Overview | Curriculum | Courses

Graduate Studies in Physical Therapy
Debra B. Wollaber, Dean, College of Health Sciences
David G. Greathouse, Associate Dean, School of Physical Therapy

David G. Greathouse (associate dean), Gail Bursch, Nancy S. Darr, John S. Halle, Cathy Hinton, Kevin Robinson, Michael L. Voight, Kathleen A. Westphal

Vision:

The vision of the Belmont University Master of Physical Therapy program is to prepare a graduate who possesses the knowledge, skills, values and behaviors needed by today's health care practitioner to provide a foundation for adapting to future changes in the health care environment and who is committed to lifelong professional learning.

Purpose:

The school purpose conveys the faculty's belief that graduates should be prepared to function as primary health care providers for persons with movement disorders, and to maximize the physical and psychological potential of individuals or groups through the demonstration and instruction of health promotion strategies. In order to competently assess and provide intervention for patients, graduates require an in-depth knowledge of the basic and applied sciences, need to possess critical-thinking skills, and must be able to intellectually bridge theory with practice. Integration of the psychosocial, cultural and ethical elements of patient care is also essential. The faculty believes in the importance of creating an environment that is intellectually challenging, as well as one which offers unique opportunities for learning and collaboration.

The goals and objectives of the school directly relate to the mission and philosophy of the College of Health Sciences. Individual courses have been designed to include learning experiences that allow graduates to meet the stated objectives. Learning experiences are presented in each course syllabus. Additional opportunities may be available for the student to be involved in independent and collaborative study in specialized areas, collaborative work in research, and multiple occasions for the development and practice of teaching skills.

Goals and Objectives:

The goals and objectives of the program directly relate to the vision and purpose of the school. Individual courses have been designed to include learning experiences that allow graduates to meet the stated objectives. Learning experiences are presented in each course syllabus. Additional opportunities that will be available to the student will include independent and collaborative study in specialized areas, collaborative work in research, and multiple occasions for the development and practice of teaching skills.

The goals of the Belmont University Master of Physical Therapy program are to prepare physical therapists to:

1. Practice as generalist physical therapy practitioners who use critical thinking to bridge theory and practice, while demonstrating excellence in the performance of general clinical skills.
2. Serve as primary health care providers.
3. Be informed, involved and assume participatory roles in physical therapy, the health professions, other health organizations and the community.
4. Be consumers of research, identify researchable problems, advocate and participate in research, and incorporate findings from professional literature into clinical practice.
5. Critically evaluate clinical and policy issues.
6. Correlate theory with practice and think creatively about, respond to, adapt or shape new practice environments.
7. Act as proactive educators for patients, peers, students and others.
8. Be active members of the profession of physical therapy.

The objectives of the Master of Physical Therapy program will enable graduates to:

1. Demonstrate in-depth knowledge of the basic and clinical sciences relevant to physical therapy and its application within professional clinical practice.
2. Demonstrate mastery of entry-level professional clinical skills, particularly in the areas of patient examination, evaluation, diagnosis, prognosis, intervention, reexamination, education, outcomes and prevention.
3. Correlate existing theory with new or evolving theory relevant to the practice of physical therapy.
4. Utilize and facilitate the process of critical thinking and inquiry.
5. Participate in the development and enactment of ethical health care regulations and policies that are consistent with the needs of society.
6. Demonstrate effective leadership, management and communication.
7. Demonstrate positive behaviors to all persons.
8. Recognize the importance of participation in the profession of physical therapy and as active members of the health care team.

Physical Therapy Curriculum and Teaching Philosophy

The faculty of the School of Physical Therapy has identified critical thinking, inquiry, and decision making as essential skills necessary for life-long professional practice. Many of the program objectives, course objectives, and learning experiences are designed with the intention of further developing these essential skills. It is also the opinion of the faculty that the best initial building block for development of these skills is a strong foundational knowledge of the basic sciences, coupled with an understanding of the theoretical concepts underlying physical therapy practice.

The curriculum is designed to teach the student that the achievement and maintenance of health is best promoted by the health care practitioner who possesses a thorough understanding of how the human body is designed and functions, and who is then also able to communicate this information to diverse populations in a variety of settings. Acquisition of this knowledge and these skills is supported by providing a learning environment that is intellectually challenging, open to collective and independent learning opportunities, and experientially broad enough to encourage collaboration with peers, clients, family members and anyone else deemed appropriate within and external to the discipline of physical therapy. Students are taught that achievement of success in the skills of communication and collaboration requires not only factual knowledge, but also the awareness and appreciation of various learning styles coupled with an understanding of individual and population-specific social concepts, values and ethical behaviors.

