additionally identify and describe various modes of imaging techniques and tests used in medical practice for the neurological, musculoskeletal, cardiovascular, and pulmonary systems.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to guide professional athletic training students through aspects of the research process. Coursework will focus on writing the discussion section for a research manuscript, writing a research abstract for submission to a conference, developing an oral research presentation for a conference, and creating a poster presentation for a conference. Based on the nature of this course, students will be required to meet with a research supervisor outside of the time permitted for class.

This clinical experience entails interactions with healthcare providers associated with orthopedic specialties and general medical concerns.

This clinical experience entails interaction with healthcare providers associated with sports medicine specialties and general medical concerns.

This course is designed to introduce the graduate student to research processes in the athletic training field. The focus is on understanding and recognizing principles of EBP in athletic training, understanding the elements of evidence, appraising the evidence, and considering the evidence for use in clinical practice.

This course includes conceptual and computational applications associated with the common statistical techniques relevant to sports medicine clinicians. The intent is to provide students with an introduction to frequently used descriptive and inferential statistical methods for clinical or research purposes in sports medicine. Lectures and laboratory exercises will be utilized to instruct students on using statistics to be intelligent consumers of the research literature. Emphasis will be placed on using statistics to make informed, evidence-based clinical decisions with the goal of enhancing patient care.

Introduces principles of drug therapy across the lifespan and their use pertaining to the healthcare of the physically active. An emphasis on the application of knowledge and skills required of the healthcare provider, including indications, contraindications, precautions, interactions, documentation, and governing regulations.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to provide information related to teaching strategies and techniques along with supervised and mentored teaching experiences within fields applicable to athletic training.

Stresses clinical techniques used in the management and assessment of the lower extremity and spine through utilization of evidence-based practice.

The focus of this course is on identification, referral, and coordinated treatment options for patients with mental and behavioral health conditions.

This course will provide in-depth coverage of legal and ethical concerns for sports medicine healthcare providers. Identification and analysis of applicable local, state, and federal laws and regulations that are specific to the delivery of healthcare.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to provide practical experience in the athletic training setting and an understanding of evidence-based practice in sports medicine.

This course is designed to systematically guide post-professional athletic training students through the research process. Coursework will focus on development of an original research idea, building the theoretical background, and identifying the rationale for a research project. Based on the nature of this course, students will be required to meet with a research supervisor outside of the time permitted for class.

This is a course designed to guide post-professional athletic training students through aspects of the research process. Coursework will focus on writing the Methods sections for a research manuscript, writing the results section for a research manuscript and proper data entry techniques for a research project. Based on the nature of this course, students will be required to meet with a research supervisor and collect data for their respective project outside of the time permitted for class.

This course is designed to guide post-professional athletic training students through aspects of the research process. Coursework will focus on writing the discussion section for a research manuscript, writing a research abstract for submission to a conference, developing an oral research presentation for a conference, and creating a poster presentation for a conference. Based on the nature of this course, students will be required to meet with a research supervisor outside of the time permitted for class.

An overview of administrative and organizational concepts that relate to healthcare entities that provide athletic training services. Facility design, fiscal management, organizational management, and insurance issues will be emphasized. Students will learn about the development and implementation of policies and procedures that occur within an organization that delivers patient care that can impact delivery and quality of care.

A study of the principles and techniques utilized in optimizing physical performance and reducing injury through proper and effective strength and conditioning programs. Special emphasis will be placed on current research findings, breakthrough and advanced weight training techniques, and popular conditioning practices. This course will also provide the student with skills in exercise leadership. The student will learn how to lead resistance training, flexibility training, cardiovascular training involving a variety of exercise modes, and group exercise.

Seminar-based course that will involve discussion of critical questions and contemporary issues and problems in athletic training/sports medicine.

Knowledge and skills for successful pursuit of athletic training credentials, including Board Of Certification (BOC) examination preparation, employment, and continuing professional competence. Will include self-analysis of patient encounter portfolio and identification of clinical needs.

