Gannon University

 Chairperson: Kristine S. Legters, PT,  DSc, NCS


INTRODUCTION
Physical Therapy is a health care profession that primarily focuses on the preservation, development, and restoration of optimal function. Physical therapists provide evaluative, rehabilitative, and preventive health care services designed to alleviate pain; prevent the onset and progression of impairment, functional limitation, disability resulting from injury, disease, or other causes; and restore, maintain and promote overall fitness, health and optimal quality of life. Physical therapists work with individuals of all ages who demonstrate movement dysfunction, or the potential for such dysfunction, of the neurological, musculoskeletal, integumentary, and cardiopulmonary systems.

Physical therapists practice in a hospital setting, or provide services in out-of-hospital settings through home health agencies, in nursing homes, in industrial settings, through public health agencies, in private physical therapy clinics, in public schools and in a variety of other nontraditional settings.

VISION
Gannon University’s Doctor of Physical Therapy Program will be a leader in educating autonomous physical therapists who participate in integrative and collaborative practice to facilitate high quality health and educational outcomes. We will be practitioners of choice in the community, recognized as experts in movement, function and health. As leaders we will embrace our social responsibility, promote humanistic care, and contribute to the profession’s body of knowledge.

MISSION
The mission of the Doctor of Physical Therapy Program at Gannon University is to facilitate holistic patient/client-centered management for body functions, activity and participation related to movement, function and health. We prepare our graduates to be knowledgeable, service-oriented, collaborative, reflective practitioners. They render evidence based, independent judgments concerning patient/client needs by virtue of critical thinking, commitment to lifelong learning, and ethical values. They possess the intellect, psychomotor proficiency and core values to meet the current and future needs of the profession and the health care system.

PHILOSOPHY
Physical therapists are integral members of the health care team who are recognized and respected for their education, experience, and expertise in movement, function and health. The Doctor of Physical Therapy Program at Gannon University is guided by the following tenets:
• The essence of physical therapy practice is patient/client centered management for body functions, activity and participation related to movement, function and health.
• Professional physical therapist education should prepare individuals to be autonomous practitioners capable of providing direct access.
• Active, integrative and experiential learning methods promote student self-reliance, increase self-assessment skills and develop a pattern of independent learning that will promote lifelong learning and continuing professional development.
• Evidence-based practice (EBP) is the framework for physical therapy practitioners’ clinical decision making. EBP skills are cultivated through development of self-directed learning, utilizing a variety of resources that are enhanced by technology.
• The health care environment is continually evolving. Physical therapist practice encompasses roles in primary, secondary, and tertiary care, as well as prevention, health promotion and wellness.
• Practitioners are educators who use their knowledge, creativity, communication and interpersonal skills to promote the health of individuals and communities.
• Competency based education ensures that practitioners demonstrate proficiency in knowledge, psychomotor, and affective domains.
• Professionalism is an integral part of physical therapy education and practice.

GOALS
Consistent with the University’s and Program’s Mission Statement, the goals of the Doctor of Physical Therapy Program at Gannon University are to:
• Provide outstanding educational experiences to our students in order to develop expertise in movement, function and health.
• Develop creative and fl exible educational approaches to meet the changing needs of the students and profession
• Provide services in the community that promote the health and quality of life in the community
• Contribute to the advancement of knowledge in physical therapy and health science through scholarly inquiry
• Model professionalism through involvement in the University, the profession and associated organizations
• Competent and excellent delivery of physical therapist professional educational content 

CURRICULUM
Gannon offers an entry level Physical Therapy degree after the completion of thirty-two (32) months of study (including summers). Evidence-based practice (EBP) is the framework for physical therapy practitioners’ clinical decision making. Both clinical science and research content are framed within an EBP format, utilizing current scientific research in conjunction with clinical experience for a specific patient/client problem within the physical therapists’ scope of practice. The study of normal structure and function is followed by specific case-based patient/client problems and pathologies organized around body systems. Elements of the patient/client management model including examination, evaluation, physical therapy differential diagnosis, prognosis, intervention, and outcomes are integrated into each of the clinical science courses. Concepts between and within each course are cumulative, competency based, and continued enrollment depends upon mastery and use of previous concepts. Practical clinical experiences are integrated into the academic program at the completion of major areas of study. The academic coordinator of clinical education assigns students to clinical sites, based on student needs and learning goals. In addition to sites in the Erie and western Pennsylvania areas, the program offers clinical experiences at sites throughout the United States and Canada.

ADMISSION
Prerequisite Course Requirements for entry into the graduate physical therapy program include the following:
Psychology of Human Development           1 semester
Statistics                                                    1 semester
Human Anatomy with Lab                         1 semester
(cadaver dissection recommended)
Human Physiology Lab                              1 semester
Exercise Physiology                                   1 semester
Research Methodology*                            1 semester
Physics with Lab                                        2 semesters
* This course should provide the student an understanding of the language, principles, reasoning and methodology of research and help in understanding and distinguishing among the different types of research. Students should gain an understanding of how research projects are designed and conducted.
Important Note Regarding Prerequisites:
• Prerequisites must be completed within five years preceding entrance to the graduate program.
Recommended Courses:
• Social Sciences – at least two additional semesters in social sciences (i.e., sociology, social psychology)
• Word Processing
• Kinesiology with lab
Communication:
Practice as a health care professional requires the ability to communicate both in written and oral form. The physical therapy program stresses communication and expects enrolled students to demonstrate graduate level competence in written as well as oral communication.