Additionally, each student will be involved in a small group research project that spans the three-year curriculum and culminates in a professional association caliber presentation of the scientific finding or scholarly work during the final semester of the program. The professional presentation will be oral, i.e., local professional meeting, and written for publication.

The curriculum design reflects a ³building block design² where a foundation of basic science and applied movement science (the ³cornerstone²) serves as the basis for further development of the clinical, social, and behavioral sciences. The seminar series that traverse the curriculum (PT Seminars I-V) initially serve as an introduction of contemporary professional and practice issues to the students. Seminars in clinical practice (Clinical Experience I-III and Clinical Correlates I-II) focus on clinical applications.

Master of Physical Therapy Transition to Doctorate of Physical Therapy

The Belmont University Senior Leadership Team has approved the School of Physical Therapy's concept of transitioning from awarding the current professional Master of Physical Therapy (M.P.T.) degree to awarding a Doctorate of Physical Therapy (D.P.T.) degree. The process of transitioning to the D.P.T. degree requires coordination and approval by Belmont University Faculty, Belmont University Board of Trustees, Tennessee Baptist Convention, Commission on Colleges of the Southern Association of Colleges and Schools (SACS), and the Commission on Accreditation in Physical Therapy Education (CAPTE). The faculty expects to implement this degree change in the 2001-2002 academic year based upon their belief that it is the proper degree for the current requirements of physical therapy education, and is necessary to meet CAPTE standards.

Professional Entry-Level Master of Physical Therapy

The mission of the Belmont University Physical Therapy program is to prepare a graduate who possesses the knowledge, skills, values, and behaviors needed by today's health care practitioner, and who is committed to lifelong professional learning. The three-year professional education curriculum culminates in the Master of Physical Therapy. The physical therapy curriculum at Belmont University has been developed to provide physical therapists with a strong foundation in basic health sciences and an understanding of the theoretical basis for physical therapy practice. The goal of this program is to prepare a generalist physical therapy practitioner with critical thinking abilities who can bridge theory and practice and demonstrate excellence in the performance of general clinical skills.

Initial course work emphasizes foundational sciences: anatomy, physiology, pathology, kinesiology, and movement theory. Subsequent course work stresses physical therapy clinical science -- the body of knowledge which comprises the profession of physical therapy. Professional socialization issues -- ethical, social, legal, communication, management, education, diversity, lifespan perspective and scientific inquiry -- are carefully woven through each course in the curriculum. Courses in management, education, sociology of health care, and critical inquiry prepare students for the multiple roles of the physical therapist.

Four learning activities occur each semester with close coordination of these activities within and across individual courses: knowledge acquisition, skills laboratories, integration seminars, and experiences in clinical settings. Additionally, each student is involved in an individual or a small group research activity that spans the three-year curriculum and culminates in a professional presentation of the scientific finding during the final semester of the program. Part-time clinical experiences, incorporated into specific clinical science courses, occur in local physical therapy clinics. Four full-time clinical experiences, each eight weeks in length, occur in clinics nationwide.

Academic Policies

Admission to the professional entry-level Master of Physical Therapy degree program is based on qualifications and space availability. Admission is awarded without regard to gender, race, color, age, religion, national origin, or handicap. Application to the graduate program should be made to the Associate Dean, School of Physical Therapy.

A. Requirements for Admission to Graduate Program

Applicants to the professional entry-level masters program in physical therapy must have completed or shown evidence of substantial work toward the following in order to be considered for admission:

1. A completed application form with the $50.00 non-refundable application fee.
2. Possess a baccalaureate degree from an accredited college or university (degree in any field) or be in the senior year of undergraduate study.
3. Completion of all prerequisites within ten years prior to application.
4. Minimum undergraduate and graduate (if applicable) grade point average (GPA) of 3.0 (GPA on a 4.0 scale).
5. Minimum prerequisite grade point average (GPA) of 3.0 (on a 4.0 scale). The prerequisite course work includes: a. Chemistry: 6-8 hours, two semesters with a lab in each b. Physics: 6-8 hours, two semesters with a lab in each c. Biology: 6-8 hours, two semesters with a lab in each d. Human Anatomy and Physiology: 6-8 hours, two semesters with a lab in each e. Statistics: 3 hours f. Behavioral Science Courses: 9 hours (must include Life Span Development)
6. Competitive scores on the Graduate Record Examination (GRE) taken within the past five years.
7. Demonstration of familiarity with physical therapy in the form of a minimum of 50 hours of observational, volunteer, and/or work experience in physical therapy.
8. Two copies of official transcripts for all college and university course work completed.
9. A narrative statement of the student's interest in physical therapy, education goals, and career goals.
10. Two recommendations from faculty, academic advisors, or employers addressing the applicant's ability, interest, motivation for pursuing study in physical therapy. One letter of recommendation must be from a licensed physical therapist.
11. The Physical Therapy Program Admissions Committee reviews the application to select the final group of applicants for interview and further review. These applicants are invited to continue in the admission procedure by participating in the on-site portion of the admission process. At the time of the interview, applicants will complete a writing sample on a randomly chosen topic.