This course is designed to provide students in the School of Rehabilitation Sciences an interprofessional education experience that teaches the basic principles and concepts of human gross anatomy so they can apply it to their clinical practice. While multiple body systems will be covered, emphasis will be on the musculoskeletal, articular, nervous, and vascular systems.

An overview of clinical reasoning strategies and opportunities for clinical practice implementation will be provided. Students are provided a review of both human anatomy and evidence-based strategies for the delivery of care. Students will learn about the development and implementation of policies and procedures that can impact delivery and quality of care.

This course includes theories and applications of techniques concerning the analysis of human motion for the sports medicine clinician. The intent of this course is to provide students with an introduction to quantitative analysis of human motion and the concepts and equipment to collect objective quantifiable data for clinical or research purposes.

Designed to introduce current concepts of curriculum development, evaluation methods, course construction and testing as related to the athletic training clinical and didactic experience. Designed to introduce the graduate student to aspects of the management of learning and instruction; how learners learn and how teacherscan facilitate their learning as related to the athletictraining didactic and clinical experience.

This course includes theories and applications of techniques concerning the analysis of human motion. It is designed to provide opportunities for the advanced study of motion analysis techniques for the study of human movement. The intent of this course is to provide students with an extensive knowledge concerning quantitative analysis of human motion and the concepts and equipment to collect objective quantifiable data to be used for clinical or research purposes.

This course is a pass/fail course for master's students in their final semester. It may be taken to fulfill the registration requirement necessary for graduation. All master's students are required to be registered for at least one graduate credit hour in the semester of their graduation.

Developments in technology provide researchers with the ability to measure different aspects of human movement many times a second. To make sense of these large and complex datasets researchers are increasingly using engineering software, e.g., MATLAB, to manipulate, process, and analyze data. In this course, students will gain experience importing, plotting, filtering, selecting critical points, and exporting data through the creation of custom functions and scripts within the MATLAB user interface.

This course will cover the writing and refining of research questions, collecting and analyzing qualitative and quantitative data, and choosing the appropriate mixed or multi-method design. The course will also review analyzing, interpreting, and presenting the results of a mixed or multi method design to address the research questions. Students will learn how qualitative and quantitative data can be combined to capture the perspectives of healthcare providers, patients, organizations, or other stakeholders to answer research questions.

This course will explore some of the theories that are common to kinesiology and rehabilitation research. It will include theories associated with disablement, rehabilitation, patient-centered care, motor control, and models for clinical research. These theories will be applied to clinical and research applications relevant to kinesiology and rehabilitation.

This course will introduce the student to critical appraisal of all forms of research in kinesiology and rehabilitation. The purpose of this course is to further develop the student's competence in conducting and evaluating research. The student will develop the skills necessary to find, critically evaluate, and synthesize the available research in order to answer individual research questions or cultivate a line of research inquiry.

This course examines the coordination of cardiorespiratory, musculoskeletal, and neurological systems in performing rhythmic movement tasks such as walking, running, swallowing, speaking, and feeding. Students will gain experience measuring and interpreting cardiorespiratory variables, kinematics, kinetics, and energetics of rhythmic movement tasks integrated with measures of activity, participation, and clinical standardized tests.

This course will examine the coordination of musculoskeletal and neurological systems in performing discrete movement tasks such as reaching, grasping, throwing and speaking. Students will gain experience measuring and interpreting kinematics and kinetics of discrete tasks integrated with measures of activity and participation and clinical standardized tests.

This course covers neuroscience with specific regard to the fundamental design, organization and workings of the central nervous system (CNS) in the areas of motor control. The topics cover areas related to the typical development of motor function and changes in motor control throughout the lifespan. This course also assesses motor-control problems that occur as a result of congenital conditions, acquired damage, dysfunction or disease. Pathological conditions such as (but not limited to) stroke, Parkinson's disease, cerebellar disease, and muscle and joint pathologies are examined.

