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Graduate Catalog 2001-2003
Graduate Catalog 2004-2006
Doctor of Physical Therapy (DPT)
Physical therapy is a dynamic profession with an established theoretical base and widespread clinical applications. Physical therapists seek to prevent injury, impairments, functional limitations and disability; to maintain and promote fitness, health and quality of life; and to ensure excellence in the delivery of physical therapy services to patients/clients. In order to provide appropriate interventions, physical therapists must have a thorough understanding of the musculoskeletal, neuromuscular, cardiopulmonary and integumentary systems. Physical therapists are essential participants in the healthcare system, working collaboratively with physicians and other healthcare providers, often assuming leadership roles in prevention and health maintenance programs, in the provision of rehabilitation services and in professional and community organizations. They also play important roles in developing health policy and appropriate standards for the physical therapy practice.
Physical therapists are employed in a variety of settings, including hospitals, skilled nursing facilities, public schools, private clinics, rehabilitation centers, community health centers, research centers, industry, home healthcare, athletic programs and physical therapy educational programs. In these settings, the physical therapist is involved in the interpretation of tests and measurements, intervention planning, direct patient care, patient and family education, consultation and supervision of supportive personnel.
The philosophy of the College of St. Catherine Doctor of Physical Therapy Program considers physical therapy education a process that begins with a liberal arts education. Through the liberal arts, students learn to integrate knowledge from various disciplines and develop their capacities for analysis, problem solving, critical thinking, and written and oral communication. These abilities are essential traits of an effective physical therapist.
The focus of the DPT program is to prepare general practitioners of physical therapy who are prepared to lead and influence within the profession of physical therapy and are respected highly for their competence and compassion. The DPT graduate is a competent generalist and a continuing learner who will seek the education and experience necessary to become a master clinician. College of St. Catherine DPT graduates will be prepared to:
COURSE LIST & DESCRIPTIONS
- demonstrate solid foundational physical therapy knowledge and sound clinical skills.
- exhibit information management and knowledge retrieval skills.
- transform information into knowledge and knowledge into sound judgment and ethical action.
- display the agility of mind and spirit to meet the complexity and diversity of the ever-changing landscape of the healthcare environment.
- value and seek the experience, reflective habits, and continued education necessary to become master clinicians.
- demonstrate ethical practice grounded in social responsibility.
- positively lead, influence and shape physical therapy practice and the healthcare delivery system.
Please visit Doctor of Physical Therapy Course List
The DPT program is accredited by the Commission on Accreditation in Physical Therapy Education.
Completion of 118 graduate credits with an overall minimum grade point average of 3.0 on a 4.0 scale.
At the completion of each academic term, the Physical Therapy Promotion and Graduation Committee reviews each student's performance to determine if academic and clinical standards are met to allow progression or graduation.
STANDARDS FOR PROGRESSION
The student who passes all of her/his academic and clinical course work satisfactorily will progress in the program and graduate. Required academic grades for progression are as follows:
- each academic course must be passed with C (2.0) or higher. Credits earned with a course grade of C- (1.67) or below do NOT count toward graduation and must be remediated. A satisfactory (S) grade must be achieved for all research project credits. Each clinical education course must be passed with a grade of S (satisfactory).
- a minimum cumulative GPA of 3.0 is required throughout all DPT course work. In addition, a minimum GPA of 3.00 must be maintained for each semester of the DPT program.
REMEDIATION OF NON-ACCEPTABLE STUDENT PERFORMANCE
Non-acceptable performance may be either academic or clinical
REMEDIATION OF NON-ACCEPTABLE ACADEMIC PERFORMANCE
Consequences of non-acceptable academic work may be: 1) remedial work, 2) repeating a course/semester, or 3) dismissal from the program.
Remedial work may be allowed when academic performance is not acceptable in a single academic course within a semester or a single clinical placement. A student may continue to progress in the DPT program while course remediation is in progress, with the understanding that if remediation is unsatisfactory, the student may be required to repeat the semester or be dismissed from the program.