ADMISSION REQUIREMENTS
• Baccalaureate degree from an accredited college or university
• cumulative prerequisite course quality point average (QPA) of 3.0 or better (4.0 scale). Grades of D not acceptable
• overall undergraduate QPA of 3.0 or better (4.0 scale)
• applicant demonstrates the ethical, personal and professional qualities to fulfill the role of the physical therapist as determined by review of the applicant’s references and the interview process
• application review begins on November 1; application deadline January 15
• qualified applicants will be called for an interview
• TOEFL – Minimum score of 550 for all applicants from non- English speaking countries
• meet essential functions: physical, emotional, intellectual, and communication standards

CURRICULUM PLAN
The PT degree program requires one hundred six (106) credit hours beyond the baccalaureate degree as follows:

1st Semester - Fall     (Credits)
GDPT 810    Health Care System & Policy I    (2)
GDPT 811    Applied Anatomy    (2)
GDPT 818    Foundations in Human Movement    (6)
GDPT 814    Research Applications: Evidence-Based Practice I    (2)
GDPT 815    Basic Physical Therapy Practice and Interventions    (3)
GDPT 816    Community Health Initiative I    (1)
Total 16

2nd Semester - Spring
GDPT 822 Examination, Evaluation & Intervention for Musculoskeletal Movement Dysfunction of the Extremities (9)
GDPT 825 Examination, Evaluation & Intervention for Musculoskeletal Movement Dysfunction of the Spine (4)
GDPT 826 Community Health Initiative II (1)
GDPT 890 Pharmacology (1)
Total 15

3rd Semester - Summer
GDPT 830    Health Care System & Policy II    (2)
GDPT 831    Foundations in Geriatrics    (2)
GDPT 832    Clinical Practicum 1 (10 weeks)    (5)
Total 9

4th Semester - Fall
GDPT 821    Examination, Evaluation & Intervention for Cardiovascular & Pulmonary Dsyfunction (3)
GDPT 841    Foundations in Pediatrics    (4)
GDPT 843    Examination, Evaluation, and Intervention for Neuromuscular Movement Dysfunction I    (4)
GDPT 848    Neuroscience    (4)
GDPT 847    Clinical Synthesis I    (1)
GDPT 844    Research Applications: Evidence-Based Practice II    (1)
Elective I    (2-3)
Total 19-20

5th Semester - Spring
GDPT 850    Health Care System & Policy III    (2)
GDPT 853    Examination, Evaluation, and Intervention for  Neuromuscular Movement Dysfunction II    (9)
GDPT 854    Research Applications: Evidence-Based Practice III &  Guidance (2)
GDPT 856    Community Health Initiative III    (1)
Elective II    (3)
Total 17

6th Semester - Summer
GDPT 862    Clinical Practice II (10 weeks)   (5)
GDPT 867    Clinical Synthesis II    (1)
GDPT 861    Research Guidance    (1)
GDPT 860    Health Care System & Policy IV    (1)
GDPT 866    Community Health Initiative IV   (1)
Total 9

7th Semester - Fall
GDPT 873    Examination, Evaluation, and Intervention for Integumentary
                      & Multi-System Movement Dysfunction    (4)
GDPT 874    Research Applications: Evidence-Based Practice IV &
                      Research Guidance    (2)
GDPT 870    Health Care System & Policy V    (2)
GDPT 872    Clinical Practicum III (8 weeks)    (4)
Total 12

8th Semester - Spring
GDPT 882    Clinical Practicum IV (12 weeks)    (6)
GDPT 887    Clinical Synthesis III    (1)
GDPT 884    Research Applications: Evidence-Based Practice V &
                     Research Guidance    (2)
GDPT 886    Community Health Initiative V    (1)
Total 10

Total Credits 106

COMPREHENSIVE EXAM
As a professional education program, the PT program does not require a comprehensive examination. To achieve licensure as a physical therapist, program graduates must successfully complete a comprehensive licensure examination administered by each state. To assist graduating students in preparing for the licensure examination, the program offers a series of practice licensure examinations prior to graduation.

RESEARCH PROJECT
The PT program requires completion of a research project that demonstrates research ability, scholarship, originality, and critical analysis. Students prepare a project proposal, carry out the project, prepare a research report suitable for publication, and present the results orally to the academic and clinical communities.

ACCREDITATION
The Physical Therapy educational program is accredited by the Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association.

CLINICAL EXPERIENCES
Students participate in four full-time clinical experiences [forty (40) total weeks] spaced throughout the curriculum. Students also participate in part-time observational experiences as part of an academic course. The clinical education component is designed to allow students the opportunity to practice and refine their assessment process, skills and techniques immediately following the presentation of the didactic material.

The Academic Coordinator of Clinical Education formally tracks the clinical site placements of each student, makes site selections, and advises each student to gain the most diverse exposure possible. The students are required to go outside of Northwestern Pennsylvania for at least two of the four clinical rotations.

COURSE DESCRIPTIONS
GDPT 810 Health Care System and Policy 1
2 credits
This course begins the student’s process of socialization into the physical therapy profession. It introduces students to scope of physical therapy practice within the continuum of the current health care environment and system. An understanding of global health care perspectives is contrasted with modern western medicine. Principles of professional behavior and portfolio development are introduced. Concepts of respectful professional and patient/client relationships are emphasized including culturally sensitive, verbal and non-verbal communications, learning styles, ethics, legal and liability issues, and conflict management.

GDPT 811 Applied Anatomy
2 credits
An advanced study of human anatomy with cadaver dissection and clinical correlation to the practice of physical therapy. The course is structured to provide laboratory experiences that supplement the didactic material presented in GDPT 815 and GDPT 818.

GDPT 814 Research Applications: Evidence-Based Practice I
2 credits
The purpose of the Research Applications: Evidence-Based Practice course series is to fi rst teach students how to judiciously search and analyze professional literature to answer clinical questions with an emphasis of how evidence can be incorporated into daily decisions about the care of individual patients and populations. Through a group process, students will complete a research project including: project and Institutional Review Board proposals, data collection, defense of project, and presentation in a public forum.

