College Home | Doctor of Physical Therapy | Policy & Procedure Manual

Contact Information:
Physical Therapy Education Office
Education Building 855
(651)690-7825
Fax: (651)690-7876

Welcome to the Transitional Doctor of Physical Therapy (t-DPT) Program at The College of St. Catherine! We are glad that you have chosen to pursue your graduate education here and we look forward to having you with us for the next two years.

This program is open only to graduates of the St. Kate’s Master of Physical Therapy Program. The schedule is designed to meet the needs of the practicing physical therapist while allowing you to pursue the Doctor of Physical Therapy Degree. St. Kate’s graduates have always exemplified a high level of academic and clinical performance. In the Transitional DPT Program we will continue to expect a high level of academic performance from you. However, please let us know if you are having trouble in any course and need special help. We encourage you to help one another, studying cooperatively, rather than competitively. Our goal is for ALL of you to succeed!

We hope that your education challenges you to develop, both academically and personally. After graduation, we hope that the DPT degree will advance your career and the profession as a whole as we make the transition to a doctoring profession.

The t-DPT Program will deliver the academic content in four on-site sessions each year over the course of two years. Between on-campus sessions, students will complete assignments and apply course material to real patients seen in clinical practice. We will use Blackboard, a Web-based program to facilitate the use of online discussion and exchange of information and ideas. At the successful completion of this program, the College of St. Catherine will award the Doctor of Physical Therapy Degree.

This program is known as an "entry-level clinical doctorate degree". This degree will prepare you to practice and participate in the physical therapy profession at a higher level and with a wider knowledge base. It is not intended to be an advanced research degree.

Students in the Transitional Doctor of Physical Therapy (t-DPT) Program are officially considered to be graduate students of the College of St. Catherine. Therefore, t-DPT students are expected to comply with the regulations and academic standards specified in the most current edition of the College of St. Catherine Graduate Catalog and LeGuide Student Handbook. In addition, the standards in this guide apply specifically to students enrolled in the t-DPT Program.

The faculty of the Transitional Doctor of Physical Therapy program have developed guiding documents for our educational program: 1) a Mission Statement of the t-DPT program and 2) a Statement of Philosophy of the Physical Therapy Curriculum. They will tell you what our goals are, as a faculty, for your education.

Our mission is to serve graduates of the College of St. Catherine’s Physical Therapy Program, the profession of physical therapy, and the College of St. Catherine by better preparing our alumni to lead and influence in preparation for autonomous physical therapy practice. These educational enhancements are desirable to meet the changing health care and wellness needs of our future clients.

Our mission is consistent with the Vision Statement of the American Physical Therapy Association that “By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other health care professionals as practitioners of choice to whom consumers have direct access…”

The philosophy of the Physical Therapy curriculum supports the potential for expertise in practice for all graduates. The structure and delivery of the curriculum are intentionally shaped to both challenge and support student progress toward this end. The knowledge base necessary for effective physical therapy practice is evolving and increasing exponentially. The curriculum, therefore, focuses on developing the students' ability to recognize and access relevant knowledge, judge the usefulness of the knowledge in the context of clinical practice, and build a contextual framework for application of the knowledge.

In general, the physical therapy curriculum rests on a foundation based in the current literature on adult learning, including:
· Learning is enhanced in a learner-centered model of education, where students are actively involved in the teaching/learning process. This model of education recognizes multiple methods for effectively engaging students in their learning. Curricular methods include lecture, group discussions and inquiry, case studies, student presentations, independent study, writing intensive components, and clinical experience.
· Student learning is enhanced when the faculty model critical reflection. In discussions of course material, the faculty actively consider interpretations, develop hypotheses, and present strategies that are integrated into existing or new cognitive frameworks or schemes. A balance of open-mindedness and questioning is demonstrated using varied teaching strategies and patient management approaches.
· The critical role of physical therapists in patient education is reinforced by experiences that promote the students' understanding and skills in teaching and learning.
· Assessment of student learning and preparation for clinical practice is an intentional and integrated component of student learning. Assessment methods will be selected to facilitate "deep" rather than "surface" learning and may include a variety of evaluation methods.