An optimal level of balance and postural control is essential for the performance of many everyday activities. This course is specifically focused on the neural, muscular and biomechanical mechanisms underlying postural control in healthy populations of different ages. In addition, changes that can be observed in postural control following damage, dysfunction and/or disease are also covered. The implications of changes in balance control for falls will be a particular focus. Students in this course learn how to collect and interpret kinematic, kinetic and electrophysiological data associated with the neuromuscular function during posture and balance tasks.

Rehabilitation aims to enhance the functional ability of individuals with impairment or disease, while areas within the field of kinesiology seek to understand changes in tissues, physiological systems, movements, and behaviors that occur through training and practice. In this course, students will study these related processes of adaptation, learning, and rehabilitation.

This course is designed to provide supervised and mentored teaching experience within fields applicable to kinesiology and rehabilitation.

The advanced study of special topics in kinesiology and rehabilitation.

This course is designed to provide supervised and mentored research experience within specialized topics applicable to kinesiology and rehabilitation.

An approved research project written under the supervision of a faculty advisor, in which the student demonstrates the capacity to design and complete independent applied research. The completed project must be approved by the dissertation committee.

Students examine the historical and philosophical foundations that have shaped the profession of occupational therapy, its domain, values, and theories, and the foundations of practice with individuals, groups, and populations. Students explore the value of occupation and the role of occupational therapy in promoting health and wellness.

Students analyze the domains and dimensions of occupations, occupational performance skills and patterns, and the structures, functions, and processes of the body and body systems. Students conduct biomechanical assessments and identify essential performance for health and function.

Students analyze the domains and dimensions of occupations, occupational performance skills and patterns, and the structures, functions, and processes of the body and body systems. Students will examine the structures and function of the central, autonomic and peripheral nervous systems and apply neuroscience principles to clinical conditions that disrupt human engagement and performance.

Students analyze the domains and dimensions of occupations, occupational performance skills and patterns, and the structures, functions, and processes of the body and body systems. Students examine human development and occupational patterns across the lifespan and the cultures that enable individuals, groups and populations to optimally participate in occupations that promote health.

Students examine human development, occupational patterns, and cultural influences across the lifespan that enable individuals, groups and populations to optimally participate in occupations that promote health. Students apply critical reasoning to consider the impact of disorders on participation and health.

Students examine occupations and the evaluation and treatment of physical, developmental, psychosocial, and mental health disorders of children and youth. Students design evaluation and intervention plans for clients receiving services in hospital, developmental, and school settings.

Students utilize professional and clinical reasoning to apply the occupational therapy process in client care. Students analyze information that supports team collaboration, clinical decision making, effective client care, and service reporting.

Students explore the evaluation process in occupational therapy practice including observation, interviewing, assessment administration and interpretation, decision making, and reporting. Tests and measurement theory, psychometrics, methods, procedures, and test interpretation are examined.

Students integrate foundational concepts to promote professionalism, ethical reasoning, therapeutic use of self, and lifelong competent and interprofessional practice. Students examine professional identity and the role of professional relationships in occupational therapy practice.

Immersed in a setting that serves the needs of children and youth, students develop a summary of a client’s occupational history and experiences, patterns of daily living, interests, values, needs, and relevant environments and contexts, and examine client-centered outcomes.

Students develop knowledge of the application of statistics for the healthcare professional. Students utilize descriptive statistics, normality, parametric and non-parametric hypothesis testing and simple linear regression to evaluate research and form clinical decisions.

Students apply knowledge of practice and research to design effective intervention to meet clients’ needs. Students design clinical questions related to diagnosis, prognosis, and intervention, and critically appraise the research literature on a topic of interest to the practice community.

Students explore teaching and learning theory, threshold concepts, and signature pedagogy in occupational therapy academic and fieldwork education. Activity analysis and learning strategies to promote health literacy, performance, engagement, and behavioral change are examined.