Based on consideration of the complete set of application materials, the evaluation from the admission interview, and the writing sample, the Physical Therapy Program Admissions Committee will select the applicants to be admitted to the program. Notification of admission decisions will occur in a timely manner following the completion of all admission interviews. All students admitted to the program who are still completing bachelor's degree programs and/or prerequisite course work at the time of the application, must submit final transcripts for such pre-physical therapy studies prior to the start of the first semester of study in the Physical Therapy program.

B. Limitation on Completion of Requirements

A graduate student in the Master of Physical Therapy program must complete all degree requirements within a six-year period. Time limits shall be computed from and will include the first semester of credit applied to the degree program.

C. Probation and Suspension

It is essential that students make satisfactory progress toward their degree in terms of consistency and performance. Unsatisfactory progress will result in the following actions:

Students on probation must raise their cumulative GPA to 3.0 or better within the next two semesters. Students must have a 3.0 GPA before starting any full-time (8-week) clinical. If a student fails to meet this criterion, the student is automatically dismissed from the program. Any student who is dismissed may apply for readmission.

D. Repeating Courses

If a student wishes to repeat a course, the student will request in writing the rationale and foundations for this request. The request will be forwarded to the Associate Dean, School of Physical Therapy. The Associate Dean will forward this request to the Physical Therapy faculty for review, discussion and decision. The Associate Dean will then make a decision on the request. If the request is approved, the course must be repeated the next semester the course is offered. The last grade will be the permanent grade recorded, and the student's GPA will be recomputed accordingly. No course may be repeated more than once.

E. Readmission

Students who fail to register for courses during a given semester are required to apply for readmission to the Chair.

Physical Therapy Courses (PHT)

PHT 500. Histology (3). This course involves the study of the structure of cells, tissues and organs on a microscopic level, with linkages to function. Additional emphasis is placed on connective, contractile and neural tissue.

PHT 501. Kinesiology/Biomechanics (6). This course examines selected anatomical, structural and functional properties of human connective, muscular, and nervous tissues, and skeletal structures. Emphasis is placed on the mechanical, neuroregulatory, and muscular events that influence normal and pathological motion. The fundamental patient assessment skills of muscle testing and goniometry are presented.

PHT 502. Human Physiology (6). This course involves the study of human physiological systems with special emphasis placed upon acute and chronic responses, and intercommunication of these systems, when confronted with changes in environment, activity, and/or age.

PHT 503. Critical Inquiry I (2). The focus of the course is on practically using research. Commonly accepted research principles, ethics associated with research, concepts of measurement, and research designs most pertinent to the clinical practice of physical therapy are addressed. Areas of emphasis include reading and interpreting professional literature, identifying independent, dependent and control variables within research studies, conducting literature reviews, and critically analyzing new concepts and findings.

PHT 504. Seminar in Physical Therapy I (1). This course involves the study of fundamental therapeutic exercise principles and techniques that are incorporated into all physical therapy courses. Principles of exercise are introduced for flexibility, strengthening, isokinetics, plyometrics, balance and coordination training, and aerobic exercise. Basic clinical skills presented include vital signs, positioning, draping, range-of-motion exercises, proprioceptive neuromuscular facilitation, transfer techniques, use of assistive devices and gait training. Designing rehabilitation home exercise programs is integrated throughout the course.

PHT 510. Human Anatomy (7). The focus of this course is an in-depth study and analysis of the regional and systemic organization of the body. Emphasis is placed upon structure and function of human movement.

PHT 511. Pathophysiology (3). This course presents the fundamental vocabulary and concepts of disease to include their causes, lesions, and mechanisms. The diseases are approached by organ system, with a review of the anatomy and physiology involved, epidemiology of each disease, pathologic and clinical manifestations and diagnostic techniques.

PHT 512. Physical Therapy Foundations I (3). This course covers fundamental patient care skills and serves as an introduction to performing and documenting examination techniques that are a component of patient evaluation; basic physical therapy interventions and concepts of prevention. Case scenario laboratory sessions emphasize: (1) skills such as draping, positioning, and good body mechanics which are consistently reevaluated with particular emphasis placed upon issues of safety and dignity; (2) basic examination techniques such as assessment of vital signs; (3) treatment techniques that involve therapeutic modalities and massage; (4) the practice of the art of time management and delegation of tasks; and (5) an introduction to the CPT code system as it pertains to the use of therapeutic modalities.