The Research Applications: Evidence-Based Practice 1 teaches students how to develop answerable, searchable clinical questions utilizing the PICO (Patient, Intervention, Comparison Outcome) model that supports application of evidence-based practice in clinical decision-making. It begins with development of skills to locate potentially useful information that will provide evidence to answer a clinical or research question by searching the literature through strategies that access both print and electronic media. Students will study the nuts and bolts of research terms, concepts, designs and
the most frequently used statistics in physical therapy. Different electronic databases will be identifi ed and utilized. Using the CAT format (critically appraised topic) students will learn critical review and evaluate articles on diagnostic testing, prognosis, treatment efficacy and effectiveness, and systematic review with and without meta-analysis.

GDPT 815 Basic Physical Therapy Practice and Interventions
3 credits
The essential concepts of the physical therapy patient/client management model are introduced, set within the context of the Guide to Physical Therapy Practice, and the disablement model. The five elements of patient/client management are defined with an emphasis on data that may be generated from a patient/client history. Documentation in the patient/client record is introduced. There is an emphasis on health promotion, wellness, prevention of disease/disability, and nutritional considerations. Students will learn the basic principles of exercise testing, assessment of normal and abnormal vital signs, and exercise responses. Application of fundamental physical therapy interventions are initiated including exercise prescription, standard precautions, patient/client transfers, gait training with assistive devices, and functional mobility screening.

GDPT 816 Community Health Initiative I
1 credit
The purpose of this course sequence is for students to understand their expanding and potential professional role in the community; and to develop skills and application of education, health promotion, prevention and wellness, through experiential community-based learning (service learning). In the first course of this sequence, students will engage in community activities supportive of the Erie Community and society. They will begin to study the scope of community services agencies in promoting healthy communities and improving the health of its constituents. Concepts of health promotion, wellness, and service learning will be introduced. Oral discussion, reflective writing, and student directed readings are used to link social responsibility with professional role in the community.

GDPT 818 Foundations in Human Movement
GDPT 819 Foundations in Human Movement Lab
6 credits
This course is an in-depth analysis of normal and pathological human motion that provides a framework for much of the basic and applied foundation and clinical content areas of the physical therapy curriculum. A major emphasis is placed on normal anatomical structure and function. Incorporated within the course is a study of the pathological mechanisms affecting human movements. Basic theories of biomechanics and kinesiology are presented, along with application of these principles to biologic tissues, providing students with the necessary principles to analyze the forces generated by muscles and the forces applied to joints during gait and other activities. Fundamental patient evaluation procedures of palpation, joint motion, strength assessment, and sensory and reflex testing are also presented. Laboratory experiences are designed to enhance, integrate and apply lecture concepts.

GDPT 821 Examination, Evaluation, and Intervention for Cardiovascular and Pulmonary Dysfunction
GDPT 823 Examination, Evaluation, and Intervention for Cardiovascular and Pulmonary Dysfunction Lab
3 credits
This course is an integrated approach to the study of normal movement and movement dysfunction of cardiovascular and pulmonary systems related to the practice patterns of physical therapy, including relevant physiologic, anatomic, pathologic, differential diagnoses, pharmacology, imaging (radiological, CT scan, MRI), medical and therapeutic concepts associated with these systems. The context of the course fosters evidence-based practice and is set within the framework of the patient/client management - examination, evaluation, diagnosis, prognosis, and interventions that lead to optimal outcomes. Interventions include applicable documentation, communication, reimbursement, coordination of services, patient/client related instruction, and procedural intervention such as therapeutic exercise, manual therapies, functional training, physical agents. Understanding the implications of psychosocial, cultural, economic, and vocational aspects of impairment and disability are incorporated into case discussions. The course offers lecture, problem-oriented case discussion and laboratory learning experiences building from simple to complex patient/client problems that facilitate development of student competencies linked to cardiovascular/pulmonary physical therapy preferred practice patterns.

GDPT 826 Community Health Initiative II
1 credit
The purpose of this course sequence is to develop student’s skills and application of health promotion, prevention and wellness, and for students to understand their expanding and potential professional role in the community through experiential community-based learning (service learning). In the second course of this sequence activities will include development of a health and wellness assessment tool for a group of community dwelling elderly persons with follow-up of appropriate health promotion interventions. The role of community service organizations will continue to be explored through student selected attendance of at least one Board of Director, Trustee, or organizational meetings for three (3) agencies. Readings, oral discussion, and reflective writing are used to link social responsibility with professional role.

GDPT 822 Examination, Evaluation & Intervention for Musculoskeletal Movement Dysfunction of the Extremities
GDPT 824 Examination, Evaluation & Intervention for Musculoskeletal Movement Dysfunction of the Extremities Lab
9 credits
The GDPT 822 & 824 course sequence is an integrated approach to the study of relevant physiologic, anatomic, pathologic, medical and therapeutic concepts related to musculoskeletal aspects of physical therapy practice of the extremities. The course includes the physical therapy evaluation process, physical therapeutic techniques and procedures, reimbursable documentation and patient care program development from a collaborative management approach. The course offers classroom, laboratory and clinical field experiences building from simple to complex problems to assist the student in developing necessary competencies in musculoskeletal physical therapy. Experiences related to psychological, social, cultural, economic and vocational aspects of impairment and disability are included. The course offers learning experiences using the problem oriented case study approach, organized around the musculoskeletal system, with an orientation toward health maintenance, promotion and prevention of disease and disability.