Students will examine approaches to professional development and strategic planning and examine their leadership competencies. They will discuss roles and responsibilities and develop a professional leadership and business plan.

Factors, forces, and dynamics of the healthcare system and service delivery environment are examined, and students compare the interrelationships of health policy, healthcare, and practice. Students conduct an epidemiological analysis of a challenging healthcare issue.

Students examine the elements of developing and maintaining relationships, communicating with clients and members of the team, and resolving interpersonal challenges in the roles of practitioner, practice scholar, and leader/advocate.

Students conduct an occupation-based assessment of a client in a clinical or community-based setting that serves the needs of adults with disabilities. Students examine occupational performance and its impact on participation and health and wellness in individuals and groups.

Students examine occupations and the evaluation and treatment of physical, psychosocial, and mental health disorders of adults. Students design evaluation and intervention plans for clients receiving services in acute and sub-acute care, inpatient and outpatient rehabilitation, and community-based settings.

Students examine the aging process and the evaluation and treatment of physical, developmental, psychosocial, and mental health disorders of older adults. Students design evaluation and intervention plans for clients receiving services in home, community, and skilled nursing settings.

Interventions to optimize functional use of the hand and arm are analyzed. Emphasis on physical agent modalities, orthotics fabrication and application, shoulder, arm, and hand rehabilitation methods, and prosthetics and robotics is explored.

Students examine the influence of psychosocial factors on occupational performance and participation in individuals, groups, and populations. Use of self as a therapeutic agent and group process skills are emphasized.

Students examine the role of technology in the occupational therapy process from evaluation to intervention planning and implementation. The regulation and ethics of technology use in therapy are considered and students explore the array of technological resources available for patient care.

Students apply professional reasoning and activity analysis to meet clients’ occupational needs. Students analyze, grade, modify, and adapt occupations and activities to support occupational performance and participation.

Students interact with other health professionals to make patient care decisions in the virtual environment. Students examine the process and technologies required to provide interdisciplinary telehealth care, explore the legal, regulatory and reimbursement issues in telehealth care, and deliver healthcare via videoconferencing.

Students conduct evaluations and design a group-based intervention in a clinical or community-based setting that serves the needs of adults with disabilities. Students examine occupational performance and its impact on participation and health and wellness in individuals and groups.

Students analyze the external and internal criticisms of the profession and examine the evidence addressing practice. Students examine the body of evidence addressing an intervention of interest and complete a systematic review of the evidence.

Students explore research approaches and design and participate in grant writing and a mentored research project with a faculty member that links theory and practice, facilitates understanding of complex real-world issues, and facilitates knowledge translation.

In this twelve-week full-time course, students are provided supervised field experiences applying the occupational therapy process with individuals, groups and/or populations with occupational performance and participation needs.

In this twelve-week full-time course, students are provided supervised field experiences applying the occupational therapy process with individuals, groups and/or populations with occupational performance and participation needs.

Students examine the role of occupation in health promotion, health education, and prevention of illness. Key concepts of population health, social determinates of health, health promotion, and health behavior will be applied to develop community and population-based approaches.

Students examine their knowledge, skills and professional competencies and establish a resume and professional development plan. Students examine the value of supervision and mentorship relationships.

Students examine the formation of their identity as an occupation-based practice scholar and ethical leader and explore challenges in service delivery systems of significance to occupational therapy’s value and role in health and wellness promotion.

Students examine innovative approaches to service delivery and discuss their formative capstone experience and their potential role as a practitioner, practice scholar, and leader/advocate in health management and promotion.

Students examine their capacity for leadership and advocacy for the role of occupation in achieving health and wellbeing of individuals, groups, and populations. Students reflect on their own plans for leadership and advocacy in their upcoming capstone project.

The doctoral capstone project is a 14-week full-time experiential course designed to develop students’ skills role related focus areas. Students implement an individually mentored, increasingly self-directed capstone project as the culminating learning activity of the doctoral program.