PHT 513. Critical Inquiry II (3). This course deals with the study of the statistical methods most pertinent to physical therapists in clinical practice. Management and synthesis of data are emphasized, and data interpretations are related to relevance for clinical practice. A computer laboratory is used to provide the students with an opportunity to use both Windows-based spreadsheet and specialized statistical software.

PHT 514. Seminar in Physical Therapy II (1). The course provides a general overview of the fundamental concepts and principles central to the development of physical therapy as a clinical science. Areas addressed include introduction to formulation and use of theory and differing sources of knowledge, role of conceptual models of evaluation, specific professional issues central to clinical practice, development of clinical reasoning/judgement/decision making skills, the APTA Guide to Clinical Practice, and simple analysis of clinical cases and case reports.

PHT 515. Clinical Experience I (1). This course introduces the student to the clinical environment and helps to develop interpersonal skills needed to successfully interact with patients, families, health care professionals and the community. The development of writing skills for clear, concise and accurate medical record documentation is emphasized. Patient cases guide the learning activities to enhance the clinical experience gained one morning each week at local facilities.

PHT 520. Neuroscience (5). The focus of this course involves a study of the development, structure and function of the human nervous system. Emphasis is placed on applied anatomy and the clinical consequences of injury and pathology within the central, peripheral and autonomic nervous systems. Additionally, the course makes reference to theories of motor control and motor learning, muscle tone, posture, balance, sensory perceptions, and both normal and abnormal movement.

PHT 521. Physical Therapy Foundations II (3). This course presents a study of the physical therapy and medical management of selected patient populations including patients whose impairments or disabilities require prostheses, orthoses, wound care, or electromyography studies.

PHT 522. Musculoskeletal Physical Therapy I (5). This course is the first in a sequence of two that provides an in-depth exploration of the evaluation, differential diagnosis, prognosis, and intervention of various musculoskeletal dysfunctions of the extremities. Physical therapy evaluation, assessment, intervention and prevention of soft tissue, bony, and post-surgical problems of the upper and lower extremities is discussed from the orthopedic perspective. This course includes planning and implementing treatment programs including exercise, mobilization, and other orthopedic physical therapy concepts. Clinical competence in the evaluation and treatment of extremity dysfunction is developed.

PHT 523. Psycho-Social-Cultural Implications in Human Development (3). This course presents the study of normal sequences of neuromuscular, perceptual, psycho-socio-cultural development, diversity and their relationship from infancy through old age. Human interaction and communication, strategies for understanding adaptations to disease and disability, and development of cultural sensitivity and competent skills for practice are included.

PHT 524. Seminar in Physical Therapy III (1). This course is a continuation of Seminars I and II. The scholarly project component of the curriculum is discussed with emphasis on writing a proposal. Topics are discussed that relate to information presented in current courses. Information from previous courses, case presentations, professional issues and reviews of current literature are discussed as they relate to each topic.

PHT 525. Clinical Experience II (1). This course promotes further development of interpersonal, communication, and patient care skills. Patient cases guide the learning activities to enhance the clinical experience gained one day each week at local facilities. Students are also introduced to the concept of developing an individual plan for physical therapy practice affiliations.

PHT 530. Musculoskeletal Physical Therapy II (5). This is the second in the sequence of two courses that provides for the continuation of the in-depth exploration of the evaluation, differential diagnosis, prognosis, and intervention of various musculoskeletal dysfunctions of the extremities and the spine. Physical therapy evaluation, assessment, intervention and prevention of soft tissue, bony, and post-surgical problems is refined for the upper and lower extremities. In addition, dysfunction of the axial region (spine, pelvis, and temporomandibular joints) from an orthopedic perspective is emphasized. This course includes planning and implementing treatment programs including exercise, mobilization, and other orthopedic physical therapy concepts. Clinical competence in the evaluation and treatment of both extremity and spine dysfunction is developed.

PHT 531. Neuromuscular Physical Therapy I (5). This course is the first in a sequence of two courses that provides an in-depth exploration of the assessment and intervention procedures used with persons with various neurological pathologies. The focus of this course is on neurological problems acquired in adulthood. Theories of motor control and motor learning are studied and applied to assessment and treatment. Laboratories, (which include some contact with persons with neurological dysfunction) are used to strengthen evaluation and intervention skills, especially the analysis of movement, as well as planning, practicing, and modifying treatment. Clinical competence in the evaluation and treatment of persons with neurological pathologies is developed.