The specific objective of the Transitional Doctor of Physical Therapy Program is to improve current clinical outcomes while preparing our graduates for future autonomous practice by:
♦ Raising the level of graduate education to that of a clinical doctoral degree, incorporating a knowledge of pharmacology, diagnostic imaging, and screening for health conditions requiring referral;
♦ Promoting critical inquiry and analysis of the medical literature; to incorporate evidence into clinical practice;
♦ Promoting greater awareness of health and wellness, cultural diversity, and concepts of teaching and learning;
♦ Promoting leadership within the physical therapy profession and health care environments;
♦ Offering a transitional DPT curriculum that is achievable by current physical therapy practitioners.

^{Generic abilities are behaviors, attributes, or characteristics that are not explicitly part of a profession’s core knowledge and technical skills, but nevertheless are required for success in that profession. Behavioral criteria describing the Generic Abilities support competency-based learning and assessment in the educational program. These Generic Abilities and related behavioral criteria specific to the practice of physical therapy were compiled by the faculty of the University of Wisconsin - Madison Physical Therapy Program through an extensive process drawing on the wisdom of practicing physical therapists. These abilities and criteria were subsequently validated as defining physical therapy professional behavior. The quality of professional behavior expected of t-DPT graduates is exemplified by these ten physical therapy-specific generic abilities; each with three levels of associated behavioral criteria.}

^{Mastery of the Generic Abilities is expected and required for success in the Transitional DPT curriculum and are requisite skills for clinical practice.}

^{(Reference: 1997 Student Handbook, Univ. of WI-Madison Program in Physical Therapy).}

A library information notebook is kept in DPT Program room 883. It contains the following information for all four libraries:

Lists of the print journal collections for CSC-Mpls., CSC-St. Paul, and Fairview University Medical Center libraries are available in the library notebook, kept in room 883. A full list of print and online journal titles available at CSC-Mpls and CSC-St. Paul is at www.stkate.edu/library/per_list.

University of Minnesota Biomedical Library - Although you are welcome to use their library, non-UM students cannot check materials out from this library. You will need to bring money for photocopies ($0.10 per page).

The CSC-Mpls. Library provides electronic journal indexes and other databases for use in literature searches. Reference librarians will assist you in using these resources. The Library provides access to MEDLINE (most recent 6-years), Rehab and Physical Medicine Database, CINAHL, PsycArticles and ERIC databases. See the library's handout rack and web page for database tutorials and guides. More extensive MEDLINE searches can be accomplished by using the National Library of Medicine’s PubMed database (from 1966 to the present) or Index Medicus, the print index (from 1850 to the present). UM Biomedical Library maintains Index Medicus in print.

If the CSC-Mpls. Library does not have what you need, you can request that items be sent to you from other libraries. Books will be loaned and journal articles will be photocopied by a lending library. The service is free. The time it takes to obtain an item will vary depending on where it is located. Items held in local libraries, like the U of M, can usually be obtained in fewer than 2 working days. Items will be sent electronically to requestors when possible. Items that are not widely held in libraries can take significantly longer to obtain. Interlibrary loan request forms are available on the Library’s web page.

1. One of the professional responsibilities of a physical therapy student is to attend every scheduled class. Learning experiences in the t-DPT curriculum are arranged sequentially, to ensure that new information, knowledge, and skills are integrated with previously introduced material. In addition, the t-DPT curriculum includes significant opportunities for collaborative learning, where interaction between and among students and faculty are critical components of the students’ learning. Therefore, these learning experiences cannot be repeated and your attendance is a professional responsibility.

2. Excused and Unexcused Classroom Absence - If absence is anticipated, it is the STUDENT’S responsibility to notify the instructor, in person or by phone prior to the scheduled class. It is also the student's responsibility to adjust their travel time to suit anticipated weather conditions, to ensure that the student arrives at school on time for class. A maximum of two excused or unexcused absences will be allowed over the course of the two-year t-DPT program. Further absences may result in a mandatory retake of the class (if available) or dismissal from the program. A student may petition the program for extenuating circumstances, if a suitable makeup plan can be devised. Students will be responsible for all course material and assignments even if absences are excused.

On-Campus Laboratory Experience Student Procedures - CSC-M Clinical Requirements Office – see next 5 pages.

D. History of multiple sexually transmitted diseases (examples: herpes, gonorrhea, syphilis, chlamydia, etc.)

If you were born or lived in (for more than one year) Cameroon, Central African Republic, Chad, Congo, Equatorial Guinea, Gabor, Niger, Nigeria, Romania, or Haiti since 1977.