The synthesis of knowledge gained throughout the didactic curriculum, service-learning and field experiences, and in-depth scholarly capstone experience and project is demonstrated through the completion and presentation of a scholarly product.

An introductory course where students will develop physical therapy clinical skills. Content includes patient handling techniques including positioning and draping, surface anatomy palpation, vital signs and gait training with the use of assistive devices. Basic medical terminology, communication, proper body mechanics and safety are also introduced.

This course focuses on the principles and application of therapeutic exercise interventions used to address impairments. Emphasis is placed on designing, implementing, and modifying individualized exercise programs that enhance patient function through motor learning, peripheral joint mobilizations, range of motion and flexibility, muscle performance, aerobic conditioning, gait, balance, and functional interventions.

This course covers the theory, clinical techniques, and the evidence behind the use of common physical agents in physical therapy, including electrotherapy, thermal and non-thermal modalities, and massage. The course also addresses physical therapy management of wound and burn care and the use of individualized therapeutic exercise interventions to improve patient outcomes.

This one-credit course surrounds the basic structure and function of loose and dense connective tissues, bone, articular cartilage, muscle and nerve. It will address how these tissues function under normal and pathological conditions and the implications for physical therapy. The course will also prepare the student to read and interpret the medical and scientific literature relative to histology and clinical practice.

The first class in a series of lectures designed to acquaint the student with the clinical areas related to pathological conditions frequently encountered in physical therapy practice. The course develops an understanding of health models, disease processes and highlights common pathologies by body system central to the care of the patient.

This course is designed to acquaint the student with medical aspects and pathological conditions associated with musculoskeletal disorders and surgical procedures involving the musculoskeletal system with a subunit related to cancer.

This foundational course helps students understand the physiological principles that underlie exercise and movement as they relate to physical therapy practice. Students will describe how the cardiovascular, pulmonary, metabolic, endocrine, and neuromuscular systems respond and adapt to exercise and aging. Emphasis is placed on utilizing physiological data such as heart rate, blood pressure, oxygen consumption, muscle strength and activation, and EKG findings to guide safe and effective exercise prescription.

A beginning course in patient examination skills which focuses on musculoskeletal examination of range of motion (i.e., goniometry), manual muscle testing, reflex and sensation testing, edema testing, history and interview skills, and introduction to gait and posture examination.

This course builds upon PT 640 with the focus on gait, posture, and musculoskeletal examination/evaluation. Emphasis will be on examination tests and measures, orthopedic special tests, and beginning differential diagnosis.

This course introduces students to the critical thinking and clinical reasoning skills necessary for effective patient care across diverse practice settings, with an emphasis on basic musculoskeletal conditions. Through interactive case studies, simulations, and guided reflection, students learn to systematically evaluate and manage patients using evidence-based frameworks for clinical decision making. This course emphasizes the integration of foundational sciences with movement analysis, patient examination, and outcome assessment. Students will begin developing the ability to synthesize subjective and objective findings, generate differential diagnoses within the scope of physical therapy practice, and design safe, effective, and patient-centered intervention plans.

This course equips students with the critical thinking and clinical reasoning skills necessary for effective patient care across diverse practice settings, with an emphasis on musculoskeletal conditions. Through interactive case studies, simulations, and guided reflection, students learn to systematically evaluate and manage patients using evidence-based frameworks for clinical decision making. This course emphasizes the integration of foundational sciences with movement analysis, patient examination, and outcome assessment. Students continue to develop the ability to synthesize subjective and objective findings, generate differential diagnoses within the scope of physical therapy practice, and design safe, effective, and patient-centered intervention plans.

This course introduces the biomechanical principles of human movement with emphasis on the upper extremity, lower extremity, and spine. Students will learn joint kinematics, kinetics, and muscle actions underlying normal movement, posture, and gait. Foundational concepts include force, torque, levers, and mechanical advantage as they apply to human motion. The course also introduces abnormal and pathological gait mechanics to prepare students for clinical application in movement analysis.