Repeating a Course/Semester
Repeating a course/semester may be necessary when academic performance is not acceptable for MORE THAN ONE course per semester.
CONDITIONS FOR PROBATION
Failure to achieve the required minimum GPA results in the student being placed on academic probation.
REMOVAL FROM PROBATION
To remove the probation status, the student is required to achieve a GPA greater than 3.00 for the next semester, sufficient to bring the cumulative GPA up to 3.00. The student is allowed to be on academic probation for only one semester consecutively.
CONDITIONS FOR PROGRAM DISMISSAL
A student may be dismissed from the program for a variety of reasons, including but not limited to failure to remove academic probation status, unacceptable clinical performance (full-time or integrated clinical education), plagiarism, or unprofessional behavior.
The student is also allowed an appeal procedure. A student who has been dismissed from the program for any reason and who wishes to be re-admitted, must apply for readmission to the program through standard admissions procedures and timelines. Specific conditions for readmission, as specified in the dismissal letter, must have been met by the time of reapplication.
If a student does not meet academic and/or clinical standards and feels an academic or clinical evaluation was inappropriate, it is the STUDENT'S responsibility to discuss the matter with the instructor and to develop a plan to solve the problem. The appeal process must follow the stages below in sequence:
- Student talks with the individual faculty member.
- If resolution between the student and faculty member does not occur, the student, the instructor and the program director discuss the issue.
- If resolution is not reached, the issue is brought to the Physical Therapy Promotion and Graduation Committee.
- If resolution is not reached, the issue is brought to the appropriate dean at the College of St. Catherine who may meet jointly with the student and faculty member to resolve the complaint. The dean may involve others in resolving the matter if, in his or her discretion, that seems appropriate, including a panel to hear the concern. The decision at this level is final.
The DPT Program follows the Academic Integrity Policy and Student Code of Conduct expectations as published in LeGuide. Academic dishonesty occurs when a student misrepresents her/his work. It also occurs when a student violates the academic rights of another student. Cases of academic dishonesty will be subject to one or more of the following consequences:
- loss of credit for the test or work in question.
- failing grade in the course.
- probationary status, for a prescribed period of time.
- suspension or dismissal from Program or College.
AFFECTIVE BEHAVIOR REQUIREMENT
The program expects each student to behave in a professional manner while in the program, as demonstrated by successful achievement of the Generic Abilities. These Generic Abilities are assessed by the student or by both the student as well as by the academic or clinical faculty each semester.
Because the Generic Abilities reflect behaviors necessary for success as a physical therapist in the clinical environment, failure to demonstrate progress in the Generic Abilities, or failure to meet the specific behavior levels by the defined target dates can result in:
- a need for additional course work.
- additional clinical time.
- a delay in progression in the program.
Additional information for all of these policies can be found in the DPT Student Policy & Procedure Manual.
YEARS TO COMPLETE THE PROGRAM
A student is expected to complete the DPT program in sequence within three academic years of initial enrollment.
The DPT curriculum is a three-year coeducational program focusing on clinical decision-making skills and the application of research principles to everyday clinical practice. The program includes 40 weeks of full-time clinical experience throughout the three years. Students also participate in part-time clinical experiences beginning early in the first year of the program. A research project is required during the final two years.
The innovative DPT curriculum breaks away from more traditional curricula by integrating basic and clinical sciences in a way that is relevant and meaningful within the current healthcare environment. The knowledge base necessary for effective physical therapy practice is growing in breadth and complexity. The curriculum, therefore, focuses on developing the student's ability to recognize and access relevant knowledge, judge the usefulness of the knowledge in the context of clinical practice and build on a contextual framework for the application of the knowledge. The course work is organized around physical therapy practice settings. Teaching methods include problem based tutorials, small group work, lecture, labs, clinical experiences and periods of self-directed learning. Throughout the curriculum, ethics, leadership and an appreciation for cultural diversity are stressed, interweaving liberal arts and professional education.