A. Puncture wound- allow and encourage to bleed. After bleeding, thoroughly cleanse with soap and water, followed with betadine.

A. Required tests include: HIV Screen, Hepatitis B Surface Antigen test, Hepatitis B Surface Antibody test, Hepatitis B Core Antibody test, Hepatitis C Antibody test.

A. You may go to your health care provider, such as private physician, or urgent care facility. (Realize that costs incurred for testing or treatment is your responsibility.)

do not have health insurance through St. Catherine’s, the Clinical Requirements
Office will pay for the cost of testing ONLY if testing is done at the Health and Wellness Center. This cost will not be covered if you chose to visit your private physician or a public service organization.

testing and follow-up.

IMPORTANT NOTES:

1. Because of your right to privacy you may decide whether to be tested and whether to disclose test results to other students or staff. If the source student is not tested, The Center for Disease Control and Prevention (CDC) guidelines recommend HIV and Hepatitis testing be done on the exposed student immediately post-incident, three, six, and twelve months post-occurrence.
2. Students choosing to be evaluated or not evaluated post-needlestick/exposure incident are assumed to have made an informed decision about their health.
3. Students who choose not to be tested because of lack of health insurance, insufficient financial resources for direct care or other reasons are encouraged to contact Coordinator of Clinical Requirements at (651) 690-7706 or the Health & Wellness Center at (651) 690-6714 for resource/referral guidance.

B. Does not agree to be tested or to share results of testing, or to share results of HIV or Hepatitis status/risk; or,

The exposed student should be encourage to initiate medical consultation within one hour and request initiation of medical treatment as outlined in the CDC guidelines through his/her chosen health care provider.

(651) 690-7706.

COLLEGE OF ST. CATHERINE

_____1. Appropriate first aid was administered to exposed student per CSC Bloodborne
Pathogens Exposure Protocol (Please describe on reverse side.)

_____2. Student Procedures/Bloodborne Pathogens Exposure Protocol reviewed with exposed student.

_____3. Exposed student has been informed if any known HIV or Hepatitis risk exists requiring immediate medical consultation, to do so within one hour of the exposure incident.

_____4. Exposed student has been encouraged to initiate Hepatitis panel and HIV testing within 24 hours

_____5. Exposed student has been encouraged to arrange a date and time with source student to obtain source test results.

_____6. Exposed student has been encouraged to share details of the incident and results of all testing with his/her health care provider.

_____7. Exposed student has been informed that he/she may refer any questions related to this incident to the Clinical Requirements Office (651) 690-7706 or to the Health & Wellness Center at (651) 690-6714.

_____1. If necessary, appropriate first aid administered to source student (Please describe on reverse side.)

_____2. Student Procedures/Bloodborne Pathogens Exposure Protocol reviewed with source student.

_____3. Source student has been encouraged to report Hepatitis and HIV status/risk to faculty member within one hour of exposure incident.

_____4. Source student has been encouraged to initiate Hepatitis panel and HIV testing within 24 hours.

_____5. Source student has been encouraged to arrange a date and time with exposed student to share source test results.

_____6. Source student has been encouraged to share results of his/her testing with exposed student within 48 hours or as soon as possible.

_____7. Source student has been informed that he/she may refer any questions related to this incident to the Clinical Requirements Office (651) 690-7706 or to the Health & Wellness Center at (651) 690-6714.

In the event a faculty member must cancel a class session, it is the faculty member’s responsibility to notify the Program Director and/or a staff member in the Physical Therapy Education Office. The Program Director or the staff of the PT Education Office will post a class cancellation notification for students outside the PT Office and outside the scheduled classroom. The PT Office will also contact the respective class representative(s) or notify the class via e-mail if there is sufficient time. If the class session is to be made up, it is the responsibility of the faculty member to schedule the make-up session in communication with those involved (students, room scheduler, etc.).

Transitional DPT courses will be grades as either a) satisfactory (S) or unsatisfactory (U), or b) for a letter grade (A, B, C). Criteria for those grades are provided in each instructor's course syllabus, generally following the standards of: 90% = A, 80% = B, 70% = C.