This course applies biomechanical principles to the quantitative and qualitative analysis of human movement, posture, and balance. Students examine the mechanical and physiological bases of stability and mobility across the lifespan, emphasizing fall risk assessment and prevention. Through lectures and laboratory experiences, students will analyze torque, joint reaction forces, and postural control using tools such as force plates, motion analysis systems, and electromyography. Emphasis is placed on interpreting biomechanical data to inform evidence-based clinical decision-making and intervention planning for functional movement and balance rehabilitation.

This first full-time clinical education experience begins at the end of the first academic year of the program and is designed to permit progressive responsibility in patient evaluation and treatment based upon material learned in classes during the first year.

Advanced study of selected topics.

Neuroscience I is the first in a series of courses that provide the student with an understanding of integrated neuroanatomy and neurophysiology. Emphasis will be placed upon basic neurophysiologic principles at the cellular level.

Neuroscience II is the second course in the sequence. From the foundation of Neuroscience I, the course will build to the progressively higher order of structural functional relationships that control behavior.

This is the first in a series of courses that prepare the graduate to critically analyze and use scientific literature to improve clinical decision-making and practice. This course introduces the terminology and strategies of evidence-based practice applied to physical therapy. It emphasizes the basic concepts such as research design, measurement principles and basic statistics.

This course is a continuation of the graduate's preparation to practice critical analysis skills related to scientific literature. Its emphasis is placed on creating the components of research reports and concepts associated with judging the quality and value of research. Students will complete a systematic review of the literature.

This is third in a series of four courses in which the student will develop entry-level professional analytical skills in the area of evaluation and treatment with emphasis in the area of orthopedics. This course will expand on the knowledge from spring semester and summer clinical experiences. Teaching methods will include lecture, lab experiences, patient case studies, and demonstrations.

This is the fourth in a series of Theory and Practice courses designed to prepare the student to achieve entry-level skills in analysis and management in acute care, the adult client with neurologic dysfunction, and rehabilitation following limb amputation. The course integrates the theoretical aspects of neurologic physical therapy with the development of cognitive and psychomotor clinical skills. Practice laboratories, demonstrations, use of audiovisual aids, lectures, laboratory assignments and projects are used to facilitate learning.

This course is designed to emphasize modules in pharmacology, management of chronic pain, functional capacity evaluations, work conditioning, clinical electrophysiology and imaging.

The fourth clinical science course is designed to provide the learner with the foundation to apply clinical science knowledge about an underlying injury or disease to design and implement the appropriate physical therapy care plan for pathologies seen in physical therapy practice. This course focuses on pathologies seen in the acute care environment, pathologies of the nervous system and limb amputations.

This course develops the clinical reasoning, examination, and decision-making skills necessary for evaluating patients across the continuum of care, with emphasis on special populations. Patient cases include individuals with amputations; cardiovascular and pulmonary conditions; neurological disorders such as spinal cord injury, Parkinson’s disease, and vestibular dysfunction; and medically complex patients in the acute care setting. The course builds on foundational evaluation knowledge and integrates musculoskeletal, neuromuscular, cardiovascular, and pulmonary systems to support comprehensive patient management.

The course equips students with the critical thinking and clinical reasoning skills necessary for effective patient care across diverse practice settings, with an emphasis on higher complexity musculoskeletal conditions and incorporation of psychosocial aspects of patient care, including determinants of health. Through interactive case studies, simulations, and guided reflection, students learn to systematically evaluate and manage patients using evidence-based frameworks for clinical decision making. This course emphasizes the integration of foundational sciences with movement analysis, patient examination, and outcome assessment. Students will develop the ability to synthesize subjective and objective findings, generate differential diagnoses within the scope of physical therapy practice, and design safe, effective, and patient-centered intervention plans.