GDPT 825 Examination, Ealuation & Intervention for Musculoskeletal Movement Dysfunction of the Spine
GDPT 827 Examination, Evaluation & Intervention for Musculoskeletal Movement Dysfunction of the Spine Lab
4 credits
The GDPT 825 & 827 course sequence is an integrated approach to the study of relevant physiologic, anatomic, pathologic, medical and therapeutic concepts related to musculoskeletal aspects of physical therapy practice in the spine. This course will follow the same format and build on concepts and skills taught in GDPT 822 & 824. The course includes the physical therapy evaluation process, physical therapeutic techniques and procedures, reimbursable documentation and patient care program development from a collaborative management approach. The course offers classroom, laboratory and clinical fi eld experiences. Experiences related to psychological, social, cultural, economic and vocational aspects of impairment and disability are included. The course offers learning experiences using the problem oriented case study approach, organized around the musculoskeletal system, with an orientation toward health maintenance, promotion and prevention of disease and disability.

GDPT 830 Health Care System and Policy II
2 credits
The purpose of this course is to educate students about the delivery of health care services. Issues related to access to health care, economics of health care, reimbursement issues, and financing therapy services are discussed including how these factors affect access to physical therapy and therapists. It specifically prepares students to implement the Guide to Physical Therapy Practice (GPTP) interventions of communication, coordination, documentation, patient/client related instructions, discharge planning; and criteria for termination of physical therapy services. The role of the physical therapist in the acute and post-acute health care system is explored. The student will develop an understanding and respect for the practice domains of other health care professionals and be able to identify which services may or may not be directed to others.

GDPT 831 Foundations in Geriatrics
2 credits
Foundations in Geriatrics is part of the lifespan content of the curriculum and complements the Foundations in Pediatrics course. Normal versus pathologic aging of all body systems and the concept of usual versus successful aging will be defined. Specific examination, evaluation, diagnosis, prognosis, and interventions for the elderly will be identified. The impact of psychosocial aspects of aging are consider as they affect the health and well being of the older adult. Ethical, legal, and health care issues specific to the geriatric population will be discussed.

GDPT 832 Clinical Practicum I (10 weeks)
5 credits
This is a ten-week, full-time clinical experience provided primarily throughout the United States. The experience is structured to provide the student with the opportunity to develop competency in the management of patients with musculoskeletal and basic cardiopulmonary dysfunction. This clinical experience may occur in the outpatient orthopedic or inpatient acute care setting.

GDPT 841 Foundations in Pediatrics
4 credits
An in-depth study of the theories and concepts related to normal motor development and motor control. Building upon this foundation, the course provides an integrated approach to the study of all relevant physiologic, anatomic, pathological, medical and therapeutic concerns related to pediatric musculoskeletal and cardiopulmonary physical therapy practice. This course includes the physical therapy evaluation process, physical therapeutic techniques and procedures, and patient care program development from a collaborative management paradigm. The course offers learning experiences using direct patient care opportunities in laboratory and clinical settings to assist the student in developing some of the instrumental competencies in pediatric physical therapy. Experiences related to psychological, social, cultural, economic, and vocational aspects of impairment and disability of acute, sub-acute and chronic cardiopulmonary and musculoskeletal care are included. The course offers learning experiences presented using the problem/case study approach, organized around the musculoskeletal and cardiopulmonary systems, with an orientation toward health maintenance and promotion and prevention of disease.

GDPT 843 Examination, Evaluation, and Intervention for Neuromuscular Movement Dysfunction I
GDPT 845 Examination, Evaluation, and Intervention for Neuromuscular Movement Dysfunction I Lab
4 credits
An integrated approach to the study of all relevant physiologic, anatomic, pathologic, medical and therapeutic concepts related to pediatric neurological physical therapy practice. The course includes the physical therapy evaluation process, physical therapeutic techniques and procedures, and patient care program development from a collaborative management paradigm. The course offers learning experiences using direct patient care opportunities in the laboratory through the utilization of children from various community resources to assist the student in developing the necessary competencies of physical therapy practice in these areas. Also incorporated are direct patient care opportunities in the clinical setting through the use of experienced clinicians working with the students in a clinical mentoring program. The course offers learning experiences presented using the problem/case study approach, organized around the body system, with an orientation toward health maintenance and promotion and prevention of disease and disability.

GDPT 844 Research Applications: Evidence-Based Practice II
1 credit
The goal of the Research Applications: Evidence-Based Practice series is to provide the students with three distinct types of learning approaches for the understanding of physical therapy research and evidence-based practice. The three approaches are learning by critiquing, learning by proposing to do and learning by doing. These courses will teach students the first step in making decisions in daily practice by understanding how evidence can be incorporated into decisions about the care of individual patients and populations.

In this course students will generate a clinically relevant researchable question. This will be accomplished by acquainting students with the continuums of research from descriptive, exploratory to experimental research. The elements of measurement, design, and analysis will be woven into the understanding of clinical research through didactic teaching and the use of articles related to the topics. The course will finish with a final presentation to the faculty of an original clinical question.

GDPT 847 Clinical Synthesis I
1 credit
This course is designed to facilitate in the physical therapy student the synthesis of clinical data with the research evidence supporting the examination and treatment of the selected diagnoses. Student are required to analyze the literature regarding a selected case, discuss these findings in a small group setting with colleagues, and critique their previous examination and treatment of the case.

GDPT 848 Neuroscience
GDPT 849 Neuroscience LAB
4 credits
This course is a study of structure and function of the human central and peripheral nervous system including vascular components and special senses. The course emphasizes nervous system control of human movement and motor control. Laboratory sessions include human nervous system material as depicted in the course lab manual and atlas, brain sections, and anatomical models. The course uses clinical correlations to reinforce comprehension of structure and function.

