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In conjunction with the program's focus on evidence-based practice, the content of the clinical science courses are integrated and problem-oriented. Examination, evaluation, physical therapy differential diagnosis, prognosis, intervention and outcomes are integrated into each of the clinical science courses as opposed to being taught separately. The study of normal structure and function is followed by specific case-based patient/client problems and pathologies organized around body systems. We believe this enables the student to more quickly associate and apply evaluation and intervention concepts to the particular patient/client problem or pathology, and to more readily incorporate those skills into a complete plan of care for their patient/client.

This academic integration is congruent with the clinical environment, and thus is more easily utilized during clinical practice. Full-time clinical affiliations are integrated at various intervals in the curriculum reinforcing the most recently completed clinical science courses.

Patient/client problems progress from simple to complex. At the beginning of the curriculum, the students learn to manage an individual with one physical therapy problem. By the end of the program, students are competent in the management of individuals with multiple system problems. For example, in the examination, evaluation, and intervention for musculoskeletal dysfunctions courses, students initially learn and apply the clinical decision-making process with a simple ankle sprain and progress to learning how to assess and manage complex musculoskeletal problems such as spinal dysfunction and systemic arthritis.

In the first year, our students focus on patient/client problems involving the musculoskeletal system. In the second year, the focus is on patient/client problems with neuromuscular and cardiopulmonary dysfunction. During the third year, patient/client problems are related to integumentary and multiple system dysfunctions.

Our curriculum is competency-based, such that each and every graded assignment and exam must be completed at an 80% level. A student will be offered at least one opportunity to retake or re-do an assignment/exam in the event they have not previously achieved competency. This competency based approach is designed to ensure that our students are safe, do no harm to their patients, and have mastered an understanding of the knowledge base that is the foundation of this profession. Information on our curriculum and course descriptions are here.