This course allows students to integrate the critical thinking and clinical reasoning skills necessary for effective patient care across diverse practice settings with multi-complex patient conditions. Through interactive case studies, simulations, and guided reflection, students learn to systematically evaluate and manage patients using evidence-based frameworks for clinical decision making. This course emphasizes the integration of foundational sciences with movement analysis, patient examination, and outcome assessment. Students will expand on their ability to synthesize subjective and objective findings, generate differential diagnoses within the scope of physical therapy practice, and design safe, effective, and patient-centered intervention plans.

This course prepares students to achieve entry-level competence in the pathology, examination, and management of pediatric clients across a wide range of diagnoses. Students will explore typical and atypical development, standardized outcome measures, assessment techniques, and evidence-based interventions. Learning experiences include lectures, practice laboratories, demonstrations, experiential learning, assignments, and projects all designed to integrate clinical pathology with practical application in pediatric physical therapy.

This second full-time clinical education experience occurs between the second and third academic years of the program and is designed to permit progressive responsibility in patient evaluation and treatment based upon material learned in classes during the first and second years.

This third full-time clinical education experience occurs following the final academic semester of the program and is designed to promote the development of an autonomous professional through the synthesis and application of clinical problem solving and clinical reasoning skills. Students will achieve entry-level clinical and administrative practice skills.

This course focuses on the psychological and socioemotional elements associated with injury, illness, disability, and chronic conditions. The course emphasizes the profound impact psychosocial factors have on patient outcomes and well-being before, during, and after physical therapy. Students will examine societal and personal perspectives, engage in reflection, and apply current evidence to develop the knowledge, skills, and attitudes needed to foster therapeutic alliances, address contextual barriers to care, and promote person-centered care.

This course addresses physical therapy management of special populations through integrated lectures, collaborative learning activities, and lab sessions including community-based experiences. Emphasis is placed on health promotion across the lifespan, consideration of social determinants of health, and application of the 4Ms framework in patient care. The course reinforces interprofessional education through incorporation of the IPEC core competencies, including values and ethics, interprofessional communication, teamwork, and roles and responsibilities in working with various patient populations.

This course is designed to provide the physical therapy student with a review of the principles and practices of managing and administering physical therapy in various clinical settings. The course stresses the principles of management administration in patient care in clinical environments.

This course is for the identification, analysis, and discussion of issues currently facing the physical therapy profession. The issues focus on the ethical questions as well as the role relationships of physical therapists in the greater health care delivery system of the United States.

This course is designed to meet the needs for patient instruction, education within the classroom and clinic, and peer continuing education. The focus of the course is on clear communication in the teaching/learning process.

Students will pick from a variety of clinical specialty practice, service learning or research topics to explore in a small group setting.

This seminar integrates foundational and clinical sciences in the analysis of patient-centered clinical problems to support diagnostic decision making and develop next-step plans in care. Students develop an individual case study from a prior clinical experience, obtain consent, collect relevant data, and prepare an abstract, conference poster, and long form platform presentation highlighting their clinical reasoning. Key themes and diagnostic concepts explored throughout the course are applied in a culminating assessment using a common set of patient cases.

This course is a continuation of the Scientific Inquiry series and is designed to advance students’ skills in critical inquiry, clinical reasoning, peer feedback, and reflective thinking. Building on prior coursework, students focus on the dissemination of research through the development and communication of scholarly work derived from their systematic review. Students write a scientific paper, prepare a poster and a presentation as a group, and submit their work to state or national conferences. The course emphasizes the skills needed to analyze, integrate, and synthesize peer-reviewed research to advance the evidence base of the physical therapy profession.

The purpose of this course is to challenge the student to interact with other health professionals in making patient care decisions.

Research topics.

This course will expose interprofessional students to current trends in health promotion and illness prevention. Topics will include: Healthy People 2020 objectives, age specific clinical guidelines for health promotion and illness prevention, theories on behavior and motivation, sociocultural issues, and screening for a variety of health problems. Measures for promoting and maintaining health throughout the lifespan will be explored with attention to current research from the literature.

Students will pick from a variety of clinical specialty practice, service learning or research topics to explore in a small group setting.