| |
| Graduate Catalog StKate.edu | |
Doctor of Physical Therapy (DPT)
Program Description
For complete course descriptions, click here.
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 St. Catherine's Doctor of Physical Therapy (DPT) Program considers physical therapy education a process that begins with a liberal arts education. Through the liberal arts, you learn to integrate knowledge from various disciplines and develop your 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.
St. Catherine DPT graduates will be prepared to:
- 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.
ACCREDITATION
The DPT program is accredited by the Commission on Accreditation in Physical Therapy Education (1111 N. Fairfax Street, Alexandria, VA 22314, (703) 706-3245).
DEGREE REQUIREMENTS
Completion of 118 graduate credits with an overall minimum grade point average of 3.0 on a 4.0 scale.
YEARS TO COMPLETE THE PROGRAM
You are expected to complete the DPT program in sequence within three academic years of initial enrollment.
Major Requirements
CURRICULUM
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. You 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 your 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.
DPT 5000 Intro to Physical Therapist Practice
DPT 5010 Outpatient Physical Therapy I
DPT 5020 Acute Care I
DPT 5030 Outpatient Physical Therapy II
DPT 5040 Rehabilitation I
DPT 5050 Subacute I
DPT 5060 Home Care
DPT 5070 Clinical Education I
SECOND YEAR (40 CREDITS)*
DPT 6000 Acute Care II
DPT 6010 Rehabilitation II
DPT 6020 Subacute II
DPT 6030 Rehabilitation III
DPT 6040 Outpatient Physical Therapy III
DPT 6050 Clinical Education II
DPT 6060 Pediatrics
DPT 7000 Research Project Credits I
THIRD YEAR (35 CREDITS)
DPT 7040 Research Project Credits II
DPT 7100 Complex Medical & Trauma Care
DPT 7110 Clinical Education III
DPT 7121 Outpatient Physical Therapy IV
DPT 7131 Rehabilitation IV
DPT 7140 Clinical Education IV
DPT 7150 Clinical Education V
DPT 7160 Ethics and Leadership Summit
DPT 8000 Research Project Credits III
*Students beginning the DPT program in Fall 2009 will complete a total of 41 credits their first year and 42 credits their second year in the program.
PROGRESSION POLICY
ANNUAL REVIEW
At the completion of each academic term, the DPT core faculty reviews your 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. If the student does not achieve these requirements for any given semester, the student will be placed on academic probation.
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) academic probation, or 3) dismissal from the program.
REMEDIAL WORK
Remediation of a didactic course will be necessary when academic performance is not acceptable (C- or below) for one DPT academic course. In this case the student will be placed on academic probation, to take effect the semester that DPT coursework is resumed. Non-acceptable performance on the course remediation will result in dismissal of the student from the DPT Program, with the student allowed an appeal procedure. Students are allowed only one non-acceptable course grade during the length of the DPT Program. A second non-acceptable course grade will result in dismissal from the DPT Program.
CONDITIONS FOR PROBATION
A student will be placed on academic probation as a result of non-acceptable academic performance, including:
a) a grade of C- or below in one course during the DPT Program
b) a cumulative or semester GPA below 3.00.
REMOVAL FROM PROBATION
To remove the probation status, you are required to achieve a GPA greater than 3.00 for the next semester, sufficient to bring the cumulative GPA up to 3.00. You are allowed to be on academic probation for only one semester consecutively. Failure to remove the academic probation status in the subsequent semester will result in your dismissal from the Program. You may be on academic probation only once during the DPT Program; failure to meet these GPA requirements a second time will result in dismissal from the DPT Program. You may appeal the dismissal.
CONDITIONS FOR PROGRAM DISMISSAL
You may be dismissed from the Program for a variety of reasons, including but not limited to failure to remove academic probation status, unacceptable academic performance (C- or below) in more than one DPT course during the length of the Program, unacceptable clinical performance (full-time or integrated clinical education), academic integrity violations, unprofessional behavior, or failure to meet defined Generic Abilities standards. You are also allowed an appeal procedure. If you have been dismissed from the Program for any reason and wish to be re-admitted, you 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.
APPEAL PROCEDURE
If you do not meet academic and/or clinical standards and feel an academic or clinical evaluation was inappropriate, it is your 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:
1. You talk with the individual faculty member.
2. If resolution between you and the faculty member does not occur, you, the instructor and the Program Director discuss the issue.
3. If resolution is not reached, the issue is brought to the DPT core faculty.
4. If resolution is not reached, the issue is brought to the appropriate St. Catherine Dean who may meet jointly with you 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.
ACADEMIC INTEGRITY
The DPT Program follows the Academic Integrity Policy and Student Code of Conduct expectations as published in LeGuide. Academic dishonesty occurs when you misrepresent your work. It also occurs when you violate 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 DPT Program expects each student to behave in a professional manner while in the Program, as demonstrated by successful achievement in the Generic Abilities. These Generic Abilities are self-assessed by the student and reviewed each semester with their DPT academic advisor. Input and possible revisions may be made with feedback from the academic advisor, DPT core faculty, clinical faculty and clinical instructors.
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.
- formulation of a remediation plan or learning contract, or
- dismissal from the DPT Program. Students may appeal the dismissal.
Program Faculty:
Jaynie Bjornaraa, Assistant Professor. B.S., University of Wisconsin–Madison; M.S., University of North Carolina–Chapel Hill; M.P.H., San Diego State University; Ph.D., University of Minnesota; Board Certified Sports Clinical Specialist; Certified Athletic Trainer.
David Chapman, Assistant Professor. B.S., University of Iowa; B.S.P.T., Indiana University; M.S., Southern Illinois University; Ph.D., Indiana University.
Cort Cieminski, Associate Professor & Program Director. B.S., University of North Dakota; M.S., Boise State University; Ph.D., University of Minnesota; Certified Athletic Trainer.
Lisa Dutton, Associate Professor. B.S., University of Wisconsin–Madison; M.S., University of Health Sciences/The Chicago Medical School; Ph.D., Bowling Green State University.
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 & Assistant Director of Clinical Education. B.S.P.T., University of Minnesota; M.S., University of Minnesota.
Sue Klappa, Assistant Professor. B.A., Hamline University; M.A., University of Minnesota; MPT, The College of St. Catherine.
Deborah Madanayake, Assistant Professor. B.A., College of St. Scholastica; J.D., William Mitchell College of Law; Board Certified Geriatric Clinical Specialist.
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 Clinical Specialist.
John Schmitt, Associate Professor. B.A., Central College; M.S., Graduate Certificate in Physical Therapy, University of Iowa; Ph.D., University of Minnesota.
Deb Sellheim, Associate Professor & Co-Curriculum Director. B.S.P.T., University of North Dakota; M.A., University of North Dakota; Ph.D., University of Minnesota.
Mary Weddle, Associate Professor, Director of Clinical Education & Co-Curriculum Director. B.M., St Olaf College; M.F.A., University of Iowa; M.S.P.T., Arcadia University; D.Sc., Rocky Mountain University of Health Professions.