帝王会所

Didactic/Laboratory Education

The Doctor of Physical Therapy program is designed to help students become competent physical therapists who will be able to employ critical decision-making skills and evidence-based practice for optimal patient care. The curriculum integrates didactic, laboratory and clinical components throughout the program of study. Some key aspects of the program and curriculum include:

• Hybrid curriculum uses traditional, system-base and problem-solving approaches with an emphasis on evidenced-based practice
• Intentional progression from simpler concepts to more complex problems require and develop synthesis and critical thinking skills
• Opportunities that encourage independent learning through case presentations
• Seminar and synthesis coursework challenge students to evaluate and treat the complex patient in the ever-changing health care environment
• Extensive coursework on manual therapy for the extremities and spine as well as on balance and vestibular dysfunction
• The final didactic term of the curriculum will allow the entry-level student to develop specialization within areas of PT practice
• Portfolio generation enhances leadership, professionalism and altruism through participation in conferences and service-learning opportunities.

Specialization Electives

At the OHIO PT Program, one of our goals is to make our students as prepared as possible with all the tools they will need for contemporary practice as they enter clinical practice. Our Specialization Electives in the 3rd year of the program help us do that. Students are free to pick the Specialization Electives (usually 3-5 courses) they鈥檙e most excited about to create an individualized plan. For example, students have the opportunity to advance their knowledge and skills inorthopedics (manual therapy, dry needling, MDT, sports), neurorehabilitation (stroke, TBI, amplitude specific training for PD), balance and vestibular rehabilitation, women's health, pediatrics, geriatrics, management and business practice. Employers have commented that these Specialization Electives have set our students apart from other applicants.

The DPT program includes nine semesters over three years, including summers. View our current curriculum schedule.

Clinical Education

The clinical education curriculum strives to provide a variety of quality clinical learning experiences to prepare students for their role as an autonomous, evidence-based professional practitioner. These experiences include exposure to various practice settings and patient/client populations across the continuum of care that are representative of current practice. To ensure this exposure, students are required to complete at least one clinical education experience in an inpatient setting (acute care, inpatient rehab, SNF, etc.) and one in an outpatient orthopedic setting. Geographic diversity in clinical education placements is encouraged. Currently, we have over 200 affiliation agreements which can provide placement opportunities throughout the U.S.

The clinical education curriculum includes a part-time integrated clinical education (ICE) experience and three full-time clinical education experiences, which are interspersed with the didactic curriculum.

Part-time ICE provides students the opportunity to practice clinical skills outside the classroom under the guidance of a physical therapist mentor concurrently with didactic coursework. The goals of this fluid exchange with the real world are to prepare students for their first full-time clinical education experience and provide a relevant context for academic content. This experience occurs during Spring Semester of the first year. These experiences take place in local, rural clinical education sites.

Full-time clinical education experiences provide students with a supervised, focused course of study in the clinic environment between didactic coursework. These experiences allow students to apply theory and develop clinical and professional skills learned during the didactic portion of the curriculum. Skills are progressively advanced from the first full-time clinical education experience through the terminal experience(s) in order for students to gradually advance to entry-level clinical performance.

First full-time clinical education experience (8 weeks) occurs in 2nd half fall semester in year 2.

Intermediate full-time clinical education experience (12 weeks) occurs summer semester between year 2 and 3.

Terminal full-time clinical education experience (16 weeks) occurs spring semester year 3 and may be completed as one 16-week or two 8-week experiences.

Assignment to Clinical Education Experiences

The program鈥檚 Directors of Clinical Education (DCEs) randomly assign students to one of two local clinical education sites who partner with the program for the part-time ICE experience. The DCEs assign students to full-time clinical education experiences with input from the student; obtained through clinical education advising sessions and submission of a placement "wishlist" for each full-time experience.

The placement philosophy is to provide the best possible placement for the entire cohort based on the resources available. Every attempt will be made to ensure diverse learning situations at the appropriate complexity level for each student. The placement process is guided by the student鈥檚 educational needs and career interests as well as the availability of clinical education sites. The DCEs will place students using their knowledge of clinical partner鈥檚 learning opportunities without bias to allow for equal opportunity for all students. Matching a student to their desired geographical location or to a specific site cannot be guaranteed.