GDPT 850 Health Care System and Policy III
2 credits
This course is a continuation of the Health Care System & Policy series. The student will explore current issues and trends in health care at all levels (local, state, national) and their effects upon the delivery of physical therapy services. Topics include methods of health care delivery, regulations governing health care delivery, professional organizations role and function, and methods by which change may be effected in these areas. The student will explore the role of the physical therapist as an educator, consultant, and advocate. Students will further develop their portfolios, and will identify opportunities for career development within the field of physical therapy.

GDPT 853 Examination, Evaluation, and Intervention for Neuromuscular Movement Dysfunction II
GDPT 855 Examination, Evaluation, and Intervention for Neuromuscular Movement Dysfunction II Lab
9 credits
An integrated approach to the study of all relevant physiologic, anatomic, pathologic, medical and therapeutic concepts related to adult traumatic and degenerative neurological physical therapy practice. The course includes the physical therapy evaluation process, physical therapeutic techniques and procedures, and patient care program development from a collaborative management paradigm. The course offers learning experiences using direct patient care opportunities in the laboratory through the utilization of adults and children from various neurological disability support groups to assist the student in developing the necessary competencies of physical therapy practice in these areas. Also incorporated are direct patient care opportunities in the clinical setting through the use of experienced clinicians working with the students in a clinical mentoring program. The course offers learning experiences presented using the problem/case study approach, organized around the body system, with an orientation toward health maintenance and promotion and prevention of disease and disability.

GDPT 854 Research Applications: Evidence-Based Practice III
GDPT 851 Research Applications: Evidence-Based Practice III Guidance
2 credits
Students distinguish between different types of research and systematically examine research designs and methodologies for the purpose of development of a proposal. Students will develop a research proposal under the direction of a content advisor and a research advisor.

GDPT 856 Community Health Initiative III
1 credit
The purpose of this course sequence is to develop student’s skills as an educator in an application of health promotion, prevention and wellness, and for students to understand their expanding and potential professional role in the community through experiential community-based learning (service learning). In the third course of this sequence activities will include developing a health promotion educational presentation that is based on student identified needs of target population, which may include K-12 school setting, seniors’ center, or other community agency. The role of community service organizations will continue to be explored through student selection of one community organization with the goal of identifying the organization’s needs and/or objectives for a potential special project could be completed in collaboration with student and organization. Readings, oral discussion, and reflective writing are used to link social responsibility with professional role.

GDPT 862 Clinical Practicum II
5 credits
Ten week full-time clinical experience provided primarily throughout the United States. The experiences are structured to provide the student with the opportunity to develop competence in the management of patients with neurologic, orthopedic and cardiac dysfunction.

GDPT 861 Research Guidance
1 credit

GDPT 860 Health Care System & Policy IV
1 credit
Introduction to the theories and application of management activities including personnel relations, budgeting, planning, organizing, and operating a physical therapy program in a variety of health care settings. The course includes independent study and experiential learning activities.

GDPT 866 Community Health Care Initiative IV
1 credit
The purpose of the fourth course in this sequence is to develop a special project proposal in collaboration a student selected community organization. The project will meet a need or objective identified by the organization and which contributes to their mission. The student will demonstrate their role as an educator, consultant, and/or advocate through completion of this project. The project can take any form mutually agreed upon by course coordinator, faculty mentor, and student providing it meets required proposal guidelines. Examples of an organization needs include but are not limited to: educational presentations, marketing plans, consultation, advocacy, or assistance with an organization’s sponsored events. Written project proposal should demonstrate social responsibility and link community partner’s need/objective with appropriate GDPT program educational outcomes.

GDPT 867 Clinical Synthesis II
1 credit
This course is designed to facilitate in the physical therapy student the synthesis of clinical data with the research evidence supporting the diagnosis, examination, and treatment of the selected diagnoses. Within the structure of the course, the student is required to analyze the literature regarding the selected case, discuss these findings in a small group setting with colleagues, and critique their previous examination and treatment of the case.
 

GDPT 870 Health Care System & Policy V.
2 credits
This course builds on the foundation of Health Care System & Policy IV and continues the program development process and application of management theories. Students will complete program development and provide a presentation to the health care community of their ideas. The course continues use of independent study and experiential learning activities.

GDPT 872 Clinical Practicum III
4 credits
This is an eight-week, full-time clinical experience provided primarily throughout the United States. The experience is structured to provide the student with the opportunity to develop competency in the management of patients with acute or long-term (chronic) dysfunction. This clinical experience may occur in the outpatient orthopedic, acute care setting, rehabilitation setting or long term care setting.

GDPT 873 Examination, Evaluation, and Intervention for Integumentary & Multi-System Movement Dysfunction and Lab
4 credits
An integrated approach to the study of all relevant physiological, anatomic, pathological, medical and therapeutic concepts related to patients with multi-system problems Four major topic areas will be addressed: (1) neurological concepts related to neoplastic, infectious, and metabolic problems; (2) concepts related to patients with vascular, integumentary, hematologic and immune dysfunction along with upper and lower extremity prosthetic assessment and management; (3) concepts related to organ failure and transplantation, and (4) concepts related to preventive strategies, intervention and referral for OB-GYN related issues. The course includes the physical therapy assessment process, physical therapeutic techniques and procedures, and patient care program development from a collaborative management paradigm. The course offers classroom, tutorial, laboratory, and clinical field work experiences building from simple to complex to assist the student in developing the necessary competencies of physical therapy practice in these areas. Experiences related to psychological, social, cultural, economic and vocational aspects of impairment and disability are included. The course offers learning experiences presented using the problem/case study approach, with an orientation toward health maintenance and the prevention of disease and disability.