At the completion of each academic term, the Physical Therapy Promotion and Graduation Committee will review each student's performance to determine if academic and clinical standards are met to allow progression or graduation. The committee reserves the right to examine extenuating circumstances in each case of non-acceptable academic and/or clinical performance.

The student who passes all of her/his academic and clinical coursework satisfactorily will progress in the Program and graduate. Required academic grades for progression are as follows:

See section J. Written Examination/Quiz and Written Assignment Competency section.

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 (see remediation below). A satisfactory (S) grade must be achieved for all research project credits.

c. t-DPT Semester/Cummulative GPA (Grade Point Average)
Requirement
A minimum cumulative GPA of 3.0 is required throughout all t-DPT coursework. In addition, a minimum GPA of 3.00 must be maintained for each semester of the Transitional DPT program. If the student does not achieve this requirement for any given semester, the student will be placed on academic 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. Failure to remove the academic probation status will result in dismissal from the program. Students may appeal the dismissal based on extenuating circumstances (see pages 22-23).

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 the Generic Abilities, or failure to meet the specific behavior levels by the defined target dates can result in:

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.

Remedial work is assigned by the individual faculty member, to be completed at a specified level of performance, within a specified time frame.

A student will be allowed to engage in remedial activity for only one course per academic semester. If the student's grade is C- or below in one or more course(s), the student will be placed on academic probation (see below).

A student may continue to progress in the Transitional 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 (see below).

The student may be placed on academic probation as a result of a single course grade of unsatisfactory, or a grade of C- or below,

The student may remain on probation for no more than one semester consecutively. Failure to remove probation status in the subsequent semester will result in DISMISSAL from the Transitional DPT Program (see below).

A student may be dismissed from the program for a variety of reasons, including but not limited to:

Each individual case is discussed by the faculty of the t-DPT Program. The student may be requested to provide input to the committee. The student is also allowed an appeal procedure (see below).

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 termination letter, must have been met by the time of reapplication.

The student is expected to improve her/his performance in Generic Abilities areas previously evaluated as being unacceptable. Failure to achieve a satisfactory rating in an outlined remediation plan may result in a need for additional coursework or delay in progression in the program.

If a student does not meet academic and/or clinical standards and feels an academic 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:

b. If resolution between the student and faculty member does not occur, the student, the instructor and the Program director discuss the issue.

c. If resolution is not reached, the issue is brought to the Physical Therapy Faculty.

d. 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.

If a student has a complaint against the Transitional DPT Program and all institutional avenues for handling the complaint have been exhausted (see above), the student has the right to file a complaint concerning the program with the Commission on Accreditation in Physical Therapy Education (CAPTE). CAPTE can only respond to accreditation criterion violations.

The t-DPT Program follows the Academic Integrity Policy and student Code of Conduct expectations as published in the CSC LeGuide Student Handbook. Academic dishonesty occurs when a student misrepresents her/his work. It also occurs when a student violates the academic rights of another student.

c. Stealing test items or conveying test items or answer sheets to other students;

d. Plagiarizing;

e. Submitting the same paper, or substantially similar papers, to meet the requirements of more that one course without the approval of instructor concerned;

f. Submitting term papers or assignments written by another person (student, commercial agency, via Internet, etc.);

h. Sabotaging another student's experiment or altering/deleting data in another student's computer account;

i. Falsifying data, by fabricating or altering experimental data, or deliberately concealing/distorting the true nature or such data;

You will be writing many papers while in the Transitional DPT program, including course projects and your final group research project. Therefore, it is important that you learn how to write well. Academic and scientific writing is different from the fictional writing found in courses in which you may have previously done most of your writing. Individual assistance is provided at the Learning Center on either CSC campus.

It is particularly important that you learn how to cite the ideas of other people in your papers. Doing so correctly will avoid plagiarizing. Plagiarism is defined in the CSC LeGuide Student Handbook (see Code of Conduct and Student Judicial System section). If you are having trouble understanding how to summarize or cite other sources of information, please see an instructor.

Cases of academic dishonesty will be subject to one or more of the following consequences:

Depending on the nature of the offense, the level of disciplinary action will be determined by the faculty and Program Director and/or the Academic Dean (see Sanctions Resulting from Code of Conduct Violations in the CSC LeGuide Student Handbook).

