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Doctor of Physical TherapyProgram Curriculum

Curriculum Outline

Year 1: Fall Semester

Anatomy – 6 Credits
Clinical Seminar I – 2 Credits
Clinical Skills I/ Foundations – 4 Credits
Systems, Physiology/and Pathophysiology I – 3 Credits
Service Learning I – 1 Credit

Total Credit Hours – 16 Credits

Year 1: Spring Semester

Applied Neuroscience – 3 Credits
Clinical Seminar II – 2 Credits
Clinical Skills II/MT and Exercise – 4 Credits
Functional Anatomy/Biomechanics – 3 Credits
Systems, Physiology and Pathophysiology II – 3 Credits
Health Promotion Ia – 1 credit

Total Credit Hours – 16 Credits

Year 1: Summer Semester

Clinical Skills III/Modalities – 4 Credits
Clinical Skills Assessment I – 1 Credit
Lifespan I – 2 Credits
Medical Screening – 2 Credits
Research Methods/EBP – 3 Credits
Health Promotion Ib – 1 credit

Total Credit Hours – 13 Credits

Year 2: Fall Semester
Capstone I – 2 Credits Internship I (8 wk) – 4 Credits
Administration Roles – 3 Credits
Musculoskeletal I – 3 Credits
Neuromuscular I – 3 Credits
Service Learning II – 1 credit
Total Credit Hours – 16 Credits
Year 2: Spring Semester

Integumentary/Medical – 3 Credits
Biopsychosocial Aspects – 2 Credits
Capstone II – 1 Credit
Cardiopulmonary/ Acute Care/ Trauma – 3 Credits
Musculoskeletal II – 3 Credits
Neuromuscular II – 3 Credits
Health Promotion IIa – 1 credit

Total Credit Hours – 16 Credits

Year 2: Summer Semester
Capstone III – 1 Credit Internship II (8 wk) – 4 Credits
Clinical Seminar III – 2 Credits
Clinical Skills Assessment II – 1 Credit
Lifespan II – 2 Credits
Women’s Health – 2 Credits
Health Promotion IIb – 1 credit
Total Credit Hours – 13 Credits

 

Year 3: Fall Semester
Capstone IV – 2 Credits  Internship III (8 week) – 4 Credits
Complex Medical – 2 Credits
Musculoskeletal III – 2 Credits
Neuromuscular III – 2 Credits
Ethics and Professional Issues – 1 Credit
Specialty Seminar – 2 Credits
Total Credit Hours – 15 Credits
Year 3: Spring Semester

Internship IV (12 week) – 6 Credits

Total Credit Hours – 6 Credits

Curriculum Expectations

Students typically attend classes 30 or more hours per week during each academic semester. Classes consist of a combination of lecture, discussion, laboratory, and clinical activities.  When on clinical rotation students are typically present at the clinic 40 or more hours per week on a schedule that corresponds to the operating hours of the clinic.

Students typically sit for two to 10 hours daily, stand for one to two hours daily, and walk or travel for two hours daily.

Students typically relocate outside of the St. Paul area to complete one or more clinical rotations of eight to twelve weeks duration each.

Student frequently perform the following activities:

  • Lift less than 10 pounds and occasionally lift weights between 10 and 100 pounds.
  • Exert 75 pounds of push/pull forces to objects up to 50 feet and occasionally exert 150 pounds of push/pull forces for this distance.
  • Twist, bend and stoop.
  • Move from place to place and position to position and must do so at a speed that permits safe handling of classmates and patients.
  • Stand and walk while providing support to a classmate simulating a disability or while supporting a patient with a disability.
  • Use their hands repetitively with a simple grasp and frequently use a firm grasp and manual dexterity skills.
  • Coordinate verbal and manual activities with gross motor activities.
  • Use auditory, tactile, and visual senses to receive classroom instruction and to evaluate and treat patients.

Students occasionally perform the following activities:

  • Carry up to 25 pounds while walking up to 50 feet.
  • Squat, crawl, climb stools, reach above shoulder level, and kneel.
  • Climb stairs or negotiate uneven terrain.

Visual Curriculum

Related Pages

Course Grading Scale

100-91%: A
90-81%: B
80-71%: C
70 and below: F

Satisfactory Progress

Students must earn a C or better in each course and maintain an overall GPA of 3.0 or higher.

Professional Behaviors Assessment

Competence in professional behavior is defined as performing at the beginning level on all items of the Professional Behaviors Assessment Tool (May, Kontney, Iglarsh, 2010) in year one, at the intermediate level in year two, and at the entry level by the end of year three of the program.