GDPT 874 Research Applications: Evidence-Based Practice IV
GDPT 871 Research Applications: Evidence-Based Guidance Research Guidance
2 credits
Students begin the data collection phase of a research proposal including the approved proposal to safeguard the protection of human subjects. Students begin to carry out the research proposal under the direction of a content advisor and a research advisor.

GDPT 882 Clinical Practicum IV
6 credits
This is a twelve-week, full-time clinical experience provided primarily throughout the United States. The experience is structured to provide the student with the opportunity to develop advanced skills in the management of patients in an interest area or to practice in a unique setting. This experience will also emphasize the administrative, consultative and diagnostic role of the autonomous physical therapist.

GDPT 887 Clinical Synthesis III
1 credit
This course is designed to facilitate in the physical therapy student the synthesis of clinical data with the research evidence supporting the diagnosis, examination, treatment and outcomes of the selected diagnoses. Within the structure of the course, the student is required to analyze the literature regarding the selected case, discuss these findings in a small group setting with colleagues, and critique their previous examination and treatment of the case.

GDPT 884 Research Applications: Evidence-Based Practice V
GDPT 881 Research Applications: Evidence-Based Research Guidance
2 credits
Students complete a research project (including analysis of data and reporting of results) using the scientific method to answer a question in clinical practice and under the direction of a content advisor and a research advisor. Projects may use a variety of methodologies. Students participate in a public presentation of their project.

GDPT 886 Community Health Initiative V
1 credit
In this capstone course of the Community Health Initiative course sequence, the student completes their special community project meeting a need or objective identified by the community organization and which contributes to the organization’s mission. Students will demonstrated their role as an educator, consultant, and/or advocate. Students will be provided an opportunity to share their project outcomes with other student physical therapists and the community through reflective oral and written reports.

GDPT 899 Independent Study Elective
3 credits
This course allows students to enrich their knowledge and competency in an advanced area of interest related to PT practice. The student designs the learning experience(s) with guidance from the Independent Study Coordinator and a faculty member (content advisor) by means of a learning contract. Only the student’s motivation and the availability of the selected experience may limit the type of independent study experience. The independent study focuses on enrichment; a new and varied advanced learning opportunity. Students may not use independent study to remediate existing didactic or clinical deficiencies (i.e., incompletes or below mastery standing). It is the student’s responsibility to develop and carry out specific objectives defined through a learning contract. Through this learning experience, the student will acquire and demonstrate a new or enhanced body of knowledge.
   

Transitional Doctor of PT Program

INTRODUCTION

The transitional Doctor of Physical Therapy (t-DPT) degree bridges the gap for practicing physical therapists between their past entry-level education (bachelors and masters) and the current doctoral-level degrees. It is a post-professional program designed to assist licensed, practicing physical therapists to obtain the Doctor of Physical Therapy degree. The transitional DPT signifies augmented knowledge, skills, and behaviors equivalent to the current entry-level educational standards, allowing program participants to build on their existing clinical experience while earning a clinical doctoral degree. Students progress through the program at their own pace. Classes are scheduled to accommodate clinician’s busy professional schedule. The degree awarded will be the Doctor of Physical Therapy (DPT).

 MISSION

The mission of the t-DPT program is to provide a student-centered curriculum that enables program participants to build on their existing clinical experiences, while earning this clinical doctoral level degree. With this intention, the curriculum provides a structure of post-graduate education, allowing students the widest possible freedom in choosing an area of clinical concentration, the learning setting, and guided progression through the curriculum. Graduates of the program will be better able to meet the changing needs of the health care delivery system and serve the health care needs of a variety of consumers as an autonomous practitioner in diverse communities and society.

 GOALS

1)   Function as primary, autonomous practitioners of physical therapy care;

2)   Integrate assessment data with practice experience in support of best evidence-based practice;

3)   Make differential diagnoses with knowledge of pathology;

4)   Act on their professional social responsibility roles as an advocate, consultant, and educator for the betterment of the health in our communities and society;

5)   Demonstrate an understanding of the social, economic, and cultural issues affecting clinical practice and effectively advocate for changes in health care policy; and

6)   Be a lifelong learner with the ability to plan and pursue professional development grounded in their unique individual professional mission.

 ADMISSION
Provisional Admission Requirements
• Proof of current license to practice physical therapy in the United States
• Transcript(s) of the physical therapist’s educational program, providing proof of graduation from an education program accredited by an agency approved by Commission on Accreditation in Physical Therapy Education
• Curriculum vitae (CV) or résumé outlining all professional development activities including, but not limited to:
• ABPTS clinical specialist certification
• Platform or Poster Presentation at the state or national level
• Presentation to a professional audience
• Professional writing (book chapter, substantive professional paper)
• Leadership position or committee member of an APTA specialty council, section or special interest group; or leadership role in another professional organization
• Governance position at the local, state, or national level
• One page statement of professional goals and objectives related to obtaining the DPT degree
• Two references from clinical colleagues (one of whom is a supervisor)
• Provide evidence to meet the technology requirement for participation in the program. (Form provided in Admission Packet.)
• Clinicians with a baccalaureate degree (BS, BA) are also required to complete the APTA’s Physical Therapist Evaluation Tool (PTET) and submit their scores to Gannon University.
• Professional and Life Experience Portfolio Assessment is required when student is pursing conversion of significant continuing education and experience into academic credit. (See conversion procedure.)
• Documentation of 500 hours of current clinical experience within the last two years. This requirement is primarily for recent MPT graduates who chose to enter the tDPT program before completing 500 hours of clinical practice as a licensed physical therapist. (Space provided on Admission’s Form)

Final Admission
• After the applicant has completed the provisional requirements, a faculty advisor in the t-DPT program will be assigned to meet with the candidate to review their CV and/or assessment portfolio and assist them in creating a written curricular and professional development plan. In addition, the student will develop a learning contract and establish a plan of action with measurable objectives.
• Final official transcripts from all colleges and universities attended

 PROGRAM DEGREE REQUIREMENTS

Clinicians with an entry-level MPT or advanced Master’s degree (MS)

•               20 credit hours with a core of 12 required credits. The remaining 8 credits may be fulfilled through coursework, transfer credits, life experience identified through portfolio self-assessment, or by taking available courses. Up to 4 credits may be waived based on review of the Portfolio Self- Assessment completed at the time of admission.