If the student disputes any charges or consequences, the student may invoke the established student complaint process (see College of St. Catherine graduate student bulletin and LeGuide Student Handbook).

It is assumed that each student will participate in all educational activities (classroom, laboratory and clinical) in a state of health and vigor. A student found to be under the influence of any substance that would impair their cognitive judgement or negatively affect their communication skills during an educational activity will be removed from the classroom at the discretion of the faculty member.

2. Academic Consequences (see Sanctions Resulting from Code of Conduct Violations in the CSC LeGuide Student Handbook).

In addition to any academic consequences, there may also be serious professional consequences of substance abuse, based on the Minnesota State licensure laws regulating the practice of physical therapy. Statute #148.75 states: "The state board of medical examiners may refuse to grant registration to any physical therapist, or may suspend or revoke the registration of any physical therapist for (a) using drugs or intoxicating liquors to an extent which affects professional competence;...(c) conviction for violating any state or federal narcotic law;"

A practicing physical therapist must be physically, cognitively, emotionally and mentally capable to meet the rigorous demands of clinical practice. The following information defines some of the essential elements that PT students must meet in order to successfully progress through the program. All students must be capable of meeting these requirements or similar with or without reasonable accommodation.

^{After admission to the program has been offered or at any time during the course of the program, it is the responsibility of the student to inform the program, in a timely manner, of accommodations that may be needed due to a medical, sensory, physical or mental condition that may limit the capability of the student to successfully meet these requirements in the classroom and clinical environments. Reasonable accommodations will be considered and administered in accordance with applicable law. Students are informed of the essential elements in Program admissions information prior to admission and at orientation to the Program prior to the beginning of classes. Students are required to review the essential elements document and sign the document to indicate they have read and understand the information. The signed copy of the document is kept in the student’s file in the PT education office. The copy in this handbook serves as the student’s copy.}

a. Adheres to applicable federal and state laws (example, Minnesota State Statute for Physical Therapy).

professional appearance (example, clothing appropriate for lab participation and clinical affiliations).

b. Identifies need for physical therapy evaluation; assesses patient movement; evaluates patient abilities based on observation.
c. Recognizes problems that may require other professional attention in addition to, or instead of treatment by a physical therapist.

b. Recognizes and adjusts for familial, cultural, socioeconomic, psychological, and cognitive factors that will influence goal attainment.
c. Collaborates effectively with other professionals and with client/caregivers in establishing plan of care.
d. Establishes an appropriate plan for reevaluation/ discharge/follow-up care (i.e., equipment needs, community resources, instructions to caregivers, home program).

c. Accurately assesses changes in clients’ physical, emotional, cognitive status (example, observes and evaluates patient reaction to pain).

The skills listed above may require the student to lift, manipulate, move, or prop, turn, twist, or adjust the patient, place, pull or push equipment, or a patient in a chair, bed or on a treatment table. On the part of the student, these tasks may require the ability to grasp firmly, stand, walk, and/or coordinate self with patient’s movement.

The procedures listed above may require the student to lift, manipulate, move, or prop, turn, twist, or adjust the patient, place, pull or push equipment, or a patient in a chair, bed or on a treatment table. On the part of the student, these tasks may require the ability to grasp firmly, stand, walk, and/or coordinate self with patient movement.

a. Reads and interprets professional literature.
b. Critically applies concepts and findings of research to clinical practice where appropriate.
c. Articulates rationale for selecting/avoiding particular tests, measures or interventions.

d. Reads body language, tone, expressions, and/or word choice of others in order to recognize the effect of his/her communication and modifies as needed to achieve positive/productive interaction.
e. Maintains appropriate professional/client relationship (example, recognizes and respects patient/client physical and emotional boundaries).

b. Takes initiative through participation in professional meetings and communications to keep abreast of changes in health care delivery.
c. Participate in development and/or completion of research.

b. Takes initiative to access available resources, as necessary, for success (graduate library, computer access).

t-DPT students are graduate students of the College of St. Catherine, with most courses held on the Minneapolis campus. Therefore, all t-DPT students are entitled to use student services on both the St. Paul and Minneapolis campuses. Information about student services on the Minneapolis and St. Paul campuses may be obtained from the Student Handbook (LeGuide). Examples of services that may be helpful to you include:

Room Phone

Room Phone