Special features of the DPT curriculum include:
- full-time, 33 month program (11 months per year).
- curriculum informed by the current research literature on adult learning (i.e. learner-centered model of education where students are actively involved in the teaching/learning process).
- integrated curriculum rather than one separated into basic and clinical science components.
- educational experiences reflect clinical practice, continually integrating knowledge, clinical experiences and critical reflection.
- case-based learning.
- focus on evidence-based practice.
- clinical education occurs at intervals throughout the curriculum, consisting of short experiences with focused learning objectives, as well as extended experiences in a variety of practice environments.
- courses team taught by physical therapy faculty with expertise in basic and clinical sciences illustrating the application of science into clinical practice.
- ethical leadership and cultural competence developed through service learning and other opportunities.
The DPT program follows the semester calendar, including the January interim term and two summer months. DPT courses are open only to students officially admitted to the DPT program. It is expected that students will take DPT courses in the following sequence.
First Year (43 Credits)
DPT 500 Normal Movement
DPT 501 Outpatient Physical Therapy I
DPT 502 Acute Care I
DPT 503 Peripheral Nervous System Function
DPT 504 Rehabilitation I
DPT 505 Long Term Care I
DPT 506 Home Care
DPT 507 Clinical Education I
Second Year (46 Credits)
DPT 600 Acute Care II
DPT 601 Rehabilitation II
DPT 602 Long Term Care II
DPT 603 Amputee Clinic
DPT 604 Outpatient Physical Therapy II
DPT 605 Clinical Education II
DPT 606 Pediatrics
DPT 700 Research Project Credits I
DPT 704 Research Project Credits II
Third Year (29 Credits)
DPT 710 Complex Medical & Trauma Care
DPT 711 Clinical Education III
DPT 712 Occupational Health
DPT 713 Niche Practices
DPT 714 Clinical Education IV
DPT 715 Clinical Education V
DPT 716 Ethics and Leadership Summit
DPT 800 Research Project Credits III
Cort Cieminski, Associate Professor. B.S., University of North Dakota; M.S., Boise State University; Athletic Trainer Certification, Augsburg College.
Kristen Gerlach, Assistant Professor. B.A., St. Olaf College; MPT, University of Iowa; Ph.D., University of Buffalo, State University of New York.
Laura Gilchrist, Associate Professor. B.A., Lawrence University; B.S., Ph.D., University of Minnesota.
Jyothi Gupta, Associate Professor. B.Sc., M.Sc., M.Phil., University of Mysore, India; B.H.Sc., O.T., McMaster University; Ph.D., University of Windsor.
MarySue Ingman, Assistant Professor. B.S., P.T., M.S., University of Minnesota.
Sue Klappa, Assistant Professor. B.A., Hamline University; M.A., University of Minnesota; MPT, The College of St. Catherine.
Paul Niemuth, Associate Professor. B.S., Athletic Trainer Certification, University of Wisconsin - LaCrosse; M.A., University of St. Thomas; D.Sc., Rocky Mountain University of Health Professions; Board Certified Orthopedic and Sports Medicine Specialist.
Megan Dowdal Osborn, Assistant Professor. B.S., Creighton University; MPT, College of St. Catherine.
John Schmitt, Assistant Professor. B.A., Central College; M.S., Graduate Certificate in Physical Therapy, University of Iowa; Ph.D., University of Minnesota.
Deb Sellheim, Associate Professor. B.S.P.T., University of North Dakota; M.A., University of North Dakota; Ph.D., University of Minnesota.
Mary Weddle, Assistant Professor and Director of Clinical Education. B.M., St Olaf College; M.F.A., University of Iowa; M.S.P.T., Arcadia University.
This page was created on 06/30/2004 and last updated on 06/11/2008.
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