Clinicians with an entry-level PT degree at the Baccalaureate (BS) level

•     Additional Admissions Requirement: Completion of APTA’s Physical Therapist Evaluation Tool with scores mailed to Gannon University.

•     30 credit hours with a core of 12 required credits and 18 additional completed at the graduate level. The remaining credits may be fulfilled through tDPT coursework, graduate courses at Gannon University, transfer credits, and life experience identified through portfolio self-assessment. Up to 4 credits may be waived based on review of the Portfolio Self- Assessment completed at the time of admission. Scores on the APTA’s Physical Therapist Evaluation Tool (PTET) will be used to guide course selection for these credits

CURRICULUM

GTDPT 900: Incorporating Evidence into Daily Practice (2 credits)
GTDPT 901: Foundations of Current and Future Practice (2 credits)
GTDPT 902: Medical Screening/ Differential Diagnosis (3 credits)
or
GTDPT 911: Seminar/Lab of Medical Screening and Differential Diagnosis (1 credit)
plus
GTDPT 912: Theoretical Aspects of Medical Screening and Differential Diagnosis (2 credits)
GTDPT 903: Imaging and Pharmacology (3 credits)
GTDPT 910: Program Synthesis (2 credits)
• An additional 8 to 18 graduate credits are required for completion of degree. Up to 4 credits from the following list of courses may be converted to academic credit based on review of the Portfolio Self- Assessment completed at the time of admission. These courses include:
GTDPT 904: Teaching and Learning (2 credits)
GTDPT 905: Health Promotion and Community Wellness (2 credits)
Any combination of the following courses that totals at least 4 credits:
GTDPT 906: Special Topics / Independent Study I (1 credit) – may be repeated 4 times
GTDPT 907: Special Topics / Independent Study II (2 credit) – may be repeated twice
GTDPT 908: Special Topics / Independent Study III (3 credit) – may be repeated twice
The requirements for GTDPT 906, 907, 908 may be waived for any prospective students who already have ABPTS Clinical Specialist Certifi cation.
GTDPT 909: Advanced Clinical Practicum (2 credits) 

About the Coursework

Course work will be conducted primarily over the Internet via web-based technology.  It will be in a simple format that allows students and faculty to share lecture materials and assignments, carry on discussions, and participate in real time discussions.

Generally students will attend class on campus only once per course. We anticipate that each course will take about the same time as any two or three credit graduate course, in other words, four to six hours per week. This time will be spent reviewing posted materials, reading, completing assignments, and participating in on-line discussions. Each course will start and end according to the University’s semester calendar.

Courses will be offered Fall, Spring, and Summer to help busy clinicians plan a sequence of courses that fits within clinical and personal obligations. All of the course activities will be related to each therapist’s clinical care, so that knowledge may be immediately applied to clinical practice.

 Course Descriptions

This course is designed to acquaint the PT with utilizing the literature to defend their examination and treatment interventions with their specific patients. The sourses of evidence for use in evidence based practice will be discussed. The students will search for and obtain primary and secondary sources of research evidence using available databases and search engines. The student will critically analyze primary and secondary sources of evidence across the spectrum of research and evaluate the potential impact on clinical practice and decision-making.  This course will also include an assessment of measurement outcomes.

*Required for Gannon graduates prior to 2004

 GTDPT 901: Foundation of Current and Future Practice*

2 credits

This course provides an orientation of physical therapists to a doctoring profession, addressing the professional, interactive, ethical and managerial skills required to work in first-contact practice settings. Topics such as health care systems, professional issues and ethics, collaboration and referral process, and professional social responsibility to the community and society will be covered.

 GTDPT 902: Medical Screening/ Differential Diagnosis*

3 credits

This course will explore the therapist’s role as an independent practitioner working within a collaborative medical model. Inherent in the responsibilities associated with this role is the ability to recognize clinical manifestations that suggest that physician contact is warranted regarding a client’s health status. Equally important is knowing what can be omitted from the examination scheme on a given day while placing the client at minimal risk. A proposed examination scheme will provide the structure for discussion. Presenting the clinical tools and decision-making process necessary to more efficiently and effectively collect and evaluate the examination data will be the focus of this course. This course will require a minimum of 10 hours on campus for lecture and laboratory experience.

The following two courses may be substituted for GTDPT 902:
Medical Screening./Differential Diagnosis:
GTDPT 911: Seminar/Lab of Medical Screening and Differential Diagnosis (1 credit); and
GTDPT 912: Theoretical Aspects of Medical Screening and Differential Diagnosis (2 credits)

GTDPT 903: Imaging and Pharmacology*

3 credits

A review of the principles of radiology, imaging and pharmacology, as both impact clinical physical therapy practice. The radiological component of the course emphasizes reading and interpreting films and imaging reports. The second part of this course includes pharmacokinetics, indications and contraindications of various drugs relative to their effects on diagnosis, prognosis, and intervention in physical therapy.