PHT 532. Ethics in Health Care (3). This course prepares the student to approach ethical dilemmas objectively with a thorough understanding of professional moral responsibility. Information presented in the course assists students to: distinguish ethical from other kinds of issues in health care; identify the morally relevant features of a case; identify the options open to a therapist faced with a moral problem; provide justification for the best options; consider counter arguments for one's position(s); and enhance commitment to promoting the dignity of others.

PHT 533. Clinical Medicine (2). Students are introduced to the pathophysiologic mechanisms of human diseases seen in current health care practice, with a focus on those encountered by physical therapists. Recognition of signs and symptoms that may cause movement impairment or dysfunction is presented, as well as the psychological aspects of the disease or condition as appropriate. The recognition of patient problems that may require other professional attention, in addition to that from a physical therapist, is emphasized.

PHT 534. Seminar in Physical Therapy IV (1). This course is a continuation of seminars I-III. Contemporary issues related to wellness and health promotion are the focal points of this seminar.

PHT 535. Clinical Experience III (1). Further development of interpersonal, communication, and patient care skills is the focus of this course. Patient cases guide the learning activities to enhance the clinical experience gained one day each week at local facilities.

PHT 536. Physical Therapy Practice I (8). This course consists of an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 540. Neuromuscular Physical Therapy II (5). This course is the second in a sequence of two courses that provides an in-depth exploration of the assessment and intervention procedures used with persons with various neurological pathologies. The focus of this course is on neurological problems present from birth or acquired in childhood. Emphasis is placed on motor control and learning, motor development and developmental disabilities. Family and environmental contexts are stressed. Laboratories (which include some contact with children with neurological dysfunction) are used to strengthen evaluation and intervention skills, especially the analysis of movement, as well as planning, practicing, and modifying treatment. Clinical competence in the evaluation and treatment of children with neurological and developmental pathologies is developed.

PHT 541. Cardiopulmonary Physical Therapy (4). Physical therapy evaluation, assessment, intervention and prevention in patients with primary and secondary disorders of the cardiopulmonary systems are the focus of this course. Principles of exercise testing and training for both healthy adults and for patients are included. The emphasis is on designing comprehensive programs that include patient education, assistance with life-style changes and activity prescriptions.

PHT 542. Pharmacotherapeutics (2). This course teaches the student to utilize knowledge of physiology and neuroanatomy to develop an understanding of the effects of medication on human performance throughout the life span within the context of various dysfunctions. It is designed to develop an understanding of substance abuse, drug interactions, drug compliance, age and dosage recommendations.

PHT 543. Health Care Systems Delivery and Management (3). Study of the delivery and management of health care and its influence on physical therapy practice is presented. The course includes an introduction to organizations and organizational structure, examination of governmental and regulatory systems, and the economic, political and professional forces that influence contemporary and future practice. Concepts of organizational behavior, personnel supervision, consultation, quality assurance, marketing, fiscal management, independent contracting, and administrative, business and regulatory law applied to practice are included as topics of discussion. An emphasis is placed on Total Quality Management (TQM) Continuous Quality Improvement (CQI) in physical therapy practice.

PHT 544. Health and Human Behavior (2). This course focuses on the skills and knowledge needed by the physical therapist to effectively fulfill supervisory and management roles in the health care setting. Concepts of management theory, organizational behavior, time management, negotiation management, conflict management, peer assessment, Total Quality Management (TQM), Continuous Quality Improvement (CQI), resource needs analysis, fiscal management, risk management, personnel management, marketing, community outreach, and supervisory skills are included.

PHT 545. Seminar in Physical Therapy V (1). This course is a continuation of Seminars I-IV. The main focus of this course is related to the understanding of the role that physical therapists play in each aspect of the industrial therapy continuum, and how the multiplicity of disciplines are applied toward the emerging concept of industrial ³wellness². Safe job placement upon hire, injury prevention with an emphasis on ergonomics, functional capacity assessment for safe return to work, work reconditioning, and acute injury management are the focal points of this seminar.

PHT 546. Clinical Correlates I (1). The focus for this course is on clinical learning as well as assisting students in developing self-responsibility, self-assessment, and an understanding of professional competence.

PHT 550. Physical Therapy Practice II (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 551. Physical Therapy Practice III (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 552. Physical Therapy Practice IV (8). This course is an eight (8) week full-time clinical experience. This course is graded on a Pass/Fail basis.

PHT 553. Clinical Correlates II (1). Students discuss complex cases from their clinical education experiences and review pertinent literature. The course also includes presentation (oral and written) of scholarly projects.