 GTDPT 904: Teaching and Learning

2 credits

Educational theories and models on the principles and practices of teaching and learning are presented. These principles are applied through educational experiences designed by the student for audiences including the patient/client, family/caregiver, professional colleagues, PT students and health care consumers in community settings. Cultural and age sensitive educational techniques are discussed, as are reflective practice, active learning techniques, presentation technology and tools for assessing teaching effectiveness. The student will participate in the APTA Clinical Instructor Credentialing program and videotaped mini-teach as part of this course.

GTDPT 905: Health Promotion & Community Wellness

2 credits

This course will include an introduction to concepts related to health promotion for individuals and communities including models of health behavior change, community health and education, and program planning and implementation. Students will learn how to identify health risks and levels of fitness and wellness for patients/clients. Culturally sensitive interventions for prevention, health promotion, and wellness programs to reduce risk of injury, disease, and disability of the patient/client will be identified. Students will demonstrate their role as an educator, advocate, or consultant through an educational project/presentation in the community.

GTDPT 906: Special Topics/Independent Study I     

(1 credit / may be repeated 4 times)

 GTDPT 907: Special Topics/Independent Study II  

(2 credits / may be repeated twice)

 GTDPT 908: Special Topics/Independent Study III  

(3 credits / may be repeated twice)

These courses will allow the student an opportunity to pursue learning experiences specific to an identified area of clinical interest, such as: a unique interest that is not part of the current curriculum; preparation for taking the clinical specialist examination (OCS, PCS, NCS, ECS, CCS, GCS, SCS) or other specialty certification examinations (CSCS, CHT, ATC, CMT); practicing in a specialty area of clinical practice; academic or clinical teaching; or research.

Through the structured learning experience of these ST/IS courses, the student will acquire a new or enhanced understanding and demonstrate competency of a body of knowledge. The student is responsible for initiating and designing the learning experience(s) through the development of the learning contract with assistance of faculty facilitation. The role or the ST/IS faculty advisor is to facilitate the learning process, act as a resource, be the evaluator the learning.

 GTDPT 909: Advanced Clinical Practicum

2 credits

This course is required for any licensed physical therapist, who has less than 500 hours of clinical practice. A student may also use this practicum to create a unique clinical specialty experience.

 GTDPT 910: Program Synthesis*

2 credits

This capstone course will require the student to apply curricular concepts to clinical cases in their area of interest. The format of the project may include case studies, development of tools for use with patients or in clinical education, or a research design. It may take the form of a publishable case report or manuscript on clinical, community or societal health care issues. The project will be graded by a faculty mentor and submitted to the t-DPT Program Committee for review in partial fulfillment of degree requirements. 

CONVERTING CONTINUING EDUCATION AND EXPERIENCE INTO ACADEMIC CREDIT
Portfolio assessment may be used to convert substantive continuing education and experience for up to 4 credits of academic t-DPT coursework. This process applies only to the following non-core courses listed below:
- GTDPT 904: Teaching and Learning (2 credits)
- GTDPT 905: Health Promotion and Community Wellness (2 credits)
- GTDPT 906: Special Topics / Independent Study I (1 credit)
- GTDPT 907: Special Topics / Independent Study II (2 credit)
- GTDPT 908: Special Topics / Independent Study III (3 credit)
- GTDPT 909: Advanced Clinical Practicum (2 credits)
Evaluation and processing fee for conversion to credit(s) per Portfolio Assessment: $250 per credit .
Procedure
1. Student seeking to convert credits should obtain a copy for the specific syllabus of the course that they are seeking to convert to tDPT credit(s).
2. Discuss the process with their advisor after which the student may register for the specific mock-up course as indicated below.
GTDPT 934 for GTDPT 904: Teaching and Learning (2 credits)
GTDPT 935 for GTDPT 905: Health Promotion and Community Wellness (2 credits)
GTDPT 936 for GTDPT 906: Special Topics / Independent Study I (1 credit)
GTDPT 937 for GTDPT 907: Special Topics /Independent Study II (2 credit)
GTDPT 938 for GTDPT 908: Special Topics /Independent Study III (3 credit)
GTDPT 939 for GTDPT 909: Advanced Clinical Practicum (2 credits.
3. When the student registers for any of the above BOLDED courses, it will trigger a fee that will be sent to the Cashier’s office for student billing. The following fees will be generated for each of the courses listed above:
GTDPT 934: Portfolio for GTDPT 904 – Fee $500
(2 credits)
GTDPT 935: Portfolio for GTDPT 905 – Fee $500
(2 credits)
GTDPT 936: Portfolio for GTDPT 906 – Fee $250
(1 credit)
GTDPT 937: Portfolio for GTDPT 907 – Fee $500
(2 credits)
GTDPT 938: Portfolio for GTDPT 908 – Fee $750
(3 credits)
GTDPT 939: Portfolio for GTDPT 909 – Fee $500
(2 credits)
4. Student will develop a portfolio demonstrating that they have met the objectives of the specific course they are seeking to convert to tDPT credits.
5. A tDPT faculty member will be assigned to review the portfolio and determine if the student has met the objectives of the course. Upon completion of the portfolio evaluation, the faculty member will generate a memo for the student’s fi le indicating: 1) the specific course to be converted; and 2) briefly summarize how the student has met the objectives of the course. Then a grade will be submitted to registrar for either a “P” of “F” grade for that course.
6. EXCEPTION to Portfolio Assessment: GTDPT 911: Seminar/Lab of Medical Screening and Differential Diagnosis may be waived with an appropriate Continuing Education Certificate indicating that the participant has had at least 12 hours of seminar with a laboratory component. This course can be in addition to the 4 waived credits. The corresponding mock-up course number and fee is: GTDPT 931: Portfolio for GTDPT 911 – Fee $250 (1 credit)

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